2016
DOI: 10.7455/ijfs/5.1.2016.a1
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Developing and delivering food systems training programs for 21st century audiences

Abstract: Expectations for training programmes today are very different from expectations for training programmes in the past, because today's audiences are not only multigenerational, but the younger generations learn in distinctly different ways from older, more traditional audiences. To meet the needs of these multigenerational audiences, the Auburn University Food Systems Institute (AUFSI) has developed on-demand, online courses that offer a variety of ways for learners to interact with training materials. For examp… Show more

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Cited by 1 publication
(3 citation statements)
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“…This exception is due to a lack of intervention research using children as participants. The fundamental reason for this exclusion is that the brain is still developing until age 10-12 (Dong, Li & Potenza, 2017;Hahn & Curtis, 2016). Nevertheless, noncognitive-based video games have beneficial effects, which can be used in all age categories to improve the brain.…”
Section: Other Considerationsmentioning
confidence: 99%
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“…This exception is due to a lack of intervention research using children as participants. The fundamental reason for this exclusion is that the brain is still developing until age 10-12 (Dong, Li & Potenza, 2017;Hahn & Curtis, 2016). Nevertheless, noncognitive-based video games have beneficial effects, which can be used in all age categories to improve the brain.…”
Section: Other Considerationsmentioning
confidence: 99%
“…While game-based learning is a serious way of teaching children in an engaging and impactful way, there are still some constraints that must be considered, as it can be adopted in an excessive or ineffective way (Eng, 2019;Mitchell, Schuster & Drennan, 2017;Hahn & Curtis, 2016). We summarise the overall advantages and constraints of games-based learning in Table 2.1.…”
Section: Game-based Learning (Potential and Conceptual)mentioning
confidence: 99%
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