The Experts below are selected from a list of 56760 Experts worldwide ranked by ideXlab platform
Karste Schnack - One of the best experts on this subject based on the ideXlab platform.
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the action competence approach in environmental education reprinted from environmental education research 1997 3 2 pp 163 178
Environmental Education Research, 2006Co-Authors: Jarne Bruu Jense, Karste SchnackAbstract:In this article, the concept of action competence is presented and an attempt is made to locate it within the concept of general Educational theory. The concept of action competence, it is argued, should occupy a central position in the theory of environmental education as many of the crucial Educational problems concerning a political liberal education are united in this concept. The preoccupation with action competence as an Educational concept is based on scepticism about the Educational Paradigm in environmental education which manifests itself partly in a marked tendency to individualisation and partly in a tendency to regard the Educational task as a question of behaviour modification. At the same time, action competence should be seen as a necessary alternative to the traditional, science‐oriented approach to environmental education. Examples from developmental work in Danish schools are used to clarify and demarcate the concept of ‘action’ from ‘activity’ and ‘behaviour change’. Different kinds of...
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the action competence approach in environmental education
Environmental Education Research, 1997Co-Authors: Jarne Bruu Jense, Karste SchnackAbstract:In this article, the concept of action competence is presented and an attempt is made to locate it within the concept of general Educational theory. The concept of action competence, it is argued, should occupy a central position in the theory of environmental education as many of the crucial Educational problems concerning a political liberal education are united in this concept. The preoccupation with action competence as an Educational concept is based on scepticism about the Educational Paradigm in environmental education which manifests itself partly in a marked tendency to individualisation and partly in a tendency to regard the Educational task as a question of behaviour modification. At the same time, action competence should be seen as a necessary alternative to the traditional, science‐oriented approach to environmental education. Examples from developmental work in Danish schools are used to clarify and demarcate the concept of ‘action’ from ‘activity’ and ‘behaviour change’. Different kinds of...
Jarne Bruu Jense - One of the best experts on this subject based on the ideXlab platform.
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the action competence approach in environmental education reprinted from environmental education research 1997 3 2 pp 163 178
Environmental Education Research, 2006Co-Authors: Jarne Bruu Jense, Karste SchnackAbstract:In this article, the concept of action competence is presented and an attempt is made to locate it within the concept of general Educational theory. The concept of action competence, it is argued, should occupy a central position in the theory of environmental education as many of the crucial Educational problems concerning a political liberal education are united in this concept. The preoccupation with action competence as an Educational concept is based on scepticism about the Educational Paradigm in environmental education which manifests itself partly in a marked tendency to individualisation and partly in a tendency to regard the Educational task as a question of behaviour modification. At the same time, action competence should be seen as a necessary alternative to the traditional, science‐oriented approach to environmental education. Examples from developmental work in Danish schools are used to clarify and demarcate the concept of ‘action’ from ‘activity’ and ‘behaviour change’. Different kinds of...
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the action competence approach in environmental education
Environmental Education Research, 1997Co-Authors: Jarne Bruu Jense, Karste SchnackAbstract:In this article, the concept of action competence is presented and an attempt is made to locate it within the concept of general Educational theory. The concept of action competence, it is argued, should occupy a central position in the theory of environmental education as many of the crucial Educational problems concerning a political liberal education are united in this concept. The preoccupation with action competence as an Educational concept is based on scepticism about the Educational Paradigm in environmental education which manifests itself partly in a marked tendency to individualisation and partly in a tendency to regard the Educational task as a question of behaviour modification. At the same time, action competence should be seen as a necessary alternative to the traditional, science‐oriented approach to environmental education. Examples from developmental work in Danish schools are used to clarify and demarcate the concept of ‘action’ from ‘activity’ and ‘behaviour change’. Different kinds of...
Uma Natarajan - One of the best experts on this subject based on the ideXlab platform.
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a problem based learning model showcasing an Educational Paradigm shift
Curriculum Journal, 2007Co-Authors: Muthu Kumar, Uma NatarajanAbstract:This article examines the components of a theoretical problem-based learning framework adopted by a reform-minded tertiary institution in Singapore in order to shift away from traditional models of didactic instruction. The goals of this framework are to enhance the ways in which students think and augment knowledge building within authentic problem-solving contexts. Students' reflections of their experiences in operating within the problem-based learning environment are descriptively analysed to draw insights into the pedagogical implications of this framework. Both the underlying strengths and shortcomings of this innovative framework as perceived by students are documented to better understand the potential value of implementation of a problem-based learning Paradigm.
Rolando F. Del Maestro - One of the best experts on this subject based on the ideXlab platform.
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The Virtual Operative Assistant: An explainable artificial intelligence tool for simulation-based training in surgery and medicine.
PloS one, 2020Co-Authors: Nykan Mirchi, Vincent Bissonnette, Recai Yilmaz, Nicole Ledwos, Alexander Winkler-schwartz, Rolando F. Del MaestroAbstract:Simulation-based training is increasingly being used for assessment and training of psychomotor skills involved in medicine. The application of artificial intelligence and machine learning technologies has provided new methodologies to utilize large amounts of data for Educational purposes. A significant criticism of the use of artificial intelligence in education has been a lack of transparency in the algorithms’ decision-making processes. This study aims to 1) introduce a new framework using explainable artificial intelligence for simulation-based training in surgery, and 2) validate the framework by creating the Virtual Operative Assistant, an automated Educational feedback platform. Twenty-eight skilled participants (14 staff neurosurgeons, 4 fellows, 10 PGY 4–6 residents) and 22 novice participants (10 PGY 1–3 residents, 12 medical students) took part in this study. Participants performed a virtual reality subpial brain tumor resection task on the NeuroVR simulator using a simulated ultrasonic aspirator and bipolar. Metrics of performance were developed, and leave-one-out cross validation was employed to train and validate a support vector machine in Matlab. The classifier was combined with a unique Educational system to build the Virtual Operative Assistant which provides users with automated feedback on their metric performance with regards to expert proficiency performance benchmarks. The Virtual Operative Assistant successfully classified skilled and novice participants using 4 metrics with an accuracy, specificity and sensitivity of 92, 82 and 100%, respectively. A 2-step feedback system was developed to provide participants with an immediate visual representation of their standing related to expert proficiency performance benchmarks. The Educational system outlined establishes a basis for the potential role of integrating artificial intelligence and virtual reality simulation into surgical Educational teaching. The potential of linking expertise classification, objective feedback based on proficiency benchmarks, and instructor input creates a novel Educational tool by integrating these three components into a formative Educational Paradigm.
Ronald S Winokur - One of the best experts on this subject based on the ideXlab platform.
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simulation based training for interventional radiology and opportunities for improving the Educational Paradigm
Techniques in Vascular and Interventional Radiology, 2019Co-Authors: Zoe A Miller, A Amin, Ana Echenique, Ronald S WinokurAbstract:The current model for medical education is based on the Master-Apprentice model which was adopted into practice over a century ago. Since then, there have been many changes in healthcare and the environment in which trainees learn, practice and become proficient in procedural and critical thinking skills. The current model for medical education has however, not changed considerably in this time frame, resulting in significant limitations to trainee education. Simulator-based training is a technique which can minimize the limitations of the apprenticeship model by mitigating the effect of time constraints, increased emphasis on patient safety and satisfaction and nonstandardization of Interventional Radiology (IR) curricula. Currently, simulators are utilized in some IR programs, however robust research into simulators must be performed to prove the Educational validity of simulators and support formalization and widespread integration of simulation based training into a new, improved and standardized IR curriculum.