Latest news with #MSU
USA Today
a day ago
- Sport
- USA Today
Spartans Wire writer previews upcoming MSU football season on local radio show
Hear Spartans Wire writer Robert Bondy preview the upcoming MSU football season on local radio show One of Spartans Wire's own (me, specifically) took their talents to the radio waves earlier this week to talk Michigan State football. Earlier this week, I had the luxury to join Sports Intel with Ryan Walsh radio show on Jethro FM to preview the upcoming Michigan State football season. I've been on Walsh's show before talking Michigan State football and basketball, and always enjoy the opportunity to help inform listeners on anything Spartans related. Some of the topics covered on during the 30-minute segment of the show were: Click on the post below to listen to the radio segment from earlier this week, with the Michigan State portion of the show beginning around the 53-minute mark: Contact/Follow us @The SpartansWire on X (formerly Twitter) and like our page on Facebook to follow ongoing coverage of Michigan State news, notes and opinion. You can also follow Robert Bondy on X @RobertBondy5.
The Sun
3 days ago
- Health
- The Sun
Gamified ECG learning boosts Gen Z engagement at MSU
In the modern educational landscape, the expectations and learning preferences of students have shifted significantly. With the emergence of Generation Z learners: digital natives who thrive in interactive, visual, and engaging environments: traditional didactic teaching methods often fall short in capturing their attention and sustaining motivation. This is particularly true in highly technical and skill-intensive fields such as cardiovascular technology, where both theoretical knowledge and practical proficiency are essential for professional competency. As educators strive to bridge the gap between passive instruction and active engagement, gamification has emerged as a promising pedagogical strategy. By integrating game elements such as storytelling, decision-making, and feedback into academic content, educators can foster deeper learning, enhance critical thinking and encourage collaborative problem-solving. What's gamification? Gamification refers to the incorporation of game-like elements into non-game contexts, including education. Within health sciences education, gamified learning has been found to improve student engagement, motivation and retention of information. For ECG education, which requires a strong understanding of anatomical landmarks, lead placements, procedural accuracy and clinical interpretation, gamified tools can make abstract and technical content more relatable and memorable. This teaching innovation was developed in response to feedback from students and lecturers that traditional ECG instruction delivered through lectures and demonstration was often monotonous and did not cater to diverse learning styles. Inspired by the popularity of interactive web novels and branching storyline games among Gen Z students, the teaching team at MSU initiated the use of web novel-style PowerPoint games as an instructional tool. This approach combines clinical simulation, storytelling and user-driven pathways, encouraging students to engage with content in a dynamic and purposeful manner. The groups were evaluated based on comprehensive rubric encompassing cognitive, psychomotor and affective learning domains. The cognitive domain focused on the accuracy and depth of clinical reasoning; the psychomotor domain assessed the sequencing and correctness of ECG procedure steps and the affective domain measured teamwork, creativity, and professionalism. Positive Outcome on cognitive load. The implementation of the gamified project yielded several positive outcomes, both qualitative and quantitative. Students responded enthusiastically to the assignment, often exceeding minimum requirements. Most groups incorporated vivid storytelling, original characters, and realistic hospital scenarios. Narratives frequently explore themes of patient anxiety, ethical dilemmas, and teamwork in a clinical setting: highlighting not just technical accuracy but emotional intelligence. From a learning outcomes perspective, students demonstrated improved comprehension of ECG fundamentals. Lead placements, which are often misinterpreted in traditional assessments, were clearly and correctly illustrated in the majority of presentations. The branching choices allowed students to understand the consequences of procedural errors, such as misplacement of electrodes or failure to check equipment calibration. The requirement to justify narrative choices and reflect on clinical implications prompted students to engage in deeper discussions during their presentations. Many reflected on what they learned through mistakes built into their stories. Group work also fostered peer learning, leadership, and communication: skills essential in clinical practice. The success of the web novel game approach demonstrates the power of storytelling and interactivity in transforming ECG education. By allowing students to inhabit the role of a healthcare professional making real-time decisions, the activity fostered a sense of accountability and realism that is often absent in textbook learning. Moreover, the use of a familiar and accessible platform like Microsoft PowerPoint made the implementation feasible with minimal technological barriers. Contrary to assumptions that gamification requires expensive software or coding skills, this project illustrates that innovation in education often lies in how tools are used, not how advanced they are. Importantly, this approach aligns with constructivist learning theory, which emphasizes that learners build knowledge through experiences and reflection. In this case, the narrative structure and decision-making process served as a scaffold for integrating new knowledge with prior understanding, encouraging meaningful learning. Conclusion In conclusion, gamification, when thoughtfully integrated with storytelling and clinical reasoning, can significantly enhance the quality of learning in allied health education. The web novel game project empowered students to take ownership of their learning, apply theory to simulated practice, and reflect on the humanistic aspects of patient care. As educational institutions increasingly embrace digital transformation, strategies that blend narrative, simulation, and interactivity will play a critical role in preparing future healthcare professionals. The success of this project highlights that innovation does not require complex technology but a creative reimagining of how students learn best. Author: Nik Ida Marliana Bt Nik Anuar Faculty of Health and Life Sciences Management and Science University, Malaysia Correspondence: nikidamarliana@
The Sun
3 days ago
- Health
- The Sun
The emergence of Generation Z learners: Digital native's vs Traditional didactic teaching methods.
In the modern educational landscape, the expectations and learning preferences of students have shifted significantly. With the emergence of Generation Z learners: digital natives who thrive in interactive, visual, and engaging environments: traditional didactic teaching methods often fall short in capturing their attention and sustaining motivation. This is particularly true in highly technical and skill-intensive fields such as cardiovascular technology, where both theoretical knowledge and practical proficiency are essential for professional competency. As educators strive to bridge the gap between passive instruction and active engagement, gamification has emerged as a promising pedagogical strategy. By integrating game elements such as storytelling, decision-making, and feedback into academic content, educators can foster deeper learning, enhance critical thinking and encourage collaborative problem-solving. What's gamification? Gamification refers to the incorporation of game-like elements into non-game contexts, including education. Within health sciences education, gamified learning has been found to improve student engagement, motivation and retention of information. For ECG education, which requires a strong understanding of anatomical landmarks, lead placements, procedural accuracy and clinical interpretation, gamified tools can make abstract and technical content more relatable and memorable. This teaching innovation was developed in response to feedback from students and lecturers that traditional ECG instruction delivered through lectures and demonstration was often monotonous and did not cater to diverse learning styles. Inspired by the popularity of interactive web novels and branching storyline games among Gen Z students, the teaching team at MSU initiated the use of web novel-style PowerPoint games as an instructional tool. This approach combines clinical simulation, storytelling and user-driven pathways, encouraging students to engage with content in a dynamic and purposeful manner. The groups were evaluated based on comprehensive rubric encompassing cognitive, psychomotor and affective learning domains. The cognitive domain focused on the accuracy and depth of clinical reasoning; the psychomotor domain assessed the sequencing and correctness of ECG procedure steps and the affective domain measured teamwork, creativity, and professionalism. Positive Outcome on cognitive load. The implementation of the gamified project yielded several positive outcomes, both qualitative and quantitative. Students responded enthusiastically to the assignment, often exceeding minimum requirements. Most groups incorporated vivid storytelling, original characters, and realistic hospital scenarios. Narratives frequently explore themes of patient anxiety, ethical dilemmas, and teamwork in a clinical setting: highlighting not just technical accuracy but emotional intelligence. From a learning outcomes perspective, students demonstrated improved comprehension of ECG fundamentals. Lead placements, which are often misinterpreted in traditional assessments, were clearly and correctly illustrated in the majority of presentations. The branching choices allowed students to understand the consequences of procedural errors, such as misplacement of electrodes or failure to check equipment calibration. The requirement to justify narrative choices and reflect on clinical implications prompted students to engage in deeper discussions during their presentations. Many reflected on what they learned through mistakes built into their stories. Group work also fostered peer learning, leadership, and communication: skills essential in clinical practice. The success of the web novel game approach demonstrates the power of storytelling and interactivity in transforming ECG education. By allowing students to inhabit the role of a healthcare professional making real-time decisions, the activity fostered a sense of accountability and realism that is often absent in textbook learning. Moreover, the use of a familiar and accessible platform like Microsoft PowerPoint made the implementation feasible with minimal technological barriers. Contrary to assumptions that gamification requires expensive software or coding skills, this project illustrates that innovation in education often lies in how tools are used, not how advanced they are. Importantly, this approach aligns with constructivist learning theory, which emphasizes that learners build knowledge through experiences and reflection. In this case, the narrative structure and decision-making process served as a scaffold for integrating new knowledge with prior understanding, encouraging meaningful learning. Conclusion In conclusion, gamification, when thoughtfully integrated with storytelling and clinical reasoning, can significantly enhance the quality of learning in allied health education. The web novel game project empowered students to take ownership of their learning, apply theory to simulated practice, and reflect on the humanistic aspects of patient care. As educational institutions increasingly embrace digital transformation, strategies that blend narrative, simulation, and interactivity will play a critical role in preparing future healthcare professionals. The success of this project highlights that innovation does not require complex technology but a creative reimagining of how students learn best. Author:
USA Today
4 days ago
- Sport
- USA Today
Michigan State basketball head coach Tom Izzo reflects on record breaking year in 2025-26
"My first Big Ten win was against Indiana, so it's kinda apropos that it happened at the end."Tom Izzo reflects on passing Bob Knight to become the winningest HC in #B1GMBBall history 👇#B1GToday x @MSU_Basketball The Big Ten Network has spent their Wednesday featuring all things Michigan State, including every program the Spartan athletics have. While Robyn Fralick talked with the network, MSU men's head coach Tom Izzo also spoke to the media. With Izzo passing Bob Knight to become the winningest coach in Big Ten history last season, while also leading the Spartans to his 11th Big Ten championship, Izzo reflected on those accomplishments with Rick Pizzo. Watch the interview via X, where Izzo broke down and reflected on the history making year in 2024-25: Contact/Follow us @The SpartansWire on X (formerly Twitter) and like our page on Facebook to follow ongoing coverage of Michigan State news, notes and opinion. You can also follow Cory Linsner on X @Cory_Linsner
Hindustan Times
6 days ago
- Business
- Hindustan Times
Medhavi Skills University organises workshop on education, employability on World Youth Skills Day
Medhavi Skills University (MSU) recently hosted a workshop in Delhi to celebrate World Youth Skills Day. The event, themed "Industry-Led Skill-Based Education: A New Paradigm for Atmanirbhar Bharat," highlighted the importance of reimagining traditional learning frameworks in accordance with the National Education Policy (NEP) 2020 which focuses on on the job learning, skilling and real world challenges. Medhavi Skills University organises workshop on education, employability on World Youth Skills Day As per a press statement issued by the varsity, Pravesh Dudani, Founder & Chancellor, MSU, Kuldip Sarma, Co-Founder & Pro-Chancellor and Devender K Saini, Group Chief Strategy Officer, along with senior deans and academic leaders from MSU attended the workshop and had insightful discussions. The panelists emphasized that education must keep pace with the industry to harness the potential of India's demographic dividend. Curriculum innovation must be agile, dynamic, and industry-relevant to meet the demands of a rapidly shifting technological landscape, they added. The workshop also strongly emphasized on the need for deeper industry-academia collaboration to equip individuals with future-ready skills as over 60% of Indian graduates are not job-ready due to lack of practical training and workplace exposure. While speaking at the event, Pravesh Dudani stated, 'Industry continues to evolve at a fast pace that traditional education struggles to match. While NEP 2020 lays a strong foundation for embedding skills meaningfully, there is now a valuable opportunity to accelerate its implementation and scale its impact through work-integrated education pathways. Over 60% of Indian graduates are not job-ready due to lack of practical training and workplace exposure. Industry integrated, on-the-job learning models present a viable way- enabling learners to gain real-world experience and earn through innovative industry-academia collaborations. This helps industries address critical skill gaps, improve retention, and foster greater productivity through a workforce that is industry-aligned from day one, massively solving the employability crisis."
