Academic literature on the topic 'Structured Experiences for Use in the Classroom Project'
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Journal articles on the topic "Structured Experiences for Use in the Classroom Project"
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Lilja, Niina, and Arja Piirainen-Marsh. "Connecting the Language Classroom and the Wild: Re-enactments of Language Use Experiences." Applied Linguistics 40, no. 4 (January 2, 2018): 594–623. http://dx.doi.org/10.1093/applin/amx045.
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Abstract Using multimodal conversation analysis, this article analyses language learning as an in situ process during a teacher-assigned, experientially based pedagogical activity. The activity involved a three-part pedagogical structure, where learners first prepared for and then participated in real-life service encounters, and later reflected on their experiences back in the classroom. The analysis details how the co-constructed telling sequences through which novice second language users re-enact their experiences create an occasion for language-focused activity. We argue that the actions through which the participants display and sustain an orientation to an interactional practice as an object of learning make visible a learning project. The findings illuminate the practices through which language-focused activity is initiated, sustained, and managed to enable in situ learning. They also show how re-enactments function in storytelling and display a novice learner’s interactional competence. Finally, the findings illustrate how experiences gained in everyday social activities can be ‘harvested and reflected upon’ (Wagner 2015: 77) in the classroom and contribute to recent initiatives to develop teaching practices that support learning in-the-wild.
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Murray, Garold L. "Autonomy, Technology, and Language-Learning in a Sheltered ESL Immersion Program." TESL Canada Journal 17, no. 1 (October 26, 1999): 01. http://dx.doi.org/10.18806/tesl.v17i1.877.
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This article reports on a classroom-based research project exploring the learning experiences of 30 Japanese English-as-a-second-language (ESL) exchange students in an environment highlighting learner autonomy and the use of technology. It first addresses a growing concern among practitioners, that is, how to create a learning environment that facilitates learner autonomy. One possible answer is a learning structure that first requires students to reflect on their second-language needs and interests. They then set their learning goals, devise projects to help meet these goals, and self-assess their learning. This model was implemented in three multimedia lab classes of two content-based language courses of a sheltered immersion program. The students' learning experiences are examined in a multiple case study relying on data collected through questionnaires and interviews, as well as participants' learning logs, teacher observation, and measures of academic achievement. The data suggest that promoting learner autonomy through experiential learning enhances motivation, metacognitive knowledge, and personal growth. The article concludes by exploring possibilities for the application of this model in regular ESL classrooms.
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Basilotta Gómez-Pablos, Verónica, Eva María Torrecilla Sánchez, Ana García-Valcárcel Muñoz-Repiso, and Azucena Hernández Martín. "Project-based learning in the classroom: a case study at High school level." Aula Abierta 49, no. 4 (December 31, 2020): 429–38. http://dx.doi.org/10.17811/rifie.49.4.2020.429-438.
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This research presents the results of a case study that analyses the Solidarity Atocha project, which was implemented at a school in Madrid, Spain, and in which 114 first-year High school students participated. The main objective of this study is to analyse the experience of students that participated in the Solidarity Atocha project and to understand how they evaluated it and how satisfied they were with it. The method applied in this case study is a mixed one that used both qualitative and quantitative techniques. A semantic differential and a semi-structured interview were used to collect data. In general, the results obtained reveal a very positive evaluation from the students, mainly in terms of teamwork and the use of digital tools. However, they encountered some difficulties with regard to the time spent on the project and to guidance provided as they worked on it. Inferential analyses show significant differences between the team groups.
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Alnajem, Mohamad. "Learning by doing: an undergraduate lean A3 project in a Kuwaiti bank." TQM Journal 33, no. 1 (July 8, 2020): 71–94. http://dx.doi.org/10.1108/tqm-01-2020-0010.
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PurposeThis case study shows how methods of lean philosophy can be successfully taught to undergraduate students and applied to improving a real-world loan process. Students were instructed to use newly acquired classroom skills to analyse and improve a bank loan process in Kuwait.Design/methodology/approachThis study involved an initial gemba walk through the bank. A case study format with direct observation and semi-structured interviews was adopted by 27 undergraduate students to identify waste, analyse the loan process and develop an efficiency plan.FindingsThe results revealed that undergraduate students could quickly learn basic lean principles and techniques and utilize them in a real-world situation to significantly improve a bank loan process. Areas of waste included over-production, over-processing, defects in procedure, under-utilized skills, wasted motions and poor time management. Suggested corrective measures were expected to reduce loan processing time by 30%.Practical implicationsIncreasing costs and competition in the business environment make efficiency improvements imperative, and it was shown that students can play a major role in applying lean principles to a bank loan process while gaining knowledge and skills highly valued in industry. Universities have the opportunity to create a valuable learning experience for undergraduate students in applying classroom skills to solving a real-life problem.Originality/valueThis is the first study of a novel classroom technique for teaching undergraduate students to apply lean techniques in a Kuwaiti bank.
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Malecela, Issa Omar. "Integrating computer-related technology into instructional practice at a higher learning institution in Malaysia." IIUM Journal of Educational Studies 5, no. 1 (June 7, 2018): 76–92. http://dx.doi.org/10.31436/ijes.v5i1.152.
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Malaysian Higher Learning institutions have embraced the 21st century skills in teaching and learning to ensure career readiness among learners. Information Communication Technology tools provide the opportunity for educators to address problem-solving and project-based learning in both face-to-face and blended learning. However, there have been issues of educators’ awareness and skills in utilizing the technology tools in the instructional processes. This study attempts to explore the experience and awareness among lecturers to integrate computer-related technologies in undergraduate classrooms. In-depth semi-structured interviews were conducted with two lecturers who are experts in foreign language and one from Instructional Technology field. In-depth semi structured interviews and observations became the main qualitative instruments for this study. The purpose of the study sought to reveal the pedagogical approach and types of Information technology adopted in the classrooms. This study addressed their awareness and issues related to the use of technology in the classroom. The results were thematized based on Web 2.0 tools integration, pedagogical approach in addressing higher order thinking skills and student career readiness. Lecturers were found to be aware of the relevance of Web 2.0 tools for instructional purposes. However, they highlighted low internet speed as the main challenge in their efforts to integrate technology into their instructional activities. This research contributes to the area of TPACK (Technology Pedagogical Content Knowledge) by highlighting the application of computer-related technologies into classroom instruction and how such technologies are matched with learner-centered instructional strategies to enhance learners’ 21st century skills that are essential for career readiness.
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Isaacs, Serena, Jenny Rose, and Charl Davids. "Transformative Learning: Postgraduate Students' Reflections on a Community Engagement Program in South Africa." Social Behavior and Personality: an international journal 44, no. 1 (February 18, 2016): 103–15. http://dx.doi.org/10.2224/sbp.2016.44.1.103.
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We explored the promotion of active citizenship through reports of engagement in a rural community program in the Western Cape. Students enrolled in a community psychology postgraduate course participated in this project, during which they made use of reflective journaling to record their individual processes. We used thematic analysis to explore the themes within these journals. Through engagement with the community, students were able to acknowledge and reflect on significant differences between learning in the classroom and in the community. They were also able to identify the qualities needed to work effectively within communities, and began to consider the ideas of active citizenship and community involvement. Eleven students were able to unite on this project, developing both as individuals and psychology students, through their shared experiences. Common themes of questioning existing structures and resource availability are discussed.
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Bergh Nestlog, Ewa. "De första naturvetenskapliga skoltexterna." Educare - vetenskapliga skrifter, no. 1 (August 16, 2019): 72–98. http://dx.doi.org/10.24834/educare.2017.1.5.
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In a research project conducted in a multilingual classroom, the teaching practice and pupils’ texts are studied during their first years of schooling. The teaching practice entails explicit teaching of text structures and experiences for the students to use in their writing. The aim of the study, presented here, is to investigate students’ first school texts, students’ relations to their texts and the texts’ relation to the teaching practice. The material of the study consists of pupils’ written texts, and data are also collected by observations and interviews. The study draws on dialogism, systemic functional linguistics and theories of the language of schooling. The main theoretical framework is supplemented by theories of second language acquisition and discoursal construction of writer identity. The main findings of the analysis are that the students in their texts make use of the teaching of text structures and the experiences they were involved in. The texts are characterized by everyday knowledge and language, as well as attempts to use scientific knowledge and language. The students show high text movability, i.e. ability talk about their texts in different ways, which indicates their potentials to take discourse roles and positioning themselves in the texts.
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Johnson, Lindy L., and Grace MyHyun Kim. "Experimenting with game-based learning in preservice teacher education." English Teaching: Practice & Critique 20, no. 1 (January 27, 2021): 78–93. http://dx.doi.org/10.1108/etpc-10-2019-0125.
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Purpose The purpose of this study is to examine the use of game-based learning for approximations of practice within a critical, project-based (CPB) clinical experience for preservice teachers (PSTs). Within the clinical experience, secondary English Language Arts PSTs practiced modeling argumentative thinking through playing a board game, Race to the White House, with ninth-grade students. Design/methodology/approach Data collection took place at a public high school in the mid-Atlantic region of the USA. A variety of data was collected including written reflections by PSTs about their experiences leading the game play, audio recordings of the small group game play and a transcript of a whole-class 30-min post-game discussion with the PSTs and classroom teacher. To analyze the data, patterns of discourse were identified. Findings The game-based learning activity provided an accessible structure for PSTs to model their own argumentative thinking, presented opportunities for PSTs to elicit and interpret students’ thinking to support students’ practice in constructing an argument and created a playful context for PSTs to encourage students to produce arguments and critique the argumentation work of others. Research limitations/implications Game-based learning within CPB clinical experiences has the potential to bring students, PSTs, inservice teachers and teacher educators together to experiment with how to help PSTs practice engaging with students in different ways than a traditional teacher-to-student dynamic. Originality/value Game design and game play within CPB clinical experiences has the potential to bring students, PSTs, inservice teachers and teacher educators together to experiment with how to make teaching and learning a more social and collaborative process.
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Garzón, J. C. V., M. L. Magrini, and E. Galembeck. "EDUCATIONAL TECHNOLOGIES TO EMPOWER HIGHER EDUCATION." Revista de Ensino de Bioquímica 13 (August 24, 2014): 13. http://dx.doi.org/10.16923/reb.v13i2.581.
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Introduction and objectives: The New Media Consortium (NMC) Horizon Project defines educational technology in a broad sense as tools and resources that are used to improve teaching, learning, and creative inquiry. Each technology has been carefully researched and framed in the context of its potential impact on higher education. Within the Horizon Project there are currently seven categories of technologies, tools, and strategies for their use that the NMC monitors continuously. All they have the potential to foster real changes in education, particularly in the development of progressive pedagogies and learning strategies; the organization of teachers’ work; and the arrangement and delivery of content. Following the recommendations of NMC experts panel, we design an application named Augmented Reality Metabolic Pathways (ARMET) in order to improve motivation and to promote student interactivity to the development of skills needed to learn the metabolic pathways. Materials and methods: The ARMET app was developed using Unity, 3D molecules obtained from Protein Data Bank and ChemSpider-chemical structure database, the usage data are stored into a database (MySQL) and are analyzed using the statistical software R. Results and conclusions: ARMET mixes several technologies out of seven categories recommend in the NMC Horizon Report: Mobile app, Bring Your Own Device, Flipped Classroom, Learning Analytics and Augmented Reality. The principal criterion for the inclusion of those technologies into the app was its potential relevance to teaching and learning biochemistry. ARMET is available for iOS and Android platforms, and includes PDF files with a set of cards, the game board and classroom worksheet’s. The students and teachers can register for free. Teachers can create classes and track student performance. ARMET collects data for personalizing learning experiences addressing the challenge to build better pedagogical tools to establish effective formative assessment for metabolism teaching.
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Elving, Pernille Risør, and Thomas Ryberg. "Pædagogiske spændingsfelter ved inddragelse af programmering i grundskolen." Tidsskriftet Læring og Medier (LOM) 11, no. 19 (January 8, 2019): 21. http://dx.doi.org/10.7146/lom.v11i19.103100.
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Abstract (dansk)I denne artikel undersøges, hvordan programmering benyttes i en pædagogisk praksis i grundskolen, samt hvilket perspektiv faglærerne har på at inddrage programmering som fagligt element i deres undervisning. Artiklen bygger på en empirisk undersøgelse af tre skolers inddragelse af programmering i undervisningen på mellemtrinnet under Coding Class-forløb i Vejle Kommune, hvor fire faglærere blev interviewet omkring deres erfaringer med forløbet. Analysen er struktureret omkring en række spændingsfelter, der omhandler brugen af programmering som enten et fagspecifikt eller tværfagligt element, samt til understøttelse af elevernes faglige udbytte eller deres interesse, og slutteligt lærernes tilgang til deres egen rolle i klasseværelset. Lærerne oplevede alle højt engagement og fordybelse med programmeringsaktiviteterne blandt eleverne, men flere udtrykte behov for større kontrol med elevernes fagspecifikke udbytte og oplevede begrænsninger omkring egne tekniske kompetencer. På baggrund af analysen opstilles en række konkrete pædagogiske overvejelser, der udgør opmærksomhedspunkter til fremtidig planlægning og inddragelse af programmering i undervisningsforløb samt overvejelser omkring lærerens rolle i sådanne forløb. Abstract (engelsk)This article examines how programming is used as a pedagogical practice in K-12 and what perspective teachers have on implementing programming as a subject-specific element in their teaching. The article is based on an empirical study of three schools' use of programming during Coding Class in Vejle Kommune, where four teachers were interviewed about their experiences with the project. The analysis is structured around a number of challenges: including whether programming should be used as a subject-specific or interdisciplinary element and whether the goal is to enable development of student’s subject-specific learning or support their interests and finally, how teachers approach their own role in the classroom. All the teachers in the study experienced high levels of engagement and immersion in the programming activities among the students but several of the teachers lacked control over the students’ learning outcome and experienced limitations in their own technical skills. Based on the analysis, a number of concrete pedagogical considerations are presented, which can form the basis for planning and incorporating future programming activities in K-12.
Book chapters on the topic "Structured Experiences for Use in the Classroom Project"
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Bolondi, Giorgio, Federica Ferretti, Alessandro Gimigliano, Stefania Lovece, and Ira Vannini. "The Use of Videos in the Training of Math Teachers." In K-12 STEM Education, 261–78. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch013.
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The purpose of this chapter is to present a systematic observational research on the math teachers' assessment practices in the classroom. This research is a specific phase of an international project (FAMT&L - Comenius Multilateral Project) and it is aimed to promote the use of formative assessment in teaching mathematics to students aged from 11 to 16. The observational study is carried out by a plan of systematic observations of teachers' behaviour in the classroom with the help of video recording. Thanks to a specific tool of video analysis (a structured grid), developed using indications from international literature and experiences of teacher training in the five Partner countries involved (Italy, France, Holland, Switzerland and Cyprus), we managed to gather many different indicators on good and bad practices for the formative assessment of mathematics teachers. Furthermore, the analysed video will be used in in-service teacher training courses in order to promote a correct use of formative assessment and to improve achievements in learning mathematics.
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Bolondi, Giorgio, Federica Ferretti, Alessandro Gimigliano, Stefania Lovece, and Ira Vannini. "The Use of Videos in the Training of Math Teachers." In Integrating Video into Pre-Service and In-Service Teacher Training, 128–45. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0711-6.ch007.
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The purpose of this chapter is to present a systematic observational research on the math teachers' assessment practices in the classroom. This research is a specific phase of an international project (FAMT&L - Comenius Multilateral Project) and it is aimed to promote the use of formative assessment in teaching mathematics to students aged from 11 to 16. The observational study is carried out by a plan of systematic observations of teachers' behaviour in the classroom with the help of video recording. Thanks to a specific tool of video analysis (a structured grid), developed using indications from international literature and experiences of teacher training in the five Partner countries involved (Italy, France, Holland, Switzerland and Cyprus), we managed to gather many different indicators on good and bad practices for the formative assessment of mathematics teachers. Furthermore, the analysed video will be used in in-service teacher training courses in order to promote a correct use of formative assessment and to improve achievements in learning mathematics.
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Etter-Lewis, Gwendolyn, Roselyn K. Banda, and Sarah A. Kinley. "Teaching to Digress." In Supporting Multiculturalism and Gender Diversity in University Settings, 120–45. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8321-1.ch007.
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This chapter explores the challenge of creating a “liberated” classroom, one that digresses from the norm in both content and structure according to feminist principles. This teaching project was designed to create a unique learning environment through the use of black feminist pedagogy. Charged with teaching a cross-listed course (Women's Studies, Black Studies) entitled “Black Feminist Theory,” the teaching team consisted of a professor, a graduate student, and an undergraduate student. The team came together from a diversity of educational experiences in the U.S. and Africa. This chapter is a reflection of the team's experiences co-teaching a “non-traditional” course as well as a collective inquiry about the strategic importance of incorporating oppositional discourse into the college curriculum.
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Bengtson, Douglas W., John Golden, Lisa A. Kasmer, Sarah M. Thomas, and Paul Woo Dong Yu. "Mathematics, Social Structure, and Technology." In Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning, 446–69. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7222-1.ch022.
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This chapter provides insights gained from a collaborative action research project with university and middle school mathematics faculty. A categorical framework that considers the relationship between technology, mathematics content, and social interaction was used by the researchers to more deeply examine the varied uses and types of technology related to online teaching. In particular was the use of a relatively new category of software, Interactive Mathematics Classroom Builders, which integrates powerful mathematics tools with highly interactive classroom management features. The teachers found opportunities to try several novel uses of technology in their online lessons, advancing their teaching and the student experience, while learning lessons about teaching with technology that may apply to both remote teaching and the face-to-face classroom.
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Barrett, James, and Stefan Gelfgren. "Learning Places." In Multi-User Virtual Environments for the Classroom, 31–46. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-545-2.ch003.
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The chapter, based on a set of developed teaching scenarios, discusses how virtual worlds, in particular Second Life, can be used in student centered pedagogy; intertwining theory and practice, emphasizing process-thinking, critical perspectives, and strengthen the confidence and independence of the student. Drawing upon experiences from traditional education, Web 2.0-tools, and problem based pedagogy grounded in project work, social media, engineering, and digital humanities, this chapter presents a pedagogy based upon the concepts of participatory culture, and co-creation on the part of students in the learning process. The authors have been involved in developing the core curriculum for a term-long (four month) course for Museum Studies. A problem based, student centered pedagogy is both integrated and contrasted with traditional classroom settings, that are also part of the planning, implementation, and assessment stages of the course. Based upon the practical experience of conducting this course, the article critically discusses ICT and problem oriented learning on a general level – including the benefits and disadvantages for the student and for the teachers. How this approach to learning, from the experiences in virtual worlds, can fit in to the established structure of learning goals, lectures, examination, and assessment is questioned in the chapter, based on the experiences gathered from teaching the course.
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Lavy, Ilana. "Leveraging Existing Knowledge to Match Industry Expectations." In Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom, 32–48. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0238-9.ch003.
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During the last four years, information systems graduates participated in a practicum project during their last study year and took part in various professional activities in the industry in accordance with their professional aspirations and their desired specialty. The main purpose of this project was to reduce the gap between the graduates' acquired academic knowledge and the industry expectations. The aim of this chapter was to reveal the graduates' perceived contributions of the project. For that matter, semi-structured questionnaires and interviews with graduates who participated in the project in the last four years were conducted. The graduates experienced real workplace environments, acquired extended knowledge and skills, built social infrastructure to assist them with future job seeking, and above all gained real-world experience that helps them to build their professional image, and gain confidence in their traits and abilities. In addition, the practicum-based approach was compared with other common approaches used to bridge the gap, and its relative advantages and disadvantages were discussed.
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McGill, Tanya. "Introducing Information Systems Students to Research with a Structured Group Project." In Current Issues in IT Education, 26–33. IGI Global, 2003. http://dx.doi.org/10.4018/978-1-93177-753-7.ch003.
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This chapter reports on an approach to getting information systems research students started. The approach involves beginning research students undertaking a structured group research project in which the instructor is an active participant. The major purpose of this group project is to provide a gentle, supportive, structured introduction to information systems research. This approach benefits students by ensuring that they have participated in a complete research project before they have to assume complete responsibility for their first large individual project. The chapter discusses the use of this approach at an Australian university. In general, students have participated well, learning from their own experiences and the experiences of others in the group.
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Osheim, Darcy. "Gamification of the Classroom." In Emerging Research and Trends in Gamification, 224–48. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8651-9.ch010.
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Students need the classroom in order to educate in a way in which they can relate, and grow bored when that does not happen. Gamification employs game mechanics, techniques, and theory in areas that traditionally are not set up to function like a game, and many instructors and administrators at the university level are eager to use gamification to encourage students to learn. However, gamification is not a generic fix to the problems found in the classroom. Instructors should gain insight on how successful games work, and gamify specific classroom functions to retain the deep learning required for subject mastery. The author employs the method of heterotopian rhetorical criticism and the methodology of autoethnography to analyze World of Warcraft and re-imagine experiences in the game through critical communication pedagogy to enact change in the traditional college classroom. A general definition emerged: Gamification must consist of high-choice, low-risk engagements in a clearly structured environment.
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Amir, Nazir. "Fostering Creativity and Joy of Learning Amongst Students in a Singapore Classroom Through Fun Design-and-Make STEM Projects." In Fostering Meaningful Learning Experiences Through Student Engagement, 51–73. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4658-1.ch003.
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This chapter describes a classroom-based research of how the author makes an attempt to foster joy and creativity amongst his class of 38 students, averaging 13 years of age, who are in an academically low achieving group in a secondary school in Singapore. For this purpose, the author developed a simple candy floss kit project to teach science to them in science lessons, as well as guiding them to showcase their creativity through variations of the kit in design and technology lessons. An instrument was designed to capture the students' views towards the use of the project as a vehicle for them to showcase their creativity. This instrument infused elements from Guilford's and Torrance's frameworks for creativity (fluency, flexibility, originality, and elaboration) and indicators of product creativity (novelty, resolution, and style) through Besemer's Creative Product Analysis Model. Findings highlight that the students enjoyed doing the project and found it as a useful vehicle to showcase their creative use of science in the design-and-make process.
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Gremler, Claudia, and Elisabeth Wielander. "The Benefits of Student-Led Video Production in the Language for Business Classroom." In Cases on Audio-Visual Media in Language Education, 155–93. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2724-4.ch007.
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The use of video in the language learning classroom has long been seen as a way to enrich the student experience and to increase student engagement. This case study presents a good practice example of student-led video production tasks. The project which is analysed here was conducted with undergraduate students of German at Aston University in Birmingham, UK. It examined student responses and student achievement in relation to a number of different video-based learning activities and explored the potential of student-led digital video production in a language for business context. Results of the study highlighted the various benefits of using video production tasks with language learners. In particular, the data demonstrated how video-based tasks embedded in a Content and Language Integrated Learning (CLIL) approach and supported by adequate scaffolding, such as task-based learning structures, provide collaborative learning opportunities and increase students' confidence.
Conference papers on the topic "Structured Experiences for Use in the Classroom Project"
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Martínez Carrasco, Robert. "Using Wikipedia as a classroom tool — a translation experience." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8112.
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This paper presents a classroom experience regarding the use of Wikipedia in a teaching innovation project carried out between Jaume I University and Wikimedia Spain. Framed in the current post-postivist climate within the European Higher Education Area (EHEA), Wikipedia will be presented as an inter-disciplinary tool with a relevant number of classroom applications, reflecting how meaningful learning experiences based on collaborative work and authentic project-based tasks lead to better understanding and higher levels of motivation among the students. In the particular case of translation education, it will be argued that using Wikipedia in the course of the reverse translation modules allows the students to gain a deeper insight of its linguistic and discursive structures, as well as the critical/exegetic skills they need in order to assess the kind of texts with which they are commissioned, and the special discursive techniques associated to the translation task.
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Ellis, Timothy, and William Hafner. "Building a Framework to Support Project-Based Collaborative Learning Experiences in an Asynchronous Learning Network." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3206.
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Providing students in an asynchronous learning network (ALN) a rich learning environment is not easy, especially in terms of promoting higher cognitive functioning such as analysis and evaluation. The use of project-based, collaborative assignments has been demonstrated to foster greater depth of learning in traditional classroom settings, but this type of assignment is very difficult to plan, develop, and execute in an ALN. This paper presents a case study describing a systems-based framework for designing, implementing, and evaluating project-based collaborative learning experiences to be delivered via an ALN. Included in the framework is an analysis of the benefits of both collaborative and project-based learning, an examination of the challenges to incorporating project-based collaborative learning activities, and an examination of specific procedures to address those challenges.
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Foroudastan, Saeed, and Brigette Thompson. "Experimental Vehicles Program Aides in Innovative Hands-On Learning Experiences." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66100.
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The Experimental Vehicles Program (EVP) was created in 2004 as an umbrella program for five different undergraduate experimental vehicle design teams. These projects consist of the Solar Vehicle, Moonbuggy, Baja SAE, Formula SAE, and Solar Boat. The goal of the EVP is to foster undergraduate student development through hands-on construction of experimental vehicles with the guidance of faculty mentors and partnerships with both national and international industry leaders. Each EVP project performs a vital function in the professional development of students. The projects provide a forgiving environment in which students can test their classroom knowledge in a real-world setting and learn important skills such as leadership, effective communication, and working as a team member. Furthermore, the students in the EVP develop highly versatile and qualified skill sets that will allow them to fill various positions within the workplace. In the past 90% of EVP graduates have been able to obtain highly regarded national and international positions upon graduation due to their real-world hands-on experience gained throughout their involvement in the EVP. Each year the EVP sponsors up to sixty interdisciplinary students that come together in peer-led teams to combine and expand upon their classroom knowledge in building innovative vehicles. The successes of the MTSU EVP have been recognized by becoming the national model for hands-on engineering education; helping engineering students take classroom knowledge and apply it to real-world situations. Students work in teams to annually design, construct, and test novel vehicle designs for participation in national and international competitions. Due to the competitive nature of each of the events, students must use cutting edge technology and design methods in order to create the best entries possible. Often times this means creating partnerships with industry leaders who help mentor the students from the design conception, the fabrication, through the manufacturing of each vehicle. These partnerships benefit both the students and the companies; students are able to create real-world contacts and gain a working knowledge of the industry that they cannot learn in the classroom. Furthermore, the students are able to use the contacts to garner equipment like solar panels and wheels. Likewise, the companies are able to receive recognition at national and international competition as program sponsors are advertised on the competition vehicles. Moreover the industries are able to build relationships with future employees who have real-world experience and who have become intimately involved with specialized technology such as “green energy”.
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Mouw, Jolien, Marjon Fokkens-Bruinsma, and Gert-Jan Verheij. "Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11049.
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Many novice teachers have difficulties in selecting and applying effective classroom management strategies to prevent or diminish disruptive behaviors. Negative experiences with classroom management largely determine teacher wellbeing and early attrition. Therefore, more in-training opportunities are needed to prepare prospective teachers to manage complex classroom practices effectively. A Virtual Reality-environment seems promising in developing classroom management skills and promoting teacher resilience; however, its potential is influenced by students’ perceptions towards this technology. This study describes four pre-service teachers’ and six school-based teacher educators’ experiences with and perceptions towards the use of a Virtual Reality learning environment to train classroom management skills and promote teacher resilience. Responses of semi-structured interviews reflect five themes: software- and equipment-related issues; feedback cues; realism and authenticity; instructor proficiency; and added value for teacher training. Results show that, for most themes, pre-service teachers and school-based teacher educators raised similar remarks and/or suggestions for improvement; however, they differed in their perceptions towards the added value of Virtual Reality to teacher training curricula. Our study highlights teachers’ needs for highly authentic and realistic simulations aligned with real-life classrooms and presents recommendations to augment the immersive experience needed for teachers to develop effective CMS and become more resilient.
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Harding, Bruce A. "The Treasure in Technical Information: A Research Project for All Disciplines." In ASME 2003 International Mechanical Engineering Congress and Exposition. ASMEDC, 2003. http://dx.doi.org/10.1115/imece2003-43533.
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Engineering practitioners often find themselves required to locate technical and non-technical information from a variety of sources. They may generate quotes, research equipment specifications, determine market shares, delineate a proposed manufacturing process, find company profiles, retrieve demographics data, certify compliance with international or national standards, or research any one of countless other pieces of information. This may involve books, CDs, periodicals, newspapers, corresponding via email, fax, letters or the worldwide web, across several languages. Few classroom projects address practitioner’s needs for broad information research skills. This paper details strategies for a unique student research project leading to useful experience applicable to engineering and engineering technology practitioners in any discipline, in any locality. The project could be instituted in virtually any class at any level and run in any language. It is readily adaptable to changing technology, any textbook, and has now been in use since 1982. As implemented at Purdue University, it has been cited by multiple ABET re-accreditation teams for innovation and as an excellent example of continuously improved instruction. Over the years it has grown to become one of the more noteworthy experiences cited in both student exit surveys and in graduate surveys.
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Dose, Thies, and Gunar Kachel. "Business-Oriented Reserves and Resource Management - Experiences from a Merger." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206322-ms.
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Abstract In May 2019, the merger between Wintershall GmbH and DEA Deutsche Erdoel AG was closed, which was the start of Wintershall Dea.This paper provides detailed insight into managing reserves and resource information during this merger. After merger, three resource management activities required attention: (i) combining existing resources reporting, (ii) defining a lean but effective resources management and control system, and (iii) ensuring readiness for Initial Public Offering (IPO) by establishing an external independent evaluation of resources ("external resource audit"). This paper describes objectives, challenges and solutions on reserves and resources reporting of the new company. The merged reserves and resources database of the previous year's reports had to consider audits from two different reporting systems in parallel to four different external auditors.With priorities defined by status of external auditing, operatorship and asset share a common database was derived and could immediately be used for financial transactions such as the issuance of an inaugural bond. The new system for internal reporting of petroleum resources provides a fit-for-purpose approach, such as a consistent interpretation of commerciality criteria or definition of resources sub-classes.Particular attention was paid to synergies with respect to business planning, strategic portfolio analysis, and a link to technology & innovation. By defining specific attributes and sub-processes, the portfolio can be analyzed systematically. This provides additional insights and ensures synergies with business planning, strategic planning as well as internal technology initiatives. A systematic resource control system is defined focusing on internal review, external and internal audits as well as synergetic use of project reviews. Moreover, a feedback loop for continuous improvement of reservoir management allows attending to important audit observations. The external resource audit to ensure IPO readiness was structured to assign tasks for head office, business units and auditing company.The sequence of events from introduction to assets to reconciliation of differences between auditor and company was set-up, executed and monitored.Focus was on the definition of a structured but agile approach for external independent evaluation of all reserves and contingent resources.
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Alemohammad, Hamid R., and Mohsen Shahini. "Active Learning in Mechanical and Mechatronics Engineering, Case Study: Computer-Based Interactive Learning in Robotics Classroom." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39430.
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This paper is concerned with the review of active learning methods implemented in Mechanical and Mechatronics Engineering courses. The active learning methods are categorized into two groups of in-class activities without the use of computers and computer-based classrooms. The strategies to encourage university instructors to adopt active learning methods are also discussed. The paper also addresses the pilot project for the implementation of a novel computer-based experiential learning in the course of “Robot Manipulators: Kinematics, Dynamics, Control” at the University of Waterloo, Canada. A Student Interactive Learning System (SILS) has been developed for in-class activities in this course. The SILS system has two components: students’ mobile devices and a front-end website in which the instructor has control to upload the demonstrations and quizzes and receive students’ responses. The students are connected to the website through the WiFi connection. Findings of an initial survey, which was conducted at the start of the semester, revealed that majority of the students find the conventional classroom passive and believe adding interactivity in the lecture enhances their in-class learning experiences.
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Ponciano, Lesandro. "Debate Estruturado: Uma Estratégia Pedagógica para Ensino e Aprendizagem de Valores Humanos em Interação Humano-Computador." In XVII Simpósio Brasileiro de Fatores Humanos em Sistemas Computacionais. Sociedade Brasileira de Computação (SBC), 2018. http://dx.doi.org/10.5753/ihc.2018.4209.
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Interactive systems are increasingly present in people’s daily lives, generating new demands for interface and interaction. Examples of demands are those derived from human values, such as: gender identity, privacy, and the need for systems to provide explanations to the people who use them. Therefore, to be successful, professionals working in the area of HumanComputer Interaction (HCI) need to be increasingly sensitive to these values. Unfortunately, there are still few pedagogical resources to help HCI students develop such sensitivity. Seeking to contribute to the solution of this problem, in this work, it is proposed and analyzed the use of the pedagogical strategy denominated Structured Debate. Based on the pedagogies of active learning and collaborative learning, Structured Debate follows three phases: 1) pre-debate phase, which consists of preparing for the debate by reading reference texts; 2) execution of the debate in the classroom through a structure of questions, answers, considerations and movements in the room; and, 3) post-debate phase, when the effects of the debate are observed and contextualized in new contents of the discipline. We discuss experiences of the use of the strategy in five classes of the discipline HCI in two bachelor undergraduate courses: Information Systems and Software Engineering. The results suggest that Structured Debate stimulates and engages students with HCI topics about human values.
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LeRoy, Marcus, Rogelio Guajardo, Miguel Santiago Urrea, and Thomas Hennig. "In Line Inspection in Lieu of Hydrotesting for Low Frequency ERW Pipelines: Developments and Experiences in 12 - and - 22 Inches Pipelines." In 2020 13th International Pipeline Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/ipc2020-9393.
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Abstract Pipeline operators use different approaches, often in combination, to ensure the safe operation of an asset. Historically, hydrostatic testing is the most accepted methodology for assessing critical flaws in a pipeline system, achieved by stressing the pipeline above the standard operating limits. By design, a release during this test removes a critical flaw from the system. There are significant drawbacks to this type of assessment. Such drawbacks include high costs of implementation, feature growth, previously blunt defects sharpening and system downtime. Driven by the operator (Marathon Pipe Line) to investigate alternative approaches, a consortium of (4) parties formed to develop and validate an alternative and enhanced solution. The research and execution of the project was structured in (4) phases. • Phase I — Determine which crack morphologies are challenging to ILI technology in terms of detection and depth determination and test initial improvements to ILI technology. This included loop testing improved crack detection ILI robots and destructive assessment with pipe samples to identify gaps in ILI technology and analysis techniques. • Phase II — Assess vendor improved ILI technology on the operating pipelines using advanced in the ditch non-destructive evaluation (NDE) methods and destructive testing of pipe samples from the pipelines. Identify the additional improvements if necessary. • Phase III — Implement specific improvements to ILI technology that are completed based on Phase I and II results. Validate the new ILI platform on the specific pipeline. • Phase IV — Determination whether the new ILI platform can provide equivalent pipe seam system reliability to hydrostatic testing. A probabilistic approach will be used that would account for the expected statistical distribution of pipe properties, fatigue crack growth rates, position along the pipeline, and flaw sizes. This paper is a summary of the research and work for this ILI In Lieu of a Hydrostatic Testing initiative.
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Choate, Rober, and Kevin Schmaltz. "Improving Student Design Skills Through Successive Design and Build Projects." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-14734.
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Mechanical Engineering students at Western Kentucky University (WKU) are given instruction and must demonstrate their abilities to execute design projects during each of their four years of study. The features and goals of these projects are governed by a Professional Plan, which assures that graduates of the program have experienced key areas of the engineering profession and shown the ability to perform in an acceptable professional manner. The Engineering Design component of the Professional Plan is the focal point of the professional experiences. For students to be able to execute a structured approach to solving problems with an appreciation for the art of engineering, they must experience meaningful projects that expand and challenge their capabilities. WKU ME freshmen individually create physical devices with little engineering science, developing a sense of the manufacturing skills required for realistic designs. Sophomore students execute a team design project with more technical expectations, and also individually complete a design and build project that continues from their freshman project. As juniors, the team design experience is extended to an external audience with greater technical rigor, and additionally student teams implement the ASME Student Design Competition (ASME SDC) as their design and build project. The goal is for seniors to be prepared to implement an industry-based design and build project subject to realistic constraints and customer needs. The implementation of the Engineering Design Component has evolved over the past four years guided by ongoing assessment of both course outcomes and program outcomes, internal and external evaluations of the design project outcomes, and the maturing status of the program facilities and curriculum. One strength of the Professional Plan framework is the ability to build upon previous coursework, assess student progress, and adjust course activities based on prior assessment results to assure that graduates are capable of practicing as engineers. This paper will detail a sustainable model for implementing the design process across the curriculum, with the basis for selecting projects, managing the efforts of student teams, and providing effective feedback. In addition to the engineering design component, the use of professional communications and professional tools are also structured within the design projects.
Reports on the topic "Structured Experiences for Use in the Classroom Project"
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.
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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.