![]()  These new dynamics are applied during the academic year 2010-11 in the UPF. ![]() Design/methodology/approach: To experiment with the introduction of innovative dynamic games in an introductory course in accounting. The aim of this study is double: to assess whether there is greater involvement in seminars with these new dynamics and to test if learning also experienced changes. Teaching methods for increasing the participations of students: Innovative dynamics games Teaching methods for increasing the participations of students: Innovative dynamics games Teaching methods for increasing the participations of students: Innovative dynamics gamesĭirectory of Open Access Journals (Sweden)įull Text Available Purpose: This paper analyses new dynamics as teaching methodologies in the context of  the degrees adapted to the EHEA. The teachers from both school groups participated in, Project Crawfish,… This study is an experimental research design to examine increased student content knowledge in biotechnology after a hands-on biotechnology intervention. Implementing biotechnology education through hands-on teaching methods should be considered by secondary biology teachers. Student Content Knowledge Increases after Participation in a Hands-on Biotechnology Intervention This study shows that students using Facebook for their online discussions… Increasing Student Participation in Online Group Discussions via FacebookĪ comparison study between two different methods of conducting online discussions in an introductory astronomy course was performed to determine if the use of Facebook as an online discussion tool has an impact on student participation as well as student response time. In 2015, 12 Scientists Ashore worked in collaboration with the ship-based team on the exploration of Galapagos National Park, and more than 20 are working with OET on post-cruise data & sample analysis. Carey, Lead Scientist at sea on the Kick'em Jenny Volcano & the Barbados Mud Volcanoes cruise. That same year, the ISC hosted four early career scientists and their twelve undergraduate students who led dives from shore in collaboration with Dr. Eberli at the University of Miami in 2014, greatly complementing existing data. The Straits of Florida & Great Bahama Bank cruise was co-led by Dr. Cheadle and John stood watch 24/7 with ten undergraduate and graduate students at the University of Wyoming, recording geologic features and samples, during a cruise to the Cayman Rise. We present examples of successful shore-based participation by scientists and students in Nautilus expeditions. Post-cruise, scientists and students may access digital data and biological and geological samples from our partner shore-based repositories: the University of Rhode Island Inner Space Center, Harvard Museum of Comparative Zoology, and URI Marine Geological Samples Lab. We have developed a suite of collaboration tools to allow scientists to view video and data in real time, as well as to communicate with ship-based and other shore-based participants to enable remote participation in cruises. The Scientist Ashore Program is a network of scientists around the world who participate in Exploration Vessel Nautilus expeditions from their own labs or homes. The Nautilus Exploration Program is improving the experience of shoreside participants through the development of new tools and methodologies for connecting them to expeditions in real time increasing accessibility to oceanographic cruises. Pallant, A.Īs the US oceanographic research fleet shrinks, reducing seagoing opportunities for scientists and students, remote participation in cruises via telepresence will become increasingly vital. Increasing Shore-based Participation of Scientists & Students in Telepresence-enabled Nautilus Expeditionsīell, K.
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