Findings from the 2017 Yearbook Section on Health Information Management

Bloomrosen, M.; Berner, E. S.

doi:10.1055/s-0037-1606482

Cited by 1 publication

(1 citation statement)

References 14 publications

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“…Thus, we identify these courses and appropriate to identify the critical components, where hands-on labs play a critical role in students gaining process skills. The HIM field is moving towards broader use of technology and informatics (Bloomrosen & Berner, 2017;Gibson, Dixon, & Abrams, 2015), making it essential for students to have handson experience in using and innovating using technology. Thus, many education programs are in the transition to offer online courses with lab sessions, and our paper might be of interest to that audience.…”

Section: Introductionmentioning

confidence: 99%

Using Gamification in a Teaching Innovation Project at the University of Alcalá: A New Approach to Experimental Science Practices

Carrillo¹,

García²,

Laguna³

et al. 2019

EJEL

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Life-long learning is currently being embraced as a central process that could disrupt traditional educational paths. Apparently, the (ideal) type of learning often promoted is deep and meaningful learning, though it is not always required to be so. Deep learning goes beyond superficial knowledge assimilation of unlinked facts; it aims at developing deep disciplinary understanding, transformative knowledge, personal meaning, emotional intelligence, critical thinking, creativity and metacognitive skills. Meaningful learning occurs when learning is active, constructive, intentional, authentic, and cooperative. Technology enhanced teaching and learning methods should prove their potential to transform life-long learning provision and facilitate the achievement of deep and meaningful learning. In the context of distance education in life-long learning, one important challenge is the design of versatile quality assurance strategies for e-training. Based on the experiences in U P E C L -Long Learning (KEDIVIM) the authors present how the principles and attributes of deep and meaningful learning can be combined with project management in practice and be incorporated in an e-Learning quality strategy. We present i) the methods used to assess the quality of the e-Learning programmes, ii) key findings of the evaluation process and iii) first research evaluation results on the quality of learning. This research study on learning process quality was conducted by learning methods such as collaborative learning. Some results of the evaluation indicate that the e-Learning quality strategy led to e-L deep and meaningful learning.

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Section: Introductionmentioning

confidence: 99%