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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
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Purposive Learning01:22

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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or...
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Lessons from Developing Multimedia Learning Materials for the Digital Generation.

Jessica E Herrmann1, Susie Spielman2, Ross Venook3

  • 1Stanford University School of Medicine, 291 Campus Drive, Stanford, CA 94305 USA.

Biomedical Engineering Education
|June 26, 2023
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Summary
This summary is machine-generated.

New multimedia learning materials were developed for undergraduate biomedical engineering students to address outdated textbooks. This initiative focused on engaging digital learners with modular online content, incorporating student and faculty feedback.

Keywords:
Health technology innovationNeed-driven innovationOnline learningTeaching materialsWeb-based learning materials

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Area of Science:

  • Biomedical Engineering Education
  • Health Technology Innovation Pedagogy

Background:

  • Traditional textbooks for need-driven health technology innovation are misaligned with current undergraduate biomedical engineering (BME) students and faculty needs.
  • The digital generation (Gen-Z) requires modern, engaging learning approaches.

Purpose of the Study:

  • To develop new, modular, online, multimedia learning materials for undergraduate BME students focused on need-driven health technology innovation.
  • To align educational content with the learning preferences of digital-native students and contemporary pedagogical best practices.

Main Methods:

  • Conducted literature searches on best practices for online content development and digital learner engagement.
  • Held discussions with BME students and instructors across US universities to gather input.
  • Developed modular, online, multimedia learning materials based on gathered insights.

Main Results:

  • Created a suite of learning materials specifically designed for the needs of Gen-Z BME undergraduates.
  • Collected preliminary feedback through surveys and focus groups on the reception of the new materials.

Conclusions:

  • The project successfully developed innovative, digital-first learning resources for health technology innovation in BME.
  • Lessons learned from this initiative offer valuable insights for future multimedia content creation for digital learners.