Abstract: To the author’s best knowledge, there are no published reports of effective methods for teaching fescue toxicosis and grass endophyte technology in the USA. To address this need, a group of university scientists, industry representatives, government agents, and livestock producers formed an organization called the Alliance for Grassland Renewal. One goal of the Alliance was to develop a teaching method that could be employed across all regions in the USA and all sectors of the agricultural community. The first step in developing this method was identification of experts who were familiar with the science and management of fescue toxicosis. The second step was curriculum development. Experts wrote a curriculum that addressed all aspects of toxicosis and management, including toxicology, animal nutrition, pasture management, economics, and mycology. The curriculum was created for presentation in lectures, laboratories, and in the field. The curriculum was in that it could be delivered across state lines, regardless of peculiar, in-state recommendations. The curriculum was also unique as it was unanimously supported by private companies otherwise in competition with each other. The final step in developing this teaching method was formulating a delivery plan. All experts, including university, industry, government, and production, volunteered to travel from any state in the USA, converge in one location, teach a 1-day workshop, then travel to the next location. The results of this teaching method indicate widespread success. Since 2012, experts across the entire USA have converged to teach Alliance workshops in Kansas, Oklahoma, Missouri, Kentucky, Georgia, South Carolina, North Carolina, and Virginia, with ongoing workshops in Arkansas and Tennessee. Data from post-workshop surveys indicate that instruction has been effective, as at least 50% of the participants stated their intention to adopt the endophyte technology presented in these workshops. The teaching method developed by the Alliance for Grassland Renewal has proved to be effective, and the Alliance continues to expand across the USA.
Abstract: The remarkable growth and evolution in information
and communication technology (ICT) in the past few decades has
transformed modern society in almost every aspect of life. The
impact and application of ICT have been observed in almost all walks
of life including science, arts, business, health, management,
engineering, sports, and education. ICT in education is being used
extensively for student learning, creativity, interaction, and
knowledge sharing and as a valuable source of teaching instrument.
Apart from the student’s perspective, it plays a vital role for teacher
education, instructional methods and curriculum development. There
is a significant difference in growth of ICT enabled education in
developing countries compared to developed nations and according to
research, this gap is widening. ICT gradually infiltrate in almost
every aspect of life. It has a deep and profound impact on our social,
economic, health, environment, development, work, learning, and
education environments. ICT provides very effective and dominant
tools for information and knowledge processing. It is firmly believed
that the coming generation should be proficient and confident in the
use of ICT to cope with the existing international standards. This is
only possible if schools can provide basic ICT infrastructure to
students and to develop an ICT-integrated curriculum which covers
all aspects of learning and creativity in students. However, there is a
digital divide and steps must be taken to reduce this digital divide
considerably to have the profound impact of ICT in education all
around the globe. This study is based on theoretical approach and an
extensive literature review is being conducted to see the successful
implementations of ICT integration in education and to identify
technologies and models which have been used in education in
developed countries. This paper deals with the modern applications
of ICT in schools for both teachers and students to uplift the learning
and creativity amongst the students. A brief history of technology in
education is presented and discussed are some important ICT tools
for both student and teacher’s perspective. Basic ICT-based
infrastructure for academic institutions is presented. The overall
conclusion leads to the positive impact of ICT in education by
providing an interactive, collaborative and challenging environment
to students and teachers for knowledge sharing, learning and critical
thinking.
Abstract: New Product Development (NPD) has got its roots on an Engineering background. Thus, one might wonder about the interest, opportunity, contents and delivery process, if students from soft sciences were involved. This paper addressed «What to teach?» and «How to do it?», as the preliminary research questions that originated the introduced propositions. The curriculum-developer model that was purposefully chosen to adapt the coursebook by pursuing macro/micro strategies was found significant by an exploratory qualitative case study. Moreover, learning was developed and value created by implementing the institutional curriculum through a creative, hands-on, experiencing, problem-solving, problem-based but organized teamwork approach. Product design of an orange squeezer complying with ill-defined requirements, including drafts, sketches, prototypes, CAD simulations and a business plan, plus a website, written reports and presentations were the deliverables that confirmed an innovative contribution towards research and practice of teaching and learning of engineering subjects to non-specialist operations managers candidates.
Abstract: Successful intelligence (SI) is the integrated set of the
ability needed to attain success in life, within individual-s sociocultural
context. People are successfully intelligent by recognizing
their strengths and weaknesses. They will find ways to strengthen
their weakness and maintain their strength or even improve it. SI
people can shape, select, and adapt to the environments by using
balance of higher-ordered thinking abilities including; critical,
creative, and applicative. Aims: The purposes of this study were to;
1) develop curriculum that promotes SI for nursing students, and 2)
study the effectiveness of the curriculum development. Method:
Research and Development was a method used for this study. The
design was divided into two phases; 1) the curriculum development
which composed of three steps (needs assessment, curriculum
development and curriculum field trail), and 2) the curriculum
implementation. In this phase, a pre-experimental research design
(one group pretest-posttest design) was conducted. The sample
composed of 49 sophomore nursing students of Boromarajonani
College of Nursing, Surin, Thailand who enrolled in Nursing care of
Health problem course I in 2011 academic year. Data were carefully
collected using 4 instruments; 1) Modified essay questions test
(MEQ) 2) Nursing Care Plan evaluation form 3) Group processing
observation form (α = 0.74) and 4) Satisfied evaluation form of
learning (α = 0.82). Data were analyzed using descriptive statistics
and content analysis. Results: The results revealed that the sample
had post-test average score of SI higher than pre-test average score
(mean difference was 5.03, S.D. = 2.84). Fifty seven percentages of
the sample passed the MEQ posttest at the criteria of 60 percentages.
Students demonstrated the strategies of how to develop nursing care
plan. Overall, students- satisfaction on teaching performance was at
high level (mean = 4.35, S.D. = 0.46). Conclusion: This curriculum
can promote the attribute of characteristic of SI person and was
highly required to be continued.