A Structured Approach to Online Learning Design in Dental Education

Lewis, Cassandra

doi:10.15694/mep.2020.000246.1

Cited by 6 publications

(6 citation statements)

References 26 publications

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“…The issues faced were expected, as it was a first‐of‐its‐kind online professional exam, a novel experience for all. Systems such as Bb‐LMS can be beneficial for keeping online formative assessments in one place, with the ability to track user engagement and performance 4,5 . Regardless of the concerns, it is encouraging to notice that paper‐based professional examinations can be effectively delivered online.…”

Section: Resultsmentioning

confidence: 99%

“…Sys- tems such as Bb-LMS can be beneficial for keeping online formative assessments in one place, with the ability to track user engagement and performance. 4,5 Regardless of the concerns, it is encouraging to notice that paper-based professional examinations can be effectively delivered online. "Open-book approach" could be considered for assessing higher cognitive skills in the future for such high-stake exams.…”

Section: Resultsmentioning

confidence: 99%

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Blackboard‐based online assessment during COVID‐19 era: A new leaf to an old tree

Rath

Wong

Pannuti

2021

Journal of Dental Education

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Assessment is an essential part of teaching and learning. 1 The temporary cessation of face-to-face educational activities among education institutes worldwide during the COVID-19 pandemic mandated the need for online assessment platforms for timely examinations. In March 2020, Malaysia went under total lockdown for an unstipulated time. Even exams demanded bigger venues and more time to comply with the standard operating procedures and safety, which posed a challenge. A secure online assessment platform to accommodate our needs, including question creation, rubrics, storage, and testing in stipulated time, was required. How to cite this article:Rath A, Wong MLZ, Pannuti CM. Blackboard-based online assessment during COVID-19 era: A new leaf to an old tree.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Blackboard‐based online assessment during COVID‐19 era: A new leaf to an old tree

Rath

Wong

Pannuti

2021

Journal of Dental Education

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“…More recently, a CoDesignS ESD Framework in learning and curriculum design was developed [13,14]. This new CoDesignS ESD Framework goes beyond the typical focus on ESD competencies.…”

Section: The Frameworkmentioning

confidence: 99%

CoDesignS Education for Sustainable Development: A Framework for Embedding Education for Sustainable Development in Curriculum Design

Ahmad,

Toro-Troconis,

Ibahrine

et al. 2023

Sustainability

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In the context of the global climate change debate, the integration of Education for Sustainable Development (ESD) in higher education institutions (HEIs) has been identified as one of the top priorities. This paper presents the CoDesignS ESD Framework (hereafter “Framework”) focused on HEIs, though the Framework is applicable to other types of educational institutions. The Framework introduces transformative pedagogies and teaching methods that extend beyond typical ESD competencies, encompassing cognitive, socio-emotional, and behavioral domains for a holistic design and delivery. It was evaluated using a focus group and interviews among sustainability practitioners and academics, learning and curriculum designers, students, and government officials involved in ESD. The evaluation demonstrates key stakeholders’ engagement with the Framework and appreciation of its potential to integrate sustainability into university curricula across different disciplines. The findings suggest that the Framework is easy to use, making sustainability explicit in the curriculum and actively developing the competencies students require to bring about change beyond the classroom. The feedback received has helped the further development of the Framework, including the CoDesignS ESD Toolkit Planner and Dashboard, which provide a more effective way of integrating the learning design and ESD components embedded as part of the CoDesignS ESD pillars.

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“…The CoDesignS ESD framework is the result of thorough research in the areas of learning and curriculum design (Toro-Troconis et al, 2019;Lewis, 2020;Toro-Troconis et al, 2021;Toro-Troconis et al, 2022;Ahmad et al, 2023). This framework stands out by going beyond merely identifying the competencies required for ESD.…”

Section: Codesigns Esd Frameworkmentioning

confidence: 99%

Exploring Attitudes towards Embedding Education for Sustainable Development in Curriculum Design

Toro-Troconis,

Inzolia,

Ahmad

2023

IJHE

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This paper shares insights from the research conducted during the 2022-2023 Learning Design and Education for Sustainable Development Bootcamp. The Bootcamp was designed by the Association for Learning Design and Education for Sustainable Development (ADLESD) and delivered in collaboration with UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC). The Bootcamp is supported by the CoDesignS ESD Framework and has been executed in collaboration with several prestigious institutions. The study aimed to identify any changes in attitudes towards embedding Education for Sustainable Development (ESD) into curriculum design following the Bootcamp. Using a validated survey that measured four attitude components - affective, perceived control, usefulness, and behavioural - significant variations were observed in the latter three components post-Bootcamp. This shows an increased perception of ESD's practical value, participant confidence in implementing it, and readiness to adjust behaviours to accommodate ESD principles. However, the affective component, or emotional response to ESD, remained largely unchanged, likely due to the Bootcamp participants' self-selection. Particularly notable was the boost in the perceived control element, possibly due to the clear pedagogical framework and toolkit provided during the Bootcamp. This improvement in the Control component and the overall positive impact of the Bootcamp are consistent with feedback obtained from participants in the final evaluation survey. These findings indicate that the Bootcamp and the use of the CoDesignS ESD Framework and Toolkit Planner significantly increased participants' willingness, confidence, and ability to integrate ESD into curriculum design effectively.

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A Structured Approach to Online Learning Design in Dental Education

Cited by 6 publications

References 26 publications

Blackboard‐based online assessment during COVID‐19 era: A new leaf to an old tree

Blackboard‐based online assessment during COVID‐19 era: A new leaf to an old tree

CoDesignS Education for Sustainable Development: A Framework for Embedding Education for Sustainable Development in Curriculum Design

Exploring Attitudes towards Embedding Education for Sustainable Development in Curriculum Design

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