Academic literature on the topic 'Group work play-based pedagogy'
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Journal articles on the topic "Group work play-based pedagogy"
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Siebert, Sabina, Vince Mills, and Caroline Tuff. "Pedagogy of work‐based learning: the role of the learning group." Journal of Workplace Learning 21, no. 6 (August 7, 2009): 443–54. http://dx.doi.org/10.1108/13665620910976720.
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Jin, Ruoyu, Tong Yang, Poorang Piroozfar, Byung-Gyoo Kang, Dariusz Wanatowski, Craig Matthew Hancock, and Llewellyn Tang. "Project-based pedagogy in interdisciplinary building design adopting BIM." Engineering, Construction and Architectural Management 25, no. 10 (November 19, 2018): 1376–97. http://dx.doi.org/10.1108/ecam-07-2017-0119.
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Purpose The purpose of this paper is to present a pedagogical practice in the project-based assessment of architectural, engineering and construction (AEC) students’ interdisciplinary building design work adopting BIM. This pedagogical practice emphasizes the impacts of BIM, as the digital collaboration platform, on the cross-disciplinary teamwork design through information sharing. This study also focuses on collecting students’ perceptions of building information modeling (BIM) effects in integrated project design. Challenges in BIM adoption from AEC students’ perspective were identified and discussed, and could spark further research needs. Design/methodology/approach Based on a thorough review of previous pedagogical practices of applying BIM in multiple AEC disciplines, this study adopted a case study of the Solar Decathlon (SD) residential building design as the group project for AEC students to deliver the design work and construction planning. In total 13 different teams within the University of Nottingham Ningbo China, each group consisting of final year undergraduate students with backgrounds in architecture, civil engineering, and architectural environmental engineering, worked to deliver the detailed design of the solar-powered residential house meeting pre-specified project objectives in terms of architectural esthetics, structural integrity, energy efficiency, prefabrication construction techniques and other issues such as budget and scheduling. Each team presented the cross-disciplinary design plan with cost estimate and construction scheduling together within group reports. This pedagogical study collected students’ reflective thinking on how BIM affected their design work, and compared their feedback on BIM to that from AEC industry professionals in previous studies. Findings The case study of the SD building project showed the capacity of BIM in enabling interdisciplinary collaboration through information exchange and in enhancing communication across different AEC fields. More sustainable design options were considered in the early architectural design stages through the cross-disciplinary cooperation between architecture and building services engineering. BIM motivated AEC student teams to have a more comprehensive design and construction plan by considering multiple criteria including energy efficiency, budget, and construction activities. Students’ reflections indicated both positive effects of BIM (e.g. facilitating information sharing) as well as challenges for further BIM implementation, for example, such as some architecture students’ resistance to BIM, and the lack of existing family types in the BIM library, etc. Research limitations/implications Some limitations of the current BIM pedagogy were identified through the student group work. For example, students revealed the problem of interoperability between BIM (i.e. Autodesk Revit) and building energy simulation tools. To further integrate the university education and AEC industry practice, future BIM pedagogical work could recruit professionals and project stakeholders in the adopted case studies, for the purpose of providing professional advice on improving the constructability of the BIM-based design from student work. Practical implications To further integrate the university education and AEC industry practice, future BIM pedagogical work could recruit professionals and project stakeholders in the adopted case study, for the purpose of providing professional advice in improving the constructability of the BIM-based design from student work. Originality/value This work provides insights into the information technology applied in the AEC interdisciplinary pedagogy. Students gained the experience of a project-based collaboration and were equipped with BIM capabilities for future employment within the AEC job market. The integrated design approach was embedded throughout the team project process. Overall, this BIM pedagogical practice emphasized the link between academic activities and real-world industrial practice. The pedagogical experience gained in this BIM course could be expanded to future BIM education and research in other themes such as interoperability of building information exchange among different digital tools.
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Schultz, Jennifer L., Joel R. Wilson, and Kenneth C. Hess. "Team-based Classroom Pedagogy Reframed: The Student Perspective." American Journal of Business Education (AJBE) 3, no. 7 (July 1, 2010): 17–24. http://dx.doi.org/10.19030/ajbe.v3i7.455.
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Postsecondary learning environments often utilize team-based pedagogical practices to challenge and support student learning outcomes. This manuscript presents the findings of a qualitative research study that analyzed the viewpoints and perceptions of group or team-based projects among undergraduate business students. Results identified five pro-team thematic perspectives of team learners’ views including better deliverables, increased ideas, improved learning experiences, reduced workload, and collective security. Responses from students who preferred to work autonomously resulted in three themes centered on self-sufficiency, social loafing, and schedule challenges. Two situational student responses were identified regarding how and why faculty should utilize group and team projects in consideration of individual efficiency and assignment objectives and outcomes conflicts. This study concludes with research-based recommendations for teaching, learning, and further research.
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Djufri, Elyas, Trio Ardhian, and Shanta Rezkita. "Pengaruh Subject Specific Pedagogy IPA Berbasis Lab Work Terhadap Sikap Rasa Ingin Tahu dan Teliti Siswa." WACANA AKADEMIKA: Majalah Ilmiah Kependidikan 2, no. 2 (November 1, 2018): 172. http://dx.doi.org/10.30738/wa.v2i2.3066.
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This research aimed to find out the effect of science Subject Spesific Pedagogy based lab work on: (1) the curiosity of the students, (2) the precise of the students, (3) the curiosity and precise of the students. This research is a quantitative using a quasi experimental design with nonequivalent control group design. Population of this research was all students of class IX SMP Integral Hidayatullah Tolitoli. The sample of this research was selected through cluster random sampling, namely class IX A as an experiment class and class IX B as a control class. This research used a enclosed questionaire instrument that was adapted from Hermanto research. The data analysis used the ANOVA and MANOVA. The results show that: (1) the implementation of science subject specific pedagogy based lab work gives a significantly more positive effect to the curiosity of the students than convensional learning, (2) the implementation of science subject specific pedagogy based lab work gives a significantly more positive effect to the precise of the students than conventional learning, and (3) the implementation of science subject specific pedagogy based lab work gives a significantly more positive effect to the curiosity and precise of the students than convensional learning does.
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Roswal, Peggy M., Claudine Sherrill, and Glenn M. Roswal. "A Comparison of Data Based and Creative Dance Pedagogies in Teaching Mentally Retarded Youth." Adapted Physical Activity Quarterly 5, no. 3 (July 1988): 212–22. http://dx.doi.org/10.1123/apaq.5.3.212.
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This study compared the effectiveness of data based and creative dance pedagogies in relation to motor skill performance and self-concept of mentally retarded students. Subjects (N=35) were moderately mentally retarded males and females, ages 11 to 16 years, in special education classes. Their mean age was 12.88 years in the data based group and 13.47 years in the creative dance group. Excluding testing, the study lasted 8 weeks. Each group received 40 lessons of 30 minutes each. Data based pedagogy was based on the work of Dunn, Morehouse, and Dalke (1979), and creative dance pedagogy was based primarily on the work of Riordan (Fitt & Riordan, 1980). Pretest and posttest data were collected through administration of the Data Based Dance Skills Placement Test, selected subtests of the Cratty Six-Category Gross Motor Test, and the Martinek-Zaichkowsky Self-Concept Scale. Multivariate analysis of covariance revealed no difference between pedagogies. The group means indicated improvement in dance skill performance but not in self-concept or body perception, balance, and gross and locomotor agility.
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Lu, Y. C., and J. L. Lu. "Work and stress among supervisors in selected manufacturing industries." European Psychiatry 26, S2 (March 2011): 1591. http://dx.doi.org/10.1016/s0924-9338(11)73295-3.
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ObjectiveThis study looked at sources of work stress among supervisor. s in manufacturing industriesAimThis research aims to elucidate data on occupational stress among supervisors in manufacturing industries and associated risk factors at work.MethodThe sample consisted of 23 establishments and from this, 47 supervisors were taken, and interviewed using survey questionnaires and focus group discussions.ResultsAmong the 47 supervisors, 51% were from garments industry while 49% from electronics industry, and 66% were women. Work among supervisors was reported to be challenging and stimulating but regular upgrading of skills was needed. Based on the FGDs conducted among the supervisors, the issues in the workplace included information overload, keeping abreast with developments in their fields of expertise, the need to be multiskilled, stress brought about by information technology, the new pedagogy in the workplace affecting occupational stress, stringent and the need for new organizational strategies. On logistic regression, occupational stress among supervisors was found to be significantly associated with heavy load stress, mental requirements of work, massive technical/ office work, and the use of microelectronics equipment needing concentration and literacy in IT, and regular upgrading of skills.ConclusionBased on these findings, we can conclude that occupational factors play a significant role in influencing the stress among supervisors.
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Simon, Shirley, Paul Davies, and Jillian Trevethan. "Advancing teacher knowledge of effective argumentation pedagogy." Educar em Revista, no. 44 (June 2012): 59–74. http://dx.doi.org/10.1590/s0104-40602012000200005.
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This paper provides a discussion of the methodological approach to a research project that builds on previous studies of effective argumentation pedagogy undertaken by one of the authors. In this study, teachers from six schools in a city location are taking part in a one-year project to use new web-based professional development materials to advance their practice in using group discussion and argumentation in science. The teachers attend workshops on planning and organising effective group-work, introducing argument and sustaining small group discussion, and curriculum planning to promote argumentation activity. Between sessions the teachers develop each aspect of pedagogy in their schools. Data are collected from each of the participating schools using teacher survey and interviews to ascertain perspectives on argumentation practice in science, pedagogical strategies used, changes in practice and collaborative working with colleagues in school. The paper focuses on the issues of research design in determining the impact of the workshops.
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Dutta, Mohan, Gayle Moana-Johnson, and Christine Elers. "COVID 19 and the Pedagogy of Culture-centered Community Radical Democracy: A Response from Aotearoa New Zealand." Journal of Communication Pedagogy 3 (2020): 11–19. http://dx.doi.org/10.31446/jcp.2020.03.
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In this essay, drawing on our ethnographic work at the “margins of the margins” in Aotearoa New Zealand, we depict the role of communicative pedagogy for radical democracy in sustaining spaces for community participation in pandemic response. Based on accounts offered by community advisory group members and observations of emergent community spaces of co-operation amidst the pandemic, we suggest that the ongoing work of building co-creative pedagogy for “habits of democracy” is vital to community response. The work of learning to learn together the habits of radical democracy in communities is permanent work that prepares communities for crises, simultaneously building anchors for imagining radically transformative futures.
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Lloyd, Robert, Michael J. Martin, James Hyatt, and Addison Tritt. "A cold call on work-based learning: a “live” group project for the strategic selling classroom." Higher Education, Skills and Work-Based Learning 9, no. 3 (August 12, 2019): 329–46. http://dx.doi.org/10.1108/heswbl-12-2017-0098.
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Purpose The purpose of this paper is to describe a case study used in a strategic sales class that employs the use of work-based learning pedagogy to expose students to real-life cold calling experiences. This real-life cold calling experience involves students within the course building a target list of prospective students for a small liberal arts college. The students must then construct pre-call strategies, build rapport with prospective students and finally “close the deal” by having the prospective student visit campus. Design/methodology/approach This paper begins by describing work-based learning as a unique pedagogical method and the importance of cold-calling skills in the context of workplace skills in demand. Theoretical foundations in Lichtenstein and Lyon’s (1996) entrepreneurial skillset is analyzed, as is the application of “live” group projects. The case is then described in detail and focuses on the project itself, the personal and group incentives used in the course of the project, and finally, a review of the learning outcomes and desired skillset outcomes for the class. Findings The case shows that students can learn and implement the behaviors, attitudes and practices that make professional cold-callers successful. The impact on the university can also be seen since real contributions were made to the recruiting efforts of the college vis-à-vis higher matriculation numbers. The entrepreneurial skillsets and “live” group project literature is contextualized in light of the findings of the project. This research found that students engaged in varying levels of progress in their managerial, entrepreneurial, technical skillsets as well as levels of personal maturity. Finally, the authors provide guidance for future research to expound the findings of this project by testing the variables using quantitative methodologies. Originality/value The paper showcases an innovative pedagogic approach to exposing students to the best practices of cold-calling and allows them to exercise these tools real time as they make actual cold calls and work toward sales incentives. The focus on recruiting new students as customers of the college serves is not only active classroom learning, but it also serves mission-based outcomes to help the college achieve desired recruiting goals. This case study will provide a tool for small, liberal arts colleges to use which mobilizes faculty and students in the effort to recruit new students, in an environment where enrollment numbers are falling for this market sector in higher education.
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Hunter, James D., Jo Vickery, and Robyn Smyth. "Enhancing learning outcomes through group work in an internationalised undergraduate business education context." Journal of Management & Organization 16, no. 5 (November 2010): 700–714. http://dx.doi.org/10.1017/s1833367200001814.
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AbstractEmployers of business graduates require them to be effective communicators and team members in twenty-first century work environments. As a means of developing these skills, we believe group work is important to an undergraduate business teaching pedagogy preparing graduates for the challenges of modern workplaces. Student responses to a series of qualitative and quantitative focus group activities highlighted the ‘big issues’ encountered in group activities involving an increasingly internationalised and diverse cohort of students. These issues related mainly to communication within the group and the fear of social-loafers. These insights established the basis on which proactive strategies were introduced in a subsequent teaching period to nurture and advance the quality of the learning experience within a tertiary undergraduate business education setting. Given that reduced Government funding to Australian universities has prompted the management of institutions to look to full-fee paying international students to offset shortfalls in their operating budgets, this paper explores the particular impact of increasing numbers of English as a Second Language (ESL) students on the quality of, and student receptiveness to, group based study activities.
Dissertations / Theses on the topic "Group work play-based pedagogy"
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Ekeh, Martin Chukwudi. "Strengthening group work play-based pedagogy to enhance core skills in young learners." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80436.
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The researcher investigated teachers’ use of group work play-based pedagogy to enhance core skills in young learners. The reason for this investigation was rooted in the teaching methods used by most Nigerian teachers. Most Nigerian teachers prefer to use the traditional learning approach (TLA); known as teacher-centred learning, in comparison to learner-centred pedagogy. According to the research, the learner-centred approach is a contributing factor to the development and enhancement of the acquisition of core skills among young learners.
The study site identified was the eastern part of Nigeria. Nine participants were purposively sampled, who were responsible for teaching young learners between the ages of five to eight years. The researcher adopted the qualitative approach with an interpretive paradigm when employing a professional development programme through Participatory Action Research (PAR), observational schedule and field notes as tools for data collection.
Findings from the study revealed that teachers do not understand what core skills are and how they should be developed in young learners. It was also found that teachers did not have sound knowledge of curriculum implementation and its impact on the development of core skills. Teachers also lacked the knowledge and understanding of the use of diverse group work play-based pedagogy in the early grade classes
A recommendation was made for teachers to use group work play-based pedagogy to develop core skills among learners. It also recommended the provision of adequate continuous professional development training on group work play-based pedagogies to enhance and strengthen teachers’ knowledge and understanding. The study proposes the need for teachers to update their knowledge and understanding of curriculum policies on play-based pedagogy.Thesis (PhD)--University of Pretoria, 2020.
pt2021
Early Childhood Education
PhD
Unrestricted
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Briney, Carol E. "My Journey with Prisoners: Perceptions, Observations and Opinions." Kent State University Liberal Studies Essays / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373151648.
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Sanders, Nicole Joy. "Developing a workbook for a cooperative learning project : a critical exploration of the extent to which an English I cooperative learning project based on communication language teaching principles is compatible with the pedagogy of access proposed by the Multiliteracies Project." Thesis, 2000. http://hdl.handle.net/10413/3886.
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This research report encompasses the development and implementation of a cooperative learning project over four cycles of action research. The context for this research is eleven business communication classes, primarily comprised of Black South African adult learners using English as an additional language. The project was developed in response to national recurriculation for Outcomes Based Education and Curriculum 2005, integrating aspects of the old English syllabus in a meaningful series of business communication activities that gave
learners opportunities to interact with and visit local companies. Learners engaged in the project in groups and compiled various written responses, correspondence and reports in group portfolios. The project culminated in a group business presentation where the whole class learned about the company visited and peer groups joined the lecturer in the summative assessment process. The project aimed to empower students in a number of ways, using
techniques such as peer-mediation, code-switching, genre-teaching and textual scaffolding. A study guide was produced in the second cycle of action research. The study guide was revised for the third and fourth cycles in response to reflections on student feedback and using Technikon Natal and the South African Institute for Distance Education (SAIDE) criteria. Data was collected using student reports and assignments, questionnaires and journals.
Analysis of the data and the study guides was reflexive and guided further implementations. A fifth cycle is anticipated where the multiliteracies pedagogy will be applied to the activities of the project and the study guide will be transformed into an interactive learner workbook accordingly.Thesis (M.A.)-University of Natal, Pietermaritzburg, 2000.
Books on the topic "Group work play-based pedagogy"
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Learning and teaching community-based research: Linking pedagogy to practice. Toronto: University of Toronto Press, 2014.
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Hardt, Yvonne. Pedagogic In(ter)ventions. Edited by Mark Franko. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199314201.013.5.
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This chapter investigates how working with Yvonne Rainer’s “Continuous Project–Altered Daily” in a dance educational setting gears the attention toward the importance of context, corporeal and group knowledge, and the specific skills of reenacting the scores of performances of avant-garde dance. Thus, the chapter not only allows for a wider theorization of working with the past as a performative practice, but also rereads common interpretations of Rainer’s work that so far have predominantly focused on the anti-institutional aspects; thus the chapter focuses on revealing the productive, highly cooperative, and performative knowledge that was also constitutive for Rainer’s creation processes and improvisation-based performances.
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Breuning, Marijke. Pedagogy and Foreign Policy Analysis. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.275.
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Pedagogical objectives and educational outcomes play a significant role in foreign policy analysis. The actor-centered approach of foreign policy analysis gives students the unique opportunity to place themselves in the shoes of decision makers and to understand the different constraints, both domestic and international, that influence the policies adopted by decision makers. In other words, foreign policy analysis can have two functions: to teach students about the processes by which foreign policy is made, or the substance of the foreign policies of various countries, and to enhance students’ ability to imagine the perspectives of others. Whether foreign policy analysis does, in fact, manage to develop this ability is an empirical question that also depends on the course emphasis and pedagogies employed. In this sense, pedagogy does not only mean excellent teaching, but also systematic investigation of teaching methods and techniques, student learning outcomes, educational assessment, and curriculum development. The literature on foreign policy analysis, pedagogy, and curriculum emphasizes active learning strategies and the need for clearly articulated learning objectives for the curriculum as a whole and the place of specific courses within it. Examples of active learning pedagogies are case teaching, simulations, and problem-based learning. Despite some very worthwhile research that has been done, there are still some gaps that need to be addressed. One is the lack of empirical work that helps evaluate the merits of the various teaching strategies in foreign policy analysis, and another is the inconsistent findings produced by the empirical studies that do exist.
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Chaiken, Shama, and Brittany Brizendine. Group psychotherapy. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0042.
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Group psychotherapy has become a standard practice in community settings, prisons, and to a lesser degree in jails. While simple process groups may still play a limited role in some settings, the field of group therapy has evolved substantially, with some significant work adapting evidence-based therapies for use in correctional settings, or designing them de novo. Logistics and support of group therapy are critical core elements for successful implementation in jails or prisons. These elements include appropriate training and supervision of group facilitators, a structured approach to patient selection and pre-group interviewing, and appropriate support for cultural and language diversity. The specifics of group member confidentiality and development of groups for patients with severe mental illness, intellectual, or learning disabilities are particularly important in this context. Some of the unique challenges of correctional settings include the need for design of treatment modalities for those in maximum security and restricted housing environments. Gender-specific and trauma-informed care are important treatment options still in evolution for the incarcerated population. Implementation of evidence-based, manual-guided treatment in corrections is challenging but achievable with adequate planning and support. Integration of the recovery model, reentry planning groups, and other special purpose groups are becoming more common. This chapter presents the range of evidence based practices and best practices in use, and discusses issues of appropriate patient selection, therapist training required, sustainability, and outcomes.
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Cannon Harris, Susan. Epilogue: What the Irish Left – Sean O’casey, Samuel Beckett and Lorraine Hansberry’s the Sign in Sidney Brustein’s Window. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474424462.003.0007.
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The epilogue considers the impact of Irish playwrights on an American left that had been decimated by anti-Communist persecution. Just prior to the 1956 New York premiere of Samuel Beckett’s absurdist Waiting for Godot, O’Casey made his Broadway comeback with the expressionist Lockout play Red Roses For Me. The lesbian African-American playwright Lorraine Hansberry, whose work engages with both O’Casey and Beckett, suspends the antirealist effects of these two different Irish premieres within her 1964 play The Sign in Sidney Brustein’s Window, which chronicles the crises faced by a group of New York progressives in the aftermath of McCarthyism. Hansberry separates O’Casey and Beckett’s most promising techniques from their masculinist foundations, re-deploying them in order to help Sidney Brustein – and, by extension, the white left – resolve the impasse in which they have been trapped, by abandoning a definition of struggle based on a self-defeating attachment to a heroic masculinity which was never attainable.
Book chapters on the topic "Group work play-based pedagogy"
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Wragg, Nicole, and Carolyn Barnes. "Group Work and the Externally-Oriented Capstone." In Collaboration and Student Engagement in Design Education, 305–31. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0726-0.ch014.
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Professional learning, where students gain skills and attributes relevant to their future work, is currently emphasised in tertiary education. Group work is promoted here for preparing students to work with clients and colleagues. We report on two capstone projects undertaken for external clients by teams of design students. In discussing the curricula and pedagogy of professional design education, the chapter addresses the value of group projects in developing graduates' work-readiness and insight into professional practice. Variances in approach, knowledge and perspective between colleagues, combined with differing needs and expectations across the designer-client-end-user divide, make goal setting and project resolution challenging in design. Project work approached from an expanded sense of the group and which delivers implementable proposals for clients provides graduating students with authentic learning around the demands of practice, stressing collaborative problem-solving based on knowledge of the design context and the wider relational systems surrounding industry practice.
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Conway, Colleen M. "Strategies for Active Learning in Music Classrooms." In Teaching Music in Higher Education, 175–92. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190945305.003.0009.
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Chapter 9 provides a focus on learner-centered pedagogy and a move away from the transmission model of teaching leads to active learning. I open this chapter with an extended discussion of some of the various types of group work including cooperative as well as collaborative learning groups. Cooperative groups work together on a task that is most often presented or designed by the instructor whereas collaborative groups are often involved in task generation as well as completion. Strategies for grouping students as well as room set-up, planning for group work, and assessment of group activities are addressed. The second part of the chapter provides suggestions for specific types of problem-based learning including case-based teaching, games, and simulations.
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Goodchild, Tim. "The Evolution of Pedagogy for Non-Traditional Students at a UK Higher Education Institution." In Student-Driven Learning Strategies for the 21st Century Classroom, 179–97. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1689-7.ch013.
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The chapter will critically examine the evolution of pedagogy from a traditional ‘blended learning' approach driven by classroom teaching with some virtual activities, to a more student driven learning experience, where the classroom activities support the learning experience. It will include the use of the ‘carpe diem' framework (Armellini & Jones, 2008) as part of a challenge to the original pedagogic approach of teacher-led learning, and the move to a student-centred pedagogy, which is more inclusive of learning technologies and the unique challenges faced by work-based learning students. This chapter will offer a critical interrogation of the relationship between the notions of traditional teaching and higher education students, with emerging learning and teaching innovations for work-based students via more rounded understanding of blended learning and will conclude that knowledge and support of the diversity of staff and student experience, skills, motivations and capabilities is critical to sustainable and effective student-led, technologically rich approaches for this diverse group of students.
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Gluz, João Carlos, Tânia Cabral, Paulo Baggio, Paulo Livi, and Rafael Mallmann. "Pedagogical Negotiation and Solidarity Assimilation Groups in Action." In Agent-Based Tutoring Systems by Cognitive and Affective Modeling, 260–91. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-768-3.ch012.
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This chapter shows how new concepts, derived from recent studies in pedagogy and intelligent tutoring systems research areas, can be applied to the calculus learning domain. These concepts were incorporated in two computational tools: the E-M@T Web-based learning environment and the Leibniz pedagogical agent. Leibniz was integrated to E-M@T, serving as an educational assistant for calculus introductory classes. Pedagogical and didactical strategies used in these tools were built under the perspective of Solidarity Assimilation Group ideas, and the interaction processes between students and teachers in the classroom were analyzed under the perspective of pedagogical negotiation concepts. The chapter presents the theoretical foundations of Leibniz and E-M@T, showing the architecture of these tools, the structure of their knowledge base, and the organization of the prototype. Initial results obtained from the application of the prototype to real classrooms and future perspectives of this work are presented at the end of the chapter.
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Waade, Roy A., and Anders Dalane. "Evaluering av konsertformidling i høyere utdanning." In Higher Education as Context for Music Pedagogy Research, 193–214. Cappelen Damm Akademisk/NOASP, 2021. http://dx.doi.org/10.23865/noasp.119.ch8.
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This chapter is based on an examination of the subject Dissemination and Concert Production, which is part of the bachelor program for music teacher education at Nord University, Levanger. The authors highlight challenges and opportunities that this subject gives for teachers and students, with particular focus on how to assess a subject that is about creating and presenting concert productions. The Danish model “ønskekvistmodellen” (ØM) is employed as an analysis and evaluation tool to examine the students work with improving the quality of creating, performing and evaluating various concert productions in the years 2017–2019. Data material for the chapter consists of surveys, group interviews and video observation, as well as written reports from the student’s participation at music and art festival (Vrimmel-festivalen) in the northern part of Mid-Norway.
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Inozemtsev, Artem, and Larisa Semenovska. "PECULIARITIES OF FORMS AND METHODS JF EDUCATIONAL WORK OF THE PETROVSK POLTAVA CADET CORPS (1840–1919)." In Integration of traditional and innovative scientific researches: global trends and regional as. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-001-8-1-4.
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The article is devoted to one of the areas of military pedagogy – cadet education. It describes the features of forms and methods of educational work in the Petrovsky Poltava Cadet Corps (1840-1919) – the first military educational institution in the Ukrainian provinces of the Russian Empire. The main activities of the Petrovsky Poltava Cadet Corps were: general and special military. General education provided the study of a wide range of subjects (the law of God, Russian language and literature, foreign languages, mathematical sciences, natural history, physics, chemistry, cosmography, geography, history, legislation, drawing, calligraphy), as well as religious, moral, aesthetic, physical, labor education, contributed to the intellectual development of cadets, the formation of honor and dignity, agility and endurance, instilled noble behavior. Pupils were also taught music (music theory, playing musical instruments, choral singing, secular work and spiritual music). Special military (military sciences, military-physical, military-training) was aimed at mastering the basics of military affairs, practical skills and the formation of the strength of spirit necessary for the military to perform its duties to protect the state. In the first twenty years of the institution's activity, the military element was the main one in the training of cadets, and its basis was considered to be military training. It practiced at least 6 hours a week and spent the same amount of time on fencing and gymnastics. The foundations of military affairs were laid during the mastering of courses artillery, fortification, tactics and military topography. The factual material presented in the article proves that the forms (lessons, additional classes, subject groups, independent work, control test, exams, excursions, stay in the summer camp) and methods of educational work in the Petrovsky Poltava Cadet Corps contributed to the formation of a comprehensively developed personality of the cadet, devoted to military affairs and the state. One of the methods of education in the Petrovsky Poltava Cadet Corps was the method of training. The implementation of this method primarily contributed to the formation and rooting in the cadets of one of the most important in their future work traits such as discipline. Cadets were also taught to read (independent and group). It included: conversations, reading of works of classics, pedagogical situations, educational reading of periodicals with the subsequent discussion. The functioning of cadet corps and lyceums with enhanced physical training in modern Ukraine, based on the principles of cadet education, is the basic basis for the formation of highly qualified officers of the Armed Forces of Ukraine. Thus, recourse to the experience of military pedagogy is relevant.
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McCartney, Holly B., Joshua Rashon Streeter, and Aaron T. Bodle. "Understanding Culturally Responsive Play Through Drama-Based Pedagogy." In Professional and Ethical Consideration for Early Childhood Leaders, 287–304. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5089-2.ch014.
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In this chapter, the authors outline three critical professional and ethical considerations for school leaders in early childhood settings to consider when examining the importance of including play in early childhood curricula. Beginning with an exploration of the critical role play serves in the lives of young children and positing that fundamentally, play is broadly supported across the domains of early childhood through theoretical and empirical work as well as more recent scientific support from neurological research. The authors outline a broader definition of play beyond a Eurocentric vision, and the ways in which school administrators can and should view play as culturally responsive pedagogy through the use of drama-based pedagogy.
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McCartney, Holly B., Joshua Rashon Streeter, and Aaron T. Bodle. "Understanding Culturally Responsive Play Through Drama-Based Pedagogy." In Research Anthology on Culturally Responsive Teaching and Learning, 617–34. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9026-3.ch034.
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In this chapter, the authors outline three critical professional and ethical considerations for school leaders in early childhood settings to consider when examining the importance of including play in early childhood curricula. Beginning with an exploration of the critical role play serves in the lives of young children and positing that fundamentally, play is broadly supported across the domains of early childhood through theoretical and empirical work as well as more recent scientific support from neurological research. The authors outline a broader definition of play beyond a Eurocentric vision, and the ways in which school administrators can and should view play as culturally responsive pedagogy through the use of drama-based pedagogy.
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Williamson, Howard, and Mick Conroy. "Youth Work and Social Pedagogy." In Working with Young People, 149–67. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190937768.003.0010.
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The most visible differentiation between models of youth justice across Europe exists in tensions between welfare-based and justice-based approaches. Proponents of welfare-based interventions often find themselves conflicted by the current growth of a right-wing, nationalistic, and perhaps at times xenophobic political climate throughout Europe, calling for tougher sanctions and sentences for young offenders. As a consequence, the promotion of any primarily welfare-based approaches within youth justice settings throughout Europe has been slow to emerge within key strategies to develop effective interventions with young offenders. This chapter explores the merits of a youth justice model that embraces the “children first—offenders second” approach, and it examines the potential role that a hybrid model of youth work practice and social pedagogy theory might play in achieving one of the key principles of the Council of Europe: integrating young offenders back into society, and not their marginalization and social exclusion.
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Habibi, Ali Mohamed, and Ann Dashwood. "Changing the LAB Experience in Undergraduate Engineering." In Technology-Enhanced Formative Assessment Practices in Higher Education, 215–39. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0426-0.ch011.
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The use of technology to enhance formative assessment in higher education continues to be a challenge regardless of advances in digital capabilities; yet research has shown its potential regardless of discipline. In undergraduate electrical and electronic engineering, which is the discipline focus in this chapter, lab work is an area that can be enhanced in this way but with such an enhancement comes a change in pedagogy from the conventional approach of in-lab physical practical work conducted by the individual student alone or in a group with limited support to one of working collaboratively in remote access laboratories scattered far and wide through an online learning systems that provides access to laboratory infrastructure and learning environments through the internet. In a collaborative learning environment, students work together to solve problems and need to become involved in dialogue to achieve a common goal where they depend on and are accountable to each other. This chapter explores students' experience of a collaborative approach to lab work regarding mastery of the voltage division rule and its relevance to formative assessment using remote access laboratories that depend on technology and internet access. The implications for task design and formative assessment are discussed based on the results of interviews with participating students. The nature of change in pedagogical practice is highlighted as are the implications for the design of formative assessment and the need to work at the level of “feedback markers” that are able to feed forward to progress learning.
Conference papers on the topic "Group work play-based pedagogy"
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Rathod, Mulchand S. "Improving Learning Outcomes of a Course in Instrumentation." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13589.
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Many engineering educators have become sensitive to the improved outcome of student learning in their classes. This has been true for our colleagues in the colleges of education where teachers are prepared for the teaching pedagogy. In many cultures as well as ours, the teaching profession is upheld as a noble profession. At the same time, the university faculty are held with high esteem by the general population. Faculty teaching in undergraduate programs have begun to address the pedagogy of learning in recent years. There is a national trend towards helping in this phenomenon. Besides funding initiatives by organizations such as the National, Science Foundation, engineering professional societies continue to organize forums and awards to recognize and promote teaching and learning of engineering subject matter. This paper would address an experiment in improved learning by students of a subject matter that is laboratory based. The instrumentation course is a required course for engineering technology (ET) students pursuing mechanical, manufacturing/industrial, product design, and electromechanical majors at Wayne State University (WSU). Most engineering technology students are more comfortable with experimental techniques than with derivation of equations and formulas. Setting for this course was a multi-media distance learning classroom and a set of lab experiments. The teacher had an important task of not just covering the material, but to increase student interest to optimize their learning. Although all the teaching materials were prepared for presentation in power point, after discussion with the class it was decided to make the learning process different from the traditional teaching. The class was divided in three groups and each group was given a reading assignment covering one third of the material to be covered in each session. Each team met on a regular basis going over its assignment and breaking up the tasks for each team member to lead presentation and discussion for the whole class. Learning objectives addressed in the course included team work, effective communication, system design and testing, continued student participation, effective learning for long term retention besides the contents of the subject matter. Overall, student really felt they were learning a lot and new things. This paper summarizes a very positive experience of students and faculty dealing with learning pedagogy.
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VAT, Kam. "Modeling Human Activity Systems for Collaborative Project Development: An IS Development Perspective." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2846.
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This paper investigates the idea of human activity systems (HAS) appropriate to the characterization of the purposeful human activities behind the design of suitable information systems (IS) support, especially in the context of group-based project work. Specifically, we are interested in the knowledge context of a group of people collaborating in the peculiar scenario of project development. Our discussion describes a traceable framework of information systems development (ISD), which should accommodate the application of soft systems methodology (SSM) that acknowledges the importance of people in organization. The paper situates our discussion in the action research experience of the author conducting a junior core course of Software Psychology, delivered through the pedagogy of problem-based learning (PBL), in our four-year undergraduate program of Software Engineering. We intend to clarify the contextualization of designing IS support in relation to teamwork design. This is done by elaborating the IS design issues through the exposition of the human processes in which, in a specific organizational scenario, a particular group of people can conceptualize their world and hence the purposeful action they wish to undertake. That provides the basis for ascertaining what IS support is needed to undertake the necessary action and how modern information technology (IT) can help to provide that support. We conclude by reiterating the challenge of designing truly relevant HAS systems in which people selectively perceive parts of their world, attribute meaning to what they perceive, make judgment about their perceptions, form intentions to take particular actions, and carry out the action themselves. All these activities carry tremendous connotations in the HAS-based process of IS development for group project work, especially in collaborative project participation.
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Holland, Brian. "Finding Opportunity in Complexity: A Case for Tackling More, Not Less, in Beginning Design Studio." In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.17.
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This paper addresses the understudied educational space of what is commonly understood as the preprofessional portfolio- development studio. It describes a design pedagogy developed to serve preprofessional and non-design-major students from liberal-arts colleges pursuing admission to a first-professional graduate degree program in architecture. Starting from the premise that in complexity lies myriad opportunities for discovery and growth, this studio establishes a robust platform for this unique group of students to encounter the richness and expansiveness of the discipline, and to understand and explore architecture’s capacities as an agent of positive change in the world. It is further argued that what a complex, case study-based design project facilitates for these beginning design students is a depth and richness of engagement, and that like a great work of literature, a complex architectural problem asks students to wrestle all at once with its many layers—with its clarity and contradictions, its strengths and shortcomings—and to evaluate its evolving place in, and meaning to society. In this light each student’s efforts to define their own approach can be shown to reveal insights not only about the object of study, but also about themselves and their own nascent interests in design, architecture, and the built environment.
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Roosipõld, Anne, Krista Loogma, Mare Kurvits, and Kristina Murtazin. "WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/15.
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In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.
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Kisné Bernhardt, Renáta, Laura Furcsa, Annamária Sinka, and Rita Szaszkó. "Digitális pedagógiai tapasztalatok tanítóként: lehetőségek a karanténpedgógiában." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.93.
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Az elmúlt évtizedben már számos kutatás bizonyította, hogy a pedagógusok megváltozott feladatai és szerepei, a módszertani kultúra és a komplex szemlélet a digitális kompetencia fejlesztésével párhuzamosan megjelenik (Fehér, 1999; Kirschner-Woperies, 2003; Law, Chow és Yuen, 2005). A tanítási-tanulási folyamat résztvevőiként a pedagógusok is részesei a rendkívüli iramban változó lehetőségeknek, melyek az iskola különböző „valós és virtuális” terein egyre inkább biztosítottá válnak (UNESCO, 2011). 2020 márciusában 6 a koronavírus-járvány miatt bevezetett digitális munkarend által – korábban még nem tapasztalt módon – aktuálissá vált mindaz, amit a „távoktatás”, „digitális oktatás”, „otthontanulás” és szinonimáik képviseltek. A pedagógusok, diákok és szülők egyik napról a másikra kerültek át az osztálytermi környezetből a digitális platformok világába, megváltoztatva szerepeiket, feladataikat és kompetenciahatáraikat. Felmérésünk azzal a céllal készült, hogy feltárja a tanítók hogyan igyekeztek megtalálni a tantárgyi specialitásnak, informatikai tudásuknak, rendelkezésre álló eszközeiknek, a diákoknak és a szülőknek leginkább adekvát megoldásokat. Kutatásunkban kvantitatív módszert alkalmazva, online kérdőíves vizsgálattal mértük fel az 1-6. osztályban tanító pedagógusok véleményét és gyakorlatát a digitális munkarendben történő oktatással kapcsolatban (N=71). Előadásunk a tanítók által alkalmazott karanténpedagógiára vonatkozó öszszefüggésekre világít rá a következő aspektusokból: eszközök, internet a távoktatásban, a pedagógusok digitális kompetenciája, a tananyagok küldésének felülete, kapcsolattartás a tanulókkal és szülőkkel. Fókuszba kerültek az alkalmazott digitális platformok és eszközök, azzal a céllal, hogy feltárjuk az elmúlt időszakban aktuális alsó tagozatos oktatás és nevelés főbb aspektusait. A digitális munkarend, valamint az online eszközök kiválasztásának és kipróbálásának tanítói tapasztalatait is vizsgáltuk az önértékelésen alapuló tanítói digitális kompetenciák feltárása mellett. A kapott leíró statisztikai elemzések megerősítik, hogy a digitális munkarenddel kialakuló távolléti oktatási struktúra rendszerezettségében, illetve következetes használatában plasztikus eltérések jelentkeztek. Példaként említhető a kapcsolattartási mintázatok egyenetlensége és a formális (Kréta)/informális kapcsolattartási struktúra (Messenger/Facebook csoport) használatának eltérő megoszlása. Konkrét számadatokkal mérve a szülőkkel való kapcsolattartásban kiemelkedett az egyéb lehetőségek mellett a Facebook csoport (59%), és a Messenger (53%) használata a formális platformként említett Krétával (22%) szemben. Összefoglalva, az eredmények hozzájárulhatnak az általános iskolákban működő online oktatás gyakorlatának megismeréséhez, a pedagógiai praxis lehetőségeinek bővítéséhez, ugyanakkor megerősítjük Lévai (2016) felvetését is, miszerint a pedagógusok felelőssége számottevő és árulkodó abból a szempontból is, hogy mit mutatnak róluk digitális lábnyomaik, illetve az online elérhető felületek. ---- Lower-primary-school teachers’ digital educational experience: possibilities in lockdown induced pedagogy ----- The past couple decades have seen a parallel change in teachers’ tasks and roles, methodologies, educational approaches and the development of their digital competences (Fehér, 2009; KirschnerWoperies, 2003; Law, Chow and Yuen, 2005). Also teachers as participants of the teaching-learning process experience the rapid evolution of the possibilities in the real-life and virtual platforms of school (UNESCO, 2011). In March, 2020 unprecedentedly digital education was launched due to the coronavirus pandemic and “distance education”, “digital education”, “home schooling” (at present regarded as synonyms) had become reality. All at once, teachers, students and parents were transmitted from real-life classrooms into the world of virtual platforms, which modified their roles, tasks and competence boundaries. Our survey was conducted to explore how lower-primary-school teachers experimented to find the most adequate solutions related to the issues of their teaching areas and digital knowledge. Also, we aimed to detect the most characteristic challenges that the respondent teachers had to face during the lockdown period online education processes. Our quantitative research was conducted to collect data via an online questionnaire to elicit beliefs and practices of lower-primary-school teachers of 1-6-forms regarding their work during lockdown digital education (N=71). The main focus of our research was the interrelationships of lockdown induced pedagogy from the following aspects: tools in digital education, teachers’ digital competence (based on self-assessment), the platforms of sharing teaching contents and of contacting students and parents. The focal points of our study were the applied digital platforms and tools and to gain insights into the teachers’ digital competences based on their self-evaluation. We also explored the respondent teachers’ choices and experience regarding the online tools of digital education. The results of descriptive statistics showed that there were differences in the structure and consistent use of digital education during the lockdown. As an example, the distribution of the formal Kréta platform and other informal ones (Messenger/Facebook group) is uneven in terms of contact between teachers and parents. Also, the Facebook group (59%) and Messenger (53%) platforms outnumber the use of Kréta (22%) during teacher-parent communication. In sum, our results can contribute to a better understanding of the practice of online education at primary-schools, and also to the extension of the teaching repertoire in 1-6 forms. These findings are also compatible with Lévai’s (2016) results, that is teachers’ digital footsteps and the online platforms that they use can reveal a lot about them, which is a great professional responsibility.
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Rubin, Victor, Celina Tchida, Maria Rosario Jackson, and Theresa Hwang. "The Pedagogy of Creative Placemaking: A Field Begins to Come of Age." In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.6.
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Creative placemaking has been evolving from a narrow definiti on of applying art and design ideas to community projects into a more expansive, equity-focused field of practice. As the funder consortium Art Place America describes it, “Creati ve placemaking happens when artists and arts organizations join their neighbors in shaping their community’s future, working together on place-based community outcomes. It’s not necessarily focused on making places more creative; it’s about creatively addressing challenges and opportunities…. creative placemaking at its best is locally defined and informed and about the people who live, work, and play in a place.”
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Young, Paul W. "Student-produced video of role-plays on topics in cell biology and biochemistry: A novel undergraduate group work exercise." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.15.
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Group work or cooperative learning is a form of active learning that has potential benefits that extend beyond just being an alternative or improved way of learning course material. For example, Shimazoe and Aldrich (2010) identified six proposed benefits of active learning to students, namely (1) promoting deep learning, (2) helping students earn higher grades, (3) teaching social skills & civic values, (4) teaching higher order thinking skills, (5) promoting personal growth and (6) developing positive attitudes toward autonomous learning. There is evidence for the effectiveness of role-plays both in achieving learning outcomes (Azman, Musa, & Mydin, 2018; Craciun, 2010; Latif, Mumtaz, Mumtaz, & Hussain, 2018; McSharry & Jones, 2000; Yang, Kim, & Noh, 2010), but also in developing desirable graduate attributes such as teamwork, communication and problem solving skills [4]. The importance of such skills is widely touted by employers of science graduates, sometimes more so than discipline-specific knowledge, arguing in favour of the incorporation of role-plays and other forms of cooperative learning into undergraduate science curricula. Role-playing is probably not as widely used in the physical and life sciences as it is in other academic disciplines. In science the most obvious role-play scenarios in which students play the roles of people might be in examining historical figures at the centre of famous scientific discoveries or debates (Odegaard, 2003). In addition, role-plays fit well at the interface between science and other discipline when exploring ethical, legal or commercial implications of scientific discoveries(Chuck, 2011). However, to apply role-play to core topics in science or mathematics the roles that must be played are not those of people but rather of things like particles, forces, elements, atoms, numbers, laws, equations, molecules, cells, organs and so on. The learning scenarios for science-based roleplays in which the characters represented are not people are less obvious, probably explaining why the use of role-plays in science education is less common. Nevertheless, focusing on the life sciences, role-plays in which the characters are organelles in a cell or enzymes involved in fundamental cellular processes like DNA replication, RNA transcription and protein translation have been described for example (Cherif, Siuda, Dianne M. Jedlicka, & Movahedzadeh, 2016; Takemura & Kurabayashi, 2014). The communication of discipline-specific templates and successful models for the application of role-playing in science education is likely to encourage their wider adoption. Here I describe a videoed group role-play assignment that has been developed over a ten-year period of reflective teaching practice. I suggest that this model of videoed group role-plays is a useful cooperative learning format that will allow learners to apply their varied creativity and talents to exploring and explaining diverse scientific topics while simultaneously developing their teamwork skills.
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Li Shang Ly, Samie, and Raafat George Saadé. "Evidence Based Management for Learning: An Experiment." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3435.
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In this study we combine an immersive learning environment, an evidence based management method and the knowledge management SECI mindset to investigate students’ learning from scientific journal articles. The study entailed the use of a web-based peer to peer system (P2PS) that, gives an identified subject matter, engages students in extracting knowledge from a source, processes that knowledge to create new knowledge, assesses each other’s works, and then creates a test on the subject matter. We found that the immersive learning environment engaged students and improved their examination performance. However, comparing two groups, exposed versus not exposed to scientific journal article, both focused on keywords alone for the knowledge processing. This was not a desirable outcome from the knowledge management process and the tool. We believe this outcome is a result of engrained traditional learning and driven by our wish to make a change in educational practice, we propose our e-pedagogy methodology as a learning foundation for knowledge processing.
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Wadhwa, Sujata, Audrey Barlow, and Siddharth Jadeja. "Ascertaining Affective Domain in Engineering: A New Learning Concept." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50031.
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Engineering Education has always been focusing on the development of technical skills since decades. Technological advancement and digitalization have enabled the educators to implement various teaching pedagogies for the Digital Natives [1]. According to the World Bank report on the employability and skill set of newly graduated engineers in India, the core employability skills like self-discipline, reliability, self-motivation, team work, willingness to learn, flexibility, empathy, understanding and taking instructions for assignments with the weightage of 4.27 and communication skills with the weightage of 4.01 are prioritized much more than the professional skills with the average of 3.91 [2]. The three skills groups identified by The World Bank, partly underpinned by the tripartite conceptualization of learning as cognitive, psychomotor and affective domain of Bloom’s taxonomy are an important source of investigation for teaching learning pedagogy [3]. The engineers always play a critical role in the development of the society which demands from them critical thinking, problem solving, collaboration skills, decision making, communication skills, integrity, realizing human values, being compassionate and accountable etc. These skills enable them to work for the welfare of mankind. Much of the research has emphasized to have such types of skills among the engineers but increased demand and increased number of qualifying engineering graduates have led to poor quality of education and consequently skill shortage. This paper presents a unique pedagogical framework focusing on the development of affective domain among the first year engineering students. The authors ascertain that the cognitive domain has been always emphasized in engineering education, more than the affective domain, albeit affective domain is substantial for engineers. The affective domain, arguably the most complex, [4] is about students’ values, attitude, emotions, appreciation etc. The authors have adopted a new hybrid learning concept offering a conducive, student-centered learning environment that motivates and enhances students’ engagement with their peers, friends, teachers and the institute. This paper discusses a new learning concept, specific to engineering education for the smooth transition of the students to real contributors and life-long learners by acquiring some indispensable 21st century skills.
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Hou VAT, Kam. "Integrating Industrial Practices in Software Development through Scenario-Based Design of PBL Activities: A Pedagogical Re-Organization." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2949.
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This paper investigates a pedagogic model appropriate to the integration of the industrial practices in software development into the learning activities of our undergraduate students, especially in the context of group-based project work. Specifically, we are interested in the potentialities of this model enhanced from the problem-based learning context, such that people collaborating in the peculiar scenario of project development, are empowered to be more sensitive and reflective of their learning experiences. Our discussion describes a practical framework of course enactment taking into account the suggestions of the latest curriculum guidelines stipulated in the final draft of the “Computing Curriculum - Software Engineering” created by the Joint Task Force on Computing Curricula of the IEEE Computer Society and the Association for Computing Machinery. Namely, software engineering education in the 21st century needs to move beyond the lecture format, and should consider the incorporation of a variety of teaching and learning approaches, one example of which includes the constructivist model of problem-based learning (PBL) considered as appropriate to supplement or even largely replace the lecture format in certain cases. In the paper, a pedagogical re-organization perspective is presented as a way to conduct teaching in the area of software engineering. In particular, the connotation of problem-based learning in the education of future software practitioners is explored from a teacher-researcher’s position, through the practice of action research. The paper concludes by emphasizing the contextualized learning scenarios involved in PBL, which have been observed to enable our students to experience the real-world practice of software development, and acquire valuable learning through teamwork that should remain with their future careers.