University of Zurich (UZH), Switzerland - Fully prepared (Potential Energy Shortage)

Title:

Fully prepared (Potential Energy Shortage)

 

Author:

Patrizia Widmer; English translation by Philip Isler

 

Published:

University of Zurich (UZH), 15 December 2022

https://www.news.uzh.ch/en/articles/news/2022/energy-shortage.html

 

From the news article:

If energy shortages occur in the next few months, UZH aims to maintain its teaching and research activities for as long as possible. But how can the university achieve this? 

 

Using Learning Theories to Develop a Veterinary Student Preparedness Toolkit for Workplace Clinical Training [Preprint - EdArXiv, 2022]

Title:

Using Learning Theories to Develop a Veterinary Student Preparedness Toolkit for Workplace Clinical Training

 

Authors:

Jennifer Routh1, Sharmini Julita Paramasivam1, Peter Cockcroft1, Vishna Devi Nadarajah2 & Kamalan Jeevaratnam1

 

1. School of Veterinary Medicine, University of Surrey, Guildford, UK

2. Division of Human Biology, School of Medicine and IMU Centre for Education, International Medical University, Kuala Lumpur, Malaysia

 

Published:

EdArXiv Preprints, Last edited: 7 April 2022

https://edarxiv.org/g4u3m/ 

Abstract:

Learning theories are logically related statements designed to explain what should or could be aspired to in establishing ideal learning conditions. Multiple theories can inform our understanding of a single concept, in this case: veterinary workplace clinical training (WCT), which occurs just prior to students’ graduation as competent veterinary surgeons. The competency movement has strongly influenced reforms in veterinary education and is considered important. In reflection of this, the term “preparedness” is operationalised here as a measure of the likelihood that the veterinary student is going to be a competent learner and participant during WCT. Preparedness itself is therefore important because it directly impacts performance. Workplace clinical training is explored through the lenses of cognitivist, social constructivist and socio-culturalist learning theories and used to inform student preparedness characteristics in terms of their behaviours, personal attributes, knowledge and skills, and awarenesses to optimise learning and participation.

 

Higher Education in India in the Time of Pandemic, Sans a Learning Management System [Scholarly Article - AERA Open, 2022]

Title:

Higher Education in India in the Time of Pandemic, Sans a Learning Management System

 

Authors:

Sudipta Roy, University of St. Francis

&

Shannon Brown, University of St. Francis

 

Published:

AERA Open, 10 Jenuary 2022

https://journals.sagepub.com/doi/full/10.1177/23328584211069527

 

Abstract:

Higher education in India was caught completely unawares by the COVID-19 pandemic and the necessitated closure of educational institutions. Despite almost a decade of experience with online and distance learning at some top-tier and private institutions, the vast majority were unprepared and looked for quick solutions for different components of teaching–learning depending on the need of the hour. The immediate tool sought was a videoconferencing platform to substitute in-class lectures. With no access to a learning management system, faculty chose one platform for videoconferencing, one for interaction with students, and another for uploading class notes. Disparity in students’ access to devices and the internet presented challenges. Assessment of learning, which hitherto was largely pen and paper based, was delayed for lack of a viable solution. Experiences documented in this study demonstrate faculty resilience, but lack of institutional leadership and preparedness is starkly evident.

Using Learning Theories to Develop a Veterinary Student Preparedness Toolkit for Workplace Clinical Training [Scholarly Article - Frontiers in Veterinary Science, April 2022]

Title:

Using Learning Theories to Develop a Veterinary Student Preparedness Toolkit for Workplace Clinical Training 

 

Authors:

Jennifer Routh1, Sharmini Julita Paramasivam1, Peter Cockcroft1, Vishna Devi Nadarajah2 & Kamalan Jeevaratnam1 

 

1. School of Veterinary Medicine, University of Surrey, Guildford, United Kingdom 2. Division of Human Biology, School of Medicine and IMU Centre for Education, International Medical University, Kuala Lumpur, Malaysia

 

Published:

Frontiers in Veterinary Science, 7 April 2022

https://www.frontiersin.org/articles/10.3389/fvets.2022.833034/full

 

From the article:

Learning theories are abstract descriptions which help us make sense of educational practice. Multiple theories can inform our understanding of a single concept, in this case: veterinary workplace clinical training (WCT), which occurs just prior to students' graduation as competent veterinary surgeons. The competency movement has strongly influenced reforms in veterinary education and is considered important. In reflection of this, the term “preparedness” is operationalised here as a measure of the likelihood that the veterinary student is going to be a competent learner and participant during WCT. Preparedness itself is therefore important because it directly impacts performance. Workplace clinical training is explored through the lenses of cognitivist, social constructivist and socio-culturalist learning theories and used to inform student preparedness characteristics (“tools”) in terms of their behaviours, personal attributes, knowledge and skills, and awarenesses to optimise learning and participation. These form a new conceptual framework—the “Preparedness Toolkit.”