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Enhancing the learning of evolutionary anthropology skills by combining student‐active teaching with actual and virtual immersion of Master's students in fieldwork, laboratory practice, and dissemination
Higher education in evolutionary anthropology involves providing students with in‐depth knowledge of biological and cultural heritage sites and collections that are frequently inaccessible. Indeed, most sites, fossils, and archaeological remains can be visited or manipulated only rarely and solely by specialists with extensive experience. Owing to the development of 3D and medical imaging techniques, this fragile heritage is now more widely accessible, and in a dynamic way. However, exclusive adoption of virtual teaching and learning has a negative impact on student engagement and, naturally, on exchanges with instructors, and thus cannot be used without some reservations. In the ITAP (Immersion dans les Terrains de l’Anthropologie biologique et de la Préhistoire) project of the higher education STEP (Soutien à la Transformation et à l’Expérimentation Pédagogiques) transformation program at the University of Bordeaux, we combine student‐active teaching with Master's students fully immersed in ongoing fieldwork, laboratory study, and dissemination of research results in order to develop more individually shaped learning curricula and to foster both professional and new interdisciplinary skills. Here, we present examples of experiments conducted in the ITAP project using both authentic and virtual collections of archaeological, experimental, and reference materials that help to break down the barriers between research activities and higher education, as well as providing a more general appraisal of the appropriate use of virtual tools in higher education by combining them with real‐life situations. The article describes examples of novel teaching methods that we have developed in our Master's program in evolutionary anthropology, where we combine student‐active teaching with Master's students fully immersed in ongoing fieldwork, laboratory study, and dissemination of research results.
Journal Article
Learning through school science investigation : teachers putting research into practice
This book explores teaching and learning through science investigation and practical work. It draws upon two representative case studies from New Zealand and examines what students are learning from science investigation; in addition, it identifies and describes ways in which teachers can make changes that benefit student learning when given time to reflect and respond to research literature and findings. The book illustrates how teaching through science investigations in ways that are informed by research can lead to positive learning outcomes for students. As such, it offers valuable insights for practitioners, researchers, and educators with an interest in learning through science investigation.
Book
Blended and e-learning in pediatric education: harnessing lessons learned from the COVID-19 pandemic
Face-to-face education as the traditional basis for medical education was disrupted by the COVID-19 pandemic as learners and educators were moved online with little time for preparation. Fortunately, as online learning has grown, together with medical education shifting to problem-based and team-centered learning over the last three decades, existing resources have been adapted and improved upon to meet the challenges. Effective blended learning has resulted in innovative synchronous and asynchronous learning platforms. Clearly, to do this well requires time, effort, and adjustment from clinicians, educators, and learners, but it should result in an engaging change in teaching practice. Its success will rely on an evaluation of learning outcomes, educator and learner satisfaction, and long-term retention of knowledge. It will be important to maintain ongoing assessment of all aspects of the medical education process, including how to best teach and assess theory, physiology, pathology, history-taking, physical examination, and clinical management.
Conclusion
: The COVID-19 pandemic triggered emergency transitional processes for teaching and assessment in medical education which built upon existing innovations in teaching medicine with the use of technology. These strategies will continue to evolve so as to provide the basis for an enduring hybrid teaching model involving blended and e-learning in medical education..
What is Known:
• Most pediatricians provide clinical teaching to medical students and residents, but few have had formal training in online educational approaches and techniques.
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Being able to adapt to new and innovative integrated teaching methods is of key importance when becoming a competent teacher.
What is New:
• This review presents an up-to-date summary of best practice in blended and e-learning and how it may be optimally delivered.
• Knowledge of the principles of e-learning, and how people learn more generally, helps pediatricians shape their clinical teaching and facilitates better interaction with medical students and residents.
Journal Article
The interactive classroom : practical strategies for involving students in the learning process
\"Despite what we now know about how the brain works as it relates to learning, there continue to be too many educators who rely on lecture to enable them to \"cover the material.\" Standardized testing has increased the pressure to make students passive participants in what should be an active experience. Students of all ages need structured class time to process information and become actively engaged in the learning process. This book provides strategies for doing just that, as well as solid, effective presentation techniques that enhance educators' instructional and assessment skills and promote student learning. If you want the classroom experience to result in deeper understanding and engagement and the acquisition of new knowledge, then students must become active participants in the learning process. The Interactive Classroom covers many different topics related to how students learn best, including classroom management, participant interaction, relationship-building, and the use of music in the classroom. New to this edition is an emphasis on best uses of technology, project-based learning, and formative assessment. The tools and techniques can be used in classrooms from elementary through secondary and can also be utilized by school leaders in faculty meetings and workshops and by instructional specialists and coordinators in training seminars. The author emphasizes how the brain can be activated by using various senses, intelligences, and abilities\"-- Provided by publisher.
Book
The adoption of a superhero bacteria: Escherichia coli and its adventures in microbiology education
Abstract
Here, we present a case study of undergraduate biomedical students engaging in the Adopt a Bacterium active methodology. The study was designed and authored by students, associating heroes, and antiheroes with Escherichia coli to highlight its dual role in human health. By integrating elements of geek culture, we developed multimedia educational content, including social media posts, interactive chalkboard presentation, gamified seminar, and a comic book. This creative approach enabled a deeper understanding of microbiological concepts, improving communication skills, and stimulating engagement beyond the classroom. Our experience highlights the potential of integrating storytelling and visual media into science education to enhance motivation, autonomy, and practical/theoretical skills, alongside teamwork and science-based communication. Furthermore, we recognized that scientific dissemination involves making science accessible, empowering us to learn and share knowledge with future generations, thereby fostering a ripple effect in scientific literacy. By transforming abstract microbiological concepts into accessible and relatable narratives, the Adopt a Bacterium demonstrates the power of active methodologies in education and public engagement.
Through the Adopt a Bacterium methodology, students integrated geek culture into microbiology education, exploring Escherichia coli as a hero and villain to enhance engagement, science communication, and awareness of antibiotic misuse.
Journal Article
Advancing Primary Education through Active Teaching Methods and ICT for Increasing Knowledge
This article is based on enhancing online interaction while integrating it with face-to-face interaction and promoting access to and development of information and communication technologies (ICT). The aim was to implement digital tools for researching and developing school assignments. The study employed a mixed method approach, incorporating qualitative–quantitative techniques—such as surveys and observations—to analyze documents related to the investigation. The article elucidates the conceptual and theoretical framework, methodological criteria, and interdisciplinary approach that aligns with the investigated group’s profile. The applicability of the proposed methodology was demonstrated in practice, indicating its effectiveness in reaching a superior level of understanding, competence, and behavior. The outcomes substantiate that applying active tools and methodologies grounded in the knowledge of society can reinforce the notion that education is the cornerstone of social development, including ICT.
Journal Article