Most of the scientific literature on computer games aimed at offering or aiding in psychotherapy provides little information on the relationship between the game's design and the player's cognitive processes. This article investigates the use of Bloom's taxonomy in describing a psychotherapeutic game in terms of knowledge level and cognitive processing. It introduces the Revised Bloom Taxonomy and applies this to five psychotherapeutic games (Personal Investigator, Treasure Hunt, Ricky and the Spider, Moodbot, and SuperBetter) in a two-round procedure. In the first round consensus was reached on the Player Actions with Learning Objectives (PALOs) in each game. The second round sought to determine what level of knowledge and cognitive processing can be attributed to the PALOs by placing them in the taxonomy. Our low intercoder reliability in the second round indicates that Bloom's Revised Taxonomy is not suitable to compare and contrast content between games.
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PURPOSE: It is assumed that case-based questions require higher order cognitive processing, whereas questions that are not case-based require lower order cognitive processing. In this study, we investigated to what extent case-based questions and questions that are not case-based, relate to Bloom's taxonomy.METHODS: In this article, 4800 questions of the Progress Test were classified whether it was a case-based question and the level of Bloom's taxonomy. Lower-order questions require students to remember or/and basically understand the knowledge. Higher-order questions require students to apply, analyze, or/and evaluate. A phi-coefficient was calculated to investigate the relations between the presence of case-based questions and the required level of cognitive processing.RESULTS: Our results demonstrated that case-based questions were measuring higher levels of cognitive processing in 98.1% of the questions. Of the non-case-based questions, 33.7% required a higher level of cognitive processing. The phi-coefficient demonstrated a significant moderate correlation between the presence of a patient case in a question and its required level of cognitive processing (phi-coefficient = 0.55, p<0.001).CONCLUSION: Medical teachers should be aware of the association between item formats (case-based versus non-case-based) and the cognitive processes they elicit in order to meet a certain balance in a test, taking the learning objectives as well as the test difficulty into account.
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Author supplied: DOI : http://dx.doi.org/10.1145/2691352.2691357 Assignments and exercises are an essential part of software engineering education. It usually requires a variety of these assignments to cover a desired wide range of educational objectives as defined in the revised Bloom's taxonomy. But such a variety has inherent problems, e.g. that students might not see the connections between the assignments and find it hard to generalize the covered concepts. In this paper we present the educational design pattern Multi-Level Assignment which addresses these problems. It enables the assignment designer to incorporate a variety of educational objectives into a single assignment by including the concepts on multiple knowledge and process levels. The description as educational design pattern and the provided three implementation examples make this approach directly applicable for other software engineering educators.
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Chronic diseases represent a significant burden for the society and health systems; addressing this burden is a key goal of the European Union policy. Health and other professionals are expected to deliver behaviour change support to persons with chronic disease. A skill gap in behaviour change support has been identified, and there is room for improvement. Train4Health is a strategic partnership involving seven European Institutions in five countries, which seeks to improve behaviour change support competencies for the self-management of chronic disease. The project envisages a continuum in behaviour change support education, in which an interprofessional competency framework, relevant for those currently practising, guides the development of a learning outcomes-based curriculum and an educational package for future professionals (today’s undergraduate students).
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Flipping the Classroom is hot in onderwijsland, iedereen praat erover en veel docenten zijn er al mee aan de slag gegaan. Maar wat is Flipping the Classroom nu eigenlijk ? Wat is de relatie met de taxonomie van Bloom? En waar moet je allemaal aan denken als je als docent aan de slag wil met Flipping the Classroom?
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Docenten van Fontys Hogeschool Bedrijfsmanagement, Educatie en Techniek (BEnT) hebben geëxperimenteerd (Gorissen, 2014) met Flipping the Classroom in relatie tot de taxonomie van Bloom. Bij dit concept worden lage kennisniveaus uit deze taxonomie voor de les aangesproken en in de les worden hogere kennisniveaus aangesproken. Bij het herontwerp van hun lessen zijn docenten ondersteund door workshops, gegeven door Fontys Educatief Centrum (FEC). Het onderzoek geeft inzicht in de ervaringen van docenten als ze Flipping the Classroom toepassen en dient als input voor FEC zodat toekomstige workshops nog beter aansluiten bij behoeften van docenten. De hoofdvraag is: Wat zijn ervaringen van docenten en studenten van een HBO-instelling met het toepassen van de taxonomie van Bloom in relatie tot Flipping the Classroom? Hiervoor zijn drie deelonderzoeken uitgevoerd, te weten een kwalitatieve analyse van de lesvoorbereidingen en individuele interviews met docenten en een kwantitatief onderzoek onder studenten over de door hun gevolgde lessen via dit concept. Resultaten laten zien dat docenten het concept correct toepassen en ze hiervoor activerende werkvormen en ICT tools inzetten. Docenten zijn enthousiast over de toepassing ondanks dat herontwerp tijdrovend is. Studenten kenden het concept vooraf niet maar hérkenden het wel, zowel voorafgaand als in de les. Vanwege de lage respons onder studenten kan alleen een voorzichtige conclusie getrokken worden dat het concept bijdraagt aan betere verwerking van de leerstof en dat het vaker toegepast mag worden. De belangrijkste aanbevelingen zijn gericht op kennisdeling tussen docenten die dit concept (willen gaan) toepassen in het onderwijs en nader onderzoek naar de invloed op de leerprestaties van de studenten.
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Within NHL Stenden University of Applied Science, a choice for a new virtual learning environment was made in mid-2021, primarily on policy and management grounds. Early in the migration process, it became clear that this approach could perturb the further rollout of the Design-Based Education (DBE, https://edu.nl/mwp8j) educational concept. Four templates were developed to intertwine technological and educational processes that structure different ways of "blended" learning and teaching within DBE. Initial user experiences show that the templates’ structures help teachers reconsider online learning activities to shape and facilitate blended DBE learning processes.
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Binnen dit onderzoek is gekeken of het mogelijk is het creatieve denkproces van een hoogbegaafde leerling inzichtelijk te maken voor de leerkracht door middel van het spelen van een digitale game
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Background: Nutritional care for older adults provided by hospital and home care nurses and nursing assistants is suboptimal. This is due to several factors including professionals' lack of knowledge and low prioritisation. Affecting these factors may promote nurses' and nursing assistants' behavioral change and eventually improve nutritional care. To increase the likelihood of successfully targeting these factors, an evidence-based educational intervention is needed. Objectives: To develop an educational intervention for hospital and home care nurses and nursing assistants to promote behaviour change by affecting factors that influence current behaviour in nutritional care for older adults. In this paper, we describe the intervention development process. Design: A multi-methods approach using literature and expert input. Settings: Hospital and home care. Participants: Older adults, nurses, nursing assistants, experts, and other professionals involved in nutritional care. Methods: The educational intervention was based on five principles: 1) interaction between intervention and users, 2) targeting users on both individual and team level, 3) supporting direct and easy transfer to the workplace, and continuous learning, 4) facilitating learning within an appropriate period, and 5) fitting with the context. Consistent with these principles, the research team focussed on developing a microlearning intervention and they established consensus on seven features of the intervention: content, provider, mode of delivery, setting, recipient, intensity, and duration. Results: The intervention consisted of 30 statements about nursing nutritional care for older adults, which nurses and nursing assistants were asked to confirm or reject, followed by corresponding explanations. These can be presented in a snack-sized way, this means one statement per day, five times a week over a period of six weeks through an online platform. Conclusions: Based on a well-founded and comprehensive procedure, the microlearning intervention was developed. This intervention has the potential to contribute to nursing nutritional care for older adults.
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Background: Nutritional care for older adults provided by hospital and home care nurses and nursing assistants is suboptimal. This is due to several factors including professionals' lack of knowledge and low prioritisation. Affecting these factors may promote nurses' and nursing assistants' behavioral change and eventually improve nutritional care. To increase the likelihood of successfully targeting these factors, an evidence-based educational intervention is needed. Results: The intervention consisted of 30 statements about nursing nutritional care for older adults, which nurses and nursing assistants were asked to confirm or reject, followed by corresponding explanations. These can be presented in a snack-sized way, this means one statement per day, five times a week over a period of six weeks through an online platform. Conclusions: Based on a well-founded and comprehensive procedure, the microlearning intervention was developed. This intervention has the potential to contribute to nursing nutritional care for older adults.
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