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Journal articles on the topic "Problem-based learning Australia Case studies"
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Rigney, Lester, Robyne Garrett, Megan Curry, and Belinda MacGill. "Culturally Responsive Pedagogy and Mathematics Through Creative and Body-Based Learning: Urban Aboriginal Schooling." Education and Urban Society 52, no. 8 (January 2, 2020): 1159–80. http://dx.doi.org/10.1177/0013124519896861.
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Global neoliberal imperatives that numerically measure student success through standardized testing undermine the educational outcomes of students, in particular Indigenous students, and construct a seemingly fixed reality that avoids State responsibility to address structural inequality in Australia. Achievement gaps between Indigenous and non-Indigenous school students in mathematics have become an urgent international problem. Although evidence suggests that culturally responsive pedagogies (CRPs) improve student academic success for First Nations peoples in settler colonial countries such as the United States, Canada, New Zealand, and Australia, less prominent is a focus on how CRP is enacted and mobilized in Australian classrooms. Although some initiatives exist, this article explores how creative and body-based learning (CBL) strategies might be utilized to enact CRP. Using an ethnographic case study approach, we examined how two early career teachers serving Indigenous and ethnically diverse students implemented CBL to reengage students with mathematics. Findings suggest that the teachers were able to mobilize a number of CRP principles using CBL strategies to facilitate engagement in mathematics for urban Aboriginal students. Specifically, when teachers repositioned students as “competent” and designed embodied learning experiences that connected to their cultural backgrounds, students let go of their cautious learner histories and remade themselves as clever and competent.
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Clarke, Robert, and Andrea Adam. "Digital storytelling in Australia." Arts and Humanities in Higher Education 11, no. 1-2 (June 20, 2011): 157–76. http://dx.doi.org/10.1177/1474022210374223.
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This project explored the experiences of a small sample ( N = 6) of Australian academics with the use of digital storytelling as a pedagogical tool in higher education contexts. This article describes two case studies of academic uses of digital storytelling, along with interpretive analysis of six semi-structured interviews of academics working within media and communication studies and their reflections on the potential of digital storytelling to enhance student learning and the student experience. Three consistent themes emerged, based around issues of definition, the need for ‘constructive alignment’, and resource and planning requirements. Academics regarded digital storytelling as a complement to, not a substitute for, conventional methods of learning and assessment such as the critical research essay. Overall, reservations exist regarding the promise of digital storytelling as a pedagogical tool that some academics have recently claimed for it.
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Printina, Brigda Intan, and Veronica Yovita Indaryadi. "Improving Student Reflective Thinking Skills by Using Flipbooks in Australian and Oceanian History Learning." JUPIIS: JURNAL PENDIDIKAN ILMU-ILMU SOSIAL 14, no. 2 (December 29, 2022): 175. http://dx.doi.org/10.24114/jupiis.v14i2.39879.
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Today's Learning Demands Technological Transformation, However, The Practice Of Reflective Thinking Has Become One Of The Learning Traditions And Hallmarks Of Jesuit Education. Learning History Australia & Oceania Has Learning Outcomes, One Of Which Is Opening Up Insights Into New Cultures And Civilization Patterns Of Australian And Island Communities Around The Pacific. Not Only Exploring The Context But Also Being Able To Explore The Paradigm Of Reflective Thinking Of Students As An Analysis Of Solving The Nation's Problems. Students Need To Train Themselves In Reflective Thinking Because It Is Important To Analyse The Context Of Australia's Developmental Events, And Then How To Solve The Problems Of A Dynamic Societal Structure Fighting For Humanity And Well-Being. With Reflective Thinking Exercises In This Course, Students Will Be Accustomed To Analyzing And Synthesizing The Offers Of Solving The Problems Of Nations To Face The Challenges Of Life In This Century. One Of The Learning Tools Used To Explore Students' Reflective Thinking Skills In Australian And Oceania History Lectures Is The Use Of Flipbooks. This Study Aims To Decipher: 1) The Dynamics Of Flipbook-Based Student Reflective Thinking In Australian And Oceania History Learning; 2) The Limitations And Advantages Of Implementing Flipbook-Based Student Reflective Thinking Dynamics In Australian And Oceania History Learning; 3) Evaluation Of Flipbook-Based Student Reflective Thinking Dynamics In Australian And Oceania History Learning. The Method Used Is Qualitative Research With A Case Study Approach. Data Collection Through Observation, Depth Interviews And Literature Studies. Meanwhile, The Benefit Of This Research Is To Explore The Dynamics Of Reflective Thinking Of Students In The Australian History & Oceania Course Based On Flipbook Facilities.
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van Kraayenoord, Christina E., David Waterworth, and Trish Brady. "Responding to Individual Differences in Inclusive Classrooms in Australia." Journal of International Special Needs Education 17, no. 2 (November 1, 2014): 48–59. http://dx.doi.org/10.9782/2159-4341-17.2.48.
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Abstract Responding to individual differences in classrooms in which there is increasing diversity is one of the challenges of inclusive education in Australia. The linking of Universal Design for Learning (UDL) and assistive technologies (ATs) is one way in which this challenge can be addressed. This article describes an initiative, known as Planning for All Learners (PAL) of Independent Schools Queensland, in the state of Queensland, Australia. The PAL programme provides professional learning about UDL and ATs through workshops and ongoing support from the professional learning team. Based on the knowledge gained through the professional learning, the schools and teachers participating in the PAL programme develop year-long school- and/or classroom-based projects that involve the planning, design and implementation of units of work and lessons based on the integration of the principles of UDL and ATs. The professional learning and support offered as part of PAL is outlined, before case studies of two schools that participated in 2011 and 2012 respectively are provided. The case studies describe the literacy-related projects guided by the principles of UDL and using ATs that involved students with learning difficulties and disabilities in their inclusive classrooms. We also report on the factors that influenced the uptake and implementation of UDL and ATs. Finally we provide recommendations for educational authorities and school administrators related to professional learning and in-school projects that aim to improve the knowledge and skills of teachers and the learning of all students by employing the principles of UDL and ATs.
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Mejía, Glenda. "A Case Study of Anxiety in the Spanish Classroom in Australia." Journal of University Teaching and Learning Practice 11, no. 3 (July 1, 2014): 80–93. http://dx.doi.org/10.53761/1.11.3.7.
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This study investigates the links between anxiety during oral activities in the Spanish language classroom and the teacher’s role, as well as the strategies students use to cope with their anxiety. Most of the studies on language anxiety have focused on beginner groups; however, such anxiety is not limited to just that group. As this study has found, second-year students learning Spanish also experience a certain level of anxiety, many times caused by different factors from those that might have caused them anxiety in their first year of learning. This study uses different methodologies to investigate those factors, including a journal and a semi-structured interview. Based on the results, this study shows some strategies that students use to overcome anxiety, and ways for teachers to effectively support students in their learning process.
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Lagrosen, Yvonne, and Stefan Lagrosen. "Organizational learning in consciousness-based education schools: a multiple-case study." International Journal of Educational Management 34, no. 5 (February 23, 2020): 849–67. http://dx.doi.org/10.1108/ijem-01-2019-0009.
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PurposeAn innovative technology called consciousness-based education (CBE) is being introduced in schools worldwide. The approach includes both an experiential and an intellectual component. However, research studies exploring learning in CBE are rare. The purpose of the paper is to explore how organizational learning takes place in schools, which adopt CBE in addition to their ordinary curriculum. Moreover, the ambition of the approach regarding quality is examined.Methodology/approachA multiple-case study has been carried out. Four schools using CBE have been studied: a private school in Fairfield, Iowa, USA; a governmentally funded free school in Skelmersdale, United Kingdom; an independent school in Melbourne, Australia, and a primary school in Lelystad, the Netherlands. In total, 26 in-depth interviews have been performed, mainly with teachers and students but also with principals and experts in the CBE pedagogy. In addition, three focus-group interviews with primary school pupils were conducted and observation during classes was included. The data were analyzed by the constant comparative technique from the grounded theory approach.FindingsCategories characterizing organizational learning in the CBE schools have been identified. These findings are related to theories of the learning organization, resulting in a framework depicting different components of learning.Research limitation/implicationThe study provides a framework illustrating organizational learning in schools that utilize CBE which affords an overview of the technology and can serve as a vantage point for further research. Since this is a qualitative case study, the effectiveness of the CBE approach and its impact on learning outcomes were not assessed, and the possibilities to generalize the findings are limited.Originality/valueCBE has not previously been studied from an organizational learning perspective.
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E. Fluck, Andrew, Olawale Surajudeen Adebayo, and Shafi'i Muhammad Abdulhamid. "Secure E-Examination Systems Compared: Case Studies from Two Countries." Journal of Information Technology Education: Innovations in Practice 16 (2017): 107–25. http://dx.doi.org/10.28945/3705.
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Aim/Purpose: Electronic examinations have some inherent problems. Students have expressed negative opinions about electronic examinations (e-examinations) due to a fear of, or unfamiliarity with, the technology of assessment, and a lack of knowledge about the methods of e-examinations. Background: Electronic examinations are now a viable alternative method of assessing student learning. They provide freedom of choice, in terms of the location of the examination, and can provide immediate feedback; students and institutions can be assured of the integrity of knowledge testing. This in turn motivates students to strive for deeper learning and better results, in a higher quality and more rigorous educational process. Methodology : This paper compares an e-examination system at FUT Minna Nigeria with one in Australia, at the University of Tasmania, using case study analysis. The functions supported, or inhibited, by each of the two e-examination systems, with different approaches to question types, cohort size, technology used, and security features, are compared. Contribution: The researchers’ aim is to assist stakeholders (including lecturers, invigilators, candidates, computer instructors, and server operators) to identify ways of improving the process. The relative convenience for students, administrators, and lecturer/assessors and the reliability and security of the two systems are considered. Challenges in conducting e-examinations in both countries are revealed by juxtaposing the systems. The authors propose ways of developing more effective e-examination systems. Findings: The comparison of the two institutions in Nigeria and Australia shows e-examinations have been implemented for the purpose of selecting students for university courses, and for their assessment once enrolled. In Nigeria, there is widespread systemic adoption for university entrance merit selection. In Australia this has been limited to one subject in one state, rather than being adopted nationally. Within undergraduate courses, the Nigerian scenario is quite extensive; in Australia this adoption has been slower, but has penetrated a wide variety of disciplines. Recommendations for Practitioners: Assessment integrity and equipment reliability were common issues across the two case studies, although the delivery of e-examinations is different in each country. As with any procedural process, a particular solution is only as good as its weakest attribute. Technical differences highlight the link between e-examination system approaches and pedagogical implications. It is clear that social, cultural, and environmental factors affect the success of e-examinations. For example, an interrupted electrical power supply and limited technical know-how are two of the challenges affecting the conduct of e-examinations in Nigeria. In Tasmania, the challenge with the “bring your own device” (BYOD) is to make the system operate on an increasing variety of user equipment, including tablets. Recommendation for Researchers: The comparisons between the two universities indicate there will be a productive convergence of the approaches in future. One key proposal, which arose from the analysis of the existing e-examination systems in Nigeria and Australia, is to design a form of “live” operating system that is deployable over the Internet. This method would use public key cryptography for lecturers to encrypt their questions online. Impact on Society : If institutions are to transition to e-examinations, one way of facilitating this move is by using computers to imitate other assessment techniques. However, higher order thinking is usually demonstrated through open-ended or creative tasks. In this respect the Australian system shows promise by providing the same full operating system and software application suite to all candidates, thereby supporting assessment of such creative higher order thinking. The two cases illustrate the potential tension between “online” or networked reticulation of questions and answers, as opposed to “offline” methods. Future Research: A future design proposition is a web-based strategy for a virtual machine, which is launched into candidates’ computers at the start of each e-examination. The new system is a form of BYOD externally booted e-examination (as in Australia) that is deployable over the Internet with encryption and decryption features using public key cryptography (Nigeria). This will allow lecturers to encrypt their questions and post them online while the questions are decrypted by the administrator or students are given the key. The system will support both objective and open-ended questions (possibly essays and creative design tasks). The authors believe this can re-define e-examinations as the “gold standard” of assessment.
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McMaster, Heather J., Christine Preston, Hailan Wang, and Mersini Perivolarellis. "The case for a sub-element ‘measuring matter’ within the Australian national numeracy learning progression." Australian Journal of Education 65, no. 3 (November 2021): 280–98. http://dx.doi.org/10.1177/00049441211041855.
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Australia has a National Numeracy Learning Progression (NNLP) that is strongly aligned with the Australian Curriculum: Mathematics. This article examines how a sub-element within this progression could be impacting students’ learning of Science. This sub-element is firmly based on Mathematics education research as to how students build their understanding of geometric measurement (the structure of length, area and volume). Mathematics educators subsequently researched children’s measurement of mass and included it within the same sub-element of the NNLP. The contexts in which mass and volume are measured in Mathematics are different to those used in teaching Science. This article presents two studies that used variation theory and task-based interviews of children in Years 5 and 6, to explore their thinking about mass and volume in a Science context. The findings suggest that mathematical constructs in geometric measurement could be constraining the development of scientific ideas about matter. This research has implications for furthering the development of the NNLP to encompass scientific aspects of measuring matter.
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Skeat, Jemma, Josephine Ohenewa Bampoe, Susan Booth, Emily Brogan, Maya Conway, Rachel Davenport, Simone Howells, et al. "Speaking of Online Learning: Alternative Practice-Based Learning Experiences for Speech Pathologists in Australia, Ghana and Hong Kong." International Journal of Practice-based Learning in Health and Social Care 10, no. 1 (October 13, 2022): 1–10. http://dx.doi.org/10.18552/ijpblhsc.v10i1.735.
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Speech Pathology programs usually send students to workplaces to learn clinical skills necessary for practice. During COVID-19, programs needed to respond quickly to ensure that students continued to gain the necessary experiences and skills required to progress through their program and graduate as clinicians, while simultaneously complying with COVID-19 requirements. Case studies from seven different universities in Australia, Ghana and Hong Kong described the diverse ways in which placements were adapted to be COVID-safe, taking into account local needs. Some practices which had been included in placement education prior to the pandemic, such as telepractice and simulation-based learning, were extended and developed during this time. Educators, students, clinicians and clients responded to the rapidly changing needs of the time with flexibility and innovation, utilising a variety of technologies and tools to support case-based and virtual learning opportunities. Feedback from these diverse stakeholders about the experiences was positive, despite inevitable limitations and less-than-ideal circumstances. The positive findings provided insights for consideration in the future: could strategies implemented in response to the pandemic continue to be incorporated into placement experiences, enhancing current practices and maintaining student performance outcomes? Exceptional circumstances prompted exceptional responses; flexibility and innovation were accelerated in response to the pandemic and may transform future placement-based learning opportunities.
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Dickson, Anisah, Laura B. Perry, and Susan Ledger. "Challenges impacting student learning in the International Baccalaureate Middle Years Programme." Journal of Research in International Education 19, no. 3 (December 2020): 183–201. http://dx.doi.org/10.1177/1475240920976228.
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While the International Baccalaureate’s Middle Years Programme (MYP) is growing in popularity in Australia and across the globe, few studies have examined the benefits and challenges of this IB programme for supporting student learning. Using a qualitative case study design of three Australian schools that formerly offered the MYP, we investigated teacher and school leader perceptions of the MYP for promoting student learning. Perceived benefits included high achievement and skill development through the MYP’s emphasis on inquiry-based learning and real-world relevance; criterion-referenced assessments; and a healthy balance between core and elective learning areas. Challenges for students stemmed primarily from operational difficulties and possible systems-level constraints impacting teachers, including integration of the Australian Curriculum with the MYP; ability to meet the MYP’s demands; confusion about MYP terminology and grading systems; and understanding interdisciplinary units. The findings suggest that MYP Coordinators and school leaders play a critical role in ensuring that schools realise the benefits of the MYP for student learning by providing systems-level support to optimise its benefits.
Dissertations / Theses on the topic "Problem-based learning Australia Case studies"
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Postma, Thomas Corne. "Evaluating the impact of adjunctive integrated case-based dental teaching and learning on clinical reasoning in a discipline-based teaching and learning environment." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/40246.
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Problem-solving and integration of knowledge are key objectives of the undergraduate dental curriculum of the School of Dentistry, University of Pretoria, which aims to develop the clinical reasoning skills of students. For practical reasons the School provides discipline-based teaching and learning, which, according to the literature, might limit a student’s ability to integrate knowledge during clinical reasoning processes. The literature suggests that problem-solving by means of case studies – an active teaching and learning strategy– might be a useful method to develop and integrate knowledge at undergraduate level, and that earlier exposure to clinical cases might assist in the attainment of clinical reasoning skills at an earlier stage. Hence, this action research study describes the planning, design, implementation and evaluation of a “new” Comprehensive Patient Care curriculum over a three-year period (2009 - 2011) based on Kern’s “six-step approach to curriculum development”. The new curriculum employs an adjunctive integrated case-based approach according to the principles described in the “Four Component Instructional Design Model” and a new variant of the so-called “progress test”, starting already in the preclinical (third) year of study, to develop and test students’ clinical reasoning skills over time.
The exit-level progress test results of dental students who had been taught by following an adjunctive integrated case-based approach were statistically analysed, using mixed model statistics, and were compared with the clinical decision-making skills of cohorts who had been taught by following the traditional discipline-based approach. These analyses were complemented by bivariate and multivariate quantitative analyses and qualitative student feedback (mixed methods). The validity of the progress test results was also examined by comparing the results of different cohorts.
The fifth-year cohort who had been exposed to integrated case-based teaching and learning from their preclinical year performed significantly better in the progress test at exit level than the cohorts who had received only discipline-based teaching and learning, even when controlling for previous academic performance. These findings were supported by the quantitative and qualitative feedback that students gave about the educational processes that were followed. The progress test performed reasonably well as a measurement tool and all the differences that were measured between the different cohorts could be explained logically. Case specificity posed the biggest threat to the reliability of the test.
The results suggest that integrated case-based teaching and learning, commencing in the preclinical study years, might be a useful intervention to improve clinical reasoning ability at exit level in dental schools such as the School of Dentistry, University of Pretoria that follow a discipline-based approach. The results of this action research study provided particularly useful information, which will allow further improvements to the educational intervention. The results of this study require further research to substantiate the findings beyond doubt.Thesis (PhD)--University of Pretoria, 2013.
gm2014
Dental Management Sciences
unrestricted
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Varughese, Varughese Kuzhumannil, and varughese varughese@rmit edu au. "Students' Approaches To Learning: A Case Study of Learning Biology in Foundation Studies at the Royal Melbourne Institute of Technology." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080530.123852.
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The large influx of international students to universities of the developed world, the increased use of Problem-Based method of teaching and learning in the field of Health Education and growing awareness of the need to accommodate varying learning styles in any classroom are the three factors that influenced this research. This study was designed to investigate the effect of learning styles and demographic differences on performance in Biology when taught using two different methods of teaching. One was the teacher-directed Traditional Teaching and Learning (TTL) and the other was the student-centred Problem-Based Learning (PBL). The preferred learning styles of all Foundation Studies (FS) Biology students over four academic years at RMIT were determined using the Paragon Learning Style Inventory (PLSI). These students were taught two selected topics in Biology by the researcher using the two different methods and their performance assessed by a written test at the end of each topic. Two instruments were developed to assess student participation in PBL. The first instrument Students' Participation in Group Discussions (SPGD) rating scale was designed for teacher evaluation of student participation in PBL group discussions while the second instrument the Student Self Evaluation (SSE) rating scale was for self-evaluation by stud ents. Individual interviews provided students' views and opinions about their learning styles and the two teaching methods. The analysis of data was predominantly conducted by quantitative methods, supported by qualitative analysis of the interview data. Effect size analyses were used to investigate differences in performance under the two teaching methods on the basis of demographic and learning style differences. Further probes were conducted to elicit any interactions among the demographic variables and the learning style traits in their effect on performance under the two teaching methods and a quantitative measure for interaction was derived using effect sizes. While results confirmed some of the trends displayed by learning style traits in other disciplines, a number of interactions among variables were found to affect performance in Biology as well as performance under the two teaching methods. Gender, age, prior qualification and the language of instruction of prior education had various levels of interactions with the introvert/extrovert, intuitive/sensing, thinking/feeling and perceiving/judging learning traits and affected performance in Biology to varying extents. However, it was found that international students from diverse backgrounds were able to cope with both methods of teaching though there was a definite preference expressed for the traditional teacher directed method. The conclusions from this study have resulted in a number of recommendations for Biology educators, FS administrators, authors and all practitioners of PBL. Several suggestions have opened new avenues for future research. These recommendations for pedagogy and suggestions for future research can improve the outcomes of Biology education as well as other disciplines in related fields. As a consequence of this study two new instruments have been developed to assess student participation in the group discussions of PBL. These could prove to be valuable assessment tools for practitioners of this methodology.
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Titterington, Lynda Carol. "Case studies in pathophysiology the development and evaluation of an interactive online learning environment to develop higher order thinking and argumentation /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196183110.
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Berry, Brandon. "VaDeR: Visualizing a Development Record A Study of Claims-Centric Scenario-Based Design." Thesis, Virginia Tech, 2004. http://hdl.handle.net/10919/9995.
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The scenario-based design process, particularly with an emphasis on claims, captures and shares design knowledge that has promise in teaching design. However, the best methods are not fully understood yet. This thesis examines the areas of scenario-based design, claims relationships, and learning through cases with the goal of learning what can be improved to better support these processes.
In investigating those areas, an information visualization tool is created for learning design through case studies. The tool combined claims from multiple visualization techniques to create an approach for supporting problem-based learning goals. In creating the tool, scenario-based design was used, with a particular emphasis on claims for driving the development and evaluation. All design rationale was captured in claims to create a tool that addressed the current problem issues identified. A recently developed claims relationship framework, used for the first time in development efforts, aided in structuring the design rationale. Using these relationships, the design was tracked from requirements analysis to problem claims to design claims and finally to claims that formed the basis of an evaluation.
This thesis presents a case study of using claims relationships to drive the development and evaluation of a tool for supporting problem-based learning through case studies of scenario-based design. In creating a novel tool for learning about cases, a unique example of claims-centric scenario based design emerges, presenting as open questions new directions for merging scenarios, claims, and cases in knowledge storage, access, and learning systems.Master of Science
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Bergert, Aline, Jana Helbig, and Christin Nenner. "HIS – an international and digital summer school for STEM students." Technische Universitaet Bergakademie Freiberg Universitaetsbibliothek "Georgius Agricola", 2016. https://library.iated.org/view/BERGERT2016HIS.
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The teaching project HIS (Holistic International STEMs – Learning with case studies and real life industry experiences) is presented as part of the poster session.
Experience shows that German (outgoing) and international (incoming) students have difficulties to communicate properly at the workplace in Germany as well as abroad due to language differences, especially in STEM terms. In addition, young professionals often do not have experience in working in international or virtual teams. All those challenges are current job requirements, not just in global companies. But: How to teach this in higher education? The classical formats of lectures or seminars are not suitable. Therefore, there is a need to develop and prove new teaching formats, within the curriculum as well as extracurricular.
With focus on STEM subjects the presented project combines three current impacts on higher education: Internationalization, digitalization, and labor market orientation.
The concept of the project is that STEM students from different countries will attend an international, virtual summer school (April to June 2016). They solve real-life job case studies together in small interdisciplinary teams. The participants are mentored by national and international industry partners and STEM professors. With such, the participants will improve language and communication skills, and apply and exchange their expertise as well as gain intercultural work experience.
The concept was awarded by the “Stifterverband für die deutsche Wissenschaft” (Donors association for the promotion of humanities and sciences in Germany).
The poster introduces the project and exemplary the three-dimensional assignments of one case study (occupational, lingual, and intercultural). At present, the project should be handled as a “project in progress”.
Keywords: technology, teaching projects, STEM, internationalization, digitalization, labor market orientation, employability, job orientation, competencies, development of new curricula
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Antequera, Gallego Guillermo. "El Aprendizaje Basado en Problemas en la renovación de la enseñanza universitaria de las artes." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/396673.
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La presente tesis doctoral está adscrita a una de las líneas de trabajo del grupo de innovación docente consolidado por la Universidad de Barcelona (GIDCUB-13/103) y grupo de investigación consolidado reconocido por la Generalitat de Catalunya (2014SGR1112) Observatorio sobre la Didáctica de las Artes (ODAS) del Departamento de Historia del Arte de la Universidad de Barcelona, y ha sido cofinanciada por el programa de Ayuda al Personal Investigador en Formación (APIF) de la misma universidad. El trabajo consiste en el diseño, la puesta en marcha y el análisis pormenorizado de un modelo didáctico fundado en los principios del Aprendizaje Basado en Problemas (ABP) específico del contexto universitario de las artes. La experiencia de ABP de la que se da notícia se llevó a cabo durante el curso académico 2009-2010 en la asignatura de Teoría del Arte del primer año de la titulación de Bellas Artes de la Universidad de Barcelona. El núcleo de la tesis constituye un estudio empírico con enfoque cualitativo y una estrategia de investigación basada en el estudio de casos múltiples. Los resultados se fundamentan en el discurso de los estudiantes y de los tutores que participaron en la experiencia y se estructura en virtud de cuatro dimensiones fundamentales. A saber: los procesos de comprensión y análisis de las situaciones problemáticas, las dinámicas y las interacciones generadas en las sesiones de tutoría, el comportamiento y la actitud, y las representaciones sobre el contexto educativo. Todo ello da notícia no solo de la naturaleza y la calidad de los aprendizajes sino que también describe y matiza los escenarios más propicios para su construcción. En concreto, el análisis considera, por un lado, el impacto del tutor experto y no-experto y, por el otro, la influencia del rendimiento académico de los estudiantes en los procesos y las dinámicas de aprendizaje.This doctoral dissertation is assigned to one of the lines of work of the teaching innovation group consolidated by the University of Barcelona (GIDCUB-13/103) and consolidated research group accredited by the Generalitat de Catalunya (2014SGR1112) Observatory for Education in the Arts (ODAS) from the Department of Art History at the University of Barcelona. It has also been co-financed by the programme Ajuda al Personal Investigador en Formació (APIF) of the same university. The work consists of the design, implementation and detailed analysis of an educational model based on the principles of Problem-Based Learning (PBL) in the arts university context. The PBL experience was carried out during the academic year 2009-2010 in the subject of Art Theory of Fine Arts degree first year from the University of Barcelona. The core of the dissertation is made up of an empirical study with a qualitative approach and a research strategy based on multiple case studies. The results are based on the discourse of students and tutors who participated in the experience and is structured according to four key dimensions. Namely, comprehension processes and analysis of problem situations, dynamics and interactions generated in the tutorial sessions, behaviour and attitude, and interpretations of the educational context. The aforementioned not only inform us of the nature and quality of the learning processes but also describe and qualify the most favourable learning scenarios. In particular, the analysis considers the impact of both an expert tutor and a non-expert tutor as well as the influence of the academic achievement of students on the processes and dynamics of learning.
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"中國大陸課程政策實施研究: 以制度理論視角探討"研究性學習"政策在A市的實施狀況." Thesis, 2008. http://library.cuhk.edu.hk/record=b6074695.
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Finally, by basing its analysis on theories of institutional change, this study provides explanation for two phenomena that emerge from the process of curriculum implementation: formalism in the implementation strategies that attempt to cope with policy requirements and the lack of change in the curriculum deal to difficulties encountered. In light of the aforesaid phenomena, policy recommendations are given for the advancement of curriculum reform.Secondly, the said pattern of behavior can be explained by institutional factors that have played a substantial role in the implementation process. Guided by a theoretical framework proposed by Scott (2001), this study uses its concepts and propositions to illustrate the institutional resources that are present in the practices of sampled schools and illuminates the institutional mechanisms that are at work.
Since 2001, a new round of curriculum reform was initiated in the Chinese Mainland. In the process of implementation, the reform endeavor has encountered a lot of difficulties. For those scholars who are interested in the reform of Chinese education, achieving an understanding of these difficulties has become their common pursuit.
Thirdly, the nature of the institution that influences the implementation of school curriculum is constituted by the interaction of stakeholders, namely, schools, government, higher institutions, parents, and the media. Through interaction, these stakeholders reach compromises in an "organization field" which in turn contribute to the formation of the institution.
This study approaches education reform from the perspective of policy implementation. It adopts the theoretical lens of neo-institutionalism and examines the implementation of "research based learning" in the schools of District A. As a new form of learning, "research based learning" is heralded as one of the major theme of the new school curriculum. Through the analysis of data collected through interviews and field observation, this study yields results that are presented in the paragraphs below.
To begin with, research has unearthed an obvious "isomorphism" in the reform practices in different schools. The study finds that there is a stable pattern of behavior that is discernible in the implementation process of curriculum reform. This pattern of behavior is commonly shared by different schools engaged in the reform process.
柯政.
Advisers: Leslie Lo; Wing-kwong Tsang.
Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1903.
Thesis (doctoral)--Chinese University of Hong Kong, 2008.
Includes bibliographical references (p. 243-261).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
School code: 1307.
Ke Zheng.
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Osman, Ali. "Experiences of physics teachers when implementing problem-based learning : a case study at Entsikeni cluster in the Harry Gwala District Kwazulu-Natal, South Africa." Diss., 2018. http://hdl.handle.net/10500/25794.
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Problem-based learning (PBL) is an active teaching strategy that could be implemented in the South African educational system to assist in developing problem-solving skills, critical thinking skills, collaborative skills, self-directed learning and intrinsic motivation in students. Even though it is not easy to drift from a teacher-centred strategy to a student-centred strategy, but this drift is supposed to be a paradigm drift for the nation. ‘Physics is difficult’ has been the anthem of students in South African high schools. This has led to lower pass rates in physics and as a result low physics career person in society. Physics students in high schools need to be exposed to the PBL strategy since the PBL strategy focuses on real-life problems to develop problem-solving skills, critical thinking skills and self-directed learning in students which are the skills needed for concept formation in Physical Science. Basically, the education of Physical Science students focused on the ability to acquire skills to solve real-life problems. This study focuses on exploring the experiences of high school physics teachers at Entsikeni cluster, South African, when implementing problem-based learning (PBL) in their physics classrooms. The study uses the mixed-method approach where three different research instruments were used to collect quantitative and qualitative data sequentially. Questionnaires, RTOP and interview protocol were employed. The findings of the study indicate that teachers project positive attitudes toward the PBL strategy but may probably not continue to use it because it requires more time than that which is allocated in the Curriculum Assessment and Policy Statement (CAPS) Physical Science document and as a result may not be able to finish their ATP on time. Teachers are teaching physics with no specialization in physics, which probably could lead to poor, pass rates in Physical Science. Teachers were inexperienced in teaching physics in the FET and could probably affect students’ academic performance. It is recommended they apply the PBL strategy to correct the negative effect of their inexperience on students’ performance. It is evident that if inexperienced trained teachers apply an instructional strategy based on research, they tend to develop students' performance as compared to applying the traditional instructional strategy.Science and Technology Education
M. Sc. (Physics Education)
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Mthembu, Sindisiwe Zamandosi. "The analysis of knowledge construction in community based service-learning programmes for basic nursing education at two selected nursing schools in South Africa." Thesis, 2011. http://hdl.handle.net/10413/4747.
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Community based service-learning is one of the fastest growing reforms in higher education, especially in the field of health care. The increased interest in this phenomenon is based on the demands by government and society that higher education institutions should be more responsive to the needs of the community. Literature, however, reflects that service learning lacks a sound theoretical base to guide teaching and learning due to limited research in this area. This study was, therefore, aimed at exploring the phenomenon knowledge construction in basic nursing programmes in selected South African nursing schools with the intention to generate a middle range theory that may be used to guide the process of knowledge construction in community-based service-learning programmes. This study adopted a qualitative approach and a grounded theory research design
by Strauss and Corbin. Two university-based schools of nursing were purposively selected to participate in the study. There were a total number of 16 participants. The collection of data was intensified by the use of multiple sources of data (participant observation, documents analysis and in-depth structured interviews). The data analysis process entailed three phases; open, axial and selective coding. The results of the study revealed that the phenomenon “knowledge construction” is conceptualised as having specific core characteristics, which include the use of authentic health-related problems, academic coaching through scaffolding,
academic discourse-dialogue and communities of learners. The findings showed that there are a number of antecedent conditions and contextual circumstances contributing to how knowledge is constructed in a community based service learning programme. The process of knowledge construction emerged as cyclical in nature, with students, facilitators and community members having specific roles to play in the process. A number of intervening variables were identified that had an influence on the expected outcomes on knowledge construction in community based
service learning programmes. These findings led to the generation of a
conceptual model. Knowledge construction according to this model takes place in an environment which is characterised by interactive learning, collaborative learning, actively learning and inquiry-based learning through continuous reflective learning processes. The main concepts in this conceptual model include concrete learning experiences, continuous reflection, problem posing, problem analysis, knowledge deconstruction and knowledge generation, knowledge verification, knowledge generation, testing of generated knowledge and evaluation of generated knowledge. The sub-concepts include learning through senses, an initial situation, health-related triggers, social interaction, reflection-in action,
reflection-on action, hypotheses generation, conceptualisation of learning
experiences, information validation and community interventions.
Recommendations were categorised into education and training of academic staff, application of the model and further research with regard to quality assurance in CBSL programmes as well as the use of other research designs for similar studies.Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2011.
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Naicker, Ashley Soobramoney. "Conceptual and procedural difficulties experienced by National Certificate vocational level 4 students in solving factorisation problems at a Kwazulu-Natal technology centre." Diss., 2017. http://hdl.handle.net/10500/24969.
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The purpose of this interpretive qualitative study was to determine the extent of conceptual and procedural difficulties that NCV Level 4 students encountered when factorising and solving problems involving factorisation. This study is based on Kilpatrick, Swafford and Findel’s (2001) ideas on mathematical proficiency, focusing on conceptual knowledge, procedural knowledge and the flexibility of integrating both appropriately to solve algebra problems involving factorisation. This study also explored reasons why NCV Level 4 students demonstrated such difficulties and suggested possible ways that could assist them to understand and flexibly use factorisation to solve problems. A purposive sample consisting of 30 NCV Level 4 students and 5 Subject Matter Experts participated in this study, which adopted a phenomenological case study research design. Triangulation of method was adopted for consistent gathering of information. Data was collected through a written assessment on factorisation under controlled test conditions, and semi-structured interviews. The researcher reduced and analysed data by utilising an integration of constant comparison analysis and classical content analysis. The findings and relevant recommendations concluded this research.Mathematics Education
M. Ed. (Mathematical Education)
Books on the topic "Problem-based learning Australia Case studies"
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1955-, Jamieson Janet Ruth, and Porath Marion 1944-, eds. Problem-based learning in inclusive education. Scarborough, Ont: Prentice Hall Allyn and Bacon Canada, 2000.
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All Ireland Society for Higher Education and National University of Ireland, Galway. Centre for Excellence in Learning and Teaching, eds. Handbook of enquiry and problem-based learning: Irish case studies and international perspectives. Galway: Centre for Excellence in Learning and Teaching, NUI Galway in association with the All Ireland Society for Higher Education, 2005.
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Henriette, Van Ruiten, and Wales Deborah Anne, eds. Core clinical cases: Problem based learning self assessment for medical students. Cheshire: PASTEST, 2005.
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Henriette, Van Ruiten, ed. Core clinical cases: Problem based learning self assessment for medical students. Chesire: PASTEST, 2004.
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Cardoza, Clayson Zoe, and Blumberg Phyllis 1951-, eds. Real stories: Teaching cases in community health. San Francisco, CA: San Francisco State University, 2002.
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1940-, Waterman Robert E., ed. Clinical problem-based learning: A workbook for integrating basic and clinical science. Albuquerque: University of New Mexico Press, 1988.
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Itatani, Carol Ann. Phlebotomy best practices: A case study approach. Philadelphia: Lippincott Williams & Wilkins, 2007.
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Sanjay, Saint, Drazen Jeffrey M. 1946-, and Solomon Caren G, eds. Clinical problem-solving. New York: McGraw-Hill, Medical Pub. Division, 2006.
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Deveci, Handan. Sosyal bilgiler dersinde probleme dayalı öğrenmenin öğrencilerin derse ilişkin tutumlarına, akademik başarılarına ve hatırlama düzeylerine etkisi. Eskişehir: T.C. Anadolu Üniversitesi, 2003.
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Yan jiu xing xue xi bai li: Wen ke zong he = Yanjiuxing xuexi baili. Guilin Shi: Guangxi shi fan da xue chu ban she, 2002.
Find full textBook chapters on the topic "Problem-based learning Australia Case studies"
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Knetsch, Menno L. W., and Thomas J. Cleij. "The Maastricht Science Programme: From Problem-Based Learning to Research-Based Learning in the Sciences." In Research-Based Learning: Case Studies from Maastricht University, 121–34. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50993-8_9.
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Nissimagoudar, P. C., Nalini C. Iyer, B. L. Desai, M. Uma, C. D. Kerure, V. R. Mane, M. R. Kiran, and Ramakrishna Joshi. "Automotive Electronics: Learning Through Real-World Problem-Based Case Studies." In Proceedings of the International Conference on Transformations in Engineering Education, 437–49. New Delhi: Springer India, 2014. http://dx.doi.org/10.1007/978-81-322-1931-6_51.
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Otieno, Francis X. "Developing a Cohesive Active Learning Approach by Integrating Theoretical Case Studies and Practical Problem-Based Learning Principles." In Translational Systems Sciences, 435–42. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8039-6_41.
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Urrea, Claudia, Kirky Delong, Joe Diaz, Eric Klopfer, Meredith Thompson, Aditi Wagh, Jenny Gardony, Emma Anderson, and Rohan Kundargi. "MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments." In Knowledge Studies in Higher Education, 299–319. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_20.
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AbstractWith schools and educational centers around the country moving from in-person to emergency remote learning due to the COVID-19 pandemic, education faces an unprecedented crisis (Hodges et al., Educause Review 27, 2020). This case study presents the efforts and impact of Full STEAM Ahead (FSA) launched by the Massachusetts Institute of Technology (MIT) in response to the pandemic to support remote collaborative learning for K-12 learners, parents, and educators. We present two FSA initiatives: (1) weekly themed packages with developmentally appropriate activities for K-12 remote learning and (2) Full STEAM Ahead Into Summer (FSAIS), an online summer program for middle school Massachusetts students, specifically targeting students who are at risk for “COVID Slide.” (Institute-wide Task Force on the Future of MIT Education-Final Report: http://web.mit.edu/future-report/TaskForceFinal_July28.pdf?) Our operative theory of change is that we can improve K-12 remote collaborative learning experiences through developing and sharing a curriculum that exemplifies the minds-on and hands-on approach advocated by MIT, strategically leveraging existing structures and projects within MIT, and establishing partnerships with the local and international community. We gauge the effect of these efforts on contributing members of the MIT community and targeted learners by analyzing data gathered through participant surveys and artifacts such as the website, packages, modules, and student projects created during the summer programs. Our findings indicate that existing structures and resources – with community building – facilitated the achievement of our goal to develop and distribute problem-based learning activities and that interaction and community building were central in meeting those goals. This work contributes to the knowledge base regarding emergency online learning and the development of effective university outreach efforts.
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Urrea, Claudia, Kirky Delong, Joe Diaz, Eric Klopfer, Meredith Thompson, Aditi Wagh, Jenny Gardony, Emma Anderson, and Rohan Kundargi. "MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments." In Knowledge Studies in Higher Education, 299–319. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_20.
Full textAbstract:
AbstractWith schools and educational centers around the country moving from in-person to emergency remote learning due to the COVID-19 pandemic, education faces an unprecedented crisis (Hodges et al., Educause Review 27, 2020). This case study presents the efforts and impact of Full STEAM Ahead (FSA) launched by the Massachusetts Institute of Technology (MIT) in response to the pandemic to support remote collaborative learning for K-12 learners, parents, and educators. We present two FSA initiatives: (1) weekly themed packages with developmentally appropriate activities for K-12 remote learning and (2) Full STEAM Ahead Into Summer (FSAIS), an online summer program for middle school Massachusetts students, specifically targeting students who are at risk for “COVID Slide.” (Institute-wide Task Force on the Future of MIT Education-Final Report: http://web.mit.edu/future-report/TaskForceFinal_July28.pdf?) Our operative theory of change is that we can improve K-12 remote collaborative learning experiences through developing and sharing a curriculum that exemplifies the minds-on and hands-on approach advocated by MIT, strategically leveraging existing structures and projects within MIT, and establishing partnerships with the local and international community. We gauge the effect of these efforts on contributing members of the MIT community and targeted learners by analyzing data gathered through participant surveys and artifacts such as the website, packages, modules, and student projects created during the summer programs. Our findings indicate that existing structures and resources – with community building – facilitated the achievement of our goal to develop and distribute problem-based learning activities and that interaction and community building were central in meeting those goals. This work contributes to the knowledge base regarding emergency online learning and the development of effective university outreach efforts.
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Imms, Wesley, and Marian Mahat. "Where to Now? Fourteen Characteristics of Teachers’ Transition into Innovative Learning Environments." In Teacher Transition into Innovative Learning Environments, 317–34. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_25.
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AbstractThis chapter places the preceding papers into a wider context. As part of the Innovative Learning Environment and Teacher Change (ILETC) project, seven Transitions symposia were held in five cities across Australasia, Europe and North America during 2017, 2018 and 2019. Each aimed at investigating how teachers adapt to innovative learning environments. The resulting accumulation of approximately 150 papers by graduate researchers and research groups, of which this book’s chapters are a sample, constituted a reasonable representation of international thinking on this topic. When added to three years of ILETC case studies, surveys, systematic literature reviews and teacher workshops, the project team was able to identify consistent patterns in teachers’ spatial transition actions. This chapter places the material of this book within that larger picture, specifically in terms of one project output—the development of a Spatial Transition Pathway. The Pathway emerged from these data and can be seen as an output of the material sampled in previous chapters. Certainly, the considerable work teachers had been doing to re-conceptualise their pedagogies for new spaces (done both intentionally, and at times, without realising) deserved to be mapped as a resource for others undertaking this journey. This chapter makes the case that while each teacher or school’s journey from traditional to ‘innovative’ spaces is unique, there exists some common issues that most seem to face at some time, in some way. It provides a description of fourteen ‘grand themes’ that appear commonly through the data and describes how these can be organised in a way that provides temporal and theme-based strategies and tools, developed by fellow educators to assist in this transition. This final chapter leads the reader to consider ‘where to now’? It celebrates the fact that teachers have enormous capacity to work out how to utilise innovative learning environments well and provides a framework for evidence-based actions into the future.
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More, Shammi, Simon B. Eickhoff, Julian Caspers, and Kaustubh R. Patil. "Confound Removal and Normalization in Practice: A Neuroimaging Based Sex Prediction Case Study." In Machine Learning and Knowledge Discovery in Databases. Applied Data Science and Demo Track, 3–18. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67670-4_1.
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AbstractMachine learning (ML) methods are increasingly being used to predict pathologies and biological traits using neuroimaging data. Here controlling for confounds is essential to get unbiased estimates of generalization performance and to identify the features driving predictions. However, a systematic evaluation of the advantages and disadvantages of available alternatives is lacking. This makes it difficult to compare results across studies and to build deployment quality models. Here, we evaluated two commonly used confound removal schemes–whole data confound regression (WDCR) and cross-validated confound regression (CVCR)–to understand their effectiveness and biases induced in generalization performance estimation. Additionally, we study the interaction of the confound removal schemes with Z-score normalization, a common practice in ML modelling. We applied eight combinations of confound removal schemes and normalization (pipelines) to decode sex from resting-state functional MRI (rfMRI) data while controlling for two confounds, brain size and age. We show that both schemes effectively remove linear univariate and multivariate confounding effects resulting in reduced model performance with CVCR providing better generalization estimates, i.e., closer to out-of-sample performance than WDCR. We found no effect of normalizing before or after confound removal. In the presence of dataset and confound shift, four tested confound removal procedures yielded mixed results, raising new questions. We conclude that CVCR is a better method to control for confounding effects in neuroimaging studies. We believe that our in-depth analyses shed light on choices associated with confound removal and hope that it generates more interest in this problem instrumental to numerous applications.
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Schmidt, Veronica. "Learning Agility in Action." In The Age of Agility, 479–556. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190085353.003.0020.
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“Learning Agility in Action” presents a series of 10 real-world case studies examining how organizations have applied learning agility in their talent management and leadership practices. The cases are from a variety of organizations, ranging from school systems to healthcare organizations to Fortune 500 companies such as Procter & Gamble, IBM, and Johnson & Johnson. Organizations are based in the United States as well as in China and Australia. All of the case studies were written by practitioners. They identify how the concept of learning agility was introduced into their organizations, difficulties and pleasant surprises they experienced, and successes and drawbacks they have observed. It is hoped those lessons will provide a road map of best practices for readers in their journeys to implement learning agility in their talent management practices and organizational cultures.
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Hunter, Jane Louise. "High Possibility Classrooms." In Handbook of Research on Teacher Education in the Digital Age, 466–92. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8403-4.ch018.
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This chapter reports on a case study of a high school teacher from a larger study of ‘exemplary' teachers and how they conceptualized their knowledge of technology integration in education contexts (Hunter, 2013). The research was a series of purposeful case studies of teachers in classrooms in Australia. The study found that theory, creativity, public learning, life preparation and contextual accommodations are crucial. Each conception of the teachers' knowledge is underpinned by particular pedagogical themes that together form a fresh vision for technology integration known as High Possibility Classrooms or HPC. Kitty, the teacher featured in this chapter, conceptualized her knowledge of technology integration based on flexibility, experiential learning and creativity, preparation of learning, and whole school culture. This case study builds on the TPACK framework (Mishra & Koehler, 2006) and provides an important theoretical and practical exemplar of technology integration in practice for teacher education in a digital age.
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Hunter, Jane Louise. "High Possibility Classrooms." In TPACK, 518–47. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7918-2.ch025.
Full textAbstract:
This chapter reports on a case study of a high school teacher from a larger study of ‘exemplary' teachers and how they conceptualized their knowledge of technology integration in education contexts (Hunter, 2013). The research was a series of purposeful case studies of teachers in classrooms in Australia. The study found that theory, creativity, public learning, life preparation and contextual accommodations are crucial. Each conception of the teachers' knowledge is underpinned by particular pedagogical themes that together form a fresh vision for technology integration known as High Possibility Classrooms or HPC. Kitty, the teacher featured in this chapter, conceptualized her knowledge of technology integration based on flexibility, experiential learning and creativity, preparation of learning, and whole school culture. This case study builds on the TPACK framework (Mishra & Koehler, 2006) and provides an important theoretical and practical exemplar of technology integration in practice for teacher education in a digital age.
Conference papers on the topic "Problem-based learning Australia Case studies"
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Kapadia, Ramesh, and Ayse Aysin Bilgin. "Learning From COVID-19." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t6c3.
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People’s lives have been severely disrupted by COVID-19, with high numbers in hospitals and many deaths after the initial outbreak in China. If the efforts of many statistics educators were fulfilled to increase the number of statistically literate citizens who can make evidence-based decisions based on accurate data, we may have had lower infection and death rates. Unfortunately, the data is rather unreliable, especially with the use of self-testing and reporting. In this paper, we assert that statistics requires context to quantify risk. We present data and a summary of developments in Australia and England with the hope that case studies can be developed for students to understand risk better.
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Kuzmichev, Dmitry, Babak Moradi, Yulia Mironenko, Negar Hadian, Raffik Lazar, Laurent Alessio, and Faeez Rahmat. "Case Studies of Digitalized Locate the Remaining Oil Workflows Powered by Hybrid Data & Physics Methods." In Abu Dhabi International Petroleum Exhibition & Conference. SPE, 2021. http://dx.doi.org/10.2118/207958-ms.
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Abstract Mature fields already account for about 70% of the hydrocarbon liquids produced globally. Since the average recovery factor for oil fields is 30 to 35%, there is substantial quantities of remaining oil at stake. Conventional simulation-based development planning approaches are well established, but their implementation on large, complex mature oil fields remains challenging given their resource, time, and cost intensity. In addition, increased attention towards reduce carbon emissions makes the case for alternative, computationally-light techniques, as part of a global digitalisation drive, leveraging modern analytics and machine learning methods. This work describes a modern digital workflow to identify and quantify by-passed oil targets. The workflow leverages an innovative hybrid physics-guided data-driven, which generates historical phase saturation maps, forecasts future fluid movements and locate infill opportunities. As deliverables, a fully probabilistic production forecast is obtained for each drilling location, as a function of the well type, its geometry, and position in the field. The new workflow can unlock remaining potential of mature fields in a shorter time-frame and generally very cost-effectively compared to the advanced dynamic reservoir modelling and history-match workflows. Over the last 5 years, this workflow has been applied to more than 30 mature oil fields in Europe, Africa, the Middle East, Asia, Australia, and New Zealand. Three case studies’ examples and application environments of applied digital workflow are described in this paper. This study demonstrates that it is now possible to deliver digitalized locating the remaining oil projects, capturing the full uncertainty ranges, including leveraging complex multi-vintage spatial 4D datasets, providing reliable non-simulation physics-compliant data-driven production forecasts within weeks.
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"Virtual Pathology Learning Resource is proving to be an effective strategy in teaching Pathology to allied health science students." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3972.
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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] The aim of this study was to concept test a novel instructional aid called Virtual Pathology Learning Resource (VPLR), which was used as a vehicle to communicate information, and enhance teaching and learning of basic sciences (Anatomy, Physiology and Pathology) to allied health science students at a South Australian university. Background: Pathology was traditionally taught using potted specimens to independently review macroscopic features of disease. However, this approach alone was found inadequate and ineffective. For one, the potted specimens were not easily accessible for all students. VPLR is a new teaching platform comprising of digitised human normal and human pathology specimens (histology, histopathology), patient case studies, short answer and critical thinking questions, and self-assessment quizzes. Using authentic learning theory as an educational approach, this learning resource was developed to enhance the teaching and learning of Pathology. Methodology: A cross-sectional study design was used. A survey, administered at the conclusion of the course, gathered qualitative and quantitative data concerning the perceptions and experiences of the students about VPLR. The online tool SurveyMonkey was utilised so that students could respond anonymously to a web link that displayed the questionnaire. The effectiveness of the program and its perceived impact on students was assessed using a 18-item questionnaire seeking agreement or disagreement with statements about VPLR, and open-ended questions querying the best things about VPLR, benefits to be derived, and areas for improvement. Descriptive and frequency analyses were performed. Contribution: The VPLR approach involved rich learning situations, contextualised content, and facilitated greater understanding of disease concepts and problems. Findings: In a sample of 103 Medical Radiation students, 42% of students (N=43) responded to the post-intervention survey. The majority of students reported highly positive effects for each component of the VPLR. The overall results indicated that this tool was an effective strategy in teaching Pathology as it assisted students' gaining knowledge and developing professional imaging skills. Recommendations for Practitioners: As students found VLPR to be beneficial, it is recommended that the same approach be applied for teaching of Pathology to other allied health students, such as Nursing. Other universities might consider adopting this innovation for their courses. Recommendation for Researchers: Applying VPLR to other allied health science students will be undertaken next. This innovation will be appropriate for other health science students with particular emphasis on case-based or problem-based learning, and combined with clinical experiences. Impact on Society: In reshaping the way of teaching a science course, students are benefited by a greater depth of understanding of content, and increase motivation with study. These are important to keep students engaged and prepared for practice. VPLR may impact on education and technology trends so that continuous exploration and possibilities of initiatives are ongoing to help students be successful learners. Other impacts are the new forms of learning discovered, and the renewed focus on group work and collaboration and the use of technology in innovation. Future Research: Future directions of this research would be to conduct a follow-up of this cohort of students to determine if the impacts of the innovation were durable, that means the change in perceptions and behaviour are sustained over time.
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Murphy, Kylie, Tracey Parnell, Rodney Pope, Clarissa Hughes, Marguerite Bramble, Jess Biles, Simone OConnor, Michael Curtin, Lisa Speedie, and Evan Plowman. "Improving Evidence-Based Practice education in healthcare courses: A Participatory Action Research multiple-case study." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9152.
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This paper synthesises the results of three participatory action research (PAR) studies undertaken to improve the integration of evidence-based practice (EBP) education in three undergraduate health courses at one Australian university: Bachelor of Nursing, Bachelor of Occupational Therapy, and Bachelor of Physiotherapy. The PAR process with interested academics uncovered a range of EBP education strengths and weaknesses in the three courses. Common themes were evident, which are likely to be applicable in other similar courses. Identified weaknesses included a lack of explicit teaching about the meaning, principles, steps, and importance of EBP, partly stemming from a lack of shared understanding. A relative lack of emphasis on certain EBP steps was also noted, particularly the first step of ‘asking’ questions. A lack of communication with workplace learning (WPL) supervisors about how to facilitate EBP was also noted, raising concerns about variable EBP-education quality across WPL settings. Opportunities for improvement were identified by academics in each course, across multiple subjects and year levels. In our experience, PAR has been a highly constructive approach to EBP curriculum improvement. We encourage consideration of a PAR approach for addressing similarly complex curriculum challenges.
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Syafi’udin, Habib, Nova, and Dedi Kuswandi. "Problem-Based Learning with the Gamification Approach in Ecopedagogy for Children Aged 4–7 Years: A Case Study of Kampung Kramat Malang, Indonesia." In International Conference on Social Studies and Environmental Issues (ICOSSEI 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200214.015.
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Anggraini, Dewi, and Didi Rahmadi. "Development of Problem-Based Learning and Inquiry (PBL) Learning Methods in the Form of Mass Media-Based Case Studies on Integrity and Anti-Corruption Subject." In The 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210202.089.
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Chakraborty, Ishita, Daniel Kluk, and Scot McNeill. "Machine Learning Models With Engineering Insight: Case Studies From the Oil and Gas Industry." In ASME 2020 39th International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/omae2020-18895.
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Abstract Machine learning is gaining rapid popularity as a tool of choice for applications in almost every field. In the oil and gas industry, machine learning is used as a tool for solving problems which could not be solved by traditional methods or for providing a cost-effective and faster data driven solution. Engineering expertise and knowledge of fundamentals remain relevant and necessary to draw meaningful conclusions from the data-based models. Two case studies are presented in different applications that will illustrate the importance of using engineering domain knowledge for feature extraction and feature manipulation in creating insightful machine learning models. The first case study involves condition-based monitoring (CBM) of pumps. A variety of pumps are employed in all aspects of the oilfield life cycle, such as drilling, completion (including hydraulic fracturing), production, and intervention. There is no well-established method to monitor the pump fault states as they are operating based on sensor feedback. As a result, maintenance is performed either prematurely or reactively, both of which result in wasteful downtime and unnecessary expense. A machine learning based neural network model is used for identifying different fault states in a triplex pump from measured pressure sensor data. In the second case study, failures of mooring lines of an offshore floating production unit are predicted from the vessel position data. Identifying a damaged mooring line can be critical for the structural health of the floating production system. In offshore floating platforms, mooring line tension is highly correlated to a vessel’s motions. The vessel position data is created from running coupled analysis models. A K-Nearest-Neighbor (KNN) classifier model is trained to predict mooring line failures. In all the case studies, the importance of combining a deep understanding of the physics of the problem with machine learning tools is emphasized.
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Davey, Bill, and David Kelly. "System Analysis Education Using Simulated Case Studies." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2885.
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Transfer of learning can be demonstrated by assessment tasks mirroring real life situations. This can be attempted in real organisations, or by simulating the real, life experience in a structured case study. In this paper we discuss experiences with work situated learning and difficulties that commonly arise. The alternative of encapsulating real life experience in hypermedia based materials is then presented using a number of case studies. Finally a model is presented for producing these “real life” encapsulations which overcomes the problems of lack of structure in individual experience without losing the advantages of common lifelike experiences. Some testing of the model is presented. The model involves the steps of: • Determine real life skills commonly required • Imagine a context rich enough (and having the case study design team with enough knowledge of the context that they can draw from their experience to fill in the holes) • Structure (partition) the case so that team work is possible without too much overlap between tasks. Identify the overlapping points that will force the level of teamwork between students that is intended • Identify parts of the solution development where students can be synchronised using a published solution to part of the problem • Create answers for each skill point starting from the top • Tag each part of the answer with the essential component of information required for an answer • Determine the most likely format that the tagged information would be found in real life • Create the set of tagged information using unskilled labour to provide detailed data • Write the project brief so that an appropriate level of guidance is given for navigating the information sources
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Jayaram, Uma, Sankar Jayaram, Charles DeChenne, Young Jun Kim, Craig Palmer, and Tatsuki Mitsui. "Case Studies Using Immersive Virtual Assembly in Industry." In ASME 2004 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/detc2004-57714.
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The Virtual Assembly Technology Consortium is a university/government/industry consortium that seeks to investigate the application of virtual assembly methods in mechanical system assembly processes. In this paper we report three categories of engineering case studies that have been developed by the consortium members over the past two years, describe the overall methodology, and then proceed to feature specific details of two key case studies. An engineering case study has been defined as an account of an engineering activity, event or problem containing some of the background and complexities actually encountered by an engineer, with the objective of providing a medium for learning. The objective of the case studies was to assist consortium members in demonstrating and validating the use of immersive virtual assembly technologies and tools in the simulation of factory floor manufacturing processes. What is of special significance is that instead of modeling simplified problems or perceived representative situations, the case studies were constructed from actual assembly floor projects and situations encountered at industry member sites and with considerable participation from industry engineers and manufacturing shop floor personnel. Based on the success of the case studies, the consortium members inferred that virtual assembly methods are poised to move out of the realm of special projects and test scenarios to deployment in the actual design and manufacturing cycle. However, in order to be truly accepted in industry, there are still issues to be addressed in terms of ease of use, portability of the applications, and preparation of the models for the evaluations. Thus, the case studies added a new dimension to the exploration and understanding of how this new technology could be of practical value in industry.
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Huang, Xin, and Duan Li. "A Two-level Reinforcement Learning Algorithm for Ambiguous Mean-variance Portfolio Selection Problem." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/624.
Full textAbstract:
Traditional modeling on the mean-variance portfolio selection often assumes a full knowledge on statistics of assets' returns. It is, however, not always the case in real financial markets. This paper deals with an ambiguous mean-variance portfolio selection problem with a mixture model on the returns of risky assets, where the proportions of different component distributions are assumed to be unknown to the investor, but being constants (in any time instant). Taking into consideration the updates of proportions from future observations is essential to find an optimal policy with active learning feature, but makes the problem intractable when we adopt the classical methods. Using reinforcement learning, we derive an investment policy with a learning feature in a two-level framework. In the lower level, the time-decomposed approach (dynamic programming) is adopted to solve a family of scenario subcases where in each case the series of component distributions along multiple time periods is specified. At the upper level, a scenario-decomposed approach (progressive hedging algorithm) is applied in order to iteratively aggregate the scenario solutions from the lower layer based on the current knowledge on proportions, and this two-level solution framework is repeated in a manner of rolling horizon. We carry out experimental studies to illustrate the execution of our policy scheme.