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1
Kordova, Sigal. "Developing systems thinking in a Project-Based Learning environment." International Journal of Engineering Education 2, no. 1 (June 15, 2020): 63–81. http://dx.doi.org/10.14710/ijee.2.1.63-81.
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As science and engineering projects are becoming increasingly more complex, sophisticated, comprehensive and multidisciplinary, there is a growing need for systems thinking skills to ensure successful project management. Systems thinking plays a major role in the initiation, effective management, and in facilitating inter-organizational tasks. This research assesses the capacity for engineering systems thinking and its contribution in carrying out a multidisciplinary project. The research also reviews the cognitive process through which systems thinking skill is acquired. The study focused on a group of students who have completed their senior design projects in high-tech industry, while their plans were being integrated into existing larger projects in the respective industrial sites. The systems thinking skill of the students was examined according to a questionnaire for assessing the Capacity for Engineering Systems Thinking (CEST). Statistical analysis shows significant differences in the students capacity for systems thinking at the beginning and end of the work (p<0.001). This research demonstrates that systems thinking skills can be improved through awareness and involvement in multidisciplinary projects.
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Глазунова, Олена Григорівна, Тетяна Володимирівна Волошина, and Валентина Ігорівна Корольчук. "HYBRID CLOUD-ORIENTED LEARNING ENVIRONMENT FOR IT STUDENT PROJECT TEAMWORK." Information Technologies and Learning Tools 77, no. 3 (June 19, 2020): 114–29. http://dx.doi.org/10.33407/itlt.v77i3.3210.
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The article proposes a technology for the development and implementation of a hybrid cloud-oriented learning environment for the electronic support of interdisciplinary projects in the educational process of future IT specialists. To organize such a project, a model of hybrid cloud-oriented learning environment was designed. The components of such an environment are as follows: competence, communication and technology. Based on the developed model, a MS Teams-based cloud environment for project teamwork was created. It integrated all the necessary services for the implementation of an interdisciplinary project. The technological component regulates the content, methods and forms of training during the project implementation. According to the content of the interdisciplinary project, methods and forms of training, both traditional and cloud-oriented, were selected. This environment provided interaction between teachers of different disciplines and teams of students. The software component consists of tools for communication, project management and placement of the teaching resources included in MS Teams and complemented by additional tools that integrate with it, for example, professional tools and tools for presenting the results of work. Teachers could additionally integrate necessary e-learning courses and tools. Data analysis of experimental studies demonstrated that MS Teams-based cloud-oriented environment, which ensures execution of tasks on communication, organization of teaching process, project management and makes it possible to integrate additional tools for arranging an interdisciplinary project, namely, professional, educational and the like, – is an effective environment for the development of the digital, professional and personal competences of the future IT specialist. Moreover, interdisciplinary projects contribute to the development of integral competence of future IT specialists. An experimental study conducted on the basis of the National University of Life and Environmental Sciences involved 3rd year students of the specialty 122 – “Computer Science”.
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Hussin, Hanipah, Pang Yee Jiea, Raja Norhafiza Raja Rosly, and Siti Rohana Omar. "INTEGRATED 21ST CENTURY SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS (STEM) EDUCATION THROUGH ROBOTICS PROJECT-BASED LEARNING." Humanities & Social Sciences Reviews 7, no. 2 (March 19, 2019): 204–11. http://dx.doi.org/10.18510/hssr.2019.7222.
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Purpose of the study: To propose a new framework on integrated 21st century STEM education through Robotics Project-based Learning, and secondly, to outline a Robotics Project-based Learning curriculum in the perspective of integrated 21st century STEM education.
Methodology: Content analysis was carried out to design a new framework. Secondary data collection technique was used.
Main Findings: The proposed framework can identify itself with each STEM curriculum in Science, Technology, Engineering and Mathematics. Educational robotics as a tool to integrate the fours discipline through project-based learning.
Applications of this study: The proposed framework is applicable in 21st century learning environment using student-centered approach. 21st century skills are enhanced through collaboration, creativity, critical thinking and communication while students carry out robotics project-based learning.
Novelty/Originality of this study: A new pedagogy of STEM integration in Malaysia education system. Hands-on and minds-on activities through robotics project-based learning promote higher order thinking in students.
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Allan, M., and B. K. Temple. "Collaborative Learning." Industry and Higher Education 14, no. 2 (April 2000): 92–100. http://dx.doi.org/10.5367/000000000101294922.
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This paper describes a curriculum development project funded by the European Commission. It was developed to provide a learning environment (European Modules) for students from various disciplines to work together within an institution or between institutions in different countries, on structured project work that would simulate the workplace of the modern European engineering manager. The best vehicle for this purpose was considered to be group projects based upon a new product development theme. Having created a framework of three courses (modules) that progressively develop the necessary skills to achieve this objective, the authors report on several pilot studies that were established to test the methodology. It was found that there were significant benefits to students' learning, particularly in the three areas of consolidation of existing knowledge; transferable skills; and cross-functional and cultural awareness. The modules have now been integrated into several European study programmes and significant interest in the scheme has been shown by other institutions outside those of the development team. Additional resources to underpin the project are currently being developed and future prospects are also reported here.
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Baranova, Tatiana, Liudmila Khalyapina, Aleksandra Kobicheva, and Elena Tokareva. "Evaluation of Students’ Engagement in Integrated Learning Model in A Blended Environment." Education Sciences 9, no. 2 (June 17, 2019): 138. http://dx.doi.org/10.3390/educsci9020138.
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As new informational conditions contribute to the discovery of new ways to improve the quality of the educational process, a new integrated learning model was elaborated. The purpose of the paper is to evaluate the students’ engagement in a newly-introduced integrated learning model, identify the impact of such a model on students’ learning outcomes, and to determine if students’ engagement levels influence their learning outcomes. For our research we used qualitative and quantitative data of students’ records of professional discipline and English testing, surveys and interviews on behavioral engagement, emotional engagement, and cognitive engagement (N = 63). Results on students’ engagement showed that online activity, especially the online international project, involved students more than face-to-face classes, but at the same time some of them noted that without lectures it would be difficult, or even impossible, to participate in a project. Thus the overall engagement level was quite high. Additionally, an integrated approach positively impacted learners’ outcomes. The correlation analysis showed that learners’ engagement played an influential role and highly impacted students’ learning results. In this case we can conclude that our integrated learning model contributes to students’ involvement in the educational process and, as a consequence, allows them to achieve greater results.
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Dodd, Andrew, Peter English, Johan Lidberg, and Maxine Newlands. "Training political reporters during a federal election: The UniPollWatch student journalism project." Journal of University Teaching and Learning Practice 18, no. 4 (October 1, 2021): 50–62. http://dx.doi.org/10.53761/1.18.4.6.
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UniPollWatch was the largest student journalism project ever undertaken in Australia. Approximately 1000 students from 28 universities worked to cover the 2016 federal election. The project aimed to provide effective training on political reporting in a work-integrated learning environment. Utilising a combination of analysis and descriptions of the project and a survey research methodology, the results of this project suggest that by placing student reporters in the midst of a fluid and highly contested election environment they learn by observing and doing. The project demonstrated that students’ attitudes to, and aptitude for, covering politics varied greatly, but that the skills needed for political reporting can be improved through projects such as UniPollWatch.
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Egger, John Okley. "Effects of cooperative learning on preservice elementary teachers’ interest in and integration of music into core academic subjects." International Journal of Music Education 37, no. 4 (August 2, 2019): 608–21. http://dx.doi.org/10.1177/0255761419852173.
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The author investigated the effects of a cooperative learning environment on the implementation of integrating music into core academic subjects. Using a quasi-experimental design, participants ( N = 59) were preservice generalist elementary and special education majors from four course sections of a required music methods course, where two course sections worked in a cooperative learning environment and two course sections worked individually. For six weeks, participants worked on a final project that integrated music into academic core subject lessons. At the conclusion of six weeks, each participant individually microtaught one lesson created from the music integration project. Additionally, participants completed an interest survey after the study was concluded. Results showed that participants in the cooperative learning group scored statistically significantly higher ( p < .05) on the music integration project, microteaching evaluations, and rated statistically significantly higher interest on their projects from the student interest survey. These results suggest that participants in the cooperative learning group produced work of a higher quality than participants in the control group and that the cooperative learning group also showed a higher level of interest in their own music integration projects.
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Andrade, Tiago Faustino. "Project Based Learning Activities in Engineering Education." International Journal of Engineering Pedagogy (iJEP) 3, S2 (February 27, 2013): 27. http://dx.doi.org/10.3991/ijep.v3is2.2438.
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<span style="font-size: 10.0pt; font-family: "Times New Roman","serif"; mso-fareast-font-family: SimSun; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-US">In the present work, the author reports examples of his involvement in different teaching/learning methodologies during his five years of the Integrated Master Degree in Mechanical Engineering at the Faculty of Engineering of University of Porto. The aim is to explain how useful those experiences have been, allowing him to explore many techno-scientific activities within his engineering education while student as well as other <span style="letter-spacing: -.05pt;">transferable</span> skills and later, up to the present, as a professional in academic environment. The author wishes to underline the excellent opportunity he had to practice reflection processes as an essential methodology of his engineering education.</span>
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C MacKrell, Dale. "Win-Win-Win: Reflections from a Work-Integrated Learning Project in a Non-Profit Organization." Issues in Informing Science and Information Technology 13 (2016): 047–61. http://dx.doi.org/10.28945/3466.
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This paper reports on the educational aspects of an information systems work-integrated learning (WIL) capstone project for an organization which operates to alleviate homelessness in the Australian non-profit sector. The methodology adopted for the study is Action Design Research (ADR) which draws on action research and design research as a means for framing a project's progress. Reflective insights by the project stakeholders, namely, students, academics, and the non-profit client, reveal a curriculum at work through internal features of the organization; personal features of the participants and features of the external environment. Preliminary findings suggest that students in a WIL project for a non-profit are highly engaged, especially when they become aware of the project’s social value. As well, the improvement of professional skills and emotional intelligence by students is more likely in real-life practice settings than in other less authentic WIL activities, equipping graduates for the workforce with both strong disciplinary and generic skills. Win-win-win synergies through project collaboration represent worthwhile outcomes to education, industry and research.
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Witt Smith, Janice, and Gloria Clark. "Action Research In A Business Classroom Another Lens To Examine Learning." American Journal of Business Education (AJBE) 3, no. 7 (July 1, 2010): 41–56. http://dx.doi.org/10.19030/ajbe.v3i7.457.
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This research study looks at the implementation of an action research project within a blended learning human resource management class in employee and labor relations. The internal and external environment created conditions that converged in the Perfect Storm and resulted in an almost disastrous learning experience for faculty and students. What is critical about this project is that it could happen in even the most benign and calmest of waters. In an integrated system, the manipulation of one variable creates an impact on the other variables/systems within that environment. The failure to predict the impact and mitigate the damages can lead to disastrous results. The institution must be ready, at all levels, to implement and leverage technology to create distance-learning only environments for traditional students (and faculty) with a bias toward face-to-face educational experience.
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Kuo, Hsin Hung, Szu Wei Yang, and Yu Chin Kuo. "The Networking Integrated Character Education (NICE) Project: An Experimental Study." Advanced Materials Research 267 (June 2011): 590–93. http://dx.doi.org/10.4028/www.scientific.net/amr.267.590.
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There are few studies connecting character education with Blog-assisted online learning environment in elementary school scenarios. Therefore, the Networking Integrated Character Education (NICE) project has been planned, designed, developed and implemented in the study. The NICE system focuses on the interaction and communication to enhance the awareness and behavior of character for children. There were sixty-nine fifth graders of a public elementary school in Taiwan involved in this study. The online questionnaires were given to find out the feasibility of the project. Data were analyzed by ANCOVA. The experimental results showed that there were significant in all of the two core values Thanksgiving and Helping Others. Based on the online survey, this Blog-based NICE project could help teachers or instructors facilitate students’ learning and would be a very useful and valuable instructional platform for young learners to implement and make progress on character development.
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Hall, Laura L., and Roy D. Johnson. "Preparing IS Students for Real-World Interaction with End Users Through Service Learning." Journal of Organizational and End User Computing 23, no. 3 (July 2011): 67–80. http://dx.doi.org/10.4018/joeuc.2011070104.
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Although teaching the technical skills required of Information Systems (IS) graduates is a straightforward process, it is far more difficult to prepare students in the classroom environment for the challenges they will face interacting with end users in the real world. The ability to establish a successful relationship with end users is a critical success factor for any IS project. One way to prepare students for interaction with end users is through the implementation of service learning projects. Service learning projects provide a rich environment for students to experience real world interactions with users. This paper presents an organizational model to guide the implementation of service learning projects in IS curriculums. Service learning projects better prepare students to assume important management positions by giving them experience in applying the system development life cycle to an IS project and working with people. This organizational model uses the system development life cycle approach to integrate typical curriculum and service learning models. The organizational model is grounded in anecdotal evidence from prior experiences with IS students in service learning environments.
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Morozov, Viktor, Olena Kalnichenko, and Olga Mezentseva. "RESEARCH OF DEVIATIONS PROACTIVE MANAGEMENT METHODS ON THE BASIS OF NEURAL NETWORKS IN IT PROJECTS." Information systems and technologies security, no. 1 (1) (2019): 79–87. http://dx.doi.org/10.17721/ists.2019.1.79-87.
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This paper describes the results of a study of proposed methods of proactively managing key parameter deviations in complex projects based on the study of the effects of the external and internal environment of such projects. The methods of forecasting the level of changes in the results of project activity at any time during the execution of projects and depending on changes in the time parameters of the work of the projects and the study of the effects on changes in the cost of the work of the projects are proposed. Impact reactions on cost parameters and project timelines are investigated. An integrated information system has been developed to simulate the flow of changes to key IT project parameters using cloud data warehouses. In the process of modeling modern information technologies of project management of leading developers are involved and integrated. Modeling effects of the environment on project parameters based on models of deep learning neural networks are used as research tools. A model of deep learning of the neural network is proposed, through the experimental representation of the input and output data of numerical experiments. This model takes into account the optimistic and pessimistic distribution of the cost of each project when planning the projects and choosing their optimal configuration. The evaluation of the results of modeling the effects of changes on the timing and cost of performing work is based on the context of project characteristics, including resource allocations both in time and in project work, cost allocations, etc. Thus, the modeled indicators in the system indicate slight deviations within 10-15% of the set values under the influence of a wide range of values of environmental factors and their effects on changes in project work resources for the selected and unchanged technological configuration of the project model. Using proactive controls, in the re-simulation, it became possible to significantly reduce deviations in costs that do not exceed 10% of the deviation from the optimum values
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Stanojević Gocić, Maja, and Goran Petković. "PROJECT-BASED LEARNING OBJECTIVES AND CHALLANGES." Knowledge International Journal 28, no. 3 (December 10, 2018): 803–7. http://dx.doi.org/10.35120/kij2803803m.
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The utilization of new and modern technology tools has changed the ways of learning and obtaining knowledge. Project-based learning (PBL) is a type of learning that encourages students to apply their knowledge for solving interdisciplinary problems. It is used as an approach to build students’ thinking competencies, as well as communication and collaboration skills. In addition, it can help teachers to create flexible teaching and learning environment based on applying technological tools for presenting materials, assessing quality of students’ project work, planning and managing project tasks, activities, and deadlines. Content development tools and assessment tools are beneficial for students and should be used in an effective manner. On the other side, time management tools can help teachers to design and plan the successful execution of project activities, or efficient use of classroom time. Collaboration tools enable teachers to be close to students throughout the project, and enable students to collaborate with each other in the same organization and beyond, with professionals and experts from the field of task management. Different types of content can be used for transferring and acquiring knowledge, such as interactive presentations, movies, spreadsheets, diagrams and social media. PBL web platforms can be used to publish and share materials with students, and help them to improve their capacities in solving problems and facing challenges. Teachers can define multi-step projects and teach students how to use project management tools, including strategies and standards. Students learn how to assess the quality of their work from their projects. Students’ projects and working on project tasks are presented, discussed and elaborated after their successful completion. Feedbacks can help both students and teachers to improve their future activities and the quality of their work, as well as their way of thinking about the problem. Public presentation of students’ work can demonstrate what students know and what they can do. Past project-based learning performances can help teachers to mange project activities, design and plan project tasks, and assess students’ attainments. Project-based learning allows students to develop creative freedom and innovative way of solving problems. Furthermore, students learn how to become effective team members and leaders that can complete complex project tasks. According to the results of this study, students are satisfied with project-based learning activities, and project-based tasks that can be integrated in study programmes.
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Berselli, Giovanni, Pietro Bilancia, and Luca Luzi. "Project-based learning of advanced CAD/CAE tools in engineering education." International Journal on Interactive Design and Manufacturing (IJIDeM) 14, no. 3 (August 14, 2020): 1071–83. http://dx.doi.org/10.1007/s12008-020-00687-4.
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Abstract The use of integrated Computer Aided Design/Engineering (CAD/CAE) software capable of analyzing mechanical devices in a single parametric environment is becoming an industrial standard. Potential advantages over traditional enduring multi-software design routines can be outlined into time/cost reduction and easier modeling procedures. To meet industrial requirements, the engineering education is constantly revising the courses programs to include the training of modern advanced virtual prototyping technologies. Within this scenario, the present work describes the CAD/CAE project-based learning (PjBL) activity developed at the University of Genova as a part of course named Design of Automatic Machines, taught at the second level degree in mechanical engineering. The PjBL activity provides a detailed overview of an integrated design environment (i.e. PTC Creo). The students, divided into small work groups, interactively gain experience with the tool via the solution of an industrial design problem, provided by an engineer from industry. The considered case study consists of an automatic pushing device implemented in a commercial machine. Starting from a sub-optimal solution, the students, supervised by the lecturers, solve a series of sequential design steps involving both motion and structural analysis. The paper describes each design phase and summarizes the numerical outputs. At last, the results of the PjBL activity are presented and commented by considering the opinions of all the parties involved.
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Buchan, Janet. "Developing a Dynamic and Responsive Online Learning Environment." International Journal of Open Source Software and Processes 2, no. 1 (January 2010): 32–48. http://dx.doi.org/10.4018/jossp.2010010103.
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Charles Stuart University adopted the open source software, Sakai, as the foundation for the university’s new, integrated Online Learning Environment. This study explores whether a pedagogical advantage exists in adopting such an open source learning management system. Research suggests that the community source approach to development of open source software has many inherent pedagogical advantages, but this paper examines whether this is due to the choice of open source software or simply having access to appropriate technology for learning and teaching in the 21st century. The author also addresses the challenges of the project management methodology and processes in the large-scale implementation of an open-source courseware management solution at the institutional level. Consequently, this study outlines strategies that an institution can use to harness the potential of a community source approach to software development to meet the institutional and individual user needs into the future.
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Kok, Illasha, Petra Bester, and Hennie Esterhuizen. "Late Departures from Paper-Based to Supported Networked Learning in South Africa." International Journal of Distance Education Technologies 16, no. 1 (January 2018): 56–75. http://dx.doi.org/10.4018/ijdet.2018010104.
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Fragmented connectivity in South Africa is the dominant barrier for digitising initiatives. New insights surfaced when a university-based nursing programme introduced tablets within a supportive network learning environment. A qualitative, explorative design investigated adult nurses' experiences of the realities when moving from paper-based learning towards using tablets within a blended learning environment. Purposive sampling was applied. 45 (N) participants were included, each receiving a preloaded tablet (15 running on iOS, 15 on Android 4.2.2 Jelly Bean and 15 on Windows® 8 operating systems), being WiFi-dependent, integrated into a supportive learning network. Participants completed eleven compulsory Internet-based activities. Three reflective focus groups with 18 (n) participants concluded the project. Through self-empowerment and supportive environment, students adopted seamlessly, overcame network and resource-related challenges. Valuable lessons were learned within the digital divide, integrate tablets into distance learning from a resilient and pragmatic approach.
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Ayers, Lauren, Tristan L. Gartin, Brannan D. Lahoda, Shannon R. Veyon, Megan Rushford, and Presha E. Neidermeyer. "Service Learning: Bringing The Business Classroom To Life." American Journal of Business Education (AJBE) 3, no. 9 (September 1, 2010): 55–60. http://dx.doi.org/10.19030/ajbe.v3i9.480.
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While service-learning may be easily incorporated into medical or legal fields, this type of active learning generally has not been historically integrated into any discipline within the business curriculum. This is unfortunate, as the utilization of business students in not-for-profit environments can provide a triple-win scenario: the students receive an enriched learning experience, as they likely will confront opportunities at the entry level that are not generally experienced until the middle-management level; the administrators at the not-for-profit have access to business students with skills that are necessary but typically expensive to acquire; and the constituents served by the organization are enriched by having improved delivery or efficiency of service. Within this paper, we will discuss the service-learning environment and will then detail a project we have worked on in a service-learning-oriented class, with the hope that others may use our experience to facilitate their own service-learning projects as students or within the context of a class.
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Piggott, Leanne, and Theresa Winchester-Seeto. "Projects of Consequence: Interdisciplinary WIL Projects Designed to Meet the Needs of Partners and Students." Journal of University Teaching and Learning Practice 17, no. 4 (October 1, 2020): 118–27. http://dx.doi.org/10.53761/1.17.4.9.
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The focus of this paper is the design and development of an innovative project-based work-integrated learning (WIL) course that enables undergraduate students from all faculties to work in interdisciplinary teams with partner organisations from the public, private, and community sectors. Projects are codesigned with partners interested in students from multiple disciplines bringing insights to problems that might not otherwise be resourced by their organisation. These ‘projects of consequence’ are unstructured, ambiguous and complex, requiring student teams to synthesise their different disciplinary knowledge. Student learning is supported by course curriculum design that includes proven pedagogical practices such as: ongoing feedback from partners; students working in autonomous small teams; academic supervision of teamwork; learning support before and during project work; debriefing; providing a safe, supportive space to experiment with new ideas, embracing the prospect of failure and to develop resilience; all underpinned by reflection so as to process, understand and integrate students’ experiences. The versatility of the course design was demonstrated by the rapid change from face-to-face delivery to an entirely online learning environment in response to the COVID-19 pandemic. The challenges and adaptations include changes to the way student teams worked, the additional support needed by students, and adjustment in the mode of interactions with partners.
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Baryshev, Ruslan Aleksandrovich, Sergey Vladimirovich Verkhovets, and Olga Ivanovna Babina. "The smart library project." Electronic Library 36, no. 3 (June 4, 2018): 535–49. http://dx.doi.org/10.1108/el-01-2017-0017.
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Purpose This paper aims to analyse the phenomenon of smart libraries, which began in the 2000s, alongside the development of computer technology, digital storage the internet and human–computer interactions. The smart library is a system of library and information services developed to support research and training activity. This paper describes the need to introduce innovative library and information services at universities through users’ personal accounts. Design/methodology/approach An analysis of more than 200 publications mainly written by foreign scientists was conducted, given the dearth of Russian literature on the smart library and its services. The analysis revealed that in Western countries, the term smart library represents a wide range of meanings – from the understanding that it is a typical type of networking to assumptions about the total services provided by libraries in an urban environment. Findings The paper presents a review of both classical library services and those that are focused on the needs of modern education and science. Research limitations/implications The research results may be the best limited to university libraries. Practical implications The research results have practical use in the Library and Publishing Complex of the Siberian Federal University. Consequently, a new library information environment has been developed and integrated into the university’s information space. Social implications The research results have social use in Siberian Federal University. The personal account can be regarded as a functioning system of interaction and information exchange among the automated systems of the Library and Publishing Complex, automated learning management system and integrated educational environment. Originality/value This paper presents a certain set of technical solutions and some services available through personal accounts.
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Pulkkinen, Lea. "A Longitudinal Study on Social Development as an Impetus for School Reform Toward an Integrated School Day." European Psychologist 9, no. 3 (January 2004): 125–41. http://dx.doi.org/10.1027/1016-9040.9.3.125.
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The Jyväskylä Longitudinal Study of Personality and Social Development, in which the same individuals have been studied from the age of 8 to age 42, has warranted the conclusion that children should be encouraged toward prosocial development at an early age, because it helps them to integrate into the school environment and saves them from the cycle of maladaptation. A project was designed at the invitation of a Finnish parliamentary group for the enhancement of children's socioemotional development at school. The project comprises seven subprojects including interventions at three levels: the child's behavior, school as a learning environment, and the school's relationships with the surrounding world. The core of the project is the subproject for the Integrated School Day. It refers to a new learning culture with different learning, care, and leisure activities organized in cooperation between several professions. Finnish children spend long afternoons alone while both parents are working full-time. The project aims at decreasing the amount of time pupils are without adult supervision, facilitating socioemotional development by creating a firm basis for leisure activities, and strengthening the social capital of the school and initial social capital of children. The project began in 2002 in seven schools within four communities, with about 2000 students from grades 1 to 9. Beginning in the fall of 2004, the law will mandate that supervision of children's activities in the morning and afternoon should be available throughout the country for all first- and second-grade children and for special needs children at any grade.
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Sirisrimangkorn, Lawarn. "Improving EFL Undergraduate Learners’ Speaking Skills Through Project-Based Learning Using Presentation." Advances in Language and Literary Studies 12, no. 3 (June 30, 2021): 65. http://dx.doi.org/10.7575/aiac.alls.v.12n.3.p.65.
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Project-based learning has been variously integrated into EFL instruction to promote learners’ language learning and skills. The objectives of this research study were to examine the effects of project-based learning using presentation on EFL undergraduate learners’ speaking skills. Furthermore, this study sought to explore learners’ opinions on the use of project-based learning using presentation. The participants of this study were 31 second-year undergraduate students who majored in Business English. The research instruments in this study included speaking tests, project-based learning instructions, questionnaires, and interviews. The obtained data were analyzed by quantitative and qualitative methods for the result interpretation. The findings of this study revealed that students’ speaking skills had significantly improved after the project-based learning implementation. Moreover, the students expressed positive opinions towards project-based learning using presentation as it was perceived to have helped improve their speaking skills. The findings from the interviews revealed that the project-based learning using presentation was positive for learners’ speaking skills according to their presentation tasks, scaffolding activities, and practice of integrative skills. A cooperative learning environment is perceived as useful for learners’ speaking skill improvement. However, time constraint posed a major challenge in the study. Further studies are recommended to encompass a community-based context for speaking skill improvement. Instructional implications derived from the findings include implementing project-based learning using presentation in order to provide learners with an authentic English speaking context and to promote the integrated skills.
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Silva, Manuel Fernando, Benedita Malheiro, Pedro Guedes, Abel Duarte, and Paulo Ferreira. "Collaborative Learning with Sustainability-driven Projects: A Summary of the EPS@ISEP Programme." International Journal of Engineering Pedagogy (iJEP) 8, no. 4 (June 20, 2018): 106. http://dx.doi.org/10.3991/ijep.v8i4.8260.
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This paper describes the collaborative learning environment, aligned with the United Nations Millennium Development Goals, provided by the European Project Semester (EPS). EPS is a one semester capstone project programme offered by eighteen European engineering schools as part of their student ex-change programme portfolio. In this international programme, students are organized in teams, grouping individuals from diverse academic backgrounds and nationalities. The teams, after choosing a project proposal, become fully responsible for the conduction of their projects. By default, project proposals refer to open multidisciplinary real problems. The purpose of the project is to expose students to problems of a greater dimension and complexity than those faced throughout the degree programme as well as to put them in con-tact with the so-called real world, in opposition to the academic world. EPS provides an integrated framework for undertaking capstone projects, which is focused on multicultural and multidisciplinary teamwork, communication, problem-solving, creativity, leadership, entrepreneurship, ethical reasoning and global contextual analysis. Specifically, the design and development of sustainable systems for growing food allow students not only to reach the described objectives, but to foster sustainable development practices. As a re-sult, we recommend the adoption of this category of projects within EPS for the benefit of engineering students and of the society as a whole.
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Berruti, Luca, Franco Davoli, Sandro Zappatore, Gianluca Massei, and Amedeo Scarpiello. "Remote Laboratory Experiments in a Virtual Immersive Learning Environment." Advances in Multimedia 2008 (2008): 1–11. http://dx.doi.org/10.1155/2008/426981.
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TheVirtual Immersive Learning(VIL) test bench implements a virtual collaborative immersive environment, capable of integrating natural contexts and typical gestures, which may occur during traditional lectures, enhanced with advanced experimental sessions. The system architecture is described, along with the motivations, and the most significant choices, both hardware and software, adopted for its implementation. The novelty of the approach essentially relies on its capability of embedding functionalities that stem from various research results (mainly carried out within the VICOM national project), and “putting the pieces together” in a well-integrated framework. These features, along with its high portability, good flexibility, and, above all, low cost, make this approach appropriate for educational and training purposes, mainly concerning measurements on telecommunication systems, at universities and research centers, as well as enterprises. Moreover, the methodology can be employed for remote access to and sharing of costly measurement equipment in many different activities. The immersive characteristics of the framework are illustrated, along with performance measurements related to a specific application.
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Parker, Barbara, and Mario Koeppel. "Beyond Health & Nutrition: Re-framing school food programs through integrated food pedagogies." Canadian Food Studies / La Revue canadienne des études sur l'alimentation 7, no. 2 (November 16, 2020): 48–71. http://dx.doi.org/10.15353/cfs-rcea.v7i2.371.
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In this paper, we present findings from a community-based research project on school food environments in 50 elementary and high schools in a mid-sized city in Ontario, Canada. Our findings highlight that schools' privilege five intersecting domains in the school food environment: 1) health and nutrition; 2) food access; 3) education and food literacy; 4) environment and sustainability; and 5) the socio-cultural aspects of food. These results illustrate that the dominant discourses about school food mainly revolve around health, nutrition and food access, yet many of the K-12 principals also identified food literacy and learning about sustainable food systems and the environment, in addition to the relational or socio-cultural aspects of foods as important elements of their school food environments. This integrative approach to food extends our understanding of food beyond charity, and opens up conversations about food as a human right. Ouranalysis shows the need to go beyond a health or nutrition school food program and consider integrative food pedagogies which will promote social and environmental food justice in the school food environment.
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El Touny, Ahmed S., Ahmed H. Ibrahim, and Hossam H. Mohamed. "An Integrated Sustainable Construction Project’s Critical Success Factors (ISCSFs)." Sustainability 13, no. 15 (August 2, 2021): 8629. http://dx.doi.org/10.3390/su13158629.
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A construction project is a dynamic and complex process that involves the identification and accurate fulfillment of the predetermined needs and requirements of the clients by the project team. There are many challenges and constraints that prevent the achievement of these predetermined and various requirements effectively and successfully, so the project team must face and overcome these challenges by identifying all the factors that help the project’s success. However, it is still unclear how to measure success for Egyptian construction projects. Despite the fact that several lists of literature-based factors have been compiled, the individual factors appear to be tabulated rather than grouped according to some criteria to aid in the analysis of their interactions and potential consequences. As such, the objective presented in this paper was to identify and prioritize integrated sustainable critical success factors (ISCSFs) that influence the performance of Egyptian construction projects to ensure successful construction projects. Critical success factors were identified and grouped into 2 major categories—(1) internal related factors and (2) external related factors—and 10 subcategories—(1) company-related factors; (2) project-related factors; (3) project management related factors; (4) resource/procurement-related factors (labors, materials, equipment and subcontractors); (5) human capital-related factors; (6) support-related factors (financial, human resources, security and legal and administration); (7) stakeholder-related factors (clients, consultants, project managers and end-users); (8) innovation, learning and growth-related factors; (9) country-related factors; and (10) industry-related factors in three distinct stages. In total, 140 factors were gathered from the literature review in the first stage. In the second stage, a brainstorming session was held in order to reduce the number of those factors and focus on the most important ones that influence project success; thus, 100 factors were identified, filtered and developed. In the third stage, a questionnaire was created based on the significant factors identified. As a result, the 40 most important factors influencing the success of performance of construction projects have been identified, which are integrated between all factors (internal and external) and take into account the three pillars of sustainability (economic, social and environmental) as a decision-making tool to evaluate and improve project performance.
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Hotaling, Liesl, and Rustam Stolkin. "Sensing the Environment: Student-Created Water Quality Sensors." Marine Technology Society Journal 49, no. 4 (July 1, 2015): 140–48. http://dx.doi.org/10.4031/mtsj.49.4.8.
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AbstractThe Student Enabled Network of Sensors for the Environment using Innovative Technology (SENSE IT) program provides an infrastructure and curricula for teachers and students to learn core science, technology, engineering, and mathematics (STEM) knowledge through building, testing, programming, and deploying their own environmental monitoring sensor networks. The project prepares and motivates middle and high school students for the future STEM workforce by providing (1) a motivating, meaningful, and hands-on environment for learning a wide range of STEM topics; (2) an engaging link between biological, physical, and social sciences; and (3) a cutting-edge example of scientific and engineering research, delivered directly into the classroom. This paper describes the structure and impact of the SENSE IT project field test with over 90 teachers and 3,000 middle and high school students. Project evaluation results indicate that the curriculum was well received by teachers and students and could be integrated into several different subject areas and types of courses. SENSE IT proved effective for a wide range of students demonstrated by statistically significant learning gains in mathematics and electricity topics through a pretest and posttest analysis. As SENSE IT evolves, additional sensors and educational materials will be created to support a variety of microprocessors.
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Quinn, Diana, Edward Cioffi, Steve Hill, Mat Kor, Anna-Clare Longford, Robert Moller, and Pramila Rathore. "Implementing work-integrated learning in online construction management courses." Journal of University Teaching and Learning Practice 16, no. 1 (January 1, 2019): 122–36. http://dx.doi.org/10.53761/1.16.1.9.
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Implementing online learning can pose serious pedagogical challenges particularly when programs contain work-integrated learning (WIL) components. One such component is the site visit, where student groups are led by subject matter experts through an authentic environment. These WIL experiences help students relate the theory learnt in classrooms to practice. Construction management students particularly benefit from repeated visits to the same building site to appreciate the spatial and temporal constraints and how they change over the life of the building project. Unfortunately, logistics and occupational health and safety concerns have increasingly limited the inclusion of site visits in school and university curricula. Online construction management students are widely dispersed and therefore it is impractical to include shared physical site visits in the curriculum, although students are able to observe locally-based construction sites and report back their findings. In response, universities have collaborated with construction companies and, using significant federal funding, created an interactive learning environment that follows the construction of an eight-storey building over time. This high quality resource is a type of virtual WIL that has been primarily used in face-to-face teaching. In this case study we implement this resource in a fully online construction management course and create three comparatively low-cost environments that demonstrate the construction of residential, industrial, and multi-storey building construction sites, for implementation in another two online construction courses. As an enhancement, within these new environments are embedded images, explanatory videos and documents which students can interact with to create a virtual tour that can be embedded directly alongside the concepts being studied in their weekly learning materials. In addition, these tours are linked to specific online learning activities designed to motivate students to reflect on and refine their understandings based on the authentic context they are experiencing. To better understand the processes involved in this collaboration between school academics, staff from a central teaching innovation unit, and two construction companies, the business processes employed were modelled using a swimlane diagram. Insights into the practicalities of implementing these virtual tours are shared. The experiential learning outcomes of students using virtual WIL are comparable to traditional site visits. Initial online student feedback of small cohorts of online students has been overwhelmingly positive and encouraging for the development of more interactive virtual tours. The implementation of virtual tours and activities, blended with independent face-to-face site visits and assessment, forms an authentic, supported and constructively-aligned WIL experience for students undertaking fully online courses.
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Al-Abdullatif, Ahlam Mohammed, and Azza Ali Gameil. "The Effect of Digital Technology Integration on Students’ Academic Performance through Project-Based Learning in an E-learning Environment." International Journal of Emerging Technologies in Learning (iJET) 16, no. 11 (June 4, 2021): 189. http://dx.doi.org/10.3991/ijet.v16i11.19421.
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This study aimed to develop a model to examine how digital technology integration contributes to the enhancement of students’ academic performance through project-based learning (PBL) amongst undergraduates in higher education. In this study, the technology acceptance model (TAM) was used as the basic model to explore the digital technology environment in terms of the perceived usefulness, perceived ease of use and attitude towards integrating digital technology and the influence of these factors on undergraduates' learning engagement and academic performance within PBL. Therefore, this study proposed a model comprising factors that assist in addressing the study objective. As the main data collection method, a questionnaire was developed to obtain relevant information regarding digital technology acceptance, PBL, students' learning engagement and academic performance. The study sample comprised 185 undergraduate students who were enrolled in a course that utilised PBL. A quantitative research method via structural equation modelling (SEM) was used to analyse the data. The finding suggested that TAM-related factors and students’ learning engagement positively affect their academic performance when digital technology is integrated into the PBL environment.
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Simic, Konstantin, Marijana Despotovic-Zrakic, Zivko Bojovic, Branislav Jovanic, and Djordje Knezevic. "A platform for a smart learning environment." Facta universitatis - series: Electronics and Energetics 29, no. 3 (2016): 407–17. http://dx.doi.org/10.2298/fuee1603407s.
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In this paper, a modular platform which provides student services for smart educational environment is described. The platform represents a point of mutual integration of various services, such as hosting platform for students? projects, platform for integrating SMS service with students? web applications, Internet of Things platform which enables acquiring data from sensors distributed within the University building and controlling various actuators. Platform is deployed as a part of Smart Learning environment. It is integrated with single sign on service and it uses CAS and Oauth2. REST API is also provided. PHP Symfony framework, relational and non-relational databases are used for deploying the platform. The platform was evaluated and tested.
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Dyomina, O. A., and I. A. Tepleneva. "Modification of Teaching/Learning Strategies of University Teaching Staff." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 7 (July 29, 2020): 156–67. http://dx.doi.org/10.31992/0869-3617-2020-29-7-156-167.
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The paper considers the problem of changing the traditional model of higher education into the up-dated model of blended learning. The paper focuses on the problem of changing the teaching/learning strategies as the necessary condition for creating and improving the modified educational environment at Universities taking into consideration the advanced achievements in science and social development. The article dwells on the existing possibilities for a student-centered teaching/learning process where the student creates his individual educational track. The authors have considered the reimagining means of teaching/learning strategies for teaching staff by aiming at effective blended learning. Having analyzed the results of pilot studies, shortcomings of conventional teaching and statistical information on graduate employment, the authors have stated the fact that neither conventional teaching nor the so-called innovative educational technologies could close the gap between educational aims and results. The acute shortage of up-dated theoretical psychological and peda gogical knowledge as well as the lack of due consideration for reimagining of teaching/learning strategies have been suggested as the deep-rooted causes of this gap. The paper suggests the definition of teaching/learning strategies and the developed model of their application for University educational environment. The authors have shown the existed blended learning models and the experience of their implementation in the Russian Federation and abroad. The role of educational moderator at creating a new type of teaching/learning interaction by using a Tutorial FL Navigator has been justified and illustrated by FLT at University. The student turns into a member of academic community while entering the environment of Content and Language Integrated Learning Project (CLILP). The potential prospects of blended learning model have been analyzed using the project method in teaching foreign languages (Content and Language Integrated Learning Project). The conclusion of blended learning effectiveness for transformation the general foreign language teaching into expanded professional education has been drawn on the base of obtained empiric and statistical evidence.
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Iyer-Raniga, Usha, and Mary Myla Andamon. "Transformative learning: innovating sustainability education in built environment." International Journal of Sustainability in Higher Education 17, no. 1 (January 4, 2016): 105–22. http://dx.doi.org/10.1108/ijshe-09-2014-0121.
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Purpose – This paper aims to evaluate how transformative learning is key to innovating sustainability education in the built environment in the region’s universities, in addition to reporting on the research project undertaken to integrate sustainability thinking and practice into engineering/built environment curricula in Asia-Pacific universities. Design/methodology/approach – The project drew from the experiences of academics in built environment programmes and espoused a collaborative inquiry process wherein the role of the industry was vital. A literature review focusing on sustainability integration into curricula was followed by a workshop which brought together academic and industry participants. Findings – The general direction of education for sustainability is moving increasingly towards integration and innovation. However, the slow progress of integration of sustainability in the built environment curricula may have been due in part to the outcome/practice-led approach of built environment education, which is the hallmark of the discipline and lends to a largely discipline-based curriculum framework. Research limitations/implications – The project focused only on the curricula of university programmes and courses taught in the participating Asia-Pacific universities and institutions. Practical implications – This paper highlights how the framework for the proposed curriculum guide focusing primarily on built environment programmes and courses can provide guidance for potential application in other higher education institutions. Originality/value – Much is written about embedding sustainability and education in built environment curricula. However, little analysis, application and collaborative work in Asia-Pacific universities have taken place. This paper considers the value of transformative learning in the innovation of the predominantly discipline-based engineering/built environment programmes for sustainability.
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Wang, Yin Hua, Wan Ling Wu, Yu Qiang Wang, and Chang Xu. "Integrated Teaching Reform of Hydraulic Structure Major Using CDIO." Applied Mechanics and Materials 44-47 (December 2010): 567–70. http://dx.doi.org/10.4028/www.scientific.net/amm.44-47.567.
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Practice teaching is an important educational task for hydropower construction engineering major in vocational and technical colleges. Guided by Conceive Design Implement Operate (CDIO), students could get hands-on experience from practical projects under experiential learning environments, and then develop engineering capacity and project literacy. Due to the introduction of CDIO, the original unrelated and dispersed curriculums became comprehensive and continuous engineering design trainings in the form of projects. Students were divided into groups. The ability of thinking and problems solving for practical engineering could be easily cultured by a collection of comprehensive group trainings, such as program discussions, designs, and drawings.
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Chanthago, Phramaha Jittipong, Phrakrudhammapissamai Phrakrudhammapissamai, and Chayanon Jantaragaroon. "Development of a Learning School in Wat Srichan School, Khon Kaen Province: A Participatory Action Research." International Journal of Higher Education 9, no. 1 (December 23, 2019): 11. http://dx.doi.org/10.5430/ijhe.v9n1p11.
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This research was conducted in order to develop a learning school system at Wat Srichan School. This monk school has experienced problems related to quality due to the students’ low proficiency as evidenced in the unsatisfying O-net Test score. This research was framed around the participatory discipline in which both critical social theory and theory of post-modernism were integrated in order to assure the attainment of information from collobaration between the researcher and the research participants. Thirty research participants were engaged in different processes of the research, including planning, acting, observing, and reflecting upon the results. These research processes were deployed in 2 semesters between the academic year 2015-2016. The development was aimed at creating positive changes in the student’s learning. The research created three developmental projects: 1) Creating an environment that promoted learning, 2) Developing teachers to foster teaching skills that promote critical thinking and creativity among the learners, and 3) Developing critical thinking skills and creativity for the learners. The projects were found to be effective for the promotion of learning at the school because the overall scores of all of the projects’ indicators and the score for each individual project were both averaged above 3.50. The project helped to create awareness among the researchers and the participants regarding the importance of collaborative and democratic measures as crucial means for success. Particularly in this research, it was observed that in order for the learning environment to be created the three projects mentioned above should be implemented.
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Ramadhan, Gilang Mas. "IMPLEMENTATION OF THE ENVIRONMENTAL AWARENESS ORIENTED PROJECT BASED LEARNING MODEL (THROUGH HYDROPONIC PLANTS) AS AN EFFORT TO DEVELOP ECOLOGICAL LITERACY FOR PGSD STUDENTS." PrimaryEdu - Journal of Primary Education 5, no. 1 (February 27, 2021): 23. http://dx.doi.org/10.22460/pej.v5i1.1962.
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The phenomenon of environmental pollution and disproportionate use of the environment is a problem that continues to be discussed to find a solution. This is considered important because the environment is one of the accesses to achieve a prosperous life in the future. The natural environment is not just a place for humans to live, but a place where there is a synergistic contact of life between humans and nature, both of which influence each other. which is expected to have a positive impact and can produce actualized productivity in environmentally literate human behavior. This study itself aims to determine environmental care programs through hydroponic plants that are integrated with social studies learning using a project-based learning model to develop ecological intelligence of STKIP Bina Mutiara Sukabumi students. This study used a quantitative approach with a quasi-experimental pretest-posttest one group test design method. The number of research subjects was 20 students of PGSD STKIP Bina Mutiara Sukabumi. The instruments used were a questionnaire for the statement of ecological intelligence indicators and an ecological intelligence questionnaire with the stages of the Project Based Learning (PjBL) learning model. The research data from questionnaire 1 shows the average score at pretest 50 and 73 at posttest and on the Ecological Intelligence instrument with its PjBL Stages obtained an average score of 37.75 at pretest and 52.2 at posttest, with each significance value 0.000 <0.05 then Ho is rejected, or there is an influence of the Project Based Learning (PjBL) learning model through hydroponic plants which is integrated with the implementation of social studies learning courses in elementary schools on the ecological intelligence of PGSD STKIP Bina Mutiara Sukabumi students.
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Craig, K. J., and C. C. Van Waveren. "Simulating the Engineering Project Environment Using Cooperative Learning: A Second-Year Course Case Study." International Journal of Mechanical Engineering Education 25, no. 4 (October 1997): 290–98. http://dx.doi.org/10.1177/030641909702500405.
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This paper discusses a case study in problem-based cooperative learning (CL) implemented as a group project in a second-year course at the University of Pretoria's Mechanical and Aeronautical Engineering Department. The group project is designed using the guidelines of CL to integrate the course content in one project, to simulate the real-world engineering environment, and to promote teamwork skills. The design of the project is discussed with detail on the problem definition and selection, scheduling, assignments, group selection and member responsibilities. The practical implementation of the project is discussed with tips on how to achieve this effectively. Results of the project are presented in the form of student marks and distributions, and student feedback. The project was successful in that the aims were achieved. The concepts will be implemented in other engineering courses at the University of Pretoria.
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Alemzadeh, Kazem, Clive L. Wishart, and Julian D. Booker. "The Integrated Application of Microcontrollers in the Team-Based ‘Design and Make’ Project." International Journal of Mechanical Engineering Education 35, no. 3 (July 2007): 226–47. http://dx.doi.org/10.7227/ijmee.35.3.7.
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This paper describes a mechatronics-based project which is part of the first-year Design and Manufacture course in the Department of Mechanical Engineering at the University of Bristol. The project introduces students to the use of novel and integrated microcontrollers as part of a complete product development cycle. The project involves the design and manufacture of a microcontroller-based vending machine in an active learning environment. This is a team-based project carried out over two terms; it lasts 60 hours, spread over seven weeks in the spring term and a one-week ***post-examination build phase in the summer term. Many of the engineering principles learned are applied in order to conceive, detail, cost, plan and build a vending machine to a product design specification, mirroring industrial product development. The nature of the project allows students to learn about the interface of sensors and actuators through the use of a recently adopted microcontroller package.
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Khabarov, Valery, and Irina Volegzhanina. "Training of transport industry personnel in the digital economy: the evolution of information educational technology." MATEC Web of Conferences 239 (2018): 07001. http://dx.doi.org/10.1051/matecconf/201823907001.
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The urgency of the study is stipulated by the problem of professional training of personnel for the leading industries of the material production of the Russian Federation, one of which is the transport industry, in the context of implementation of the digital economy program and the integrated scientific and technological project “Digital Railway”. The nature of knowledge belonging to the intellectual field of the industry is revealed through the synthesis of the humanitarian (associated with man) and formal logical (associated with artificial systems). New requirements make it necessary to refer to modern educational technologies in the e-learning paradigm 3.0. Such technologies are based on knowledge presented in accordance with the international standard ISO/IEC - in the ontology format. In this regard, this paper is aimed at revealing the possibilities of semantic technologies in the development of virtual learning environments for educational organizations in the network structure of sectoral subordination in the open projects model. Development of ontological content is carried out remotely by joint efforts of representatives of the employer and education. FSBEI of Higher Education “Siberian State Transport University” (Novosibirsk) implements an interuniversity project on the development of the multilingual electronic learning environment “Onto.plus” on the basis of new technologies in the format of the digital economy. The proposed educational solution has been tested in the real learning process. Its effectiveness has been proved for the training of future transport industry personnel; the directions of the project development are outlined.
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Poldma, Tiiu. "Linking Education to Community in the Context of Learning by Designing Solutions for an Ever-Growing Humanitarian Crisis." LEARNing Landscapes 10, no. 1 (October 1, 2016): 235–56. http://dx.doi.org/10.36510/learnland.v10i1.731.
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This paper explores how students in a Quebec university encounter world humanitarian crises within the context of a refugee camp in Jordan, explored from the perspective of co-creation within a design class workshop.1 Students2 create solutions together in groups, using a project-based approach that incorporates collaborative learning and integrate aesthetic thinking with ethical and sustainable proposals that consider humanity within camps. They develop potentially usable solutions that are then presented to experts in the humanitarian community. The workshop goals, learning activities, and results are presented with three examples of student projects. In this type of learning environment, project-based approaches frame co-creation and collaborative learning.
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Piacentini, Valentina, Ana Raquel Simões, and Rui Marques Vieira. "What Students Tell Teachers about Practices that Integrate Subjects with English in a Lower Secondary School in Portugal." e-TEALS 9, s1 (December 1, 2018): 57–76. http://dx.doi.org/10.2478/eteals-2018-0013.
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Abstract CLIL (Content and Language Integrated Learning) is an approach thought to provide, mainly during Content (non-language, subject) classes, a meaningful environment at school for the use and learning of a foreign language (FL), and may also improve conditions and practices of the specific subject. Moreover, CLIL can represent a research context to gauge the importance of language-aware teaching as is the case with the Portuguese “English Plus” project (EP), in which History and Science are taught/ learnt with/in English at lower secondary school. Our doctoral research is designed as a descriptive-explanatory case study on the EP project and its participants (English and Science teachers, former and current students). More specifically, this work focuses on students and shows their relationship with the EP approach and (dis)advantages in learning a subject with a FL. Data were collected through a semi-structured questionnaire and interview, with subsequent content analysis. The importance of “integrated learning” and of diverse strategies used by the teacher to support/scaffold learning is present in students’ perspectives which may further influence teaching practices
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Lesk, Victor, Jan Taubert, Chris Rawlings, Stuart Dunbar, and Stephen Muggleton. "WIBL: Workbench for Integrative Biological Learning." Journal of Integrative Bioinformatics 8, no. 2 (June 1, 2011): 14–22. http://dx.doi.org/10.1515/jib-2011-156.
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Summary The construction of integrated datasets from potentially hundreds of sources with bespoke formats, and their subsequent visualization and analysis, is a recurring challenge in systems biology. We present WIBL, a visualization and model development environment initially geared towards logic-based modelling of biological systems using integrated datasets. WIBL combines data integration, visualisation and modelling in a single portalbased workbench providing a comprehensive solution for interdisciplinary systems biology projects.
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Ceylanli, Zeynep, and Elif Aktas Yanas. "A Critical Assessment of an Extended Learning Environment in Interior Design Studio." Journal of Design Studio, no. 1 (July 20, 2021): 71–81. http://dx.doi.org/10.46474/jds.938258.
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This paper presents a critical assessment of an interior design studio that was constructed face-to-face then online as an extended studio environment through spatial and technological means. In the Interior Design Studio III, students were expected to design an experiential retail store aiming at answering the contemporary customer and brand interactive experience. The concept of ‘interactive experience’ was central not only in terms of a project outcome but also of the studio process: an experiential learning environment is designed to enhance the understanding of the design studio. Within this scope, the collaboration with the maker lab of the university provided technological interfaces and analog model making methods while also expanding the limits of studio space. The interactive experience would not only result in the project outcome but also be integrated to the studio model. This studio model and the topic was conducted face-to-face in the campus three semesters consecutively, while the following two were held online. The study is based on exploratory research using qualitative techniques to analyze the design process of the students in the face-to-face and online experiential learning environment. The main objective is to overview and assess the interior design studio by providing a new perspective to the students about space and user relationship regarding interaction and atmosphere not only in terms of the given design problem but also the ‘environment’ they are experiencing the ways of design.
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Osinski, Agathe. "Towards a Critical Sustainability Science? Participation of Disadvantaged Actors and Power Relations in Transdisciplinary Research." Sustainability 13, no. 3 (January 26, 2021): 1266. http://dx.doi.org/10.3390/su13031266.
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This paper presents the results of a meta-analysis conducted on 40 case studies of transdisciplinary research. First, it groups the cases according to the sustainability conception that is adopted in the project, distinguishing between approaches to sustainability that consider environmental protection alone, approaches that seek to find a balance between economic growth and environmental protection, and those which seek to integrate the social, environmental and economic aspects of sustainability. Next, the paper explores the extent to which the conception of sustainability adopted in the transdisciplinary project influences a series of process features in the projects. In particular, we focus on the extent to which the projects allowed for the participation of disadvantaged groups, the degree to which they accounted for and attempted to mitigate power differentials between participants, their embeddedness in longer-term dynamics and the heterogeneity of the actors piloting the projects. We also discuss the effects of these on the social learning and empowerment generated among participants. The paper finds that among the selected case studies, those with an integrated approach to sustainability more often included disadvantaged groups and acknowledged power differentials, applying a range of tools to mitigate these. Moreover, these cases also more often reported generating empowerment and social learning.
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Chizhova, M., D. Popovas, D. Gorkovchuk, J. Gorkovchuk, M. Hess, and T. Luhmann. "VIRTUAL TERRESTRIAL LASER SCANNER SIMULATOR FOR DIGITALISATION OF TEACHING ENVIRONMENT: CONCEPT AND FIRST RESULTS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLIII-B5-2020 (August 24, 2020): 91–97. http://dx.doi.org/10.5194/isprs-archives-xliii-b5-2020-91-2020.
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Abstract. We are presenting a concept and first results of a Terrestrial Laser Scanner simulator - a tool, which could be a valuable educational tool for geomatics and engineering students. The main goal of the VirScan3D project is to cover engineering digitisation by two major project parts: 1) Development of a virtual environment for creation and processing of digital 3D scan data; 2) Digital teaching and e-learning material with interactive tools and practical experiences. Part 1 will be solved through the development of a virtual system that allows users to create realistic data in the absence of a real measuring device. At the time of writing (April 2020) all higher education teaching and learning worldwide has been changed to online delivery due to the Covid pandemic. However, this has affected the courses that involve working with equipment and – consequently – require the presence of students and devices. In this project, the development of such equipment simulator proposes a real and feasible solution, which allows undisturbed continuing the teaching.The virtual scanner will be based on existing software packages. It will be part of a general e-learning concept that will be implemented in partner universities. Part 2 is addressed through an integrated teaching concept that includes interactive learning tools (for both teachers and students) and practical exercises (for example project weeks, summer schools) where the theoretical and virtual education is connected to practical experience with real instrumentation and data. One outcome of the experimental work is additional e-learning material based on the experiences and results of the project work.The prototype implementation of the virtual laser scanner is realized within a game engine, which allows for fast and easy 3D visualisation and navigation. Within this environment, the user can freely navigate and define suitable scanning positions/stations. At each scanning station a simulated scan is performed, which is based on the technical specifications of a real scanner. The mathematical solution is based on 3D line intersection with the virtual 3D surface including noise and colour as well as an intensity simulation. As a result, 3D point clouds for each station are generated, which will be further processed for registration and modelling using standard software packages.
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Andone, Diana, Vlad Mihaescu, Silviu Vert, Radu Vasiu, and Andrei Ternauciuc. "Digiculture – The Development of Open Education Learning for Digital Skills Training." EDEN Conference Proceedings, no. 1 (June 22, 2020): 354–63. http://dx.doi.org/10.38069/edenconf-2020-ac0033.
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UniCampus, online learning environment started in 2014, as an attempt to provide the first Romanian language MOOC-like Massive Open Online Courses. For the development of the DigiCulture project we decided to extend the existing UniCampus platform with a new DigiCulture theme. This paper presents the technical development, based on the Moodle framework, with new user interactions. The DigiCulture project develops free, online short courses dedicated to adults with low digital skills. The shortage of digital skills in Europe reported in 2016 in “European Digital Progress Report EDPR” of the European Commission: 45% of Europeans have insufficient or no digital skills. As there are big differences between the countries that are partners in DigiCulture, we propose an integrated approach for course development, but with national personalization as language, study cases. These implementation and personalization are presented in this paper.
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Shahbazi, Zeinab, and Yung Cheol Byun. "Toward Social Media Content Recommendation Integrated with Data Science and Machine Learning Approach for E-Learners." Symmetry 12, no. 11 (October 30, 2020): 1798. http://dx.doi.org/10.3390/sym12111798.
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Electronic Learning (e-learning) has made a great success and recently been estimated as a billion-dollar industry. The users of e-learning acquire knowledge of diversified content available in an application using innovative means. There is much e-learning software available—for example, LMS (Learning Management System) and Moodle. The functionalities of this software were reviewed and we recognized that learners have particular problems in getting relevant recommendations. For example, there might be essential discussions about a particular topic on social networks, such as Twitter, but that discussion is not linked up and recommended to the learners for getting the latest updates on technology-updated news related to their learning context. This has been set as the focus of the current project based on symmetry between user project specification. The developed project recommends relevant symmetric articles to e-learners from the social network of Twitter and the academic platform of DBLP. For recommendations, a Reinforcement learning model with optimization is employed, which utilizes the learners’ local context, learners’ profile available in the e-learning system, and the learners’ historical views. The recommendations by the system are relevant tweets, popular relevant Twitter users, and research papers from DBLP. For matching the local context, profile, and history with the tweet text, we recognized that terms in the e-learning system need to be expanded to cover a wide range of concepts. However, this diversification should not include such terms which are irrelevant. To expand terms of the local context, profile and history, the software used the dataset of Grow-bag, which builds concept graphs of large-scale Computer Science topics based on the co-occurrence scores of Computer Science terms. This application demonstrated the need and success of e-learning software that is linked with social media and sends recommendations for the content being learned by the e-Learners in the e-learning environment. However, the current application only focuses on the Computer Science domain. There is a need for generalizing such applications to other domains in the future.
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Choi, So-Won, Eul-Bum Lee, and Jong-Hyun Kim. "The Engineering Machine-Learning Automation Platform (EMAP): A Big-Data-Driven AI Tool for Contractors’ Sustainable Management Solutions for Plant Projects." Sustainability 13, no. 18 (September 17, 2021): 10384. http://dx.doi.org/10.3390/su131810384.
Full textAbstract:
Plant projects, referred to as Engineering Procurement and Construction (EPC), generate massive amounts of data throughout their life cycle, from the planning stages to the operation and maintenance (OM) stages. Many EPC contractors struggle with their projects due to the complexity of the decision-making processes, owing to the vast amount of project data generated during each project stage. In line with the fourth industrial revolution, the demand for engineering project management solutions to apply artificial intelligence (AI) in big data technology is increasing. The purpose of this study was to predict the risk of contractor and support decision-making at each project stage using machine-learning (ML) technology based on data generated in the bidding, engineering, construction, and OM stages of EPC projects. As a result of this study, the Engineering Machine-learning Automation Platform (EMAP), a cloud-based integrated analysis tool applied with big data and AI/ML technology, was developed. EMAP is an intelligent decision support system that consists of five modules: Invitation to Bid (ITB) Analysis, Design Cost Estimation, Design Error Checking, Change Order Forecasting, and Equipment Predictive Maintenance, using advanced AI/ML algorithms. In addition, each module was validated through case studies to assure the performance and accuracy of the module. This study contributes to the strengthening of the risk response for each stage of the EPC project, especially preventing errors by the project managers, and improving their work accuracy. Project risk management using AI/ML breaks away from the existing risk management practices centered on statistical analysis, and further expands the research scalability of related works.
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Huynh, Trongnghia, Gene Hou, and Jin Wang. "Communicating Wave Energy: An Active Learning Experience For Students." American Journal of Engineering Education (AJEE) 7, no. 1 (May 31, 2016): 37–46. http://dx.doi.org/10.19030/ajee.v7i1.9684.
Full textAbstract:
We have conducted an education project to communicate the wave energy concept to high school students. A virtual reality system that combines both hardware and software is developed in this project to simulate the buoy-wave interaction. This first-of-its-kind wave energy unit is portable and physics-based, allowing students to conduct a number of hands-on activities. This system is the core component of an educational experience that integrates demonstration and hands-on learning, with an aim of introducing the wave energy conversion process to students in an interactive environment. Presentations have been made at two different high schools with diverse student populations, and students involved in this project rated very positively about their learning experience. As revealed by their feedback, the virtual environment and its combination with the hardware are the most important factors that help students to appreciate the knowledge in the wave energy conversion process.
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Song, Yan. "Systemic project management." Journal of Project, Program & Portfolio Management 2, no. 2 (January 20, 2012): 78. http://dx.doi.org/10.5130/pppm.v2i2.2453.
Full textAbstract:
Traditional project management theories and best practices focus primarily on managing the triangular constraints of time, budget and scope (framed in terms of concrete outputs). It has proven valuable and successful in helping organisations to recognise, plan and execute changes to ongoing operations in a disciplined and repeatable manner. However, as the global economy and society continue to become more knowledge based and integrated, this simple industrial model has become increasingly inadequate and, if narrowly focused and pursued, harmful. As for all branches of human knowledge, the problem did not result from knowledge itself but from a misalignment between the complexity of the phenomena and their conceptual representation or knowledge. There have been numerous attempts to extend the industrial model to include additional dimensions of project complexity (Cicmil, et al. 2009). The vast majority of such efforts still suffer from the same root cause of the original model: the mechanical conception of project management as dealing with objective facts (e.g. schedule and budget) on one hand and subjective constituencies (e.g. sponsors and users) on the other. There is a lot of literature on both aspects, but very little integrating the two into a coherent whole. In the author's experience, this lack of integration between the objective and subjective aspects of project management has become the single most critical risk of project success and the greatest advancement opportunity in the profession. The author has spent more than a decade in managing and learning from large-scale projects in organisationally and culturally complex business environments. To cope with the vast complexities of real-life projects, he has had to 'borrow' knowledge and practices from many other fields to supplement traditional project management methods. Two such 'external' disciplines - systems thinking and leadership development - have proven particularly valuable. This case study describes a practitioner's perspective and technique for understanding and extending traditional project management to greater complexities that are typically encountered in an organisational setting. In this conception of and approach to project management, the practitioner (Self), the social environment (Organisation) and the professional responsibilities (Work) are treated as one integrated system. The dynamics of these relationships are shown to be the primary drivers of the health and success of the individual components, in contrast to the mechanical theories and practices of traditional project management. This new approach and associated set of methods is called 'systemic project management'. The case study is organised in the approximate chronological order in which the author developed, tested and expanded this new approach to project management, continuously learning and refining the methods through iterative integration of theory and practice. Part I summarises the core principles of systems thinking and leadership development as applied to project management; Part II lays out a step-by-step practice guide to aid project management professionals in defining, planning and executing a real-life project systemically; and Part III provides an example of how this method can be scaled up in a typical business organisation setting. Due to the length of this case study, only Part III is included in the current issue. Part I and II have already been published in the previous issue of this journal.
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Arevalo, Yezid, Cathal O'Sullivan, and Ashley Fernandes. "Integrated approach to drilling dynamics challenges in the Browse Basin." APPEA Journal 52, no. 2 (2012): 666. http://dx.doi.org/10.1071/aj11080.
Full textAbstract:
The use of drilling dynamics measurements has traditionally focused on improving downhole tool reliability. This, however, is a limited scope and in recognition of this, drilling dynamics is approached as a process that starts early in the planning stage of a project and targets the performance of the complete drillstring. Failures or inefficiencies associated with drillstring dynamics continue to occur in spite of the sophistication of today's measurements, particularly in exploratory projects that extend the present drilling envelope. Several methodologies were integrated to address the challenges of drilling dynamics and overcome frequent failures observed on the initial exploratory work on the Browse Basin. A steep learning curve was achieved by accelerating the improvement cycle using advanced modelling techniques and obtaining optimum designs without the need of multiple trial and error cycles. This extended abstract also describes the use of real-time dynamics measurements to quantify the risks related to drillstring vibration, a critical need for the drilling environment observed in the basin that ties planning work into the execution stage. Finally, the project cycle is closed with the evaluation of drilling performance using data-handling tools that allow the effective use of large amounts of drilling data generated during the execution and feedback into a new planning cycle. The extended abstract describes the implementation of drilling dynamics modelling to assist performance improvement, but more importantly, the methodology to incorporate it into a real-time decision-making process that maximises the value of technology implementation.