ABSTRACT
The multi-generational workforce presents challenges for organizations, as the needs and expectations of employees vary greatly between different age groups. To address this, organizations need to adapt their development and learning principles to better suit the changing workforce. The DDMT Teaching Model of Tsing Hua STEAM School, which integrates design thinking methodology, aims to address this challenge. DDMT stands for Discover, Define, Model & Modeling, and Transfer. The main aim of this study is to identify the organization development practices (OD) and gaps through interdisciplinary models such as DDMT and design thinking. In collaboration with a healthcare nursing home service provider, a proof of concept using the DDMT-DT model was conducted to understand the challenges in employment and retention of support employees between nursing homes under the healthcare organization. The paper highlights the rapid change in human experiences and mindsets in the work culture and the need for a design curriculum that is more relevant to the current and future workforce. The DDMT-DT approach can help organizations address these challenges by providing a framework for HR personnel to design training curricula that are more effective in addressing the issues of hiring and employee retention. By applying the DDMT-DT model, HR personnel can better understand the needs and motivations of the workforce and design training programs that are more relevant to their needs. The proof-of-concept research pilot project conducted with the healthcare nursing home service provider demonstrated the effectiveness of the DDMT-DT model in addressing the issues of hiring and employee retention. The project provides a valuable case study for other organizations looking to implement the DDMT-DT model in their HR practices. Overall, the paper highlights the importance of adapting HR practices to better suit the changing workforce. The DDMT-DT model provides a useful framework for organizations looking to improve their HR practices and better address the needs of their workforce.
ABSTRACT
Computer-based testing is an emerging method to evaluate students' mathematics learning outcomes. However, algebra problems impose a high cognitive load due to requiring multiple calculation steps, which might reduce students' performance in computer-based testing. In order to understand students' cognitive load when answering algebra questions in a computer-based testing environment, three perspectives, element interactivity, practice effect, and individual differences, were investigated in this study. Seven levels of algebra exam questions were created using unary and simultaneous linear equations, and the inverse efficiency scores were employed as a measure of cognitive load in the study. Forty undergraduate and graduate students were tested. There were four findings: (1) As the element interactivity of test materials increased, the cognitive load increased rapidly. (2) The high-efficiency group had a lower cognitive load than the low-efficiency group, suggesting that the high-efficiency group had an advantage in a computer-based testing environment. (3) "Practice" has a considerable effect on reducing cognitive load, particularly in level 6 and 7 test items. (4) The low-efficiency group can reduce but not eliminate the gap with the high-efficiency group; they may require additional experience in a computer-based testing environment in order to improve reducing their cognitive load.
ABSTRACT
The COVID-19 pandemic has resulted in educational disruption at a global scale. Based on the United Nation’s Sustainable Development Goal 4, “achieving inclusive and quality education for all”, this study designed two feasible learning models for the solution of sustainable learning during the COVID-19 pandemic, GPAM-WATA and Paper-and-Pencil test (PPT). The GPAM-WATA, a web-based dynamic assessment, offers online learning to most of the populations impacted by the COVID-19 pandemic, while PPT makes the vulnerable groups’ access to learning possible with the aid of paper-based delivery. A quasi-experimental design was adopted, and both learning models were applied to a junior high school English reading course in Taiwan. A total of 122 seventh graders were randomly assigned to the GPAM-WATA group and PPT group for self-directed learning. The findings show that the GPAM-WATA is a sustainable educational technique that facilitates a better improvement in English reading performance. The PPT also has a positive effect on English reading performance, although not significantly if compared with the GPAM-WATA. This study suggests that GPAM-WATA is effective for English reading instruction in an online learning environment. The PPT can be an alternative approach for students stuck without access to online delivery during the COVID-19 pandemic.