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Автор: Grafiati
Опубліковано: 26 липня 2024
Оновлено: 28 липня 2024

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Статті в журналах з теми "Cooperative Assessment of Experiential Learning"

1

Mitakidou, Soula, and Konstantia Tamoutseli. "Engaging Learners in Cooperative Learning Through Environmental and Cross-Cultural Activities." Journal of Teacher Education for Sustainability 13, no. 1 (January 1, 2011): 5–18. http://dx.doi.org/10.2478/v10099-011-0001-5.

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Анотація:
Engaging Learners in Cooperative Learning Through Environmental and Cross-Cultural Activities There is a definite intersection of targets and intentions between education for sustainable development (ESD) and cross-cultural education (CCE), since both ESD and CCE aspire to pursue and develop values such as equity, democracy and quality of life in a multicultural setting. Apart from their common philosophical basis, ESD and CCE endorse similar teaching methods, i.e. experiential and cooperative learning, and pursue the development of abilities such as research interest, critical thought and political awareness, with the intention to develop a learning community intrinsically connected with the wider community and society. This study aspires to explore the possibilities of cooperative learning to effectively promote the aims of both ESD and CCE. The children of a public school in Thessaloniki, Greece, were involved in this action research related to their local environment. The methodological tools used included walk mapping and landscape analysis charts combined with environmental assessment sheets. The ensuing discussion facilitates reflection on the prospects of cooperation in a class with a mixed ability population.
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Patil, Y. M., and P. D. Kumbhar. "Effectiveness of Jigsaw Strategy on Students Achievement in Engineering Education." Journal of Engineering Education Transformations 36, S2 (January 1, 2023): 34–37. http://dx.doi.org/10.16920/jeet/2023/v36is2/23005.

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Outcome-Based Education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). OBE is playing a great role in engineering education, the world over and in traditional educational settings as well as in continuing education. It is a student-centric teaching and learning process in which it deals with the planning, course delivery, and students’ assessment to achieve stated outcomes. A number of classroom assessment techniques (CAT) or active learning tools like think-pair-share, flipped classroom, problem based learning (PBL), and cooperative learning techniques such as jigsaw are used for achieving effective learning of the students. The jigsaw technique is one of the active learning techniques which has proved to be an effective method for classroom teaching and hence it is widely used for teaching engineering courses. The present paper focuses on the use of ‘jigsaw technique’ for teaching the course ‘Biology for Engineers’, a core course of B. Tech. program, to study students’ performance in the End Semester Examination. The course content is difficult to get understood by the engineering students. Therefore, some difficult concept from this course is taught by using jigsaw technique. The students were divided into 8 groups with 8 students in each group. All the groups were assigned a topic with eight different subtopics for study and the jigsaw technique was implemented. The results of study indicated that the use of jigsaw technique improves students’ performance by 15% and helps them in developing their lifelong learning skills. Keywords— Cooperative Learning; Experiential Learning; Graduate Attribute; Jigsaw; Outcome Base Education; Student Performance.
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Buchori, Achmad, Muhdi ., Ririn Ambarini, Suwarno Widodo, and Nur Fadhila. "The Development of Experiental Learning Model To increase the Capacity of Teaching of Universiti Teknologi Malaysia in Semarang Indonesian Schools." International Journal of Engineering & Technology 7, no. 3.30 (August 24, 2018): 523. http://dx.doi.org/10.14419/ijet.v7i3.30.18423.

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In education there is nothing more impressive than direct experience, experiental learning is now getting a place in the process of learning in the classroom, experiental learning is the process of making meaning from the direct experience. Based on the experiential learning model, the prospective teachers ofUniversiti Teknologi Malaysia in cooperation with the Universitas PGRI Semarang help each other to improve their teaching skills by learning from teaching experience in other countries, based on this need, the MOU will be conducted between the two universities.In this research development is done by plomp model with the step that started from the initial assessment, planning, realization / construction, and implementation. With the aim of increasing the capacity of teaching of Universiti Teknologi Malaysia students in vocational high schools in semarang city, eight students taught at SMKN 2 Semarang and SMKN 4 Semarang for 2 months. The sampling technique was taken with random sampling, while data were obtained from questionnaire and interview with students of Universiti Teknologi Malaysia.Based on the questionnaire, it is found that 92% of Universiti Teknologi Malaysia students are very pleased to be able to participate in the international PPL program in Indonesia. This is because their facilities and culture are similar to those in Indonesia, thus facilitating the adaptation process in the schools in Indonesia, while the questionnaire validation of the instructional design experts and learning materials obtained an average of 86% and 90% . It means that modification of experiential learning model is worthy of use in the process of learning in the classroom. The interviews with students shows: 1) 80% of students found difficulties in language terms in Indonesia as they are some terms different from Malaysia so they finally use English when explaining the word that is not understood by students, 2) 90% of UTM students are very happy to teach in schools in Semarang, 3) 90% of students feel the difference of curriculum taught in Indonesia and that in Malaysia so they need adaptation first.
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Dignam, Christopher. "Paints of the Artist’s Palette in STEAM Teaching." International Journal of Academic Studies in Science and Education 2, no. 1 (May 28, 2024): 20–41. http://dx.doi.org/10.55549/ijasse.11.

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This qualitative study was an emergent phenomenological study based in the tradition of portraiture, which shares many of its features with ethnography, case study, and narrative inquiry. The purpose of this study was to identify the most engaging cooperative learning methodologies for students to actively participate in home-school learning with parents during scientific inquiry investigations and supportive strategies for teachers to employ for Science, Technology, Engineering, Art, and Mathematics (STEAM) education. The conditions identified motivated students and their parents to take ownership of the learning in which they became self-managed, self-responsible, and self-directed. Data indicated the increased success of students were the result of students participating in teacher-designed experiential, constructivist learning activities that utilized a facet of involvement strategies and provided students with authentic and socially constructive learning. Providing a guided inquiry-based learning environment also promoted student achievement and empowered students to assess their learning for developing self-responsibility, acquiring self-management skills, and raising student efficacy. As a result, students were empowered to develop scientific inquiry and literacy skills and were enabled to take control of the learning through cooperative learning that included interactive homework, collaborative inquiry-based activities, metacognitive questioning, self-assessments, and dialogue journaling.
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Lamoneda Prieto, Javier, Sixto González-Víllora, and Javier Fernández-Río. "Hibridando el Aprendizaje Cooperativo, la Educación Aventura y la Gamificación a través de la carrera de orientación (Hybridizing Cooperative Learning, Adventure Education, and Gamification through orienteering races)." Retos, no. 38 (March 21, 2020): 754–60. http://dx.doi.org/10.47197/retos.v38i38.77276.

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Анотація:
La práctica de actividad física en el medio natural no garantiza la formación de los estudiantes, ya que puede reducirse a aprendizajes técnicos o a la facilitación de sensaciones placenteras. El presente artículo aporta una propuesta de innovación educativa, cuyo objetivo es adaptar la normativa de la carrera de orientación al ámbito escolar; se promueve el desarrollo de habilidades sociales e inter-personales, así como el conocimiento, la preservación y la valoración de la riqueza del medio natural. Para ello, se ha hibridado la Educación de Aventura, por tratarse de un aprendizaje experiencial, con el Aprendizaje Cooperativo, al promover las conexiones interpersonales y la Gamificación, al aportar de forma lúdica una distribución de roles de trabajo y el empleo de nuevas tecnologías en la autoevaluación. Se muestran orientaciones prácticas para la intervención educativa tanto en la normativa (objetivos, participantes y el protocolo de inicio de prueba), en el uso de materiales y espacios (incorporando materiales autoconstruidos: educación al consumo; apps móviles: educación adecuada de las nuevas tecnologías), como en el sistema de evaluación formativo y compartido.Abstract. Physical activity practice in the outdoors does not guarantee students’ learning, since it can be reduced to technical skills or pleasant sensations. This article presents an educative innovation proposal, which aims to adapt the rules of orienteering races to the school environment; it promotes the development of social and interpersonal skills, as well as the understanding, preservation, and appreciation of the richness of the outdoors. To achieve it, Adventure Education, experiential learning, has been hybridized with Cooperative Learning, promoting interpersonal connections, and Gamification, providing a playful distribution of roles and the use of new technologies for self-assessment. Practical guidelines are presented to guide an educational intervention both in the regulations (objectives, participants, and beginning protocol), in the use of materials and spaces (incorporating self-constructed materials: consumer education; mobile apps: appropriate instruction in new technologies), and in formative and shared assessment.
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Cabral, Helen S. "Implementation of the Experiential Learning Courses of the College of Teacher Education and Arts and Sciences: An Assessment." American Journal of Multidisciplinary Research and Innovation 1, no. 3 (July 4, 2022): 37–42. http://dx.doi.org/10.54536/ajmri.v1i3.286.

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Анотація:
The Experiential Learning Courses (ELC) are indispensable components of the New Teacher Education Curriculum per CHED Memorandum Order No. 30 s., 2004. This is pursuant to the National Competency-Based Teacher Standards (NCBTS), core of the Teacher Education and Development (TEDP) of the government. The researcher utilized descriptive research in here with the aid of an instrument on Practice Teaching used by the CTEAS Practice Teaching supervisors in evaluating the exposure of the pre-service students and the implementation of the Experiential Learning Courses (ELC). The instrument used were the accomplished evaluation rating sheets of the Practice Teachers for the first and second shifts during their deployment in the second semester from SY 2010 – 2011 to 2013 – 2014. These were accomplished by the cooperating teachers where the Practice Teachers were assigned. The instrument was composed of three parts namely; instructional competence, professional and personal characteristics, and punctuality and attendance. There were three subcomponents of instructional competence namely lesson planning, learner’s involvement, and school, home and community involvement. It was found out that the student teachers both for BEED and BSED are within the age expected of them to be completing for the tertiary level of education. Mostly were female and have a very satisfactory academic performance. Also, the performance of BEED and BSED student teachers in demonstration teaching is very satisfactory in instructional competence, professional and personal characteristics, and attendance and punctuality. And the BEED and BSED student teachers displayed difference in terms of professional and personal characteristics. Therefore, these results could be a baseline for future improvement of experiential learning courses.
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Culajara, Carla Jobelle. "Competency Level of MAPEH Teachers in Teaching Performing Arts Based on K to 12 Curriculum in Secondary Public Schools." Instabright International Journal of Multidisciplinary Research 3, no. 2 (October 15, 2021): 23–36. http://dx.doi.org/10.52877/instabright.003.02.0036.

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Анотація:
The quality of education depends on the teacher as well as to the curriculum. As the prime movers to attain the addressed goals in the curriculum, teachers must have the desire to grow and improve through professional development and constant learning towards students ‘academic achievement. The descriptive method of research was utilized in this study to assess the competency level of the MAPEH teachers in teaching performing arts based on the K to 12 Curriculum. Results of the study revealed that majority of the respondents were females, married and 40 years old and below. They earned units/finished their master’s degree, held a teacher position, and had 10 years and below teaching experience. With regard to artistic inclinations particularly in terms of dancing, majority of them have potential in folk dance and modern dance. In terms of music, some teachers could play musical instruments skillfully such as guitar and piano/organ. They were highly competent in using assessment data, monitoring students’ data and achievement, using ICT resources for the teaching-learning process, giving feedbacks, making good use of allotted time and employing design. Individual or group experiential learning, cooperative learning, project method and collaborative activities were most commonly used strategies in teaching performing arts. Meanwhile, lack of facilities and equipment and limited seminars, workshops, and trainings attended were the common problems encountered.
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Asha Bavarava. "Collaborative Writing and Self Confidence among Vocational Education Learners." International Peer Reviewed E Journal of English Language & Literature Studies - ISSN: 2583-5963 2, no. 2 (December 10, 2020): 33–61. http://dx.doi.org/10.58213/ell.v2i2.24.

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Almost universally, professional development courses combine classroom and real-world training. Students in vocational education have trouble combining the formal explicit information they learn in school with the informal tacit knowledge they learn on the job. There will be an investigation into the role of writing and peer cooperation in articulating conceptual and experiential knowledge during this design research project. At a school for social and health care assistants, 40 first- and second-year students wrote about real-world experiences, shared them with their peers, and participated in written and spoken conversations with their classmates and the teacher. It was made possible for participants to collaborate and write on the web using a wiki, a web-based platform for collaborative writing. Study results indicate that first-year students developed a lot of self-assurance, but sophomores performed less well on a competency assessment. Its collaborative character was also a big hit with students. The discussion focuses on the creation of writing and peer feedback-based learning activities for students to explain their intellectual and experiential knowledge.
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Ahmad, Alfandi, and Retno Aliyatul Fikroh. "Practicum design for making bioplastics from uli banana peel (Musa paradisiaca S.) to grow the character of the pancasila student profile in polymer chapter." Jurnal Pendidikan Kimia 15, no. 3 (December 8, 2023): 198–207. http://dx.doi.org/10.24114/jpkim.v15i3.48864.

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The change from the 2013 curriculum to the Merdeka curriculum emphasizes the importance of experiential learning and the Pancasila student profile. However, polymers, a crucial macromolecular sub-material, often lack experimental support in education. This study focuses on selecting polymer materials through practical activities, specifically the creation of bioplastics from uli banana peels (Musa paradisiaca S), to foster the development of Pancasila Student Profile characteristics: collaborative teamwork, critical thinking, and innovation. Using a qualitative descriptive method, the study involves curriculum analysis, practical design, and feasibility assessment. The research revealed that the practical design aligns with the characteristics of high school experiments and produces high-quality bioplastics in terms of absorbency, tensile strength, elongation percentage, and biodegradability. Teacher and student interviews further confirmed the alignment with the Pancasila phase F student profile (class XII), emphasizing cooperation, objective-oriented learning, critical thinking, and innovation. This study establishes a strong connection between curriculum, learning outcomes, and experimental design in uli banana peel starch bioplastics production. Not only does it promote the development of Pancasila student profiles, but it also yields high-quality bioplastics.
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Bowes, David, and Jay Johnson. "Experiential Learning Through Classroom Experiments." College Teaching Methods & Styles Journal (CTMS) 4, no. 4 (April 1, 2008): 7–16. http://dx.doi.org/10.19030/ctms.v4i4.5540.

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This paper describes classroom experiments in cooperative behavior as examples of experiential learning in economics classes. Several games are briefly discussed and a new game in cartel behavior is presented. In this game, Students make production decisions as a cartel and earn revenues based on their own output decision and the output decision of the rest of the cartel. Cooperative behavior generates maximum profit for the group, but individuals have incentive to break from the group. The demonstration can be used to illustrate profit maximizing decisions for a cooperative oligopoly and for individual firms, to introduce strategic behavior and game theory, and to demonstrate the instability of cartels. The paper includes review of other papers and experiments in cooperative behavior, a description of and instructions for the cartel experiment, analysis of results of the experiment, and suggested questions and topics for classroom discussion.
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Дисертації з теми "Cooperative Assessment of Experiential Learning"

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Graff, Jens. "Career as an experiential learning voyage : Development of experiential assessment methodology in a lifelong learning context." Doctoral thesis, Umeå : Handelshögskolan, Umeå universitet, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1928.

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Martin-Rivers, Valerie Ann. "Learning to read in an experiential cooperative learning centers' classroom: Effects on reading comprehension." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1203.

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The purpose of this project is to examine the reading program of a cooperative learning centers classroom and the theories that support the benefits of cooperative learning centers within the context of a literacy program in a first grade classroom.
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3

Wessels, M. L., and J. M. Jacobsz. "Reconceptualisation of cooperative education at the Tshwane University of Technology : a case study." Journal for New Generation Sciences, Vol 9, Issue 2: Central University of Technology, Free State, Bloemfontein, 2011. http://hdl.handle.net/11462/594.

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Published Article
In universities of technology there is much confusion regarding the concept cooperative education and related terminology. The aim of this article is to offer a conceptual alternative for cooperative education, based on findings from the literature, workshops conducted institutionally and nationally in universities of technology and supported by a PhD study conducted by the first author. The findings suggest an alternative approach towards the conceptual understanding of cooperative education and its associated components. In addition, the proposed conceptual framework provides a directive towards structural development and managing applicable learning types in a university of technology environment with regard to work-integrated learning and service learning.
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4

Bavaro, M. Tina. "Changing Pedagogy: The Introduction of Experiential, Cooperative Learning and Interactive Multimedia into the Statics Learning Environment." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/30530.

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Teacher change is about moving from thought, feelings and an understanding of teaching and learning into action and practice (Fullan, 1982). This naturalistic case study describes the initial phases of the teacher change process resulting from the implementation of a restructured undergraduate statics engineering course. The investigation focused on the broad research question of what happens when an educator undertakes the teacher change process to allow himself to move away from what is familiar and known (i.e., the traditional pedagogy) into an unknown, new pedagogy. More specifically, the three research questions investigated by this study were : (a) what were the teacher's intentions for changing his pedagogy? (b) what were the actual teaching events over the course of the semester? (c) what were the participant's (i.e., the instructor, students, undergraduate teaching assistant and researchers) perceptions of the pedagogical change? The collection and analysis of the data occurred simultaneously throughout the Fall semester of 1995, and continued into April 1996. Data were collected from transcribed audio recordings of interviews with the instructor, selected students and the undergraduate teaching assistant,written field notes from observations, questionnaires, electronic mail exchanges, student minute papers, and other documents. The data were summarized and coded according to recurring words, phrases, sentences and paragraphs about the instructor's intent for his change in pedagogy, then organized into categories of three change foci : (a) experiential learning, (b) cooperative learning, and (c) interactive multimedia in order to correspond with his intent for the new statics learning environment. Data were displayed in charts and tables to determine issues related to change. The results of this study are presented in terms of a descriptive analysis of the initial teacher change process portrayed through the "multiple realities" of the participants who experienced the pedagogical change. Three issues were evident : (a) the problem of the simultaneous introduction of three new innovations (experiential, cooperative learning and the interactive multimedia), (b) the frustrations of the teacher change process, and (c) difficulties of a paradigm shift in pedagogy when the instructor commences to relinquish control in the new learning environment. Articulation of these issues helps to increase our understanding of the teacher change process and the need to enact change over time. Moreover, lessons learned from this study can serve as guidelines for future researchers in their efforts to study the change process. This study increases our understanding of the teacher change process particularly when one undertakes a paradigm shift in pedagogy.
Ph. D.
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5

Башлак, Ірина Анатоліївна, Ирина Анатольевна Башлак, and Iryna Anatoliivna Bashlak. "Cooperative learning is a gatewey to facilitate alternative assessment." Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/46900.

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Todd, Anita M. "Measuring the Effect of an Online Learning Community on Engineering Cooperative Education Students' Perceived and Measured Learning." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377866613.

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Anderson, Rebecca Sue. "Exploring alternative assessment : a democratic approach to student self-assessment in a reading methods class /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165437/.

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Pacheco, Amanda Celeste. "Cooperative Education as a Predictor of Baccalaureate Degree Completion." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2110.

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Анотація:
Baccalaureate degree completion statistics are surprisingly low. National four-year graduation rates hover around 38%, and six-year graduation rates have remained steady at approximately 63% (Berkner, He, & Cataldi, 2002). At the University of Central Florida, as at many public research institutions, the numbers are even lower. Literature has emerged, however, which suggests that students who participate in cooperative education programs may experience increased motivation to continue the formal education process (Avenoso & Totoro, 1994; Schambach & Dirks, 2002; Somers, 1986). This study investigated the effect of co-op participation on undergraduate degree completion in the context of several risk factors for attrition. The population for this study was the cohort of full-time, bachelor's degree-seeking undergraduate students who entered the University of Central Florida as first-time-in-college (FTIC) students in the fall semester of 1999. Group One (Co-op Students) consisted of full-time FTIC students who successfully participated in the University of Central Florida Cooperative Education program and Group Two (Non-Participants) included full-time FTIC students with at least 20 credit hours completed and consistent grade point averages of at least 2.5 who did not participate in the University of Central Florida Cooperative Education program. The additional parameters on the Non-Participant group were included to control for any potential differences between the two groups due to increased requirements for participation in the co-op program. The two groups arrived at the University of Central Florida with nearly identical high school grade point averages and standardized test scores, and also were remarkably similar in age, ethnic composition, and college at entry. Results indicated that students who graduated within four years seemed to do so regardless of co-op participation, but for those who took longer, there was a correlation between co-op and degree completion. There was also some evidence to suggest that internships are associated with degree completion as well. Further, some of the known risk factors for attrition (lower high school grade point average, male gender, and non-White/non-Asian ethnicity) may be mitigated by the student's participation in their institution's co-op program, though additional research in this area is suggested.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
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Jonas, Lynn Cindy. "Tourism students' perceptions of their experiential learning experiences based on the place four-component model." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020621.

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The purpose of this study was to determine tourism students’ perceptions of their Experiential Learning (EL) experiences based on the Predicting Learner Advancement through Cooperative Education (PLACE) four-component model. The research objectives were to ascertain Experiential Learning’s impact on the four components namely Personal Development, Career Development, Work-skills Development and Academic Development. This study fits within the pragmatic paradigm and utilised an explanatory mixed methods research design which requires quantitative data to be collected first with follow-up qualitative data. The data collection instrument for the quantitative data was the PLACE model, which was in the form of a survey questionnaire and the data generating strategy for the qualitative data was individual interviews. The findings of the data were heavily skewed toward the positive end of the spectrum with students viewing the impact of EL on the four components as favourable. Interviews were conducted with participants whose results showed deviations from the norm and had particularly negative experiences. Academic Development had extremely low Cronbach Alphas, which points to poor reliability. This phenomenon was also further explored during the interviews with participants making suggestions for factors to be considered. Recommendations were made to the three stakeholders of EL namely students, employers and academic coordinators in order to ensure improved Experiential Learning programmes and maximised student benefit.
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Casey, Matthew Scott. "PROBLEM-BASED INQUIRY: AN EXPERIENTIAL APPROACH TO TRAINING EVALUATION." Akron, OH : University of Akron, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1164649402.

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Анотація:
Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Secondary Education, 2006.
"December, 2006." Title from electronic dissertation title page (viewed 04/28/2008) Advisor, Qetler Jensrud; Committee members, Sandra C. Coyner, Dennis Doverspike, Xin Liang, Carole Newman, Susan Olson; Interim Department Chair, Bridgie Ford; Dean of the College, Patricia Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Книги з теми "Cooperative Assessment of Experiential Learning"

1

Burton, Lenore. Integration: Experiential learning for co-operative education students. [Mississauga, ON]: Peel Board of Education, 1989.

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2

Dobbins, Mark. Assessment of work-based learning. Newcastle upon Tyne: University of Northumbria at Newcastle, 1993.

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3

Service, Avon (England) Education, and Learning from Experience Trust, eds. Handbook for the assessment of experiential learning. London: Learning from Experience Trust in association with the County of Avon Education Department, 1987.

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4

Peruniak, Geoffrey S. Prior learning assessment: Challenges to the integrity of experiential learning. Kingston, Ont: [Canadian Association for the Study of Adult Education], 1991.

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5

Cantor, Jeffrey A. Cooperative education and experiential learning: Forming community-technical college and business partnerships. Toronto: Wall & Emerson, 1995.

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6

Trust, Learning from Experience, and Avon (England). Education Department., eds. Resource materials for the assessment of experiential learning. London: Learning from Experience Trust, 1987.

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7

Alderman, Belle Y. A model for work-based learning. Lanham, Md: Scarecrow Press, 2005.

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8

Berman, Sally. Performance-based learning: Aligning experiential tasks and assessment to increase learning. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2008.

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9

College, Sheridan. The prior learning assessment guide. Oakville, Ont: Sheridan College, 1995.

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10

CAUCE/OCULL Task Force on Prior Learning Assessment. Prior learning assessment: A discussion paper. [Ontario]: The Task Force, 1995.

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Частини книг з теми "Cooperative Assessment of Experiential Learning"

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Steele, Alan L. "Cooperative Education." In Experiential Learning in Engineering Education, 135–52. Boca Raton: CRC Press, 2023. http://dx.doi.org/10.1201/9781003007159-7.

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DeLuca, Christopher, Jill Willis, Bronwen Cowie, Christine Harrison, and Andrew Coombs. "Experiential Assessment Capacity." In Learning to Assess, 129–48. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-6199-3_7.

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3

Evans, Norman. "The assessment and accreditation of experiental learning." In Experiential Learning, 66–71. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003160908-8.

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Chan, Cecilia Ka Yuk. "Designing Experiential Learning Assessment." In Assessment for Experiential Learning, 79–159. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003018391-4.

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Chan, Cecilia Ka Yuk. "Feedback in Experiential Learning." In Assessment for Experiential Learning, 192–209. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003018391-6.

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Jacobs, George M., and Willy A. Renandya. "Alternative Assessment." In Student Centered Cooperative Learning, 61–74. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7213-1_5.

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Chan, Cecilia Ka Yuk. "Experiential Learning Theories and Frameworks." In Assessment for Experiential Learning, 17–38. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003018391-2.

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Chan, Cecilia Ka Yuk. "Assessing Academic Knowledge and Experiential Learning." In Assessment for Experiential Learning, 39–78. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003018391-3.

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Chan, Cecilia Ka Yuk. "Reflection as Assessment in Experiential Learning." In Assessment for Experiential Learning, 160–91. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003018391-5.

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Chan, Cecilia Ka Yuk. "The Final Conclusion." In Assessment for Experiential Learning, 346–48. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003018391-11.

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Тези доповідей конференцій з теми "Cooperative Assessment of Experiential Learning"

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Song, Insu, and John Vong. "Mobile Collaborative Experiential Learning (MCEL): Personalized Formative Assessment." In 2013 International Conference on IT Convergence and Security (ICITCS). IEEE, 2013. http://dx.doi.org/10.1109/icitcs.2013.6717854.

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Lopez, Dobrila, and Michael Lopez. "ASSESSMENT APPROACHES FOR EXPERIENTIAL LEARNING IN COMPUTING PROGRAMMES." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2248.

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3

Mohd. Addi, Mitra, and Aziatul Niza Sadikin. "Developing 21st Century Graduate Attributes: Designing Learning Environment through Cooperative Experiential Learning (CEL) Approach." In 9th Research in Engineering Education Symposium & 32nd Australasian Association for Engineering Education Conference. https://reen.co/: Research in Enineering Education Network (REEN), 2022. http://dx.doi.org/10.52202/066488-0009.

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Fwa, Hua Leong, and Graham Ng. "Designing An Overseas Experiential Course in Data Science." In 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2023. http://dx.doi.org/10.1109/tale56641.2023.10398363.

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Halada, Gary P., and Nancy McCoy Wozniak. "Enhancing assessment of experiential learning in engineering education through electronic portfolios." In 2014 Zone 1 Conference of the American Society for Engineering Education (ASEE Zone 1). IEEE, 2014. http://dx.doi.org/10.1109/aseezone1.2014.6820685.

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Saxena, Mamta, Alice Mello, and Connie Emerson. "RETHINKING ASSESSMENT FOR ONLINE LEARNING: EXPERIENTIAL, EQUITABLE, AND CULTURALLY RESPONSIVE STRATEGIES." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0485.

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Salinas-Navarro, David Ernesto, and Claudia Lizette Garay-Rondero. "Requirements of Challenge based Learning for Experiential Learning Spaces, an Industrial Engineering Application Case." In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368347.

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Ng, David C., Wee F. Wang, Diana L. Ng, and Yoong T. Loo. "A Blended Learning Approach to Experiential STEM Education for Young Learners." In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2018. http://dx.doi.org/10.1109/tale.2018.8615302.

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Xu, Yuan, Ching Sing Chai, Helen Meng, Savio Wai Ho Wong, King Woon Yau, Thomas K. F. Chiu, Irwin King, and Yeung Yam. "An experiential learning approach to learn AI in an online workshop." In 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2023. http://dx.doi.org/10.1109/tale56641.2023.10398321.

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Suseno, Gijanto Purbo, and Nataliningsih. "Experiential learning implementation based on joint responsibility in women’s cooperative development (Case study on Farmer Women Cooperative, Sumedang, West Java)." In GREEN CONSTRUCTION AND ENGINEERING EDUCATION FOR SUSTAINABLE FUTURE: Proceedings of the Green Construction and Engineering Education (GCEE) Conference 2017. Author(s), 2017. http://dx.doi.org/10.1063/1.5003508.

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Звіти організацій з теми "Cooperative Assessment of Experiential Learning"

1

Wan Brown, Jackie, Katherine Rogers, and Alys Young. What is the evidence underpinning clinical assessment of mental health of deaf adults with learning disabilities: A scoping review protocol. INPLASY - INPLASY International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0007.

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Анотація:
Review question / Objective: This scoping review aims to explore the literature to identify the types, scope and quality of evidence underpinning clinical assessment of deaf adults with learning disabilities, with or without autism, with mental health issues and/or challenging behaviour. Deaf adults are included in the review regardless of their communication modality, e.g. signed or spoken language, or other methods. The results of this review will inform considerations for future research and inform clinical practice. As an experiential type review, the PICO framework (Richardson et al. 1995) guides the question formulation. The review question is: what are the types, quality and extent of evidence that underpin clinical assessment of the mental health of deaf adults with learning disabilities?
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