• STEM Academy Online Courses Registration for Fall 2021 is Open
    ONLINE COURSES

    STEM Academy Online Courses Registration for Fall 2021 is Open

     

    STEM Academy is an online school located in tristate area aiming to help students at all levels to achieve their full potentials in various STEM fields (Astronomy, Biology, Chemistry, Engineering, Math, Physics, Computer Science, Health Sciences, Earth Sciences, Information Technology, Economy, etc.) You name it!

     

    Courses at STEM Academy are designed based on standard high school curriculum and taught in heuristic pedagogies to help students fully understand the topics and materials, receive great scores in standard tests such as AP exams and SATs, and achieve terrific GPAs in their school transcripts, that would give them great advantages when it comes to competitive college applications.

     

    Instructors at STEM Academy have advanced degrees in technical fields. They are passionate and experienced educators from high schools and some from universities.

     

    Courses at STEM Academy are offered via Zoom in real time in small groups (3~6). There is lecturing, recitation and discussion in every class. The educators make every effort so students receive enough attention to follow through the class. There is weekly homework and it will be graded and feedback will be provided.

     

    Courses at STEM Academy are open to middle school and high school students for registration. Honors-level courses are equivalent to regular courses offered in school and Advanced-level courses are equivalent to AP courses. Instructors at STEM Academy adopt modern teaching pedagogy so ensure students engagement and optimal learning outcomes.

     

    If you have any questions, feel free to contact the Director of Education, Dr. Ken at 917-862-8026.

  • Game development studio to open in Wilmington
    3D Game Development

    Game development studio to open in Wilmington

    Citing the area’s appeal to creative and tech talent, Greenville, North Carolina-based Grover Gaming is opening its new game development studio in Wilmington, according to a press release.

    The studio, located in The Cotton Exchange in downtown Wilmington, already has several employees working in the office, and will officially open Sept. 27 with about 20 employees. Ultimately, the company plans to hire over 60 team members, Chief Product Officer Dean Smith said in an email.

    “Grover Gaming has been pooling talent from all over the country, and as we get newer, younger talent, there is more and more demand for an urban location that is central to food, festivals and city events,” Smith said. “Wilmington has a huge appeal for creatives with close proximity to EUE/Screen Gems Studios and downtown art galleries and museums.”

    Grover Gaming develops software, game content and gaming systems for lotteries and charitable gaming jurisdictions. The company produces over 80 game titles played across the country, according to Smith.

    General manager Dottie Battoe will be leading the Wilmington game studio.

    The positions the company has and is currently hiring for include game developers, programmers, 3D artists, quality assurance professionals and quality testers, as well as leadership positions such as studio general manager, art director, director of game design and director of game development.

    These positions, Smith said, are highly sought after by employers.

    “[They] are very in-demand jobs at the moment and are getting recruited from companies located in California, Las Vegas, Atlanta and Chicago. With all that Wilmington has to offer, we are confident that we can compete with any of these other cities,” Smith said.

    Grover Gaming aims to draw from local tech employees as well as employees from other locations.

    “Wilmington has a vibrant culture and lively art scene – if we are not finding people locally, we are hoping to attract talent from across the country with the many things the city has to offer, such as events, local restaurants and beaches,” Smith said.

    The software company also hopes to support the local growth of tech talent through working with local colleges and universities

    “This expansion really makes sense for us,” Kevin Morse, director of market development, said in the release. “Wilmington is growing as fast as we are, and we know that having an independent game studio there will allow us to continue to attract top-notch talent.”

  • Digital Consulting Firm to Open STEM Bootcamp in Lafayette, La.
    Bootcamps

    Digital Consulting Firm to Open STEM Bootcamp in Lafayette, La.

    (TNS) — Perficient, a digital consulting firm with an office in downtown Lafayette, will launch a training bootcamp in Lafayette this fall.

    The company’s Bright Paths Program will launch the program for up to 25 students that will advance STEM education and career opportunities for those underrepresented in the tech industry. It will also launch a bootcamp in Detroit, which has 22 women graduate in its previous bootcamp.

    Most of those graduates accepted job offers from Perficient.


    “We believe innovation is best achieved when every perspective is considered,” said Andrea Lampert, Perficient’s vice president of people. “We introduced our first Bright Paths Program to bring more diverse insights and skillsets into the conversation while closing the gap in opportunities for STEM careers and education across our communities. After a successful initial cohort, we’re thrilled to launch a second Bright Paths Program in Detroit and expand the initiative to our Lafayette community.”

    Students will attend a fully paid, customized training bootcamp for up to 16 weeks with a goal to extend qualified graduates a full-time job in the software engineering and development field, where new colleagues will have opportunities to partner with the world’s largest enterprises and biggest brands. The programs are a partnership between Perficient and Strayer University’s Hackbright Academy, a coding bootcamp and software engineering program designed for women, as well as Devmountain, a design and coding bootcamp designed to equip students with the skills to start their journey toward a career in tech.

    “The demand for digital experiences continues to grow, placing a high priority on critical technical skillsets to build and run these innovative solutions,” said Mary-Beth Ostasz, area vice president, Perficient. “We’re confident that Perficient Bright Paths students will receive in-depth training that will advance their coding and development skills and prepare them to pursue a long-term career. We welcome anyone interested in pursuing a career in technology to consider applying.”

    ©2021 The Advocate, Baton Rouge, La. Distributed by Tribune Content Agency, LLC.

  • Delhi University, Jamia Jointly Offer MSc Mathematics, Admissions Open
    Mathematic

    Delhi University, Jamia Jointly Offer MSc Mathematics, Admissions Open

    The University of Delhi (DU) and Jamia Millia Islamia (JMI) have jointly launched MSc Mathematics course. The online registration for the same is on and students can apply till August 21. Interested candidates can apply at the official websites of either Jamia and DU.

    It is a two-year postgraduate programme under the meta university-based concept. When more than one academic institute in nearby areas offers courses jointly. It is taught by the Cluster Innovation Centre, the University of Delhi, and AJK Mass Communication and Research Centre, Jamia Millia Islamia. The fee per semester is Rs 5000.

    A total of 25 seats are available. Out of the total, 10 seats are for the general category students, 5 for OBC, 2 for Scheduled Caste, 1 for Scheduled Tribe, 2 for EWS, 3 for Muslim General, 1 for Muslim OBC, and 1 for Muslim woman.

    Admission to the programme is done through a common entrance exam. Candidates with any bachelor’s degree from the University of Delhi or from any other recognized university with at least two full-fledged papers in Mathematics at the undergraduate level can apply for the programme.

    The exam will be held in the multiple-choice question (MCQ) format mode featuring 100 questions for a two-hour duration. The syllabus includes mathematics till UG level, education, logical reasoning, general awareness, English language comprehension. Admission will be strictly on the basis of the entrance exam and no interviews will be conducted.

    Those who clear the programme will be eligible to join the teaching profession if they have passed BEd, take the NET exam, can take up MPhil or PhD, aim to be curriculum developer or an entrepreneur in mathematic education, work in education-related govt and private organisation.

    Read all the Latest News, Breaking News and Coronavirus News here

  • Massive Open Online Courses Combined with Flipped Classroom: An Approa
    ONLINE COURSES

    Massive Open Online Courses Combined with Flipped Classroom: An Approa

    Background

    Certain teaching methods that attach more importance to interaction and clinical reasoning than the traditional teaching model have increased in popularity in recent years.1,2 The traditional teaching method generally refers to the classroom teaching method, the teacher attends the class, the students passively accept the lesson, and there is less interaction and feedback. One such model, the “flipped classroom,” has been embraced throughout the field of medical education.3 In the later flipped class, learning was completed through the three steps of asking questions, intra-group discussion, and teacher summary drawing on clinical cases. In this model, the order of classroom teaching and students’ self-study is reversed: traditionally, teachers lecture in the classroom first, and students do homework after class; in the flipped classroom, independent learning is done by students before class, then the teacher joins the class and answers questions and facilitates discussions and explanations.1 Students prepare for class by reading and/or watching pre-recorded information and lessons. Class time is then devoted to utilizing new knowledge2–4 in interactive activities (eg, problem-solving and discussion). This model is led by students; its benefits include improving students’ self-learning skills, making teacher–student interaction more effective, and increasing learner participation and attendance.5–8

    The flipped classroom is based on students receiving short self-learning/teaching videos in advance, and the “massive open online course” (MOOC) is ideally applicable to this kind of demand. A MOOC is highly convenient for students learning independently,9–12 facilitating self-study and the online management of many students.10 The combination of the flipped classroom and MOOCs as a new teaching model—in this paper “MOOC + flipped classroom”—realizes the sharing of resources of good quality.11 Teachers make suggestions according to the syllabus, and students choose MOOCs that interest them.11 There is communication between teachers and students online and offline, and interaction before and after class.12 This combined model is able to fully mobilize the enthusiasm and participation of students and effectively improve their ability to learn and find and solve problems independently.13–16 There is timely interaction in the MOOC process, including interaction between students and interaction between teachers and students.

    The flipped classroom method is now widely used in the field of medical education, while the use of medical vocational skills training (postgraduate medical education and standard training of resident physicians) is also increasing.2 However, only a few small studies3,4 have reported the implementation of MOOC + flipped classroom in the standard training environment for resident physicians, and related data is sparse. Moreover, the influence of the flipped classroom model on students’ clinical practice skills, especially in the field of rheumatology, has not been studied.

    Although most studies have shown that flipped classroom teaching method and MOOC online learning can improve the teaching effect, a few studies1,2 have found that they also have some drawbacks and challenges. Therefore, the purpose or question of our study is: in the standardized training of residents in rheumatism, what is the teaching effect of flipped classroom +MOOC? What are the pros and cons? We conducted a preliminary study to assess the feasibility, acceptability, and effectiveness of using a flipped classroom strategy in teaching the course “Management of Patients with Rheumatoid Arthritis” (in the Internal Medicine: Rheumatology specialty) in the standard training of resident physicians (resident physician trainees), focusing particularly on drug therapy for rheumatoid arthritis.

    Study Methods

    Study Subjects

    A total of 110 resident physician trainees in the national standard training base for resident physician trainees of the First Affiliated Hospital of Bengbu Medical College were selected and randomly divided between two groups by using a randomize table method: an experimental group (n = 55) and a control group (n = 55). There was no attrition in this study.

    Study Design

    The control group experienced the traditional teaching model, while the experimental group experienced the MOOC + flipped classroom training program. The overall study process was divided into three steps as follows. (1) The MOOC was designed and developed by professional teachers, who produced the four short videos to cover four major knowledge points in the “Rheumatoid Arthritis” section of Internal Medicine; these videos were either relatively opposite or echoing each other in front and behind. Each video lasted 10 to 15 minutes. (2) The resident physician trainees watched these videos before class, to become familiar with the clinical manifestations, diagnostic criteria, medication principles, and long-term management of rheumatoid arthritis. (3) In the later flipped class, learning was completed through the three steps of asking questions, intra-group discussion, and teacher summary drawing on clinical cases. All students were unaware of their group assignments before the internship. Both groups were supervised by a teaching group composed of one instructor and three assistants who had worked in the Department of Rheumatology.

    Evaluation of Study Outcomes

    A centralized test was administered after class/lecturing, in both the control group and the experimental group. Based on the actual cases and the teaching materials, a number of questions were presented to the resident physician trainees; their answer papers were scored by the teacher. A comprehensive evaluation was performed using the examination results and a questionnaire survey of the trainees. As numbers were used in the quizzes and surveys instead of real names, it would have no positive or negative effect on students’ grades or performance in the class. This is actually a blind setting, replacing the student’s name with a serial number for later research and statistics. The quizzes and surveys were taken and filled out without any discussion or assistance from peers or faculty. Satisfaction evaluation is through the following aspects: Increasing interest in learning, Improving communication skills with patients, Enhancing teamwork skills, Deepening understanding of theoretical knowledge, Improving independent learning ability, Cultivating clinical thinking, Cultivating innovative thinking. The satisfaction survey is only a description of the MOOC group, and no comparison between the two groups has been made.

    Statistical Methods

    SPSS 18.0 software was used for statistical analysis. Data were presented as mean ± standard deviation and the t-test was used to compare the groups. P < 0.05 was considered statistically significant.

    Results

    Comparison of Exam results of Resident Physician Trainees in the Two Groups

    As shown in Table 1, the scores of the control group were 77.05 ± 8.08 points, and those of the experimental group were 80.60 ± 7.65 points. Comparison revealed that the exam scores of resident physician trainees in the experimental group were significantly higher than those in the control group (P < 0.05).

    Table 1 Comparison of Exam Results of Resident Physician Trainees Between the Two Groups

    Questionnaire Results

    The questionnaire results of resident physician trainees in the experimental group indicate that most trainees were satisfied with the MOOC + flipped classroom model (see Table 2). About 87.27% of trainees in the experimental group were satisfied with the improvement of their interest in learning; 83.64% were satisfied with the improvement of their skills in communication with patients; 83.64% were satisfied with the improvement of their teamwork capabilities; 80% were satisfied with their further understanding of theoretical knowledge; 76.36% were satisfied with the enhancement of their independent learning ability; 87.27% were satisfied with the development of their clinical thinking; and 92.59% were satisfied with the cultivation of their innovative thinking. This questionnaire is only to investigate the satisfaction of the research subjects with the new teaching methods, and does not involve the evaluation of traditional teaching methods. The non-MOOC group does not receive the MOOC teaching method, and there is no need to investigate their satisfaction with the MOOC.

    Table 2 Estimation of the MOOC + Flipped Classroom Teaching Model by Resident Physician Trainees in the Experimental Group (%, n=55)

    Discussion

    In general, the results of our study show that the resident physician trainees had a experienced greater satisfaction in the MOOC + flipped classroom model, which enhanced their interest in learning, their teamworking skills, and their ability to communicate with patients; deepened their understanding of theoretical knowledge; and improved their independent learning and clinical and innovative thinking abilities. The objectively evaluated actual teaching effect is also superior to that of the traditional teaching model. Therefore, the MOOC + flipped classroom model has good feasibility, acceptability and effectiveness.5,6

    Rheumatology, as an independent specialty in Internal Medicine, is one of the most rapidly growing disciplines in clinical and basic medical research of the last ten years. In terms of clinical teaching, rheumatology is closely related to basic immune medicine, with strong professional and abstract knowledge, which medical students find hard to understand. In addition, rheumatological class hours are limited. At present, only the larger Grade 3A hospitals in China have rheumatology departments; therefore, as the probation and practice times of medical students are rather short, many medical students have few opportunities to observe these diseases and are relatively unfamiliar with them. On the other hand, rheumatology intersects with other disciplines, such as dermatology, nephrology, orthopedics, and hematology. With such wide clinical application, specialized training for resident physician trainees is particularly urgent. The network teaching model represented by MOOC, as applied to the teaching of rheumatic immune disease, provides new ideas and strategies for the reform of medical education.

    Because MOOCs are accessed through the Internet, they make self-study and online management of many students easy. The flipped classroom model, being student-led, promotes students’ self-learning ability. The MOOC + flipped classroom combination model realizes the sharing of high-quality resources, mobilizing the enthusiasm and participation of students and effectively improving their ability17–20 to learn and find and solve problems independently.

    Students exhibit great satisfaction and a high level of participation in the flipped classroom model. Moreover, the results show that the flipped class is helpful to the improvement of students’ clinical practice ability. However, it should be acknowledged that this teaching model requires a longer preparation time; if it is extended to a wider range of specialties, it may be necessary to incorporate preparation time into teaching plans. We are satisfied that the increased participation and satisfaction of students may translate into improved clinical behaviors and patient outcomes. This should be the theme of future research into the flipped classroom model in the standard training of resident physicians.

    Conclusion

    The MOOC + flipped classroom model can improve the effectiveness of teaching in the standard training for resident physicians and trainees’ comprehensive clinical diagnosis and treatment ability.

    Ethics Approval

    The current study met the requirements of the Declaration of Helsinki of the World Medical Association. Since this study did not require any intervention or experiment related to patients, no informed consent was required after review by the Ethics Committee of the First Affiliated Hospital of Bengbu Medical College.

    Acknowledgments

    We are particularly grateful to all the people who have given us help on our article.

    Funding

    This study was funded by: College Teaching Quality Engineering Project of Anhui Educational Committee (2018jyxm0832, 2019mooc589). Humanity and Social Science Research Project of Anhui Educational Committee (SK2019A0179).

    Disclosure

    The authors declare that they have no competing interests.

    References

    1. King AM, Gottlieb M, Mitzman J, Dulani T, Schulte SJ, Way DP. Flipping the classroom in graduate medical education: a systematic review. J Grad Med Educ. 2019;11(1):18–29. doi:10.4300/JGME-D-18-00350.2

    2. Wittich CM, Agrawal A, Wang AT, et al. Flipped classrooms in graduate medical education: a national survey of residency program directors. Acad Med. 2018;93(3):471–477. doi:10.1097/ACM.0000000000001776

    3. Gu DL, Wei B, Kang W, et al. The application of massive open online course combined with flipped teaching mode in medical imaging teaching. China Contin Med Educ. 2019;11(02):16–18.

    4. Fu J, Zhao JQ. Application of flip classroom based on micro-lecture in the standardized training for residents of ultrasound medicine. J Clin Ultrasound Med. 2017;19(10):704–706.

    5. Wu S, Li J, Yang J, et al. Practice and effect evaluation of medical statistics flipped classroom based on WeChat platform. J Shenyang Med Coll. 2019;21(06):572–575.

    6. Zhang JG, Zhou LQ. Microteaching-based flipped classroom in urology clinical traineeships. J Youjiang Med Univ Nationalities. 2019;41(03):356–362.

    7. Blum-Smith S, Yurkofsky MM, Brennan K. Stepping back and stepping in: facilitating learner-centered experiences in MOOCs. Comput Educ. 2021;160:104042. doi:10.1016/j.compedu.2020.104042

    8. Fellman D, Lincke A, Jonsson B. Do individual differences in cognition and personality predict retrieval practice activities on MOOCs? Front Psychol. 2020;11:2076. doi:10.3389/fpsyg.2020.02076

    9. France K, Hangorsky U, Wu CW, Sollecito TP, Stoopler ET. Introduction to dental medicine: analysis of a massive open online course in dentistry. J Dent Educ. 2021;85:82–91. doi:10.1002/jdd.12388

    10. Bolon I, Mason J, O’Keeffe P, et al. One Health education in Kakuma refugee camp (Kenya): from a MOOC to projects on real world challenges. One Health. 2020;10:100158. doi:10.1016/j.onehlt.2020.100158

    11. Engelbrecht J, Llinares S, Borba MC. Transformation of the mathematics classroom with the internet. ZDM. 2020;1–17. doi:10.1007/s11858-020-01176-4

    12. Chaker R, Impedovo MA. The moderating effect of social capital on co-regulated learning for MOOC achievement. Educ Inf Technol. 2021;26:899–919. doi:10.1007/s10639-020-10293-2

    13. Lan M, Hou X, Qi X, Mattheos N. Self-regulated learning strategies in world’s first MOOC in implant dentistry. Eur J Dent Educ. 2019;23(3):278–285. doi:10.1111/eje.12428

    14. Monteiro EP, Gomide HP, Remor E. Massive open online course for Brazilian healthcare providers working with substance use disorders: curriculum design. BMC Med Educ. 2020;20(1):240. doi:10.1186/s12909-020-02162-w

    15. Claflin SB, Gates R, Maher M, Taylor BV. Building a successful massive open online course about multiple sclerosis: a process description. J Med Internet Res. 2020;22(7):e16687. doi:10.2196/16687

    16. Cogan E, Maisonneuve H, Leeman M, Goffard JC, Michelet E, Audétat MC. Formalisation de la supervision de l’apprentissage du raisonnement clinique [How to formalise the supervision of learning of clinical reasoning]. Rev Med Interne. 2020;41(8):529–535. doi:10.1016/j.revmed.2020.04.014

    17. Blum ER, Stenfors T, Palmgren PJ. Benefits of massive open online course participation: deductive thematic analysis. J Med Internet Res. 2020;22(7):e17318. doi:10.2196/17318

    18. Chen B, Fan Y, Zhang G, Liu M, Wang Q. Teachers’ networked professional learning with MOOCs. PLoS One. 2020;15(7):e0235170. doi:10.1371/journal.pone.0235170

    19. Bendezu-Quispe G, Quijano-Escate R, Hernández-Vásquez A, Inga-Berrospi F, Condor DF. Massive Open Online Courses for continuing education for nursing professionals in Peru. Rev Lat Am Enfermagem. 2020;28:e3297. doi:10.1590/1518-8345.3803.3297

    20. Lu X, Ding Y. Teaching now, facing the future. Biochem Mol Biol Educ. 2020;48:568–571. doi:10.1002/bmb.21365

  • Online Heavy Equipment Classes Open for Enrollment for all MN High School Students Until August 30
    ONLINE COURSES

    Online Heavy Equipment Classes Open for Enrollment for all MN High School Students Until August 30

    MINNEAPOLIS–(BUSINESS WIRE)–Enrollment is currently open until August 30 for the International Union of Operating Engineers (IUOE) Local 49 high school pathway program.

    This program is in partnership with Minnesota Virtual Academy (MNVA) and offers high school students the ability to complete online courses that expose them to career opportunities in the heavy equipment industry. Courses are available to any high school student grades 9 – 12 enrolled in a Minnesota school district and will count toward high school elective classes, articulated college credit, and will make a student better prepared for the IUOE Local 49 Apprenticeship Program.

    The Operating Engineers Career Pathway Program includes four semester courses that give an overview of skills needed to successfully prepare students for entrance into the IUOE Local 49 Registered Apprenticeship Program. These courses include construction exploration, basic grade and construction math, construction equipment fundamentals, and basic maintenance of mobile equipment. In addition to the online classes, students participating in this apprenticeship readiness pathway will have an opportunity on October 9th to visit the IUOE Local 49 Training Center located in Hinkley, MN where they will be able to operate heavy equipment. The October 9th event will be the first event of the year for those who are interested in the program to come check it out.

    This program is now in its second year and has transitioned several students into the IUOE Local 49 Apprenticeship Program to begin their career as a heavy equipment operator.

    “Out here you see a job from start to finish and you watch the progress the whole way, we are doing different things day in and day out,” said Darren Jorgensen, an Operating Career Pathway student who transitioned into the IUOE Local 49 Apprenticeship Program. “You get to see the work that you do, and you get to see it impact your community, and this isn’t a desk job where you do the same thing every day.”

    High school students can enroll in these online courses from any school district in the state of Minnesota. They can be taken anywhere at any time at no cost to the student. IUOE Local 49 receives no funding for the pathway program and began this program as an investment in our future workforce. However, state lawmakers understood the significance of this opportunity and through our partnerships with bipartisan legislators and the MNVA we were able to secure $100,000 during this past legislative session to help offset the budgetary impacts to school districts when students enroll in the Operating Engineers Pathway Program and become a shared student.

    To utilize these funds, individual school districts will need to request dollars via application, specifically for pathway courses individual students register for during the 2021-2022 school year. The dollar amount to be awarded per course is equal to the online learning aid MNVA receives for part-time student enrollment. Awards to school districts will be based on a first come first serve basis and awarded for those students who earn a passing grade in the course.

    Applications can be requested by emailing Leslie Lewandowski, CRE Coordinator for Stride Career Prep at MNVA, or on the MNVA website under Stride Career Prep.

    Individuals interested in learning more about this career pathway program can visit Local 49.

    About IUOE Local 49

    The International Union of Operating Engineers Local 49 is the largest construction union in Minnesota and represents 14,000 members in many different industries related to infrastructure and construction throughout Minnesota, North Dakota, and South Dakota. For more information visit www.local49.org

    About Minnesota Virtual Academy

    Minnesota Virtual Academy (MNVA) is a tuition-free online public-school program of Houston Public Schools that serves students in grades K through 12. A Minnesota Department of Education-approved provider of online education, MNVA gives parents and families the choice to access the curriculum and tools provided by K12, a Stride company (NYSE: LRN). Stride offers learners of all ages a more effective way to learn and build their skills for the future. For more information about MNVA, visit mnva.k12.com.