Comparison discipline models wong s pragmatic classroom

Seizing the Initiative Through Creative Thinking Versus Reacting to the Enemy local copyby Grothe, SAMS paper, Leadership must be committed to learning, underwrite experimentation, and create an environment that generates creative thought and innovation. Doctrine must incorporate more aspects of innovation, creative and critical thinking and innovative leadership.

Comparison discipline models wong s pragmatic classroom

Palita Lungchukiet 3,9 and Roger A. Medical Education can be delivered in the traditional classroom or via novel technology including an online classroom. To test the hypothesis that learning in an online classroom would result in similar outcomes as learning in the traditional classroom when using a flipped classroom pedagogy.

A total of subjects enrolled in a Neuro-otology training program for non-Neuro-otologists of 25 h held over a 3-day period. All candidates took a pretest examination of the subject material. The 2—9 h and 1—8 h sessions over three consecutive days were given live in the Comparison discipline models wong s pragmatic classroom and synchronously in the online classroom using the Adobe Connect e-learning platform.

Subjects randomized to the online classroom attended the lectures in a location of their choice and viewed the sessions live on the Internet.

Comparison discipline models wong s pragmatic classroom

A posttest examination was given to all candidates after completion of the course. Two sample unpaired t tests with equal variances were calculated for all pretests and posttests for all groups including gender differences. All subjects demonstrated statistically significant learning by comparison of their pre- and posttest scores.

There were no statistically significant differences in the test scores between the two groups of subjects each 0. A total of males in the traditional classroom arm had statistically significant lower scores than 72 females 0. The use of a synchronous online classroom in neuro-otology clinical training has demonstrated similar outcomes to the traditional classroom.

The online classroom is a low cost and effective complement to medical specialty training in Neuro-Otology. The significant difference in outcomes between males and females who attended the traditional classroom suggests that women may do better than males in this learning environment, although the effect size is moderate.

Introduction The increasing availability of online learning has increased the ability of medical students, residents, fellows, and practicing physicians to learn at a distance. Health-care providers have become increasingly dependent upon technological methodology associated with clinical practice.

We have identified a need to quantify and qualify the integrity of medical education programs that utilize current technology and a further need to choose the best technology for the educational task. The online learning environment should be contemporary in order to adequately present medical education and to contribute clarity to comparisons of learning environment.

We needed to develop a methodology of instruction that is evidence based and current in order to test our hypothesis that there is no difference in learning associated with a traditional classroom and a synchronous online classroom experience.

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There are large numbers of educational platforms commercially available, and we had a need to review and understand screencasting best practices in order to develop a screencasting platform. Screencasting, the capture of computer screen and audio content for future dissemination, allows educators to guide viewers through the content presented.

Viewers are thus able to engage the material at their convenience. InAndrew Youngkin described the benefits of screencasting in health professional education 1. We have decided to use a flipped classroom in the development of our coursework.

It was our hope that we would also be able to improve the efficiency in our curriculum delivery both in the live class and in a live streaming class. Their results showed the hybrid model offered a novel method to afford students active learning opportunities to progress to higher cognitive domains of learning.

The implementation of a hybrid model was attractive to us as the subject material we teach in neuro-otology is complex and educational models that will facilitate higher cognitive domains of learning were ideal.

Amanda Lackey and her group suggested screencasting is an opportune time for radiologists to focus on personal productivity and noted that the ever increasing reliance on computers and the Internet has significantly changed the way we work 4.

They discussed the use of screencasting and other tools that help improve collaboration and personal productivity, maximize e-learning, and protect valuable digital data.

The concept of being able to share the computer screen outside of the live classroom experience was a major part of our project. We desired to deliver a robust educational experience to physicians that might not be able to attend the live classroom.

An understanding of screen casting in a medical educational model was certainly obtainable. He suggested the inclusion of screencasting and online learning into teaching programs 5. Our learners are dispersed throughout the world and have told us that they desired an online learning experience.

Roshan Razik and colleagues studied the preferences and attitudes of ophthalmologists toward screencasting 6. They found practicing ophthalmologists and residents were interested in screencasting.

However, rural ophthalmologists preferred live lectures compared to urban colleagues. The social atmosphere of an onsite learning environment appeared to benefit those ophthalmologists that lived and worked in an area without daily professional interplay. These differences highlight the importance of knowing the audience when using screencasting.

We desired to find out if there was a preference of learning between streaming through screencasting and live lectures. We also wanted to find out if the outcomes would be similar so that we might embrace an evidence-based design of an online learning program. With existing technology, library users have many options for accessing information.Acting linguistically means that teachers are analyzing the discourse structures and rhetorical devices that are prevalent in texts from their discipline and are explicitly teaching these structures and devices within the context of subject area instruction (Wong Fillmore & Snow, ).

Comparison discipline models wong s pragmatic classroom

Amy S. Ha, Ada C. Wong, Raymond K. Sum Instructional and motivational classroom discourse and their relationship with teacher autonomy and competence support—findings from teacher professional development. Title I Middle School Administrators’ Beliefs and Choices about Using Corporal Punishment and Exclusionary Discipline.

American. "A Select Annotated Bibliography Concerning Game-Design Models for Digital Social Knowledge Creation," with Nina Belojevic, Alyssa Arbuckle, Matthew Hiebert, Shaun Wong, Derek Siemens, Alex Christie, Jon Saklofske, Jentery Sayers, and the INKE and ETCL Research Groups.

SLS Letter Volume XXVII. Fall-Winter The Fall semester was not an easy one, but it did mark significant progress in a number of respects.

The importance of speedy communication

With eerie looking ghosts and monsters jumping out from the screens, accompanied by impromptu blows of sound effects by Peter Wong, Cain’s associate, the . Participants will learn classroom management strategies to get their year off to a great start and keep their classroom running smoothly throughout the entire year.

All participants will leave with a copy of the book, "The Classroom Management Book" by Harry Wong.

A Comparison of Discipline Models