3/1/2023 0 Comments Illuminate edu![]() ![]() 21 College of Horticulture, Academy for Advanced Interdisciplinary Studies, Nanjing Agricultural University, Nanjing, China. 20 Center for Microbial Ecology and Genomics, Department of Biochemistry, Genetics and Microbiology, University of Pretoria, Pretoria, South Africa. 19 VIB Center for Plant Systems Biology, Ghent, Belgium. ![]() 18 Department of Plant Biotechnology and Bioinformatics, Ghent University, Ghent, Belgium. 17 Department of Life Sciences, National Cheng Kung University, Tainan, Taiwan. 16 Orchid Research and Development Center, National Cheng Kung University, Tainan, Taiwan. 15 Fujian Colleges and Universities Engineering Research Institute of Conservation and Utilization of Natural Bioresources, College of Forestry, Fujian Agriculture and Forestry University, Fuzhou, China. ![]() 14 Key Laboratory of Orchid Conservation and Utilization of National Forestry and Grassland Administration at College of Landscape Architecture, Fujian Agriculture and Forestry University, Fuzhou, China.13 State Key Laboratory of Systematic and Evolutionary Botany, Institute of Botany, Chinese Academy of Sciences, Beijing, China.11 Department of Applied Chemistry, National Pingtung University, Pingtung, Taiwan.10 Department of Life Sciences, National Cheng Kung University, Tainan, Taiwan.9 Orchid Research and Development Center, National Cheng Kung University, Tainan, Taiwan.8 Key Laboratory of Plant Resources Conservation and Sustainable Utilization, South China Botanical Garden, Chinese Academy of Sciences, Guangzhou, China.7 Zijin Baixi Provincial Nature Reserve of Guangdong, Heyuan, China.6 Institute of Tropical Plant Sciences, National Cheng Kung University, Tainan, Taiwan.5 VIB Center for Plant Systems Biology, Ghent, Belgium.4 Department of Plant Biotechnology and Bioinformatics, Ghent University, Ghent, Belgium.3 Tsinghua-Berkeley Shenzhen Institute (TBSI), Center for Biotechnology and Biomedicine, Shenzhen Key Laboratory of Gene and Antibody Therapy, State Key Laboratory of Chemical Oncogenomics, State Key Laboratory of Health Sciences and Technology, Institute of Biopharmaceutical and Health Engineering (iBHE), Shenzhen International Graduate School, Tsinghua University, Shenzhen, China.2 Fujian Colleges and Universities Engineering Research Institute of Conservation and Utilization of Natural Bioresources, College of Forestry, Fujian Agriculture and Forestry University, Fuzhou, China.1 Key Laboratory of Orchid Conservation and Utilization of National Forestry and Grassland Administration at College of Landscape Architecture, Fujian Agriculture and Forestry University, Fuzhou, China.The chapters in this Dissertation are presented so that one set of ideas builds upon another until in the Conclusion a Method for planning the development of learning experiences in VWs is produced for the use of lecturers in Nurse and Midwifery Higher Education courses. The issues in relation to teaching in VWs are: what VWs are the relevance of favourite learning theories used by lecturers in the Professions learning theories successfully used in VWs concepts of Situated Cognition, Presence, Community, Immersion and Authenticity that influence teaching approaches in VWs. Through consideration of the issues involved, guidelines on how to create learning opportunities are developed for the use of lecturers. Likewise, neither can presence and immersion be left out of the analysis. If analysis of education and community is undertaken, Wiszniewski and Coyne (2002) argue identity must also become part of the analysis. In addition the centrality of the role of community in successful learning opportunities in VWs is clearly articulated. ![]() This Theoretical research, focusing on impressions and understanding, pulls together in a meaningful way, the findings of more positivistic research. The questions now are “how” and “in what context” (Schroeder 2010 Savin-Baden 2010 Peachey et al 2010 Broadribb et al 2009 Kirriemuir 2007). As is demonstrated in the literature referred to in this dissertation the questions about VWs in education are no longer “if” or “when”. This research will be the first to demonstrate how this can be achieved for one of the Disciplines. It is now time for these two groups of enthusiasts to build a bridge across the Chasm (Moore 1991) to enable the Early Majority from each Academic Discipline to join them. Research until now has tended to consist of an academic version of “show and tell” and deep and interesting discussions between the “Innovators and Early Adopters” (Rogers 2003). This research addresses the problem of how to help lecturers in Professional courses feel comfortable creating learning opportunities in VWs. ![]()
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