Assessing Complex Learning Objectives through Analytics

Science.gov (United States)

Horodyskyj, L.; Mead, C.; Buxner, S.; Semken, S. C.; Anbar, A. D.

2016-12-01

A significant obstacle to improving the quality of education is the lack of easy-to-use assessments of higher-order thinking. Most existing assessments focus on recall and understanding questions, which demonstrate lower-order thinking. Traditionally, higher-order thinking is assessed with practical tests and written responses, which are time-consuming to analyze and are not easily scalable. Computer-based learning environments offer the possibility of assessing such learning outcomes based on analysis of students' actions within an adaptive learning environment. Our fully online introductory science course, Habitable Worlds, uses an intelligent tutoring system that collects and responds to a range of behavioral data, including actions within the keystone project. This central project is a summative, game-like experience in which students synthesize and apply what they have learned throughout the course to identify and characterize a habitable planet from among hundreds of stars. Student performance is graded based on completion and accuracy, but two additional properties can be utilized to gauge higher-order thinking: (1) how efficient a student is with the virtual currency within the project and (2) how many of the optional milestones a student reached. In the project, students can use the currency to check their work and "unlock" convenience features. High-achieving students spend close to the minimum amount required to reach these goals, indicating a high-level of concept mastery and efficient methodology. Average students spend more, indicating effort, but lower mastery. Low-achieving students were more likely to spend very little, which indicates low effort. Differences on these metrics were statistically significant between all three of these populations. We interpret this as evidence that high-achieving students develop and apply efficient problem-solving skills as compared to lower-achieving student who use more brute-force approaches.

Ergonomics work assessment in rural industrial settings: a student occupational therapy project.

Science.gov (United States)

Bowman, Peter J

2012-01-01

This case study describes a student occupational therapy (OT) program, the creation of a worksite assessment project as a part of a Community Connections: Partners for Learning and Service grant funded by Health Resources and Services Administration. The primary goals were to design occupation-based community learning experiences in a variety of rural community settings, so that students might benefit from participating in the community based learning and: based on the results, embed occupation-based learning into existing occupational therapy curriculum. The components of the project and the ergonomics content of the OT education program are described; details of the work assessment are presented with analysis of data from the student evaluation of this project.

Peer Assessment in Engineering Group Projects

DEFF Research Database (Denmark)

Triantafyllou, Eva; Timcenko, Olga

2014-01-01

Peer review has proved to be beneficial in project-based environments by involving students in the process and encouraging them to take ownership of their learning. This article reviews how peer assessment has been employed within group work for different engineering programs. Since the administr...

Project-Based Learning with an Online Peer Assessment System in a Photonics Instruction for Enhancing LED Design Skills

Science.gov (United States)

Chang, Shu-Hsuan; Wu, Tsung-Chih; Kuo, Yen-Kuang; You, Li-Chih

2012-01-01

This study proposed a novel instructional approach, a two-stage LED simulation of Project-based learning (PBL) course with online peer assessment (OPA), and explored how to apply OPA to the different structured problems in a PBL course to enhance students' professional skills in LED design as well as meta-cognitive thinking. The participants of…

The Contribution of Project Environmental Assessment to Assessing and Managing Cumulative Effects: Individually and Collectively Insignificant?

Science.gov (United States)

Noble, Bram; Liu, Jialang; Hackett, Paul

2017-04-01

This paper explores the opportunities and constraints to project-based environmental assessment as a means to support the assessment and management of cumulative environmental effects. A case study of the hydroelectric sector is used to determine whether sufficient information is available over time through project-by-project assessments to support an adequate understanding of cumulative change. Results show inconsistency from one project to the next in terms of the components and indicators assessed, limited transfer of baseline information between project assessments over time, and the same issues and concerns being raised by review panels-even though the projects reviewed are operating in the same watershed and operated by the same proponent. Project environmental assessments must be managed, and coordinated, as part of a larger system of impact assessment, if project-by-project assessments are to provide a meaningful forum for learning and understanding cumulative change. The paper concludes with recommendations for improved project-based assessment practice in support of cumulative effects assessment and management.

A Project Management Approach to Applying Best Practices to Online CS/MIS Experiential Learning Projects

Science.gov (United States)

Schwieger, Dana; Surendran, Ken

2015-01-01

The value of experiential learning projects (which are usually major assessments in courses) in education has been touted since the early 1900s (Dewey, 1938). These projects have the potential to deepen students' understanding of course topics by allowing them to put concepts into practice and watch the results develop. However, experiential…

Scheduling projects with multiskill learning effect.

Science.gov (United States)

Zha, Hong; Zhang, Lianying

2014-01-01

We investigate the project scheduling problem with multiskill learning effect. A new model is proposed to deal with the problem, where both autonomous and induced learning are considered. In order to obtain the optimal solution, a genetic algorithm with specific encoding and decoding schemes is introduced. A numerical example is used to illustrate the proposed model. The computational results show that the learning effect cannot be neglected in project scheduling. By means of determining the level of induced learning, the project manager can balance the project makespan with total cost.

Enhancing Student Learning through Scaffolded Client Projects

Science.gov (United States)

Tomlinson, Elizabeth

2017-01-01

This article reports on the current status of client projects (CPs) in business communication courses, provides a scaffolded model for implementing CP, and assesses student learning in CPs. Using a longitudinal mixed method research design, survey data and qualitative materials from six semesters are presented. The instructor survey indicated need…

Collecting lessons learned : How project-based organizations in the oil and gas industry learn from their projects

NARCIS (Netherlands)

Buttler, T.

2016-01-01

Project-based organizations collect lessons learned in order to improve the performance of projects. They aim to repeat successes by using positive lessons learned, and to avoid repeating negative experiences by using negative lessons learned. Cooke-Davies (2002) claimed that the ability to learn

Integrating Project-Based Service-Learning into an Advanced Environmental Chemistry Course

Science.gov (United States)

Draper, Alison J.

2004-02-01

In an advanced environmental chemistry course, the inclusion of semester-long scientific service projects successfully integrated the research process with course content. Each project involved a unique community-based environmental analysis in which students assessed an aspect of environmental health. The projects were due in small pieces at even intervals, and students worked independently or in pairs. Initially, students wrote a project proposal in which they chose and justified a project. Following a literature review of their topic, they drafted sampling and analysis plans using methods in the literature. Samples were collected and analyzed, and all students assembled scientific posters describing the results of their study. In the last week of the semester, the class traveled to a regional professional meeting to present the posters. In all, students found the experience valuable. They learned to be professional environmental chemists and learned the value of the discipline to community health. Students not only learned about their own project in depth, but they were inspired to learn textbook material, not for an exam, but because it helped them understand their own project. Finally, having a community to answer to at the end of the project motivated students to do careful work.

Transportation life cycle assessment (LCA) synthesis : life cycle assessment learning module series.

Science.gov (United States)

2015-03-12

The Life Cycle Assessment Learning Module Series is a set of narrated, self-advancing slideshows on : various topics related to environmental life cycle assessment (LCA). This research project produced the first 27 of such modules, which : are freely...

Development of a harmonized approach to safety assessment of decommissioning: Lessons learned from international experience (DeSa project)

International Nuclear Information System (INIS)

Percival, K.; Nokhamzon, J.-G.; Ferch, R.; Batandjieva, B.

2006-01-01

The number of nuclear facilities being or planned to be shutdown as they reach the end of their design life, due to accidents or other political and social factors has been increasing worldwide. This has led to an increase in the awareness of regulators and operators of the importance of development and implementation of adequate safety requirements and criteria for decommissioning of these facilities. A general requirement at international and national levels, even for new facilities to be commissioned, is the development of a decommissioning plan, which includes evaluation of potential radiological consequences to public and workers during planned and accidental decommissioning activities. Experience has been gained in the safety assessment of decommissioning at various sites with different complexities and hazard potentials. This experience shows that various approaches have been used in conducting safety assessments and that there is a need for harmonisation of these approaches and for transferring the good practice and lessons learned to other countries, in particular developing countries with limited financial and human resources. The IAEA launched an international project on Evaluation and Demonstration of Safety during Decommissioning (DeSa) in 2004 to provide a forum for exchange of lessons learned between site operators, regulators, safety assessors and other specialists in safety assessment of decommissioning of nuclear power plants, research reactors, laboratories, nuclear fuel cycle facilities, etc. This paper presents the lessons learned through the project up to date, i.e.; (i) a common approach to safety assessment is being applied worldwide with the following steps - establishment of assessment framework; description of the facility; definition of decommissioning activities; hazard identification and analysis; calculation of consequences; and analysis of results; (ii) a deterministic approach to safety assessment is most commonly applied; (iii) a

Project-Based Learning in Programmable Logic Controller

Science.gov (United States)

Seke, F. R.; Sumilat, J. M.; Kembuan, D. R. E.; Kewas, J. C.; Muchtar, H.; Ibrahim, N.

2018-02-01

Project-based learning is a learning method that uses project activities as the core of learning and requires student creativity in completing the project. The aims of this study is to investigate the influence of project-based learning methods on students with a high level of creativity in learning the Programmable Logic Controller (PLC). This study used experimental methods with experimental class and control class consisting of 24 students, with 12 students of high creativity and 12 students of low creativity. The application of project-based learning methods into the PLC courses combined with the level of student creativity enables the students to be directly involved in the work of the PLC project which gives them experience in utilizing PLCs for the benefit of the industry. Therefore, it’s concluded that project-based learning method is one of the superior learning methods to apply on highly creative students to PLC courses. This method can be used as an effort to improve student learning outcomes and student creativity as well as to educate prospective teachers to become reliable educators in theory and practice which will be tasked to create qualified human resources candidates in order to meet future industry needs.

QA lessons learned for parameter control from the WIPP Project

International Nuclear Information System (INIS)

Richards, R.R.

1998-01-01

This paper provides a summary of lessons learned from experiences on the Waste Isolation Pilot Plant (WJPP) Project in implementation of quality assurance controls surrounding inputs for performance assessment analysis. Since the performance assessment (PA) process is inherent in compliance determination for any waste repository, these lessons-learned are intended to be useful to investigators, analysts, and Quality Assurance (QA) practitioners working on high level waste disposal projects. On the WIPP Project, PA analyses for regulatory-compliance determination utilized several inter-related computer programs (codes) that mathematically modeled phenomena such as radionuclide release, retardation, and transport. The input information for those codes are the parameters that are the subject of this paper. Parameters were maintained in a computer database, which was then queried electronically by the PA codes whenever input was needed as the analyses were run

Continued multidisciplinary project-based learning - implementation in health informatics.

Science.gov (United States)

Wessel, C; Spreckelsen, C

2009-01-01

Problem- and project-based learning are approved methods to train students, graduates and post-graduates in scientific and other professional skills. The students are trained on realistic scenarios in a broader context. For students specializing in health informatics we introduced continued multidisciplinary project-based learning (CM-PBL) at a department of medical informatics. The training approach addresses both students of medicine and students of computer science. The students are full members of an ongoing research project and develop a project-related application or module, or explore or evaluate a sub-project. Two teachers guide and review the students' work. The training on scientific work follows a workflow with defined milestones. The team acts as peer group. By participating in the research team's work the students are trained on professional skills. A research project on a web-based information system on hospitals built the scenario for the realistic context. The research team consisted of up to 14 active members at a time, who were scientists and students of computer science and medicine. The well communicated educational approach and team policy fostered the participation of the students. Formative assessment and evaluation showed a considerable improvement of the students' skills and a high participant satisfaction. Alternative education approaches such as project-based learning empower students to acquire scientific knowledge and professional skills, especially the ability of life-long learning, multidisciplinary team work and social responsibility.

Evaluation of project based learning sufficiency of teacher candidates

Directory of Open Access Journals (Sweden)

Vasfi Tugun

2012-01-01

Full Text Available The aim of that research, it is the project based learning process suffuciency of teacher candidates who developedmultimedia by working in online and blended groups. Importance of research Being able to guide to studies that is going tobe done about assessment of multimedia projection for project based educational application to teachers and teachercandidates and It has been thought as an advisor source about being arranged new educational environment for the futureto teacher and teacher candidates for project based educational application and multimedia projection. Research is anexperimental study and has been shaped according to pre-test and last-test research model with the two groups. This groupsare online group and blended group. Discussion of research In the result of the study, in the process of project basedlearning, it is determined that the success level in multimedia development of teacher candidates who work in blendedlearning model is higher than the success level of teacher candidates who work in online learning model.

In it together: Organizational learning through participation in environmental assessment

Science.gov (United States)

Fitzpatrick, Patricia

2005-07-01

Can organizations learn through participation in environmental assessment (EA)? This was the central research question of a study that explored the linkages among sustainable development, EA, public participation, and learning. To address this question, the research design involved a comparative case study of two concurrent but geographically separate projects, the Wuskwatim generation station and transmission lines projects (Wuskwatim projects), and the Snap Lake Diamonds Project (Snap Lake project). The Wuskwatim projects involve the construction of a low head dam and three 230 kV transmission line segments in Northern Manitoba, Canada. The Snap Lake Project involves the construction and operation of a diamond mine 220 km northwest of Yellowknife, Northwest Territories, Canada, at the headwaters of the Lockhart River drainage system. The EAs of these proposed developments provided multiple opportunities for public (and organizational) involvement in the review, including comments on the scope of the assessment, information requests, and public hearings. Data collection included participant observation, semi-structured interviews with EA participants, and documentation generated through the course of the reviews. Data were organized using QSR Nvivo, a database software system. In this dissertation, three key contributions are made. The theoretical framework that draws together a number of separate but related fields of study---communicative action, discursive democracy, transformative learning, organizational learning---is the first contribution. The second is verification that organizations learn through participation in EA. Third, empirical support is presented far the assertion that transformative learning can address change beyond that experienced by the individual, to account for both policy-oriented and organizational learning. Related to the second contribution, results indicate that participants of EA engage in Teaming on multiple scales. Furthermore

Assessment is for learning: Supporting feedback

OpenAIRE

McLaren, Susan

2012-01-01

This paper describes an action research, school situated project conducted withpartnership funding from Learning and Teaching Scotland, Scottish QualificationsAuthority and Becta, the UK government’s agency for communications technology in education. Based on e-scape (e-solutions for creative assessment in portfolio environments), developed by Goldsmiths, University of London, the Scottish project focussed on integrating innovative methods of capturing evidence of creative performance with pr...

Exploring the Effects of Project-Based Learning in Secondary Mathematics Education

Science.gov (United States)

Holmes, Vicki-Lynn; Hwang, Yooyeun

2016-01-01

This mixed-method, longitudinal study investigated the benefits of project-based learning (PBL) on secondary-mathematics students' academic skill development and motivated strategies for learning (i.e., cognitive, social, and motivational). The focus of this study was academic skill development (algebra- and geometry-assessment scores) and other…

The Development of an Instrument to Measure the Project Competences of College Students in Online Project-Based Learning

Science.gov (United States)

Lin, Chien-Liang

2018-01-01

This study sought to develop a self-report instrument to be used in the assessment of the project competences of college students engaged in online project-based learning. Three scales of the KIPSSE instrument developed for this study, namely, the knowledge integration, project skills, and self-efficacy scales, were based on related theories and…

Project Management in Real Time: A Service-Learning Project

Science.gov (United States)

Larson, Erik; Drexler, John A., Jr.

2010-01-01

This article describes a service-learning assignment for a project management course. It is designed to facilitate hands-on student learning of both the technical and the interpersonal aspects of project management, and it involves student engagement with real customers and real stakeholders in the creation of real events with real outcomes. As…

The effects of student self-assessment on learning in removable prosthodontics laboratory.

Science.gov (United States)

Chambers, David W; LaBarre, Eugene E

2014-05-01

It has been consistently shown that there is a weak association between student self-assessment and faculty member assessment of student projects in preclinical technique laboratory settings and that students overestimate their performance. Greater overestimation is observed among students judged by faculty to be the weakest, and these students also use a wider range of scores. This study hypothesized that student self-assessment is a function of capacity to perform, accuracy of understanding grading standards, and psychological factors. Further it hypothesized that learning, defined as change in performance, is a function of ability and self-assessment. Dental students at one U.S. dental school self-assessed their performance on two projects in a removable prosthodontics laboratory course separated by a six-month period. Faculty evaluations of these projects were used to determine students' understanding of the criteria for the projects, and a standardized psychological test was used to assess the learning orientation of the students. A statistical correction was made for the artifact of regression toward the mean. The study found that self-assessment was a better predictor of future learning under these circumstances than was evaluation by faculty members.

Challenges in relation to assessment of prior learning

DEFF Research Database (Denmark)

Wahlgren, Bjarne; Aarkrog, Vibe

2013-01-01

The paper deals about preliminary results from an on-going project: “From unskilled worker to skilled worker in record time”. The aim of the project is to qualify unskilled workers for skilled positions in record time by drafting up a plan for the training based on assessment of the students’ (the....... Observations and or with the students about the students’ workplace based experiences and learning and 2. Drafting up an individual study plan based on the individual student’s prior learning....

Assessing Creative Thinking in Design-Based Learning

Science.gov (United States)

Doppelt, Yaron

2009-01-01

Infusing creative thinking competence through the design process of authentic projects requires not only changing the teaching methods and learning environment, but also adopting new assessment methods, such as portfolio assessment. The participants in this study were 128 high school pupils who have studied MECHATRONICS from 10th to 12th grades…

The Effect of Learning Based on Technology Model and Assessment Technique toward Thermodynamic Learning Achievement

Science.gov (United States)

Makahinda, T.

2018-02-01

The purpose of this research is to find out the effect of learning model based on technology and assessment technique toward thermodynamic achievement by controlling students intelligence. This research is an experimental research. The sample is taken through cluster random sampling with the total respondent of 80 students. The result of the research shows that the result of learning of thermodynamics of students who taught the learning model of environmental utilization is higher than the learning result of student thermodynamics taught by simulation animation, after controlling student intelligence. There is influence of student interaction, and the subject between models of technology-based learning with assessment technique to student learning result of Thermodynamics, after controlling student intelligence. Based on the finding in the lecture then should be used a thermodynamic model of the learning environment with the use of project assessment technique.

The implementation of Project-Based Learning in courses Audio Video to Improve Employability Skills

Science.gov (United States)

Sulistiyo, Edy; Kustono, Djoko; Purnomo; Sutaji, Eddy

2018-04-01

This paper presents a project-based learning (PjBL) in subjects with Audio Video the Study Programme Electro Engineering Universitas Negeri Surabaya which consists of two ways namely the design of the prototype audio-video and assessment activities project-based learning tailored to the skills of the 21st century in the form of employability skills. The purpose of learning innovation is applying the lab work obtained in the theory classes. The PjBL aims to motivate students, centering on the problems of teaching in accordance with the world of work. Measures of learning include; determine the fundamental questions, designs, develop a schedule, monitor the learners and progress, test the results, evaluate the experience, project assessment, and product assessment. The results of research conducted showed the level of mastery of the ability to design tasks (of 78.6%), technical planning (39,3%), creativity (42,9%), innovative (46,4%), problem solving skills (the 57.1%), skill to communicate (75%), oral expression (75%), searching and understanding information (to 64.3%), collaborative work skills (71,4%), and classroom conduct (of 78.6%). In conclusion, instructors have to do the reflection and make improvements in some of the aspects that have a level of mastery of the skills less than 60% both on the application of project-based learning courses, audio video.

Promoting system-level learning from project-level lessons

Energy Technology Data Exchange (ETDEWEB)

Jong, Amos A. de, E-mail: amosdejong@gmail.com [Innovation Management, Utrecht (Netherlands); Runhaar, Hens A.C., E-mail: h.a.c.runhaar@uu.nl [Section of Environmental Governance, Utrecht University, Utrecht (Netherlands); Runhaar, Piety R., E-mail: piety.runhaar@wur.nl [Organisational Psychology and Human Resource Development, University of Twente, Enschede (Netherlands); Kolhoff, Arend J., E-mail: Akolhoff@eia.nl [The Netherlands Commission for Environmental Assessment, Utrecht (Netherlands); Driessen, Peter P.J., E-mail: p.driessen@geo.uu.nl [Department of Innovation and Environment Sciences, Utrecht University, Utrecht (Netherlands)

2012-02-15

A growing number of low and middle income nations (LMCs) have adopted some sort of system for environmental impact assessment (EIA). However, generally many of these EIA systems are characterised by a low performance in terms of timely information dissemination, monitoring and enforcement after licencing. Donor actors (such as the World Bank) have attempted to contribute to a higher performance of EIA systems in LMCs by intervening at two levels: the project level (e.g. by providing scoping advice or EIS quality review) and the system level (e.g. by advising on EIA legislation or by capacity building). The aims of these interventions are environmental protection in concrete cases and enforcing the institutionalisation of environmental protection, respectively. Learning by actors involved is an important condition for realising these aims. A relatively underexplored form of learning concerns learning at EIA system-level via project level donor interventions. This 'indirect' learning potentially results in system changes that better fit the specific context(s) and hence contribute to higher performances. Our exploratory research in Ghana and the Maldives shows that thus far, 'indirect' learning only occurs incidentally and that donors play a modest role in promoting it. Barriers to indirect learning are related to the institutional context rather than to individual characteristics. Moreover, 'indirect' learning seems to flourish best in large projects where donors achieved a position of influence that they can use to evoke reflection upon system malfunctions. In order to enhance learning at all levels donors should thereby present the outcomes of the intervention elaborately (i.e. discuss the outcomes with a large audience), include practical suggestions about post-EIS activities such as monitoring procedures and enforcement options and stimulate the use of their advisory reports to generate organisational memory and ensure a better

Promoting system-level learning from project-level lessons

International Nuclear Information System (INIS)

Jong, Amos A. de; Runhaar, Hens A.C.; Runhaar, Piety R.; Kolhoff, Arend J.; Driessen, Peter P.J.

2012-01-01

A growing number of low and middle income nations (LMCs) have adopted some sort of system for environmental impact assessment (EIA). However, generally many of these EIA systems are characterised by a low performance in terms of timely information dissemination, monitoring and enforcement after licencing. Donor actors (such as the World Bank) have attempted to contribute to a higher performance of EIA systems in LMCs by intervening at two levels: the project level (e.g. by providing scoping advice or EIS quality review) and the system level (e.g. by advising on EIA legislation or by capacity building). The aims of these interventions are environmental protection in concrete cases and enforcing the institutionalisation of environmental protection, respectively. Learning by actors involved is an important condition for realising these aims. A relatively underexplored form of learning concerns learning at EIA system-level via project level donor interventions. This ‘indirect’ learning potentially results in system changes that better fit the specific context(s) and hence contribute to higher performances. Our exploratory research in Ghana and the Maldives shows that thus far, ‘indirect’ learning only occurs incidentally and that donors play a modest role in promoting it. Barriers to indirect learning are related to the institutional context rather than to individual characteristics. Moreover, ‘indirect’ learning seems to flourish best in large projects where donors achieved a position of influence that they can use to evoke reflection upon system malfunctions. In order to enhance learning at all levels donors should thereby present the outcomes of the intervention elaborately (i.e. discuss the outcomes with a large audience), include practical suggestions about post-EIS activities such as monitoring procedures and enforcement options and stimulate the use of their advisory reports to generate organisational memory and ensure a better information

Formation and Assessment of a Tool to Evaluate STEM Literacy in Service-Learning Projects

Science.gov (United States)

Hayford, Barbara; Blomstrom, Sally; Mumpower, Lori

2015-01-01

The purpose of the authors' research was to create a tool to evaluate science, technology, engineering, and mathematics (STEM) literacy in service-learning projects. The researchers posited that components of service-learning, which in this case included the deliverable and reflections, are examples of fundamental STEM literacy and thus can be…

Learning between projects: More than sending messages in bottles

OpenAIRE

Hartmann, Andreas; Dorée, André

2015-01-01

Although learning from projects has gained much importance in research and practice, progress in understanding and improving inter-project learning appears to be slight. We argue that the adoption of a sender/receiver approach limits the learning effectiveness in project-based organisations. Drawing upon the notion of learning as a social activity embedded in an organisational context, we develop the argument that learning from projects takes place within projects rooted in the historical, or...

Cascade Error Projection Learning Algorithm

Science.gov (United States)

Duong, T. A.; Stubberud, A. R.; Daud, T.

1995-01-01

A detailed mathematical analysis is presented for a new learning algorithm termed cascade error projection (CEP) and a general learning frame work. This frame work can be used to obtain the cascade correlation learning algorithm by choosing a particular set of parameters.

Project-based faculty development for e-learning.

Science.gov (United States)

Vyas, Rashmi; Faith, Minnie; Selvakumar, Dhayakani; Pulimood, Anna; Lee, Mary

2016-12-01

The Christian Medical College, Vellore, in collaboration with Tufts University, Boston, conducted an advanced workshop in e-learning for medical faculty members in India. E-learning can enhance educational reforms for today's computer-literate generation, and keep faculty members up to speed in a rapidly changing world. The purpose of this paper is to report on the design and evaluation of a project-based faculty member development programme focused on developing faculty members as educators and as peer trainers who can use e-learning for educational reforms. During a 2-day workshop, 29 participants in groups of two or three developed 13 e-learning projects for implementation in their institutions. Evaluation of the workshop was through written feedback from the participants at the end of the workshop and by telephone interview with one participant from each project group at the end of one year. Content analysis of qualitative data was perfomed. The participants reported that they were motivated to implement e-learning projects and recognised the need for and usefulness of e-learning. The majority of projects (10 out of 13) that were implemented 'to some extent' or 'to a great extent' faced challenges with a lack of resources and administrative support, but faculty members were able to overcome them. E-learning can enhance educational reforms for today's computer-literate generation IMPLICATIONS: Designing feasible e-learning projects in small groups and obtaining hands-on experience with e-learning tools enhance the effectiveness of subsequent implementation. To successfully incorporate e-learning when designing educational reforms, faculty member training, continuing support and infrastructure facilities are essential. © 2016 John Wiley & Sons Ltd.

A pilot project on non-conventional learning

OpenAIRE

Fernandes, Sara; Cerone, Antonio; Barbosa, L. S.

2013-01-01

This poster presents a pilot project on non-conventional learning strategies based on students’ active participation in real-life FLOSS projects. The aim of the project is to validate the hypothesis that the peer-production model, which underlies most FLOSS projects, can enhance the learning-teaching process based on extensive and systematic collaborative practices.

Learning from Experience Case Studies of the Hyper-X Project

Science.gov (United States)

Peebles, Curtis

2009-01-01

The Hyper-X project (X-43A) provides a number of "lessons learned" which can be applied to other aerospace project. The specific areas examined were the selection of the goals of the Hyper-X. How the technical unknowns and assumptions were handled. The final lesson was the ambiguous nature of risk assessment, and how trying to remove a technical unknown can have unintended consequences.

Multi-Role Project (MRP): A New Project-Based Learning Method for STEM

Science.gov (United States)

Warin, Bruno; Talbi, Omar; Kolski, Christophe; Hoogstoel, Frédéric

2016-01-01

This paper presents the "Multi-Role Project" method (MRP), a broadly applicable project-based learning method, and describes its implementation and evaluation in the context of a Science, Technology, Engineering, and Mathematics (STEM) course. The MRP method is designed around a meta-principle that considers the project learning activity…

"Straitjacket" or "Springboard for Sustainable Learning"? The Implications of Formative Assessment Practices in Vocational Learning Cultures

Science.gov (United States)

Davies, Jenifer; Ecclestone, Kathryn

2008-01-01

In contrast to theoretical and empirical insights from research into formative assessment in compulsory schooling, understanding the relationship between formative assessment, motivation and learning in vocational education has been a topic neglected by researchers. The Improving Formative Assessment project (IFA) addresses this gap, using a…

Creating a Project-Based Learning Environment to Improve Project Management Skills of Graduate Students

Science.gov (United States)

Arantes do Amaral, Joao Alberto; Gonçalves, Paulo; Hess, Aurélio

2015-01-01

This article describes the project-based learning environment created to support project management graduate courses. The paper will focus on the learning context and procedures followed for 13 years, in 47 project-based learning MBA courses, involving approximately 1,400 students and 34 community partners.

Learning network theory : its contribution to our understanding of work-based learning projects and learning climate

OpenAIRE

Poell, R.F.; Moorsel, M.A.A.H. van

1996-01-01

This paper discusses the relevance of Van der Krogt's learning network theory (1995) for our understanding of the concepts of work-related learning projects and learning climate in organisations. The main assumptions of the learning network theory are presented and transferred to the level of learning groups in organisations. Four theoretical types of learning projects are distinguished. Four different approaches to the learning climate of work groups are compared to the approach offered by t...

Project based learning in organizations: towards a methodology for learning in groups

NARCIS (Netherlands)

Poell, R.F.; Krogt, F.J. van der

2003-01-01

This article introduces a methodology for employees in organizations to set up and carry out their own group learning projects. It is argued that employees can use project-based learning to make their everyday learning more systematic at times, without necessarily formalizing it. The article

Project-based learning in organizations : Towards a methodology for learning in groups

NARCIS (Netherlands)

Poell, R.F.; van der Krogt, F.J.

2003-01-01

This article introduces a methodology for employees in organizations to set up and carry out their own group learning projects. It is argued that employees can use project-based learning to make their everyday learning more systematic at times, without necessarily formalizing it. The article

Project-organized collaborative learning in distance engineering education

DEFF Research Database (Denmark)

Knudsen, Morten; Bajard, C.; Helbo, Jan

2003-01-01

Transferring a successful on-campus project-organized learning method to distance continued education is complicated by the fact, that the target group as well as the learning environment and forms of communication are fundamentally different. The Master of Industrial Information Technology...... distance education has been selected for experiments with utilization of new information and commu-nication technology and didactic adjustments to make this transfer from on-campus to off-campus a successful endeavor. The adjustments, as well as the assessment of their effect, are based on a system......-atic monitoring and evaluation of the first year, and subsequent reflections by students and teachers....

A Survey of Technologies Supporting Virtual Project Based Learning

DEFF Research Database (Denmark)

Dirckinck-Holmfeld, Lone

2002-01-01

This paper describes a survey of technologies and to what extent they support virtual project based learning. The paper argues that a survey of learning technologies should be related to concrete learning tasks and processes. Problem oriented project pedagogy (POPP) is discussed, and a framework...... for evaluation is proposed where negotiation of meaning, coordination and resource management are identified as the key concepts in virtual project based learning. Three e-learning systems are selected for the survey, Virtual-U, Lotus Learningspace and Lotus Quickplace, as each system offers different strategies...... for e-learning. The paper concludes that virtual project based learning may benefit from facilities of all these systems....

Short Project-Based Learning with MATLAB Applications to Support the Learning of Video-Image Processing

Science.gov (United States)

Gil, Pablo

2017-10-01

University courses concerning Computer Vision and Image Processing are generally taught using a traditional methodology that is focused on the teacher rather than on the students. This approach is consequently not effective when teachers seek to attain cognitive objectives involving their students' critical thinking. This manuscript covers the development, implementation and assessment of a short project-based engineering course with MATLAB applications Multimedia Engineering being taken by Bachelor's degree students. The principal goal of all course lectures and hands-on laboratory activities was for the students to not only acquire image-specific technical skills but also a general knowledge of data analysis so as to locate phenomena in pixel regions of images and video frames. This would hopefully enable the students to develop skills regarding the implementation of the filters, operators, methods and techniques used for image processing and computer vision software libraries. Our teaching-learning process thus permits the accomplishment of knowledge assimilation, student motivation and skill development through the use of a continuous evaluation strategy to solve practical and real problems by means of short projects designed using MATLAB applications. Project-based learning is not new. This approach has been used in STEM learning in recent decades. But there are many types of projects. The aim of the current study is to analyse the efficacy of short projects as a learning tool when compared to long projects during which the students work with more independence. This work additionally presents the impact of different types of activities, and not only short projects, on students' overall results in this subject. Moreover, a statistical study has allowed the author to suggest a link between the students' success ratio and the type of content covered and activities completed on the course. The results described in this paper show that those students who took part

Practicing Learner-Centered Teaching: Pedagogical Design and Assessment of a Second Life Project

Science.gov (United States)

Schiller, Shu Z.

2009-01-01

Guided by the principles of learner-centered teaching methodology, a Second Life project is designed to engage students in active learning of virtual commerce through hands-on experiences and teamwork in a virtual environment. More importantly, an assessment framework is proposed to evaluate the learning objectives and learning process of the…

The role of assessment infrastructures in crafting project-based science classrooms

Science.gov (United States)

D'Amico, Laura Marie

In project-based science teaching, teachers engage students in the practice of conducting meaningful investigations and explanations of natural phenomena, often in collaboration with fellow students or adults. Reformers suggest that this approach can provide students with more profitable learning experiences; but for many teachers, a shift to such instruction can be difficult to manage. As some reform-minded teachers have discovered, classroom assessment can serve as a vital tool for meeting the challenges associated with project science activity. In this research, classroom assessment was viewed as an infrastructure that both students and teachers rely upon as a mediational tool for classroom activity and communications. The study explored the classroom assessment infrastructures created by three teachers involved in the Learning through Collaborative Visualization (CoVis) Project from 1993--94 to 1995--96. Each of the three teachers under study either created a new course or radically reformulated an old one in an effort to incorporate project-based science pedagogy and supporting technologies. Data in the form of interviews, classroom observations, surveys, student work, and teacher records was collected. From these data, an interpretive case study was developed for each course and its accompanying assessment infrastructure. A set of cross-case analyses was also constructed, based upon common themes that emerged from all three cases. These themes included: the assessment challenges based on the nature of project activity, the role of technology in the teachers' assessment infrastructure designs, and the influence of the wider assessment infrastructure on their course and assessment designs. In combination, the case studies and cross-case analyses describe the synergistic relationship between the design of pedagogical reforms and classroom assessment infrastructures, as well as the effectiveness of all three assessment designs. This work contributes to research

Learning between projects: More than sending messages in bottles

NARCIS (Netherlands)

Hartmann, Andreas; Dorée, André

2015-01-01

Although learning from projects has gained much importance in research and practice, progress in understanding and improving inter-project learning appears to be slight. We argue that the adoption of a sender/receiver approach limits the learning effectiveness in project-based organisations. Drawing

Follow-groups, Enhancing Learning Potential at Project Exams

DEFF Research Database (Denmark)

Tollestrup, Christian H. T.

2016-01-01

In the Problem Based, Project Oriented Learning Program of Industrial Design Engineering at AAU students work and are examined/evaluated in groups. Following a period of a 6 years of ban on group-based exams by the government, the return of the group-based exam at Universities in 2014 has...... and the supervisor. Having the group based exam re-introduced sparked the interest for even further utilizing the exam situation for enhancing the learning outcome for each project and at the same time promote a more open atmosphere. Can the students learn even more and/or put their own project learning...... into perspective by seeing other project exams? So in order to investigate whether there was a possibility to further enhance the learning potential and understanding of the learning outcome the study board for the Architecture & Design program opened for a trial period for 2 semesters for voluntarily organizing...

Toward Project-based Learning and Team Formation in Open Learning Environments

NARCIS (Netherlands)

Spoelstra, Howard; Van Rosmalen, Peter; Sloep, Peter

2014-01-01

Open Learning Environments, MOOCs, as well as Social Learning Networks, embody a new approach to learning. Although both emphasise interactive participation, somewhat surprisingly, they do not readily support bond creating and motivating collaborative learning opportunities. Providing project-based

Balancing Design Project Supervision and Learning Facilitation

DEFF Research Database (Denmark)

Nielsen, Louise Møller

2012-01-01

experiences and expertise to guide the students’ decisions in relation to the design project. This paper focuses on project supervision in the context of design education – and more specifically on how this supervision is unfolded in a Problem Based Learning culture. The paper explores the supervisor......’s balance between the roles: 1) Design Project Supervisor – and 2) Learning Facilitator – with the aim to understand when to apply the different roles, and what to be aware of when doing so. This paper represents the first pilot-study of a larger research effort. It is based on a Lego Serious Play workshop......In design there is a long tradition for apprenticeship, as well as tradition for learning through design projects. Today many design educations are positioned within the University context, and have to be aligned with the learning culture and structure, which they represent. This raises a specific...

Service-learning and learning communities: two innovative school projects that are mutually enriched

Directory of Open Access Journals (Sweden)

Carmen ÁLVAREZ ÁLVAREZ

2015-12-01

Full Text Available This article reflects on the interrelationships that exist between two educational projects of today: service-learning (ApS and learning communities (CdA. The ApS is an educational methodology applied worldwide where a single project combines a learning based on experience with the implementation of a service to the community. CdA is a school transformation project to achieve that the information society does not exclude any person, constituting a reality in more than one hundred and ninety schools in Spain and Latin America. Between the two, it is possible to show differences, especially in what refers to its theoretical substrates, but in actual teaching practice in schools there is some harmony, particularly in the so closely that they cultivate both projects with the school community. Therefore, we conclude that service-learning and learning communities can occur as two innovative and relevant today projects which can be mutually enriching: because for both the approach school-community-environment and volunteering is essential.

Interconversion of Fischer and Zig-Zag Projections Learning ...

Indian Academy of Sciences (India)

IAS Admin

Stereochemistry, conforma- tional analysis, hands-on learn- ing, Fischer projections, zig-zag projection, C–C bond rotations. Interconversion of Fischer and Zig-Zag Projections. Learning Stereochemistry with the Help of Hands. Visualization of molecules in three dimensions is an important aspect of organic chemistry.

Continuum of eLearning: 2012 Project Summary Report

Science.gov (United States)

2012-10-01

multimedia, and Continuum of eLearning | Purpose and Vision 19 << UNCLASSIFIED>> (limited) situated learning. Future versions of the CoL self-paced...Continuum of eLearning : 2012 Project Summary Report Continuum of eLearning The Next Evolution of Joint Training on JKO October 2012 Joint...Technical Report November 2011 – August 2012 Continuum of eLearning : 2012 Project Summary Report N00140-06-D-0060 David T. Fautua, Sae Schatz, Andrea

E-learning project assessment: A new approach through the analysis of learners’ posts on social media

Directory of Open Access Journals (Sweden)

A. Caione

2016-04-01

Full Text Available E-learning assessment is a key aspect in the overall e-learning process. There are several parameters to consider during the assessment. In recent years, several sets of factors, called Critical Success Factors, have been defined to provide a structural approach to assessment. They focus on many aspects but, in our view, they do not properly consider student satisfaction with courses. In e-learning applications, student opinion must be examined where it is expressed: on e-learning course social pages and/or social pages outside the platform but specific to the e-learning course. The problem is that these resources are unstructured and thus it is important to structure these resources before using them for assessment. In this paper, we discuss a proposal that can capture student opinion from social pages, combining several techniques, such as Natural Language Processing, Information Extraction; ontologies that help us to understand what and how students discuss about e-learning courses.

ORGANIZATION OF FUTURE ENGINEERS' PROJECT-BASED LEARNING WHEN STUDYING THE PROJECT MANAGEMENT METHODOLOGY

Directory of Open Access Journals (Sweden)

Halyna V. Lutsenko

2015-02-01

Full Text Available The peculiarities of modern world experience of implementation of project-based learning in engineering education have been considered. The potential role and place of projects in learning activity have been analyzed. The methodology of organization of project-based activity of engineering students when studying the project management methodology and computer systems of project management has been proposed. The requirements to documentation and actual results of students' projects have been described in detail. The requirements to computer-aided systems of project management developed by using Microsoft Project in the scope of diary scheduling and resources planning have been formulated.

The LEONARDO-DA-VINCI pilot project "e-learning-assistant" - Situation-based learning in nursing education.

Science.gov (United States)

Pfefferle, Petra Ina; Van den Stock, Etienne; Nauerth, Annette

2010-07-01

E-learning will play an important role in the training portfolio of students in higher and vocational education. Within the LEONARDO-DA-VINCI action programme transnational pilot projects were funded by the European Union, which aimed to improve the usage and quality of e-learning tools in education and professional training. The overall aim of the LEONARDO-DA-VINCI pilot project "e-learning-assistant" was to create new didactical and technical e-learning tools for Europe-wide use in nursing education. Based on a new situation-oriented learning approach, nursing teachers enrolled in the project were instructed to adapt, develop and implement e- and blended learning units. According to the training contents nursing modules were developed by teachers from partner institutions, implemented in the project centers and evaluated by students. The user-package "e-learning-assistant" as a product of the project includes two teacher training units, the authoring tool "synapse" to create situation-based e-learning units, a student's learning platform containing blended learning modules in nursing and an open sourced web-based communication centre. Copyright 2009 Elsevier Ltd. All rights reserved.

Project-based learning in the teaching-learning process university. A longitudinal study

Directory of Open Access Journals (Sweden)

Sandoval Hamón Leyla Angélica

2017-01-01

Full Text Available The European Higher Education Area promotes the change in teaching-learning, where students have a more active role in their educational process. The main objective of this work is to analyse the use of an alternative proposal, focus in student-based teamwork activities, who seek to favour the acquisition and deepening of knowledge and skills. The implementation of this research was carried out by means of a longitudinal study in the subject of the degree of Economics, with the development of the methodology of Project Based Learning integrating the ICTs and improving the evaluation process (e.g. establishing headings and psychometric analysis of knowledge tests. The results of the research showed an improvement in the learning process from the observation, collection of works, analysis of knowledge tests and the official survey by students to assess the activity and the development of their competitors.

Collaborative Learning Using a Project across Multiple Business Courses: A Cognitive Load and Knowledge Convergence Approach

Science.gov (United States)

Bhowmick, Sandeep; Chandra, Aruna; Harper, Jeffrey S.; Sweetin, Vernon

2015-01-01

Four business professors at a state university in the Midwestern United States launched a collaborative learning project grounded in cognitive learning theory and knowledge convergence theory with the objective of assessing student learning gains in cross-functional knowledge (CFK), course-related knowledge (CRK), and overall satisfaction with…

Software for project-based learning of robot motion planning

Science.gov (United States)

Moll, Mark; Bordeaux, Janice; Kavraki, Lydia E.

2013-12-01

Motion planning is a core problem in robotics concerned with finding feasible paths for a given robot. Motion planning algorithms perform a search in the high-dimensional continuous space of robot configurations and exemplify many of the core algorithmic concepts of search algorithms and associated data structures. Motion planning algorithms can be explained in a simplified two-dimensional setting, but this masks many of the subtleties and complexities of the underlying problem. We have developed software for project-based learning of motion planning that enables deep learning. The projects that we have developed allow advanced undergraduate students and graduate students to reflect on the performance of existing textbook algorithms and their own variations on such algorithms. Formative assessment has been conducted at three institutions. The core of the software used for this teaching module is also used within the Robot Operating System, a widely adopted platform by the robotics research community. This allows for transfer of knowledge and skills to robotics research projects involving a large variety robot hardware platforms.

Implementing CDIO project-based learning in training of Heat and Power engineers

Science.gov (United States)

Boiko, E. A.; Shishmarev, P. V.; Karabarin, D. I.; Yanov, S. R.; Pikalova, A. A.

2017-11-01

This paper presents the experience and current results of CDIO standards implementation in training of bachelors in Heat and Power Engineering at Thermal Power Stations academic department in Siberian Federal University. It provides information on methodology of modernization of educational programs, curricula and programs of disciplines in transition to CDIO project-based learning technology. Preliminary assessment and analysis of lessons learned and scaling perspectives are given.

Assessment of Project Website Sustainability: Case of the Arctic EIA Project

Directory of Open Access Journals (Sweden)

Sonja H Bickford

2016-07-01

Full Text Available In many cases, temporary websites may be simple, accessible solutions for knowledge management and dissemination of information. However, such sites may become outdated as the funding ends, but yet in many cases, still publicly available through the Internet. The issue of website sustainability is a relevant topic for all organizations that have websites. Website lifecycle, knowledge management, and website sustainability issues are discussed through a theoretical-based literature review. These issues are then summarized and used as lessons learned for the case study approach of this paper. The aim is to identify a solution to address a website’s life and longevity, post project. A practical case study assessment of the issue of project website sustainability is needed to address the website’s longevity—post project—as creation is often made through temporary endeavors. Recommendations for future project websites are made as the outcomes and results of this study and are expressed in the form of suggested practices for project website sustainability in future projects.

How Teaching Science Using Project-Based Learning Strategies Affects the Classroom Learning Environment

Science.gov (United States)

Hugerat, Muhamad

2016-01-01

This study involved 458 ninth-grade students from two different Arab middle schools in Israel. Half of the students learned science using project-based learning strategies and the other half learned using traditional methods (non-project-based). The classes were heterogeneous regarding their achievements in the sciences. The adapted questionnaire…

Student Learning Projects in Electric Vehicle Engineering

DEFF Research Database (Denmark)

Ritchie, Ewen; Leban, Krisztina Monika

2012-01-01

This paper presents the didactic problem based learning method in general use at Aalborg University as applied to Electric Mobility. Advantage is taken of this method to link student learning to current research projects. This offers advantages to the students and the researchers. The paper...... introduces the subject, presents the research of the Department of Energy Technology and describes the relevant syllabus. It continues to present a range of titles of previous research linked student project projects, and to fill in some of the detail, an example of such a student project. The paper...

Comparison the Application of PBL (Project Based Learning and PBL (Problem Based Learning Learning Model on Online Marketing Subjects

Directory of Open Access Journals (Sweden)

Agnes Dini Mardani

2017-09-01

Full Text Available Purpose of this study are (1 the application of learning PjBL with PBL to improve study results students, (2 assessing the domain affective, cognitive, and psychomotor, (3 the difference study results use the PjBL with PBL to improve study results students. The research is research quantitative and including research apparent experiment (quasi eksperiment by taking sample class two classes X PM 1 as a class experiment and class X PM 2 as a class control. Research instruments used for data collection namely: (1 tests to pretes and postest used to determine the cognitive assessment, (2 sheets observation affective, (3 sheets of the process for the psychomotor. The trial research instruments use the validity and reabilitas. Analysis techniques data using: (1 test a prerequisite analysis consisting of normality test and the homogeneity (2 T test unpaired which ended with the help of computer programs spss. Based on the result of this research can be concluded that: (1 the application of PjBL (Project Based Learning and PBL (Problem Based Learning should be conducted well in accordance syntax learning, (2 assessing the cognitive students have a difference and class experiment having an average higher than class control, (3 assessing the results affective students have a difference and on the application of PjBL is better than PBL.

Towards professionalism in music: self-assessed learning strategies of conservatory music students

OpenAIRE

Virkkula, Esa; Nissilä, Säde-Pirkko

2017-01-01

One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. Strategies can be practiced and learnt. Direct and indirect learning strategies formed the model of defining music students’ self-assessed learning habits in...

Framework for e-learning assessment in dental education: a global model for the future.

Science.gov (United States)

Arevalo, Carolina R; Bayne, Stephen C; Beeley, Josie A; Brayshaw, Christine J; Cox, Margaret J; Donaldson, Nora H; Elson, Bruce S; Grayden, Sharon K; Hatzipanagos, Stylianos; Johnson, Lynn A; Reynolds, Patricia A; Schönwetter, Dieter J

2013-05-01

The framework presented in this article demonstrates strategies for a global approach to e-curricula in dental education by considering a collection of outcome assessment tools. By combining the outcomes for overall assessment, a global model for a pilot project that applies e-assessment tools to virtual learning environments (VLE), including haptics, is presented. Assessment strategies from two projects, HapTEL (Haptics in Technology Enhanced Learning) and UDENTE (Universal Dental E-learning), act as case-user studies that have helped develop the proposed global framework. They incorporate additional assessment tools and include evaluations from questionnaires and stakeholders' focus groups. These measure each of the factors affecting the classical teaching/learning theory framework as defined by Entwistle in a standardized manner. A mathematical combinatorial approach is proposed to join these results together as a global assessment. With the use of haptic-based simulation learning, exercises for tooth preparation assessing enamel and dentine were compared to plastic teeth in manikins. Equivalence for student performance for haptic versus traditional preparation methods was established, thus establishing the validity of the haptic solution for performing these exercises. Further data collected from HapTEL are still being analyzed, and pilots are being conducted to validate the proposed test measures. Initial results have been encouraging, but clearly the need persists to develop additional e-assessment methods for new learning domains.

Project management tuition or training, can we assess the added value of them?

NARCIS (Netherlands)

Steven Nijhuis

2014-01-01

From the article: "Various programs in higher education feel a need to teach project management skills to students. Measuring the effect of education is a challenge especially when focused on behavioral skills. Research on learning gains usually turns to the method of Students Assessment of Learning

The Effectiveness of Project Based Learning in Trigonometry

Science.gov (United States)

Gerhana, M. T. C.; Mardiyana, M.; Pramudya, I.

2017-09-01

This research aimed to explore the effectiveness of Project-Based Learning (PjBL) with scientific approach viewed from interpersonal intelligence toward students’ achievement learning in mathematics. This research employed quasi experimental research. The subjects of this research were grade X MIPA students in Sleman Yogyakarta. The result of the research showed that project-based learning model is more effective to generate students’ mathematics learning achievement that classical model with scientific approach. This is because in PjBL model students are more able to think actively and creatively. Students are faced with a pleasant atmosphere to solve a problem in everyday life. The use of project-based learning model is expected to be the choice of teachers to improve mathematics education.

Expansive Learning in Construction Projects - a Contradiction in terms?

DEFF Research Database (Denmark)

Klitgaard, Anne; Nissen, Søren Bülow; Beck, Frederikke

2016-01-01

This research is a preliminary study performed as part of a primary research into expansive learning in interorganizational network set up to solve a construction project. The construction industry has long had issues about productivity, which can be an indication of lack of learning. A case study...... acquisition and participation but not by expansive learning. The construction industry needs to accept that the learning generated from projects will be limited to learning by acquisition and participation. The interorganizational network cannot facilitate expansive learning while working on object......-fixed projects. Research in construction management fails to generate and document knowledge because of the limitations of case studies....

Project-Based Learning Not Just for STEM Anymore

Science.gov (United States)

Duke, Nell K.; Halvorsen, Anne-Lise; Strachan, Stephanie L.

2016-01-01

The popularity of project-based learning has been driven in part by a growing number of STEM schools and programs. But STEM subjects are not the only fertile ground for project-based learning (PBL). Social studies and literacy content, too, can be adapted into PBL units to benefit teaching and learning, the authors argue. They review key studies…

Lessons Learned from Client Projects in an Undergraduate Project Management Course

Science.gov (United States)

Pollard, Carol E.

2012-01-01

This work proposes that a subtle combination of three learning methods offering "just in time" project management knowledge, coupled with hands-on project management experience can be particularly effective in producing project management students with employable skills. Students were required to apply formal project management knowledge to gain…

Effects of basic character design and animation concepts using the flipped learning and project-based learning approach on learning achievement and creative thinking of higher education students

Science.gov (United States)

Autapao, Kanyarat; Minwong, Panthul

2018-01-01

Creative thinking was an important learning skill in the 21st Century via learning and innovation to promote students' creative thinking and working with others and to construct innovation. This is one of the important skills that determine the readiness of the participants to step into the complex society. The purposes of this research were 1) to compare the learning achievement of students after using basic character design and animation concepts using the flipped learning and project-based learning and 2) to make a comparison students' creative thinking between pretest and posttest. The populations were 29 students in Multimedia Technology program at Thepsatri Rajabhat University in the 2nd semester of the academic year 2016. The experimental instruments were lesson plans of basic character design and animation concepts using the flipped learning and project based learning. The data collecting instrument was creative thinking test. The data were analyzed by the arithmetic mean, standard deviation and The Wilcoxon Matched Pairs Signed-Ranks Test. The results of this research were 1) the learning achievement of students were statistically significance of .01 level and 2) the mean score of student's creativity assessment were statistically significance of .05 level. When considering all of 11 KPIs, showed that respondents' post-test mean scores higher than pre-test. And 5 KPIs were statistically significance of .05 level, consist of Originality, Fluency, Elaboration, Resistance to Premature Closure, and Intrinsic Motivation. It's were statistically significance of .042, .004, .049, .024 and .015 respectively. And 6 KPIs were non-statistically significant, include of Flexibility, Tolerance of Ambiguity, Divergent Thinking, Convergent Thinking, Risk Taking, and Extrinsic Motivation. The findings revealed that the flipped learning and project based learning provided students the freedom to simply learn on their own aptitude. When working together with project

Learning from project experiences using a legacy-based approach

Science.gov (United States)

Cooper, Lynne P.; Majchrzak, Ann; Faraj, Samer

2005-01-01

As project teams become used more widely, the question of how to capitalize on the knowledge learned in project teams remains an open issue. Using previous research on shared cognition in groups, an approach to promoting post-project learning was developed. This Legacy Review concept was tested on four in tact project teams. The results from those test sessions were used to develop a model of team learning via group cognitive processes. The model and supporting propositions are presented.

Learning Physics through Project-Based Learning Game Techniques

Science.gov (United States)

Baran, Medine; Maskan, Abdulkadir; Yasar, Seyma

2018-01-01

The aim of the present study, in which Project and game techniques are used together, is to examine the impact of project-based learning games on students' physics achievement. Participants of the study consist of 34 9th grade students (N = 34). The data were collected using achievement tests and a questionnaire. Throughout the applications, the…

Collaborative Project-Based Learning: An Integrative Science and Technological Education Project

Science.gov (United States)

Baser, Derya; Ozden, M. Yasar; Karaarslan, Hasan

2017-01-01

Background: Blending collaborative learning and project-based learning (PBL) based on Wolff (2003) design categories, students interacted in a learning environment where they developed their technology integration practices as well as their technological and collaborative skills. Purpose: The study aims to understand how seventh grade students…

Project organized Problem-based learning in Distance Education

DEFF Research Database (Denmark)

Jensen, Lars Peter; Helbo, Jan; Knudsen, Morten

2002-01-01

Project organized problem based learning is a successful concept for on-campus engineering education at Aalborg University. Recently this "Aalborg concept" has been used in networked distance education as well. This paper describes the experiences from two years of Internet-mediated project work...... in a new Master of Information Technology education. The main conclusions are, that the project work is a strong learning motivator, enhancing peer collaboration, for off-campus students as well. However, the concept cannot be directly transferred to off-campus learning. In this paper, the main problems...... experienced with group organized project work in distance education are described, and some possible solutions are listed....

Project-Organized Problem-Based Learning in Distance Education

DEFF Research Database (Denmark)

Jensen, Lars Peter; Helbo, Jan; Knudsen, Morten

2003-01-01

Project organized problem based learning is a successful concept for on-campus engineering education at Aalborg University. Recently this "Aalborg concept" has been used in networked distance education as well. This paper describes the experiences from two years of Internet-mediated project work...... in a new Master of Information Technology education. The main conclusions are, that the project work is a strong learning motivator, enhancing peer collaboration, for off-campus students as well. However, the concept cannot be directly transferred to off-campus learning. In this paper, the main problems...... experienced with group organized project work in distance education are described, and some possible solutions are listed....

Accounting Early for Life Long Learning: The AcE Project.

Science.gov (United States)

University Coll. Worcester (England). Centre for Research in Early Childhood Education.

Building upon the work of the Effective Early Learning (EEL) Project in raising the quality of early learning for young children in the United Kingdom, the 3-year Accounting Early for Life Long Learning Project (AcE Project) focuses on enhancing in 3- to 6-year-olds those attitudes and dispositions that are important to life-long learning. This…

Problem-based and project-oriented learning

DEFF Research Database (Denmark)

Blaabjerg, Frede; Teodorescu, Remus; Chen, Zhe

2005-01-01

. Generally, the content of the curriculum should be more expanded without extra study time. This paper presents a teaching approach, which makes it possible very fast for the students to obtain in-depth skills into new research areas, and this method is the problem-oriented and project-based learning....... In this paper the necessary skills for power electronic engineers are outlined that is followed up by a description on how the problem-oriented and project-based learning are implemented. A complete curriculum in power electronics and drives at Aalborg University is presented where different power electronics...... related projects at different study levels also are presented....

Brentwood Lessons Learned Project Report

Energy Technology Data Exchange (ETDEWEB)

Rivkin, Carl H. [National Renewable Energy Lab. (NREL), Golden, CO (United States); Caton, Melanie C. [National Renewable Energy Lab. (NREL), Golden, CO (United States); Ainscough, Christopher D. [National Renewable Energy Lab. (NREL), Golden, CO (United States); Marcinkoski, Jason [Dept. of Energy (DOE), Washington DC (United States)

2017-09-26

The purpose of this report is to document lessons learned in the installation of the hydrogen fueling station at the National Park Service Brentwood site in Washington, D.C., to help further the deployment of hydrogen infrastructure required to support hydrogen and other fuel cell technologies. Hydrogen fueling is the most difficult infrastructure component to build and permit. Hydrogen fueling can include augmenting hydrogen fueling capability to existing conventional fuel fueling stations as well as building brand new hydrogen fueling stations. This report was produced as part of the Brentwood Lessons Learned project. The project consisted of transplanting an existing modular hydrogen fueling station from Connecticut to the National Park Service Brentwood site. This relocation required design and construction at the Brentwood site to accommodate the existing station design as well as installation and validation of the updated station. One of the most important lessons learned was that simply moving an existing modular station to an operating site was not necessarily straight-forward - performing the relocation required significant effort and cost. The station has to function at the selected operating site and this functionality requires a power supply, building supports connecting to an existing alarm system, electrical grounding and lighting, providing nitrogen for purging, and providing deionized water if an electrolyzer is part of the station package. Most importantly, the station has to fit into the existing site both spatially and operationally and not disrupt existing operations at the site. All of this coordination and integration requires logistical planning and project management. The idea that a hydrogen fueling station can be simply dropped onto a site and made immediately operational is generally not realistic. Other important lessons learned include that delineating the boundaries of the multiple jurisdictions that have authority over a project for

Learning-Oriented Assessment Increases Performance and Written Skills in a Second Year Metabolic Biochemistry Course

Science.gov (United States)

Vanderlelie, Jessica J.; Alexander, Heather. G.

2016-01-01

Assessment plays a critical role in learning and teaching and its power to enhance engagement and student outcomes is still underestimated in tertiary education. The current project considers the impact of a staged redesign of an assessment strategy that emphasized relevance of learning, formative assessment, student engagement, and feedback on…

PROJECT BASED LEARNING (PBL TO IMPROVE PSYCHOMOTORIC SKILLS: A CLASSROOM ACTION RESEARCH

Directory of Open Access Journals (Sweden)

W. Sumarni

2016-10-01

Full Text Available This paper discusses the application of project-based learning (PBL to improve student’ psychomotor skills and concept understanding, as well as knowing what PBL contribution to the improvement of student’ psychomotor skills in chemistry learning. The study was conducted in three cycles. Each cycle consisted of planning, implementation, observation, and reflection steps. One set of data consists of student’ psychomotor skills assesment, student’ conceptual understanding and questionnaire responses were obtained from the action research. Learning process was performed in the eleventh grade students included 37 students (10 males and 27 females and 3 collaborators. The successful research was indicated by 85% of students achieve the mastery learning on concept understanding and well on psychomotor aspects. Data collection was performed using documentation method by questionnaire, observations, and tests. Data was analyzed quantitatively and qualitatively. The results show that all aspects of the psychomotor assessed include sets, mechanical response, complex response, adaptation, and origination were in high category. At the end of the lesson, the project assigned to students were evaluated jointly between teachers and students. The project results in the form of a series of distillation apparatus is applied to separate the natural compounds.

Promoting Collaboration in a Project-Based E-Learning Context

Science.gov (United States)

Papanikolaou, Kyparisia; Boubouka, Maria

2011-01-01

In this paper we investigate the value of collaboration scripts for promoting metacognitive knowledge in a project-based e-learning context. In an empirical study, 82 students worked individually and in groups on a project using the e-learning environment MyProject, in which the life cycle of a project is inherent. Students followed a particular…

Exploring an experiential learning project through Kolb's Learning Theory using a qualitative research method

Science.gov (United States)

Yuk Chan, Cecilia Ka

2012-08-01

Experiential learning pedagogy is taking a lead in the development of graduate attributes and educational aims as these are of prime importance for society. This paper shows a community service experiential project conducted in China. The project enabled students to serve the affected community in a post-earthquake area by applying their knowledge and skills. This paper documented the students' learning process from their project goals, pre-trip preparations, work progress, obstacles encountered to the final results and reflections. Using the data gathered from a focus group interview approach, the four components of Kolb's learning cycle, the concrete experience, reflection observation, abstract conceptualisation and active experimentation, have been shown to transform and internalise student's learning experience, achieving a variety of learning outcomes. The author will also explore how this community service type of experiential learning in the engineering discipline allowed students to experience deep learning and develop their graduate attributes.

Quantity versus Quality in Project Based Learning Practices

NARCIS (Netherlands)

A. Keegan (Anne); J.R. Turner (Rodney)

2000-01-01

textabstractIn the midst of the turbulence wrought by the global economy, it has become common to see projects as an essential medium for achieving change. However, project based learning practices - as a subset of organizational learning practices- have not kept pace with this development. To

Flexible Processes in Project-Centred Learning

NARCIS (Netherlands)

Ceri, Stefano; Matera, Maristella; Raffio, Alessandro; Spoelstra, Howard

2007-01-01

Ceri, S., Matera, M., Raffio, A. & Spoelstra, H. (2007). Flexible Processes in Project-Centred Learning. In E. Duval, R. Klamma, and M. Wolpers (Eds.), European Conference on Technology Enhanced Learning, Lecture Notes in Computer Science, Vol. 4753, pp. 463-468. Berlin Heidelberg: Springer-Verlag

Industrially-Situated Project-Based Learning: A Study of Feedback and Diffusion

Science.gov (United States)

Gilbuena, Debra M.

The Virtual Chemical Vapor Deposition (CVD) Process Development Project provides the context for the two areas of the research presented in this dissertation. The first area, generally referred to as feedback in this dissertation, focuses on student learning and the interactions of students and instructors that take place in the project, specifically focused on characterizing feedback and determining the influence of feedback as student teams progress towards completing the project. The characteristics of feedback found in this project are presented within a situative perspective using the analytical framework of episodes. The characteristics include: a list and categorization of episode themes, the structure and flow of episodes during the coaching session, the sub-structure present within individual episodes, and the types of feedback present. This dissertation shows how these characteristics frame participation in a community of practice and can be used as tools to scaffold instructor feedback in project-based learning. Episodes analysis is also used to investigate how feedback on professional skills can help to enculturate students into a community of practice and influence their fluency with professional skills and engagement in more technical activities. The second area examines the spread of this innovative project from its home institution to other institutions. In this area an analysis of the spread of the Virtual CVD Process Development Project in the high school setting is presented. The project was found to provide versatility for instructors and afford student learning in the areas of motivation, cognition, and epistemological beliefs. These two areas inform each other. As the project is assessed at different institutions, it is continually improved and the sensitivity of different aspects of the project is explored, e.g., the aspects of the project that are crucial to maintain effectiveness are identified. One of these aspects is the feedback that

The e-Learning Conceptual Framework Project. Leaflet

OpenAIRE

Sangrà Morer, Albert

2011-01-01

Aquest projecte es basa en la hipòtesi que en l'actualitat no existeix un concepte únic d'e-learning -acceptat per la majoria de la comunitat científica o, és més, pels professionals. Per tant, l'objectiu és contribuir a la consolidació i l'especificació del concepte d'e-learning tant des del punt de vista científic com des del punt de vista del camp de l'activitat educativa. This project is based on the hypothesis that currently there is no single concept of e-learning -accepted by the ma...

Learning network theory : its contribution to our understanding of work-based learning projects and learning climate

NARCIS (Netherlands)

Poell, R.F.; Moorsel, M.A.A.H. van

1996-01-01

This paper discusses the relevance of Van der Krogt's learning network theory (1995) for our understanding of the concepts of work-related learning projects and learning climate in organisations. The main assumptions of the learning network theory are presented and transferred to the level of

The Development of an Instrument to Measure the Project Competences of College Students in Online Project-Based Learning

Science.gov (United States)

Lin, Chien-Liang

2018-02-01

This study sought to develop a self-report instrument to be used in the assessment of the project competences of college students engaged in online project-based learning. Three scales of the KIPSSE instrument developed for this study, namely, the knowledge integration, project skills, and self-efficacy scales, were based on related theories and the analysis results of three project advisor interviews. Those items of knowledge integration and project skill scales focused on the integration of different disciplines and technological skills separately. Two samples of data were collected from information technology-related courses taught with an online project-based learning strategy over different semesters at a college in southern Taiwan. The validity and reliability of the KIPSSE instrument were confirmed through item analysis and confirmatory factor analysis using structural equation modeling of two samples of students' online response sets separately. The Cronbach's alpha reliability coefficient for the entire instrument was 0.931; for each scale, the alpha ranged from 0.832 to 0.907. There was also a significant correlation ( r = 0.55, p < 0.01) between the KIPSSE instrument results and the students' product evaluation scores. The findings of this study confirmed the validity and reliability of the KIPSSE instrument. The confirmation process and related implications are also discussed.

Project Management Approaches for Online Learning Design

Science.gov (United States)

Eby, Gulsun; Yuzer, T. Volkan

2013-01-01

Developments in online learning and its design are areas that continue to grow in order to enhance students' learning environments and experiences. However, in the implementation of new technologies, the importance of properly and fairly overseeing these courses is often undervalued. "Project Management Approaches for Online Learning Design"…

Project Oriented Immersion Learning: Method and Results

DEFF Research Database (Denmark)

Icaza, José I.; Heredia, Yolanda; Borch, Ole M.

2005-01-01

A pedagogical approach called “project oriented immersion learning” is presented and tested on a graduate online course. The approach combines the Project Oriented Learning method with immersion learning in a virtual enterprise. Students assumed the role of authors hired by a fictitious publishing...... house that develops digital products including e-books, tutorials, web sites and so on. The students defined the problem that their product was to solve; choose the type of product and the content; and built the product following a strict project methodology. A wiki server was used as a platform to hold...

Learning and digital inclusion: the ELAMP project

Directory of Open Access Journals (Sweden)

Kate D'Arcy

2012-12-01

Full Text Available The Electronic Learning and Mobility Project (ELAMP was a nationally funded project by the Department for Children, Schools and Families, which ran from 2004 to 2010. The main aim of ELAMP was to improve the education of Traveller children, particularly highly mobile learners. ELAMP focussed upon the use of mobile technology and distance learning to support, enhance and extend young Travellers’ educational and vocational opportunities. This article will reflect upon the learning and technological experiences and opportunities that the ELAMP project provided for Traveller children, young people and their families. In doing so it will critically consider the value of information technology in working with Traveller communities and advancing their educational opportunities. Reviewing ELAMP work will also demonstrate how the use of mobile technology can improve educational outcomes and Traveller families’ digital inclusion. Now that the project has ended, this article will question why we are not using what we learnt from ELAMP to move forward. The author was a tutor on the project who also evaluated the Strand B, Wider Key Skills element of ELAMP for The University of Sheffield between 2008 and 2010, which is the main focus of this particular article.

Revolution, Evolution or a Trojan Horse? Piloting Assessment for Learning in Some Scottish Primary Schools

Science.gov (United States)

Kirton, Alison; Hallam, Susan; Peffers, Jack; Robertson, Pamela; Stobart, Gordon

2007-01-01

This article analyses some of the findings of an evaluation of Project One of the "Assessment is for Learning" Development Programme in 16 Scottish primary schools and two junior high schools in which teachers developed formative assessment strategies aimed at improving teaching and learning. Drawing on data from pupils, teachers and…

Analysis of Student Service-Learning Reflections for the Assessment of Transferable-Skills Development

Science.gov (United States)

Rizzo, D. M.; Dewoolkar, M.; Hayden, N.; Oka, L.; Pearce, A. R.

2010-12-01

The civil and environmental engineering (CEE) programs at the University of Vermont (UVM) incorporate systems thinking and a systems approach to sustainable engineering problem solving. A systems approach considers long-term social, environmental and economic factors within the context of the engineering problem solution and encompasses sustainable engineering solutions. Our goal is to prepare students to become leaders in their chosen field who can anticipate co-products associated with forecasted solutions. As a way of practicing the systems approach, we include service-learning projects in many of our undergraduate engineering courses, culminating with the senior capstone design course. We use a variety of formative and summative assessment methods to gage student understanding and attitudes including student surveys, focus groups, assessment of student projects, and student reflections. Student reflections from two courses -Modeling Environmental and Transportation Systems (31 juniors) and Senior Design Project (30 seniors) are compared. Of these, 25 students were common to both courses. The focus of the systems modeling service-learning project involved mentoring home-schooled children (11-14 yrs old) to solve problems of mobility, using the fun and inspiration of biomimicry. Students were required to invent innovative methods to move people or goods that improve associated constraints (i.e., minimize congestion, reduce pollution, increase safety), or reduce the need for transportation altogether. The capstone design project required a comprehensive engineering design involving two or more CEE sub-disciplines. Both service-learning projects were intended to enhance students’ academic learning experience, attain civic engagement and reinforce transferable skills (written and oral communication, teamwork, leadership and mentoring skills). The student course reflections were not guided; yet they provided valuable data to assess commonalities and differences in

PROJECT BASED LEARNING BERMUATAN ETNOMATEMATIKA DALAM PEMBELAJAR MATEMATIKA

Directory of Open Access Journals (Sweden)

I Wayan Eka Mahendra

2017-03-01

Full Text Available This study aims to determine differences simultaneously in motivation and mathematics learning outcomes between students taking project based learningmodel charged ethnomathematics and students who followed the conventional learning modelon the class VIII SMP Negeri 3 Abiansemalyear 2016/2017. It was a quasi experiment with a sample of 71 student obtain by using simple random sampling. The data were analyzed by one-way multivariate analysis (Manova.The results of this study indicate that there are differences in simultaneously in learning motivation and learning outcomes between students taking mathematics model project based learning charged ethnomathematics and students who followed the conventional learning model on the class VIII SMP Negeri 3 Abiansemal year 2016/2017. Besed on the research findings, junior high school teachers are suggested to improve their student learning outcome for mathematics. Teachers also need to use a learning models accurately and correctly.

Evolution of Project-Based Learning in Small Groups in Environmental Engineering Courses

Science.gov (United States)

Requies, Jesús M.; Agirre, Ion; Barrio, V. Laura; Graells, Moisès

2018-01-01

This work presents the assessment of the development and evolution of an active methodology (Project-Based Learning--PBL) implemented on the course "Unit Operations in Environmental Engineering", within the bachelor's degree in Environmental Engineering, with the purpose of decreasing the dropout rate in this course. After the initial…

The Dynamics of Project-Based Learning Extension Courses: The "Laboratory of Social Projects" Case Study

Science.gov (United States)

Arantes do Amaral, Joao Alberto

2017-01-01

In this case study we discuss the dynamics that drive a free-of-charge project-based learning extension course. We discuss the lessons learned in the course, "Laboratory of Social Projects." The course aimed to teach project management skills to the participants. It was conducted from August to November of 2015, at Federal University of…

Learning through a Game - Exploring Fun and Learning in a Project Management Game

OpenAIRE

Hansen, Daniel Sollie; Storjord, David

2016-01-01

The goal of this thesis is to explore the teaching capabilities of games by motivating players through fun. We do this by first exploring perspectives of fun and learning in games; project management concepts and previous games. From these findings we implement our own game prototype where the player learns project management concepts simultaneously as they learn the game. This prototype is then evaluated through a number of experiments. Finally we discuss the results of the experiments and c...

Reworking Practice through an AfL Project: An Analysis of Teachers' Collaborative Engagement with New Assessment Guidelines

Science.gov (United States)

Hermansen, Hege; Nerland, Monika

2014-01-01

In recent years, the concept of Assessment for Learning (AfL) has travelled across countries, giving rise to a range of educational policy initiatives and school development projects. While researchers have focused on issues such as how formative assessment can support student learning and lead to more efficient classroom practices, less attention…

The formation and development of corporate culture of learning organization: efficiency assessment

Directory of Open Access Journals (Sweden)

T. O. Tolstykh

2017-01-01

Full Text Available In modern conditions of digitalization of the economy, its integration with the policy society questions of formation and development of corporate culture of the learning organisation are of particular relevance. Digital transformation of business dictates the need for the emergence and development of learning organizations, creating and preserving knowledge. In this situation, the openness of issues of assessment of efficiency of processes of formation and development defines the importance of the proposed research. Corporate culture is regarded by most scholars as the most important internal resource of the organization, able to provide her with stability in a crisis and give impetus to the development and transition to qualitatively different levels of the life cycle. This position assumes that a strong corporate culture should be aimed at building a learning organization, able to quickly adapt to changes in the external and internal environment. This article examines the issue of assessment of efficiency of corporate culture; it is shown that in addition to the empirical, sociological methods and qualitative approach to evaluation, is acceptable investment approach. This option appears when you use the aggregate target-oriented and project management methods, which allows in a systematic manner to carry out the formation and development of corporate culture. The assessment should be subject to software development activities and (or development of the corporate culture of a learning organization. In evidence to draw conclusions on the example of agricultural companies, a calculation of the economic efficiency of the program of formation of corporate culture of a learning organization. Calculation of net discounted income, the net present value of the project, profitability index, project profitability, payback period. This confirms the social and economic effects of the proposed program on the formation of corporate culture of independent

Functional Assessment in Transition and Rehabilitation for Adolescents and Adults with Learning Disorders.

Science.gov (United States)

Bullis, Michael, Ed.; Davis, Cheryl D., Ed.

This manual is based on a 3-year, federally funded program, Project FASTER (Functional Assessment Services for Transition, Education, and Rehabilitation), that developed functional assessment procedures and provided assessment services to adolescents and adults with learning or behavioral disorders who were involved in school-based transition…

Project Learning and Virtual Collaboration

DEFF Research Database (Denmark)

Fibiger, Bo; Nielsen, Janni; Sorensen, Elsebeth

2005-01-01

to the modularity and flexibility that characterize the study and allow admission of part-time students, full-time students and students who only sign up for one accredited module. The methodology will be illustrated through empirical snapshots from selected modules in the start-up phase, and the focus...... will be directed towards problems experienced by the students. From an analytical perspective, the paper will identify and discuss fundamental problems related to the organization, flexibility, and implementation of project pedagogy online. MIL is organized around ICT and Learning and the study theme focuses...... on ICT and Learning. In addition, MIL provides a learning space where practice is under constant negotiation and reconstruction as an inherent, integrated part of the learning process. Consequently, we argue that MIL may be seen as an example of best practice in blended learning....

Using Qualitative Research to Assess Teaching and Learning in Technology-Infused TILE Classrooms

Science.gov (United States)

Van Horne, Sam; Murniati, Cecilia Titiek; Saichaie, Kem; Jesse, Maggie; Florman, Jean C.; Ingram, Beth F.

2014-01-01

This chapter describes the results of an assessment project whose purpose was to improve the faculty-development program for instructors who teach in technology-infused TILE (Transform, Interact, Learn, Engage) classrooms at the University of Iowa. Qualitative research methods were critical for (1) learning about how students and instructors…

Change Project-Based Learning in Teacher Education in Botswana ...

African Journals Online (AJOL)

Environmental education (EE) and education for sustainable development (ESD) pedagogies are intricate, and to enhance learning, teacher education has to be innovative in teaching approach. This article investigates how the change project approach enhances project-based learning in practice. The investigation is ...

Portfolio Assessment of an Undergraduate Group Project

Science.gov (United States)

Kuisma, Raija

2007-01-01

Students in the Physiotherapy Programme carried out a group project in their final year of studies. The objectives of the project were that the students learn and appreciate the process and activities involved in research, acquire deeper understanding of a topic in their professional interest, learn to work as a team, manage their own time,…

A Text Mining Approach for Extracting Lessons Learned from Project Documentation: An Illustrative Case Study

Directory of Open Access Journals (Sweden)

Benjamin Matthies

2017-12-01

Full Text Available Lessons learned are important building blocks for continuous learning in project-based organisations. Nonetheless, the practical reality is that lessons learned are often not consistently reused for organisational learning. Two problems are commonly described in this context: the information overload and the lack of procedures and methods for the assessment and implementation of lessons learned. This paper addresses these problems, and appropriate solutions are combined in a systematic lesson learned process. Latent Dirichlet Allocation is presented to solve the first problem. Regarding the second problem, established risk management methods are adapted. The entire lessons learned process will be demonstrated in a practical case study

Deep assessment: an exploratory study of game-based, multimodal learning in Epidemic

Directory of Open Access Journals (Sweden)

Jennifer Jenson

2016-03-01

Full Text Available n this study, we examine what and how intermediate age students learned from playing in a health-focused game-based digital learning environment, Epidemic. Epidemic is a playful interactive environment designed to deliver factual knowledge, invite critical understanding, and encourage effective self-care practices in dealing with viral contagious diseases, using a social networking interface to integrate both serious games and game-like multimodal design projects. Epidemic invites a playful approach to its deadly serious core concern – communicable disease – in order to see what happens when students are encouraged to critically approach information from multiple or contradictory perspectives. To identify what participants learned while interacting within Epidemic, we deployed two instructional and assessment models, noting the differences each instructional approach could potentially make, and what approach to assessment might help us evaluate game-based learning. We found that each approach provided importantly different perspectives on what and how students learned, and on the very meaning of student success. Recognizing that traditional assessment tools based in print-cultural literacy may prove increasingly ill-suited for assessing emergent multimodal literacies in game-based learning environments, this study seeks to contribute to a growing body of work on the development of novel assessments for learning.

Flash Study Analysis and the Music Learning Pro-Files Project

Science.gov (United States)

Cremata, Radio; Pignato, Joseph; Powell, Bryan; Smith, Gareth Dylan

2016-01-01

This paper introduces the Music Learning Profiles Project, and its methodological approach, flash study analysis. Flash study analysis is a method that draws heavily on extant qualitative approaches to education research, to develop broad understandings of music learning in diverse contexts. The Music Learning Profiles Project (MLPP) is an…

Project-Based Learning in Scottish Prisons

Science.gov (United States)

Sams, Kirsten

2014-01-01

The article describes the development of a project-based approach to learning in seven Scottish prisons. It argues that the project-based approach is ideally suited to prison education due to its flexibility and ability to enrich the relatively narrow prison curriculum and create meaningful links with wider society, reducing the isolation of…

Collaborative Learning in an Undergraduate Theory Course: An Assessment of Goals and Outcomes

Science.gov (United States)

McDuff, Elaine

2012-01-01

This project was designed to assess whether a collaborative learning approach to teaching sociological theory would be a successful means of improving student engagement in learning theory and of increasing both the depth of students' understanding of theoretical arguments and concepts and the ability of students to theorize for themselves. A…

ICT in Problem- and Project-based Learning

DEFF Research Database (Denmark)

Andreasen, Lars Birch; Lerche Nielsen, Jørgen

2012-01-01

The paper discusses how teaching and learning practices at universities can implement new information technologies, inspired by the traditions of problem- and project-based learning. The changing roles in the teacher-student relationship, and students’ development of information literacy are disc...

Evaluating Interdisciplinary Collaborative Learning and Assessment in the Creative Arts and Humanities

Science.gov (United States)

Miles, Melissa; Rainbird, Sarah

2015-01-01

This article responds to the rising emphasis placed on interdisciplinary collaborative learning and its implications for assessment in higher education. It presents findings from a research project that examined the effectiveness of an interdisciplinary collaborative student symposium as an assessment task in an art school/humanities environment.…

Scaffolding Project-Based Learning with the Project Management Body of Knowledge (PMBOK[R])

Science.gov (United States)

van Rooij, Shahron Williams

2009-01-01

This paper reports the results of a study of the extent to which processes and procedures from the discipline of project management can scaffold online project-based learning in a graduate-level instructional technology course, by facilitating intra-team interaction, enhancing project outcomes and promoting a positive project team experience. With…

Project management support tool implementation. DynaLearn, EC FP7 STREP project 231526, Deliverable D1.1

NARCIS (Netherlands)

Bredeweg, B.; Liem, J.

2009-01-01

Different project management tools have been evaluated. We have chosen several well-known, flexible and mature tools to support management activities and communication between the DynaLearn project participants. We have created a DynaLearn website for stakeholders outside the DynaLearn website. An

Project- Based Learning and Problem-Based Learning: Are They Effective to Improve Student's Thinking Skills?

OpenAIRE

Anazifa, R. D; Djukri, D

2017-01-01

The study aims at finding (1) the effect of project-based learning and problem-based learning on student's creativity and critical thinking and (2) the difference effect of project-based learning and problem-based learning on student's creativity and critical thinking. This study is quasi experiment using non-equivalent control-group design. Research population of this study was all classes in eleventh grade of mathematics and natural science program of SMA N 1 Temanggung. The participants we...

The algorithm for duration acceleration of repetitive projects considering the learning effect

Science.gov (United States)

Chen, Hongtao; Wang, Keke; Du, Yang; Wang, Liwan

2018-03-01

Repetitive project optimization problem is common in project scheduling. Repetitive Scheduling Method (RSM) has many irreplaceable advantages in the field of repetitive projects. As the same or similar work is repeated, the proficiency of workers will be correspondingly low to high, and workers will gain experience and improve the efficiency of operations. This is learning effect. Learning effect is one of the important factors affecting the optimization results in repetitive project scheduling. This paper analyzes the influence of the learning effect on the controlling path in RSM from two aspects: one is that the learning effect changes the controlling path, the other is that the learning effect doesn't change the controlling path. This paper proposes corresponding methods to accelerate duration for different types of critical activities and proposes the algorithm for duration acceleration based on the learning effect in RSM. And the paper chooses graphical method to identity activities' types and considers the impacts of the learning effect on duration. The method meets the requirement of duration while ensuring the lowest acceleration cost. A concrete bridge construction project is given to verify the effectiveness of the method. The results of this study will help project managers understand the impacts of the learning effect on repetitive projects, and use the learning effect to optimize project scheduling.

Comparison between project-based learning and discovery learning toward students' metacognitive strategies on global warming concept

Science.gov (United States)

Tumewu, Widya Anjelia; Wulan, Ana Ratna; Sanjaya, Yayan

2017-05-01

The purpose of this study was to know comparing the effectiveness of learning using Project-based learning (PjBL) and Discovery Learning (DL) toward students metacognitive strategies on global warming concept. A quasi-experimental research design with a The Matching-Only Pretest-Posttest Control Group Design was used in this study. The subjects were students of two classes 7th grade of one of junior high school in Bandung City, West Java of 2015/2016 academic year. The study was conducted on two experimental class, that were project-based learning treatment on the experimental class I and discovery learning treatment was done on the experimental class II. The data was collected through questionnaire to know students metacognitive strategies. The statistical analysis showed that there were statistically significant differences in students metacognitive strategies between project-based learning and discovery learning.

Application of Technology in Project-Based Distance Learning

Directory of Open Access Journals (Sweden)

Ali Mehrabian

2008-06-01

Full Text Available Present technology and the accessibility of internet have made distance learning easier, more efficient, and more convenient for students. This technology allows instructors and students to communicate asynchronously, at times and locations of their own choosing, by exchanging printed or electronic information. The use of project-based approach is being recognized in the literature as a potential component of courses in the faculties of engineering, science, and technology. Instructors may have to restructure their course differently to accommodate and facilitate the effectiveness of distance learning. A project-based engineering course, traditionally taught in a classroom settings using live mode at the College of Engineering and Computer Sciences at the University of Central Florida (UCF has been transformed to a distance course taught using distance modes. In this case, pedagogical transitions and adjustments are required, in particular for obtaining an optimal balance between the course material and the project work. Project collaboration in groups requires communication, which is possible with extensive utilization of new information and communication technology, such as virtual meetings. This paper discusses the course transition from live to distance modes and touches on some issues as they relate to the effectiveness of this methodology and the lessons learned from its application within different context. More specifically, this discussion includes the benefit of implementing project-based work in the domain of the distance learning courses.

Project-Based Learning as a Vehicle for Teaching Science at the University Level

Science.gov (United States)

Courtney, A. R.; Wade, P.

2012-12-01

various technology tools employed in these projects such as the internet, wikis for collaborative writing, bookmarking management tools for sharing literature resources, photo sharing sites, and electronic literature searching tools. Also described will be assessment methods to gauge how the projects affected student learning.

The Fernald Closure Project: Lessons Learned

International Nuclear Information System (INIS)

Murphy, Cornelius M.; Carr, Dennis

2008-01-01

For nearly 37 years, the U.S. Department of Energy site at Fernald - near Cincinnati, Ohio - produced 230,000 metric tons (250,000 short tons) of high-purity, low-enriched uranium for the U.S. Defense Program, generating more than 5.4 million metric tons (6 million short tons) of liquid and solid waste as it carried out its Cold War mission. The facility was shut down in 1989 and clean up began in 1992, when Fluor won the contract to clean up the site. Cleaning up Fernald and returning it to the people of Ohio was a $4.4 billion mega environmental-remediation project that was completed in October 2006. Project evolved through four phases: - Conducting remedial-investigation studies to determine the extent of damage to the environment and groundwater at, and adjacent to, the production facilities; - Selecting cleanup criteria - final end states that had to be met that protect human health and the environment; - Selecting and implementing the remedial actions to meet the cleanup goals; - Executing the work in a safe, compliant and cost-effective manner. In the early stages of the project, there were strained relationships - in fact total distrust - between the local community and the DOE as a result of aquifer contamination and potential health effects to the workers and local residents. To engage citizens and interested stakeholders groups in the decision-making process, the DOE and Fluor developed a public-participation strategy to open the channels of communication with the various parties: site leadership, technical staff and regulators. This approach proved invaluable to the success of the project, which has become a model for future environmental remediation projects. This paper will summarize the history and shares lessons learned: the completion of the uranium-production mission to the implementation of the Records of Decision defining the cleanup standards and the remedies achieved. Lessons learned fall into ten categories: - Regulatory approach with end

Projection specificity in heterogeneous locus coeruleus cell populations: implications for learning and memory

Science.gov (United States)

Uematsu, Akira; Tan, Bao Zhen

2015-01-01

Noradrenergic neurons in the locus coeruleus (LC) play a critical role in many functions including learning and memory. This relatively small population of cells sends widespread projections throughout the brain including to a number of regions such as the amygdala which is involved in emotional associative learning and the medial prefrontal cortex which is important for facilitating flexibility when learning rules change. LC noradrenergic cells participate in both of these functions, but it is not clear how this small population of neurons modulates these partially distinct processes. Here we review anatomical, behavioral, and electrophysiological studies to assess how LC noradrenergic neurons regulate these different aspects of learning and memory. Previous work has demonstrated that subpopulations of LC noradrenergic cells innervate specific brain regions suggesting heterogeneity of function in LC neurons. Furthermore, noradrenaline in mPFC and amygdala has distinct effects on emotional learning and cognitive flexibility. Finally, neural recording data show that LC neurons respond during associative learning and when previously learned task contingencies change. Together, these studies suggest a working model in which distinct and potentially opposing subsets of LC neurons modulate particular learning functions through restricted efferent connectivity with amygdala or mPFC. This type of model may provide a general framework for understanding other neuromodulatory systems, which also exhibit cell type heterogeneity and projection specificity. PMID:26330494

Teacher and Student Intrinsic Motivation in Project-Based Learning

Science.gov (United States)

Lam, Shui-fong; Cheng, Rebecca Wing-yi; Ma, William Y. K.

2009-01-01

In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after a semester-long project-based learning program. Both teachers and students were asked to indicate…

Systemwide Implementation of Project-Based Learning: The Philadelphia Approach

Science.gov (United States)

Schwalm, Jason; Tylek, Karen Smuck

2012-01-01

Citywide implementation of project-based learning highlights the benefits--and the challenges--of promoting exemplary practices across an entire out-of-school time (OST) network. In summer 2009, the City of Philadelphia and its intermediary, the Public Health Management Corporation (PHMC), introduced project-based learning to a network of more…

The Effectiveness of Project-based E-learning to Improve Ict Literacy

OpenAIRE

Eliana, E. D. S; Senam, Senam; Wilujeng, I; Jumadi, Jumadi

2016-01-01

This study aims to reveal the effectiveness of science teaching based on project-based learning to improve ICT literacy learners in the junior high school with the category of high, medium and low. This research uses descriptive method to describe the students’ equipness of ICT literacy in the science learning based on the project-based learning that is integrated with e-learning. All of the population in this study are junior high school of curriculum pilot project in 2013 in Singkawang. The...

Developing Communities of Practice around e-Learning and Project Management

Science.gov (United States)

Laxton, Ruth; Applebee, Andrelyn Cheryl

2010-01-01

In 2007-8 the Australian Catholic University (ACU National), undertook a project to develop new resources to provide training and support in eLearning for staff and students. The project was undertaken by a multidisciplinary team drawn from all six campuses and was led by an externally contracted Project Manager/eLearning specialist. This…

Measurement Rounding Errors in an Assessment Model of Project Led Engineering Education

Directory of Open Access Journals (Sweden)

Francisco Moreira

2009-11-01

Full Text Available This paper analyzes the rounding errors that occur in the assessment of an interdisciplinary Project-Led Education (PLE process implemented in the Integrated Master degree on Industrial Management and Engineering (IME at University of Minho. PLE is an innovative educational methodology which makes use of active learning, promoting higher levels of motivation and students’ autonomy. The assessment model is based on multiple evaluation components with different weights. Each component can be evaluated by several teachers involved in different Project Supporting Courses (PSC. This model can be affected by different types of errors, namely: (1 rounding errors, and (2 non-uniform criteria of rounding the grades. A rigorous analysis of the assessment model was made and the rounding errors involved on each project component were characterized and measured. This resulted in a global maximum error of 0.308 on the individual student project grade, in a 0 to 100 scale. This analysis intended to improve not only the reliability of the assessment results, but also teachers’ awareness of this problem. Recommendations are also made in order to improve the assessment model and reduce the rounding errors as much as possible.

Project-based Collaborative learning in distance education

DEFF Research Database (Denmark)

Knudsen, Morten; Bajard, Christine; Helbo, Jan

2004-01-01

) programme indicates, however, that adjustments are required in transforming the on-campus model to distance education. The main problem is that while project work is an excellent regulator of the learning process for on-campus students, this does not seem to be the case for off-campus students. Consequently......This article describes the experiences drawn from an experiment in transferring positive experience with a project-organised on-campus engineering programme to a technology supported distance education programme. Three years of experience with the Master of Industrial Information Technology (MII......, didactic adjustments have been made based on feedback, in particular from evaluation questionnaires. This process has been very constructive in approaching the goal: a successful model for project organized learning in distance education....

Enhancing Integrative Motivation: The Japanese-American Collaborative Learning Project

Science.gov (United States)

Kato, Fumie

2016-01-01

The Collaborative Learning Project is a language exchange program in which American and Japanese university students have the opportunity to interact with native speakers over the course of a three-week period. This paper reports the outcomes of the Collaborative Learning Project in terms of its effectiveness in fulfilling student expectations and…

Evolution of project-based learning in small groups in environmental engineering courses

Directory of Open Access Journals (Sweden)

Jesús M. Requies

2018-03-01

Full Text Available This work presents the assessment of the development and evolution of an active methodology (Project-Based Learning –PBL- implemented on the course “Unit Operations in Environmental Engineering”, within the bachelor’s degree in Environmental Engineering, with the purpose of decreasing the dropout rate in this course. After the initial design and implementation of this methodology during the first academic year (12/13, different modifications were adopted in the following ones (13-14, 14-15 & 15-16 in order to optimize the student’s and professor’s work load as well as correct some malfunctions observed in the initial design of the PBL. This active methodology seeks to make students the main architects of their own learning processes. Accordingly, they have to identify their learning needs, which is a highly motivating approach both for their curricular development and for attaining the required learning outcomes in this field of knowledge. The results obtained show that working in small teams (cooperative work enhances each group member’s self–learning capabilities. Moreover, academic marks improve when compared to traditional learning methodologies. Nevertheless, the implementation of more active methodologies, such as project-based learning, in small groups has certain specific characteristics. In this case it has been implemented simultaneously in two different groups of 10 students each one. Such small groups are more heterogeneoussince the presence of two highly motivated students or not can vary or affect the whole group’s attitude and academic results.

Assessing local resources and culture before instituting quality improvement projects.

Science.gov (United States)

Hawkins, C Matthew

2014-12-01

The planning phases of quality improvement projects are commonly overlooked. Disorganized planning and implementation can escalate chaos, intensify resistance to change, and increase the likelihood of failure. Two important steps in the planning phase are (1) assessing local resources available to aid in the quality improvement project and (2) evaluating the culture in which the desired change is to be implemented. Assessing local resources includes identifying and engaging key stakeholders and evaluating if appropriate expertise is available for the scope of the project. This process also involves engaging informaticists and gathering available IT tools to plan and automate (to the extent possible) the data-gathering, analysis, and feedback steps. Culture in a department is influenced by the ability and willingness to manage resistance to change, build consensus, span boundaries between stakeholders, and become a learning organization. Allotting appropriate time to perform these preparatory steps will increase the odds of successfully performing a quality improvement project and implementing change. Copyright © 2014 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Software Engineering Team Project - lessons learned

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Bogumiła Hnatkowska

2013-06-01

Full Text Available In the 2010/11 academic year the Institute of Informatics at Wroclaw University of Technology issued ’Software Engineering Team Project’ as a course being a part of the final exam to earn bachelor’s degree. The main assumption about the course was that it should simulate the real environment (a virtual IT company for its participants. The course was aimed to introduce issues regarding programming in the medium scale, project planning and management. It was a real challenge as the course was offered for more than 140 students. The number of staff members involved in its preparation and performance was more than 15. The paper presents the lessons learned from the first course edition as well as more detailed qualitative and quantitative course assessment.

Implementation of Multiple Intelligences Supported Project-Based Learning in EFL/ESL Classrooms

Science.gov (United States)

Bas, Gokhan

2008-01-01

This article deals with the implementation of Multiple Intelligences supported Project-Based learning in EFL/ESL Classrooms. In this study, after Multiple Intelligences supported Project-based learning was presented shortly, the implementation of this learning method into English classrooms. Implementation process of MI supported Project-based…

Mobile Learning Projects - a critical analysis of the state of the art

OpenAIRE

Frohberg, D; Göth, C; Schwabe, G

2009-01-01

A brief narrative description of the journal article, document, or resource. This paper provides a critical analysis of Mobile Learning projects published before the end of 2007. The review uses a Mobile Learning framework to evaluate and categorize 102 Mobile Learning projects, and to briefly introduce exemplary projects for each category. All projects were analysed with the criteria: context, tools, control, communication, subject and objective. Although a significant number of projects hav...

Self-Assessment in the REAP Tutor: Knowledge, Interest, Motivation, & Learning

Science.gov (United States)

Dela Rosa, Kevin; Eskenazi, Maxine

2013-01-01

Self-assessment questionnaires have long been used in tutoring systems to help researchers measure and evaluate various aspects of a student's performance during learning activities. In this paper, we chronicle the efforts made in the REAP project, a language tutor developed to teach vocabulary to ESL students through reading activities, to…

Facilitating Problem Framing in Project-Based Learning

Science.gov (United States)

Svihla, Vanessa; Reeve, Richard

2016-01-01

While problem solving is a relatively well understood process, problem framing is less well understood, particularly with regard to supporting students to learn as they frame problems. Project-based learning classrooms are an ideal setting to investigate how teachers facilitate this process. Using participant observation, this study investigated…

Social assessment of energy projects. How?

International Nuclear Information System (INIS)

Munksgaard, J.; Larsen, A.

1997-08-01

This is the final report of the project: Social assessment of Energy Projects. The aim of the project is to improve the basis of working out social assessments of energy projects in practice. The report raises the question: How should social assessments of energy projects be made? A social assessment is using a national perspective, i.e. it accounts the effects of the project for individuals and institutions in Denmark. The assessment is based on economics which means that effects generated by the project are valuated in DKK - as far as possible. The aim of the social assessment is to support a more effective use of the resources in Denmark. A social assessment should include an analysis of the distributional effects. The analysis can be made as an account including a social cash flow analysis. The distribution analysis will illustrate the gains and losses for the different groups of individuals affected carrying out the project. In that way the analysis will show who potentially will support the project and who will be against the project. (EG) EFP-92. 37 refs

Teaching Cell Biology to Dental Students with a Project-Based Learning Approach.

Science.gov (United States)

Costa-Silva, Daniela; Côrtes, Juliana A; Bachinski, Rober F; Spiegel, Carolina N; Alves, Gutemberg G

2018-03-01

Although the discipline of cell biology (CB) is part of the curricula of predoctoral dental schools, students often fail to recognize its practical relevance. The aim of this study was to assess the effectiveness of a practical-theoretical project-based course in closing the gaps among CB, scientific research, and dentistry for dental students. A project-based learning course was developed with nine sequential lessons to evaluate 108 undergraduate dental students enrolled in CB classes of a Brazilian school of dentistry during 2013-16. To highlight the relevance of in vitro studies in the preclinical evaluation of dental materials at the cellular level, the students were challenged to complete the process of drafting a protocol and performing a cytocompatibility assay for a bone substitute used in dentistry. Class activities included small group discussions, scientific database search and article presentations, protocol development, lab experimentation, and writing of a final scientific report. A control group of 31 students attended only one laboratory class on the same theme, and the final reports were compared between the two groups. The results showed that the project-based learning students had superior outcomes in acknowledging the relevance of in vitro methods during biocompatibility testing. Moreover, they produced scientifically sound reports with more content on methodological issues, the relationship with dentistry, and the scientific literature than the control group (p<0.05). The project-based learning students also recognized a higher relevance of scientific research and CB to dental practice. These results suggest that a project-based approach can help contextualize scientific research in dental curricula.

Learning Word Subsumption Projections for the Russian Language

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Ustalov Dmitry

2016-01-01

Full Text Available The semantic relations of hypernymy and hyponymy are widely used in various natural language processing tasks for modelling the subsumptions in common sense reasoning. Since the popularisation of the distributional semantics, a significant attention is paid to applying word embeddings for inducing the relations between words. In this paper, we show our preliminary results on adopting the projection learning technique for computing hypernyms from hyponyms using word embeddings. We also conduct a series of experiments on the Russian language and release the open source software for learning hyponym-hypernym projections using both CPUs and GPUs, implemented with the TensorFlow machine learning framework.

Individual Learning in Construction Projects: Professions and their Approaches

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Ingeborg Wasif

2010-10-01

Full Text Available New materials, use of sophisticated technologies and increased customer demands, in combination with growing competition among construction companies, have led to a high organizational boundaries. The results indicate that personal networks are the most common source of learning for all professions. While clients, architects, and designers also engage in reading and attending courses, site managers and workers are less engaged in these activities. Experimenting and organizing for learning appear to be underutilized strategies by all professions. This leads to the conclusion that attempts to increase learning have to address the differences in learning behaviours of the various groups. Further, focus on experimenting and organizing for learning is a possibility to change the learning behaviour from learning as a consequence of problems to learning for future improvement.degree of specialization. For successful integration of the different professional specialists, there is a need for shared learning between project co-workers. Based on twenty eight interviews in six different Swedish construction projects, this paper illustrates strategies for individual and shared learning, among different actors and across various

Navigating Bioethical Waters: Two Pilot Projects in Problem-Based Learning for Future Bioscience and Biotechnology Professionals.

Science.gov (United States)

Berry, Roberta M; Levine, Aaron D; Kirkman, Robert; Blake, Laura Palucki; Drake, Matthew

2016-12-01

We believe that the professional responsibility of bioscience and biotechnology professionals includes a social responsibility to contribute to the resolution of ethically fraught policy problems generated by their work. It follows that educators have a professional responsibility to prepare future professionals to discharge this responsibility. This essay discusses two pilot projects in ethics pedagogy focused on particularly challenging policy problems, which we call "fractious problems". The projects aimed to advance future professionals' acquisition of "fractious problem navigational" skills, a set of skills designed to enable broad and deep understanding of fractious problems and the design of good policy resolutions for them. A secondary objective was to enhance future professionals' motivation to apply these skills to help their communities resolve these problems. The projects employed "problem based learning" courses to advance these learning objectives. A new assessment instrument, "Skills for Science/Engineering Ethics Test" (SkillSET), was designed and administered to measure the success of the courses in doing so. This essay first discusses the rationale for the pilot projects, and then describes the design of the pilot courses and presents the results of our assessment using SkillSET in the first pilot project and the revised SkillSET 2.0 in the second pilot project. The essay concludes with discussion of observations and results.

From Assessment to Implementation: Using Qualitative Interviews to Inform Distance Learning Library Services

Science.gov (United States)

Wharton, Lindsey N.

2017-01-01

While broad assessment projects are often used to steer library strategic planning initiatives, this article will present the benefits of qualitative interviews with distance learning constituents as a framework for developing a focused vision and targeted services. This article will describe the planning and execution of an assessment project…

Evaluating Stream Restoration Projects: What Do We Learn from Monitoring?

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Zan Rubin

2017-02-01

Full Text Available Two decades since calls for stream restoration projects to be scientifically assessed, most projects are still unevaluated, and conducted evaluations yield ambiguous results. Even after these decades of investigation, do we know how to define and measure success? We systematically reviewed 26 studies of stream restoration projects that used macroinvertebrate indicators to assess the success of habitat heterogeneity restoration projects. All 26 studies were previously included in two meta-analyses that sought to assess whether restoration programs were succeeding. By contrast, our review focuses on the evaluations themselves, and asks what exactly we are measuring and learning from these evaluations. All 26 studies used taxonomic diversity, richness, or abundance of invertebrates as biological measures of success, but none presented explicit arguments why those metrics were relevant measures of success for the restoration projects. Although changes in biodiversity may reflect overall ecological condition at the regional or global scale, in the context of reach-scale habitat restoration, more abundance and diversity may not necessarily be better. While all 26 studies sought to evaluate the biotic response to habitat heterogeneity enhancement projects, about half of the studies (46% explicitly measured habitat alteration, and 31% used visual estimates of grain size or subjectively judged ‘habitat quality’ from protocols ill-suited for the purpose. Although the goal of all 26 projects was to increase habitat heterogeneity, 31% of the studies either sampled only riffles or did not specify the habitats sampled. One-third of the studies (35% used reference ecosystems to define target conditions. After 20 years of stream restoration evaluation, more work remains for the restoration community to identify appropriate measures of success and to coordinate monitoring so that evaluations are at a scale capable of detecting ecosystem change.

Project-Based Collaborative Learning in Distance Education

DEFF Research Database (Denmark)

Knudsen, Morten; Bajard, C.; Helbo, Jan

2003-01-01

This article describes the experiences drawn from an experiment in transferring positive experience with a project-organised on-campus engineering programme to a technology supported distance education programme. Three years of experience with the Master of Industrial Information Technology (MII)......, didactic adjustments have been made based on feedback, in particular from evaluation questionnaires. This process has been very constructive in approaching the goal: a successful model for project organized learning in distance education.......) programme indicates, however, that adjustments are required in transforming the on-campus model to distance education. The main problem is that while project work is an excellent regulator of the learning process for on-campus students, this does not seem to be the case for off-campus students. Consequently......This article describes the experiences drawn from an experiment in transferring positive experience with a project-organised on-campus engineering programme to a technology supported distance education programme. Three years of experience with the Master of Industrial Information Technology (MII...

Problem based Learning versus Design Thinking in Team based Project work

DEFF Research Database (Denmark)

Denise J. Stokholm, Marianne

2014-01-01

project based learning issues, which has caused a need to describe and compare the two models; in specific the understandings, approaches and organization of learning in project work. The PBL model viewing the process as 3 separate project stages including; problem analysis, problem solving and project......All educations at Aalborg University has since 1974 been rooted in Problem Based Learning (PBL). In 1999 a new education in Industrial design was set up, introducing Design Based Learning (DBL). Even though the two approaches have a lot in common they also hold different understandings of core...... report, with focus on problem solving through analysis. Design Based Learning viewing the process as series of integrated design spaces including; alignment, research, mission, vision, concept, product and process report, with focus on innovative ideation though integration. There is a need of renewing...

THEORETICAL PRINCIPLES OF PSYCHOLOGICAL ANALYSIS OF STUDENTS’ GROUP PROJECT ACTIVITY WHILE LEARNING FOREIGN LANGUAGE

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Viktoriia Kalamazh

2016-06-01

Full Text Available In this research the theoretical principles of psychological analysis of group project activity of students in the process of learning foreign language are defined on the basis of subject-activity, socio-psychological and cognitive paradigms. The approaches of different authors to the understanding of the concept of project and in particular group project activity are considered. The difficulties of the theoretical analysis of this specific notion are indicated due to the considerable variety of subjects, types and forms of the pedagogical activity, academic disciplines regarding which the researches are being carried out. Not disclosed aspects of organizing the group project activity of students are being determined, among them is a project group as an autonomous subject of joint activity for the realization students’ project activity while learning a foreign language; forming psychological readiness of teacher and student to use project method; the role of metacognitive aspect in the surrounding, where the project activity is being carried out; group functioning through the project work as a subject of group examination. It has been indicated that the analysis of project activity as an innovative technology must include its assessment as a condition of student’s developing as a subject of learning activity, his personal, socio-psychological, intellectual and professional self-perfection. Three levels of subjectivity in group project activity are being distinguished: teacher; each particular student; and student project group. Interaction between teacher and student is based on subject-subject relations. An organization of a project activity while learning a foreign language is considered as the one in which the student is moving in order to get the manager position and to master the basis of expert knowledge. Hereby, the main stress is on the group role as a subject of group examination, and also on metacognitive character of the

ANALISIS PENGUASAAN KONSEP DAN KETERAMPILAN BERPIKIR KREATIF SISWA SD MELALUI PROJECT BASED LEARNING

Directory of Open Access Journals (Sweden)

Wa Ode Lidya Arisanti

2017-02-01

Full Text Available Abstract: Learning science is not just memorize the concepts, but learn how to process and mastery of the scientific attitude. Actually, learning is still centered on the teacher, so that students can develop the knowledge and skills of thinking. Knowledge and thinking skills students can experience a change in the proper way, one way that can be done by applying the model of project-based learning. This study aims to determine whether there is a difference mastery of concepts and creative thinking skills between classes that implement learning model project based learning and classroom rather than project-based learning on water recycling materials. The research design used in this study was Quasi Experimental Design devoted no pattern Nonequivalent Control Group Design This design consists of two groups: the experimental group and the control group. Furthermore, each class were given a pretest and posttest study with mastery test questions using the concept of multiple choice questions of 15 questions and test creative thinking skills with five essay questions on each test. Classroom learning experiment treated with a model project based learning and classroom learning with no control got projet models based learning. The results showed in general there are significant differences in mastery of concepts (p = 0.00 between the experimental class learning by applying the model of project-based learning in the learning process (the average N-gain = 0.477 in the medium category, with students learning by applying rather than project-based learning (the average N-gain = 0.290 in the low category. There is no difference in the ability to think creatively (p = 0.22 between the experimental class and control class, with an average N-gain the experimental class 0,075 while the control class is 0.060 which both are in the low category. Keywords: project based learning, mastery of concepts, creative   Abstrak: Belajar IPA bukan hanya menghafal konsep

Project-Based Learning and Design-Focused Projects to Motivate Secondary Mathematics Students

Science.gov (United States)

Remijan, Kelly W.

2017-01-01

This article illustrates how mathematics teachers can develop design-focused projects, related to project-based learning, to motivate secondary mathematics students. With first-hand experience as a secondary mathematics teacher, I provide a series of steps related to the engineering design process, which are helpful to teachers in developing…

Pengembangan Model Outdoor Learning melalui Project Berbasis Local Wisdom dalam Pembelajaran Fisika

Directory of Open Access Journals (Sweden)

Indah kurnia Putri Damayanti

2017-12-01

Full Text Available Abstrak Penelitian ini bertujuan untuk: (1 menghasilkan model outdoor learning melalui project berbasis local wisdom yang layak digunakan dalam pembelajaran fisika, (2 mengetahui keefektifan penggunaan model outdoor learning melalui project berbasis local wisdom. Penelitian pengembangan ini menggunakan metode pengembangan R & D (Research dan Development. Pada tahap Development, peneliti mengadopsi model 4D, yaitu Define, Design, Develop, dan Disseminate. Hasil penelitian menunjukkan bahwa model outdoor learning melalui project berbasis local wisdom yang dikembangkan layak digunakan dari segi produk pendukung pembelajaran yang memenuhi kriteria sangat tinggi menurut para ahli, praktis menurut guru dan peserta didik. Lembar observasi yang memenuhi kriteria valid dan reliabel berdasarkan hasil ICC dan tes hasil belajar yang memenuhi kriteria valid dan reliabel berdasarkan hasil Quest. Selain itu, model outdoor learning melalui project berbasis local wisdom lebih efektif digunakan dalam pembelajaran fisika dilihat dari hasil analisis multivariate dan GLMMDs yang memperoleh nilai signifikansi 0,000 dan MD yang tinggi.   AbstractThis research was aimed to: (1 produce outdoor learning via project based suitable local wisdom model used in physics learning, (2 know the effectiveness in using outdoor learning via project based local wisdom model. This developing research used a R & D method (Research and Development. On Development step, the researcher adopted 4D model, they were Define, Design, Develop, dan Dissemination. The results showed that the developed outdoor learning via project based local wisdom model was suitable to be used in terms of learning support product that was in very high category according expert, practical according teacher and students. In addition the observation sheet was in valid criteria and reliabel based on ICC and the learning outcome test was in valid criteria and reliabel based on Quest. Besides, outdoor learning via

Individual activities as an integrated part of project work - an innovative approach to project oriented and problem-based learning POPBL

DEFF Research Database (Denmark)

Moesby, Egon; Winther, Hans Henrik; Kørnøv, Lone

2006-01-01

in an individual activity to subsequently be separately assessed. The results of the individually oriented project work form the platform for final work with the project as a team. The students in each team are expected to evaluate the individual solutions and select the one solution to work on in the final phases......In this paper, the authors describe and, on the basis of a recently conducted survey, evaluate a way to increase student learning through the introduction of an individual project activity to the project oriented and problem-based and team-based project work - POPBL. This can be achieved not just...... by adding an individual activity outside or parallel to the project work, but by having the individual activity embedded as an integrated part of the overall team-based project work. In what the authors have deemed the extended project model, students work individually in the solution phase of the project...

Collaborative Visualization Project: shared-technology learning environments for science learning

Science.gov (United States)

Pea, Roy D.; Gomez, Louis M.

1993-01-01

Project-enhanced science learning (PESL) provides students with opportunities for `cognitive apprenticeships' in authentic scientific inquiry using computers for data-collection and analysis. Student teams work on projects with teacher guidance to develop and apply their understanding of science concepts and skills. We are applying advanced computing and communications technologies to augment and transform PESL at-a-distance (beyond the boundaries of the individual school), which is limited today to asynchronous, text-only networking and unsuitable for collaborative science learning involving shared access to multimedia resources such as data, graphs, tables, pictures, and audio-video communication. Our work creates user technology (a Collaborative Science Workbench providing PESL design support and shared synchronous document views, program, and data access; a Science Learning Resource Directory for easy access to resources including two-way video links to collaborators, mentors, museum exhibits, media-rich resources such as scientific visualization graphics), and refine enabling technologies (audiovisual and shared-data telephony, networking) for this PESL niche. We characterize participation scenarios for using these resources and we discuss national networked access to science education expertise.

Lights, Camera, Project-Based Learning!

Science.gov (United States)

Cox, Dannon G.; Meaney, Karen S.

2018-01-01

A physical education instructor incorporates a teaching method known as project-based learning (PBL) in his physical education curriculum. Utilizing video-production equipment to imitate the production of a televisions show, sixth-grade students attending a charter school invited college students to share their stories about physical activity and…

DEVELOPMENT OF SCIENCE PROCESS SKILLS STUDENTS WITH PROJECT BASED LEARNING MODEL- BASED TRAINING IN LEARNING PHYSICS

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Ratna Malawati

2016-06-01

Full Text Available This study aims to improve the physics Science Process Skills Students on cognitive and psychomotor aspects by using model based Project Based Learning training.The object of this study is the Project Based Learning model used in the learning process of Computationa Physics.The method used is classroom action research through two learning cycles, each cycle consisting of the stages of planning, implementation, observation and reflection. In the first cycle of treatment with their emphasis given training in the first phase up to third in the model Project Based Learning, while the second cycle is given additional treatment with emphasis discussion is collaboration in achieving the best results for each group of products. The results of data analysis showed increased ability to think Students on cognitive and Science Process Skills in the psychomotor.

Oral health promotion and education messages in Live.Learn.Laugh. projects.

Science.gov (United States)

Horn, Virginie; Phantumvanit, Prathip

2014-10-01

The FDI-Unilever Live.Learn.Laugh. phase 2 partnership involved dissemination of the key oral health message of encouraging 'twice-daily toothbrushing with fluoride toothpaste' and education of people worldwide by FDI, National Dental Associations, the Unilever Oral Care global team and local brands. The dissemination and education process used different methodologies, each targeting specific groups, namely: mother and child (Project option A); schoolchildren (Project option B); dentists and patients (Project option C); and specific communities (Project option D). Altogether, the partnership implemented 29 projects in 27 countries. These consisted of educational interventions, evaluations including (in some cases) clinical assessment, together with communication activities at both global and local levels, to increase the reach of the message to a broader population worldwide. The phase 2 experience reveals the strength of such a public-private partnership approach in tackling global oral health issues by creating synergies between partners and optimising the promotion and education process. © 2014 FDI World Dental Federation.

Electronic Learning in the German Science Project "NAWI-Interaktiv"

Science.gov (United States)

Wegner, Claas; Homann, Wiebke; Strehlke, Friederike

2014-01-01

The German science project "NAWI-Interaktiv" is an example of innovative use of E-Learning and new media education. Since 2009, the learning platform provides learners and teachers with high-quality learning tools, teaching material, useful information and E-learning programs for free. This is to raise the pupils' motivation to learn…

More Questions than Answers: Assessing the Impact of Online Social Networking on a Service-Learning Project

Science.gov (United States)

Moeller, Mary R.; Nagy, Dianne

2013-01-01

This article details the evolution and results of a service-learning project designed to extend cross-cultural relationships via online social networking between students at a U.S. Bureau of Indian Education boarding school and teacher candidates in a required diversity course. The goals for the partnership included helping Native American…

Dimensions of Problem Based Learning--Dialogue and Online Collaboration in Projects

Science.gov (United States)

Andreasen,, Lars Birch; Nielsen, Jørgen Lerche

2013-01-01

The article contributes to the discussions on problem based learning and project work, building on and reflecting the experiences of the authors. Four perspectives are emphasized as central to a contemporary approach to problem- and project-based learning: the exploration of problems, projects as a method, online collaboration, and the dialogic…

The development and evaluation of a holistic needs assessment and care planning learning package targeted at cancer nurses in the UK.

Science.gov (United States)

Henry, R; Hartley, B; Simpson, M; Doyle, N

2014-01-01

A project team from the United Kingdom Oncology Nursing Society developed a blended e-learning website to facilitate nurses to further develop their confidence and competencies in a range of skills related to assessing the holistic needs of people with cancer. The project team identified three areas which were integral to an holistic needs assessment (HNA) implementation project. These were project support information, project management skills, and practical competencies delivered in a blended e-learning package containing a series of accessible video presentations, supporting documents, and practical activities. The team worked with internal and external partners to ensure that a robust and inspiring programme was created. www.hnaforcancer.com was launched in October 2012 as a blended learning programme that incorporates e-learning on core subjects. These subjects are packaged as videoed presentations with supporting learning material and can be accessed via the UKONS website. By the end of the programme participants were equipped to identify and explore the essential requirements for HNA and care planning, more able to recognise potential need, and initiate care to prevent or minimise the risk of complications. Participants had also developed confidence and competency in new skills, including basic project management.

Project Based Learning in Multi-Grade Class

Science.gov (United States)

Ciftci, Sabahattin; Baykan, Ayse Aysun

2013-01-01

The purpose of this study is to evaluate project based learning in multi-grade classes. This study, based on a student-centered learning approach, aims to analyze students' and parents' interpretations. The study was done in a primary village school belonging to the Centre of Batman, already adapting multi-grade classes in their education system,…

Learning based in projects to promote interdisciplinarity in Secondary School

Directory of Open Access Journals (Sweden)

Daniela Boff

2016-02-01

Full Text Available The project-based learning is an active learning strategy that helps break the paradigm of traditional teaching methods. The student is involved in the learning proposal that includes the PiBL, on which one is not passive and becomes the main actor in one's own teaching learning process. Within this learning strategy, the teacher becomes a mediator between theory and practice thus each different subject interact with one another in order to develop a topic that is mutual to all areas because the learning environment is naturally interdisciplinary. The idea of this kind of learning strategy was applied during a workshop that took place with primary and secondary schoolteachers in order to help them approach the strategy in the classroom, contributing with experiences and ideas towards the interdisciplinary based project.

Assessing Assessment: In Pursuit of Meaningful Learning

Science.gov (United States)

Rootman-le Grange, Ilse; Blackie, Margaret A. L.

2018-01-01

The challenge of supporting the development of meaningful learning is prevalent in chemistry education research. One of the core activities used in the learning process is assessments. The aim of this paper is to illustrate how the semantics dimension of Legitimation Code Theory can be a helpful tool to critique the quality of assessments and…

A Service-Learning Project Using Crowdfunding Strategy: Students' Experience and Reflection

Science.gov (United States)

Mat-jizat, Jessnor Elmy; Khalid, Khalizul

2016-01-01

The aim of this study was to explore students' experience and reflection in doing a Service Learning project as part of their course work. The Service Learning project allows the students to practice their knowledge of raising capital through crowdfunding, and at the same time situates them in an environment where they could learn from the…

Exploration of Exploitation Approaches of European Projects on ICT and Foreign Language Learning: the CEFcult project case

NARCIS (Netherlands)

Rusman, Ellen; Rajagopal, Kamakshi; Stoyanov, Slavi; Van Maele, Jan

2011-01-01

Rusman, E., Rajagopal, K., Stoyanov, S., & Van Maele, J. (2011, 20-21 October). Exploration of Exploitation Approaches of European Projects on ICT and Foreign Language Learning: the CEFcult project case. Paper presented at the 4th International Conference ICT for Language Learning, Florence, Italy.

Pengembangan problem based learning dengan assessment for learning berbantuan smartphone dalam pembelajaran matematika

Directory of Open Access Journals (Sweden)

Muhammad Ridlo Yuwono

2017-11-01

effectiveness instruments including self-assessment questionnaires, project appraisal sheets, achievement tests, and student response sheets. The results show that the PBL-AfL-S model and learning tools have met the valid, practical and effective criteria. Keywords: Problem based Learning, Assessment; Smartphone

Enhancing student perspectives of humanism in medicine: reflections from the Kalaupapa service learning project.

Science.gov (United States)

Lee, Winona K; Harris, Chessa C D; Mortensen, Kawika A; Long, Linsey M; Sugimoto-Matsuda, Jeanelle

2016-05-09

Service learning is endorsed by the Liaison Committee on Medical Education (LCME) as an integral part of U.S. medical school curricula for future physicians. Service learning has been shown to help physicians in training rediscover the altruistic reasons for pursuing medicine and has the potential to enhance students' perspectives of humanism in medicine. The Kalaupapa service learning project is a unique collaboration between disadvantaged post-baccalaureate students with an underserved rural community. This study was conducted to determine whether the Kalaupapa service learning curricula enhanced student perspectives of humanism in medicine at an early stage of their medical training. Program participants between 2008 and 2014 (n = 41) completed written reflections following the conclusion of the service learning project. Four prompts guided student responses. Reflections were thematically analyzed. Once all essays were read, team members compared their findings to condense or expand themes and assess levels of agreement. Emerging themes of resilience and unity were prominent throughout the student reflections. Students expressed respect and empathy for the patients' struggles and strengths, as well as those of their peers. The experience also reinforced students' commitment to service, particularly to populations in rural and underserved communities. Students also gained a deeper understanding of the patient experience and also of themselves as future physicians. To identify and address underserved and rural patients' health care needs, training programs must prepare an altruistic health care workforce that embraces the humanistic element of medicine. The Kalaupapa service learning project is a potential curricular model that can be used to enhance students' awareness and perspectives of humanism in medicine.

Learning-oriented assessment increases performance and written skills in a second year metabolic biochemistry course.

Science.gov (United States)

Vanderlelie, Jessica J; Alexander, Heather G

2016-07-08

Assessment plays a critical role in learning and teaching and its power to enhance engagement and student outcomes is still underestimated in tertiary education. The current project considers the impact of a staged redesign of an assessment strategy that emphasized relevance of learning, formative assessment, student engagement, and feedback on student performance, failure rates and overall engagement in the course. Significant improvements in final grades (p Biochemistry and Molecular Biology, 44(4):412-420, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

Integrating Industry in Project Organized Problem Based Learning for Engineering Educations

DEFF Research Database (Denmark)

Nielsen, Kirsten M.

2006-01-01

This abstract deals with the challenge of establishing engineering student projects in collaboration with industry. Based on empirical results a set of advices for industrial collaboration in project oriented problem based learning are formulated......This abstract deals with the challenge of establishing engineering student projects in collaboration with industry. Based on empirical results a set of advices for industrial collaboration in project oriented problem based learning are formulated...

Learning through a portfolio of carbon capture and storage demonstration projects

Science.gov (United States)

Reiner, David M.

2016-01-01

Carbon dioxide capture and storage (CCS) technology is considered by many to be an essential route to meet climate mitigation targets in the power and industrial sectors. Deploying CCS technologies globally will first require a portfolio of large-scale demonstration projects. These first projects should assist learning by diversity, learning by replication, de-risking the technologies and developing viable business models. From 2005 to 2009, optimism about the pace of CCS rollout led to mutually independent efforts in the European Union, North America and Australia to assemble portfolios of projects. Since 2009, only a few of these many project proposals remain viable, but the initial rationales for demonstration have not been revisited in the face of changing circumstances. Here I argue that learning is now both more difficult and more important given the slow pace of deployment. Developing a more coordinated global portfolio will facilitate learning across projects and may determine whether CCS ever emerges from the demonstration phase.

Integrating Organizational Learning and Business Praxis: A Case for Intelligent Project Management.

Science.gov (United States)

Cavaleri, Steven A.; Fearon, David S.

2000-01-01

Project management provides a natural home for organizational learning, freeing it from mechanical processes. Organizational learning plays a critical role in intelligent project management, which combines manageability, performance outcomes of knowledge management, and innovation. Learning should be integrated into an organization's core…

Extended probabilistic system assessment calculations within the SKI project-90

International Nuclear Information System (INIS)

Pereira, A.

1993-03-01

The probabilistic system assessment calculation reported in the SKI Project-90 final documents were restricted to the following nuclides: 14 C, 129 I, 135 Cs, 237 Np and 240 Pu. In this report we have extended those calculations to another five nuclides: 79 Se, 243 Am, 240 Pu, 93 Zr and 99 Tc. The execution of probabilistic assessment calculations integrated in the context of SKIs first safety analysis exercise of an hypothetic final repository for high-level nuclear waste in Sweden, was a learning experience of relevance for the conduction of probabilistic safety assessment in future exercises. Some major conclusions and viewpoints of future need related with probabilistic assessment were withdrawn from this work and are presented in our report

PROJECT-BASED LEARNING IN ENGLISH FOR MEDICINE

Directory of Open Access Journals (Sweden)

Zorica Antić

2012-06-01

Full Text Available Project-based learning facilitates hands-on learning in student-driven investigations, resulting in high-quality, challenging activities. Students participate actively in projects that revolve around their interests, questions or needs. PBL also develops the 21st century skills including critical thinking, collaboration and communication. The essence of PBL is problem-solving, a key critical thinking skill. Since problem-solving is an integral part of medicine, projects represent a significant method of instruction in English for Medical Purposes. Depending on their individual interests and abilities, each student contributes to the whole group work and the final outcome. The approach also requires students to work in teams and to communicate their findings. Using real-life problems to motivate students, challenging them to think deeply about meaningful content, and enabling them to work collaboratively are practices that yield benefits for all students and their future careers.

Meaningful Learning in the Teaching of Culture: The Project Based Learning Approach

Science.gov (United States)

Kean, Ang Chooi; Kwe, Ngu Moi

2014-01-01

This paper reports on a collaborative effort taken by a team of three teacher educators in using the Project Based Learning (PBL) approach in the teaching of Japanese culture with the aim to investigate the presence of actual "meaningful learning" among 15 students of a 12-Week Preparatory Japanese Language course under a teacher…

Incorporation of project-based learning into an occupational health course.

Science.gov (United States)

Dehdashti, Alireza; Mehralizadeh, Semira; Kashani, Masoud Motalebi

2013-01-01

Use of an appropriate teaching approach is a major concern for faculty members who are involved in occupational health and safety academic education. The challenge is to explore teaching tools to equip students with knowledge and skills to prepare them for their practices, in which they will encounter occupational health and safety issues in various occupational settings. The current study presents the design and implementation of a team project-based learning approach for undergraduate occupational health students to examine the appropriateness and perceptions of students and educators with regard to such a learning experience. Steps were taken to guide the educators and students through the learning process based on projects completed in teams. The research tools for collecting data were a questionnaire and semi-structured interviews with participants. The results illustrated that use of the proposed teaching approach as part of occupational health education may have the potential to motivate and enhance the active roles of educators and students in the learning process, and improve students' technical and social skills that are crucial for practice in the occupational health field. The study findings showed that project-based learning may provide a promising teaching strategy in the education and training of occupational health students. In addition, academic institutions should encourage educators to plan, introduce and evaluate the effectiveness of project-based learning.

Project Management Methodology for the Development of M-Learning Web Based Applications

Directory of Open Access Journals (Sweden)

Adrian VISOIU

2010-01-01

Full Text Available M-learning web based applications are a particular case of web applications designed to be operated from mobile devices. Also, their purpose is to implement learning aspects. Project management of such applications takes into account the identified peculiarities. M-learning web based application characteristics are identified. M-learning functionality covers the needs of an educational process. Development is described taking into account the mobile web and its influences over the analysis, design, construction and testing phases. Activities building up a work breakdown structure for development of m-learning web based applications are presented. Project monitoring and control techniques are proposed. Resources required for projects are discussed.

Filling the assessment gap: using a learning portfolio in international development courses.

Science.gov (United States)

Omar, Mayeh Abu

2006-01-01

The purpose of this research is to describe an action research project that proposed, monitored and evaluated the introduction of a learning portfolio used to replace examinations that were formerly used to assess the core courses. An action research project was undertaken to find out whether the introduction of a portfolio was successful and what could be improved in the process of its implementation. The findings indicate that portfolios are effective to support and assess the academic development of international students. The introduction of a portfolio to replace written examinations in the NCIHD was welcomed by all concerned.

Motivating Students for Project-based Learning for Application of Research Methodology Skills.

Science.gov (United States)

Tiwari, Ranjana; Arya, Raj Kumar; Bansal, Manoj

2017-12-01

Project-based learning (PBL) is motivational for students to learn research methodology skills. It is a way to engage and give them ownership over their own learning. The aim of this study is to use PBL for application of research methodology skills for better learning by encouraging an all-inclusive approach in teaching and learning rather than an individualized tailored approach. The present study was carried out for MBBS 6 th - and 7 th -semester students of community medicine. Students and faculties were sensitized about PBL and components of research methodology skills. They worked in small groups. The students were asked to fill the student feedback Questionnaire and the faculty was also asked to fill the faculty feedback Questionnaire. Both the Questionnaires were assessed on a 5 point Likert scale. After submitted projects, document analysis was done. A total of 99 students of the 6 th and 7 th semester were participated in PBL. About 90.91% students agreed that there should be continuation of PBL in subsequent batches. 73.74% felt satisfied and motivated with PBL, whereas 76.77% felt that they would be able to use research methodology in the near future. PBL requires considerable knowledge, effort, persistence, and self-regulation on the part of the students. They need to devise plans, gather information evaluate both the findings, and their approach. Facilitator plays a critical role in helping students in the process by shaping opportunity for learning, guiding students, thinking, and helping them construct new understanding.

Learning analytics approach of EMMA project

NARCIS (Netherlands)

Tammets, Kairit; Brouns, Francis

2014-01-01

The EMMA project provides a MOOC platform to aggregate and delivers massive open online courses (MOOC) in multiple languages from a variety of European universities. Learning analytics play an important role in MOOCs to support the individual needs of the learner.

Collaborative learning and cyber-cooperation in multidisciplinary projects

NARCIS (Netherlands)

Reijenga, J.C.; Siepe, A.H.M.; Yu, L.E.; Wang, C.H.

2003-01-01

In order to stimulate international cooperation in collaborative learning, a pilot project was initiated in which students from different disciplines (3 TU/e departments), at different Universities (TU/e and the National University of Singapore) worked together on a project, using information

Students’ Lived Experience of Project-Based Learning

Directory of Open Access Journals (Sweden)

Sandy Ferianda

2017-07-01

Full Text Available Inspired by personal experiences during the study time in the Graduate Program in English Language Studies (ELS Sanata Dharma University Yogyakarta, this research focused mainly on investigating the ELS students’ lived experience of project-based learning implemented by the ELS lecturers. This study employed hermeneutic phenomenology since it described and interpreted the meanings of ELS students lived experience. The participants of this study were the three ELS students considered to be illuminating from the three different streams batch of 2015. In this study we used one-on-one in depth interview to gain the data. The findings of this study consisted of four prefigured meanings and two emergent meanings namely a authentic learning, b learner autonomy, c cooperative learning, d multiple intelligences, e understanding others, and f personal development. The findings of this study gave implications not only to the ELS students and lecturers, but also to the audience. Lastly, recommendations were also addressed to the ELS students as their habit formation, to the ELS lecturers as their inputs to give more feedbacks to their students, and to the future researchers. Keywords: Lived experience, project-based learning.

Interdisciplinary project-based learning: technology for improving student cognition

OpenAIRE

Natalia Stozhko; Boris Bortnik; Ludmila Mironova; Albina Tchernysheva; Ekaterina Podshivalova

2015-01-01

The article studies a way of enhancing student cognition by using interdisciplinary project-based learning (IPBL) in a higher education institution. IPBL is a creative pedagogic approach allowing students of one area of specialisation to develop projects for students with different academic profiles. The application of this approach in the Ural State University of Economics resulted in a computer-assisted learning system (CALS) designed by IT students. The CALS was used in an analytical chemi...

Learning how scientists work: experiential research projects to promote cell biology learning and scientific process skills.

Science.gov (United States)

DebBurman, Shubhik K

2002-01-01

Facilitating not only the mastery of sophisticated subject matter, but also the development of process skills is an ongoing challenge in teaching any introductory undergraduate course. To accomplish this goal in a sophomore-level introductory cell biology course, I require students to work in groups and complete several mock experiential research projects that imitate the professional activities of the scientific community. I designed these projects as a way to promote process skill development within content-rich pedagogy and to connect text-based and laboratory-based learning with the world of contemporary research. First, students become familiar with one primary article from a leading peer-reviewed journal, which they discuss by means of PowerPoint-based journal clubs and journalism reports highlighting public relevance. Second, relying mostly on primary articles, they investigate the molecular basis of a disease, compose reviews for an in-house journal, and present seminars in a public symposium. Last, students author primary articles detailing investigative experiments conducted in the lab. This curriculum has been successful in both quarter-based and semester-based institutions. Student attitudes toward their learning were assessed quantitatively with course surveys. Students consistently reported that these projects significantly lowered barriers to primary literature, improved research-associated skills, strengthened traditional pedagogy, and helped accomplish course objectives. Such approaches are widely suited for instructors seeking to integrate process with content in their courses.

Assessing Adult Learning Preferences Using the Analytic Hierarchy Process.

Science.gov (United States)

Lee, Doris; McCool, John; Napieralski, Laura

2000-01-01

Graduate students (n=134) used the analytic hierarchy process, which weights expressed preferences, to rate four learning activities: lectures, discussion/reflection, individual projects, and group projects. Their preferences for discussion/reflection and individual projects were independent of auditory, visual, and kinesthetic learning styles.…

Integrating Problem- and Project-Based Learning Opportunities: Assessing Outcomes of a Field Course in Environment and Sustainability

Science.gov (United States)

Kricsfalusy, Vladimir; George, Colleen; Reed, Maureen G.

2018-01-01

Improving student competencies to address sustainability challenges has been a subject of significant debate in higher education. Problem- and project-based learning have been widely celebrated as course models that support the development of sustainability competencies. This paper describes a course developed for a professional Master's program…

Lessons learned applying CASE methods/tools to Ada software development projects

Science.gov (United States)

Blumberg, Maurice H.; Randall, Richard L.

1993-01-01

This paper describes the lessons learned from introducing CASE methods/tools into organizations and applying them to actual Ada software development projects. This paper will be useful to any organization planning to introduce a software engineering environment (SEE) or evolving an existing one. It contains management level lessons learned, as well as lessons learned in using specific SEE tools/methods. The experiences presented are from Alpha Test projects established under the STARS (Software Technology for Adaptable and Reliable Systems) project. They reflect the front end efforts by those projects to understand the tools/methods, initial experiences in their introduction and use, and later experiences in the use of specific tools/methods and the introduction of new ones.

Developing Process Competencies in Co-orperation, Learning and Project Management

DEFF Research Database (Denmark)

Kolmos, Anette; Kofoed, Lise Busk

2002-01-01

The paper presents an analysis of the course, " Co-operation, Learning, and Project Management" for first year students in the Department of Engineering and Science at Aalborg University, Denmark.......The paper presents an analysis of the course, " Co-operation, Learning, and Project Management" for first year students in the Department of Engineering and Science at Aalborg University, Denmark....

Distance Learning With NASA Lewis Research Center's Learning Technologies Project

Science.gov (United States)

Petersen, Ruth

1998-01-01

The NASA Lewis Research Center's Learning Technologies Project (LTP) has responded to requests from local school district technology coordinators to provide content for videoconferencing workshops. Over the past year we have offered three teacher professional development workshops that showcase NASA Lewis-developed educational products and NASA educational Internet sites. In order to determine the direction of our involvement with distance learning, the LTP staff conducted a survey of 500 U.S. schools. We received responses from 72 schools that either currently use distance learning or will be using distance learning in 98-99 school year. The results of the survey are summarized in the article. In addition, the article provides information on distance learners, distance learning technologies, and the NASA Lewis LTP videoconferencing workshops. The LTP staff will continue to offer teacher development workshops through videoconferencing during the 98-99 school year. We hope to add workshops on new educational products as they are developed at NASA Lewis.

Innovation in POPBL teaching and learning methods by embedding individual activities as an integrated part of project work

DEFF Research Database (Denmark)

Moesby, Egon; W., Hans Henrik; Kørnøv, Lone

2005-01-01

activity embedded as an integrated part of the project work. Students work in the solution phase of the project on an individual activity that is separately assessed. The results of these individual activities form the platform for students’ final work with the project as a team. They have to evaluate......In this paper, the authors describe a way to increase student learning through social constructed teamwork by adding an individual activity to the project work. This can be achieved not just by adding an individual activity outside or parallel to the project work, but by having the individual...... the individual solutions and find the one solution to work on in the final phases of the project. On top of that, it helps train students’ abilities to make evaluations among various solutions of which one is their own, thereby learning how to evaluate their personal solutions against another person’s solutions...

Teaching Project Management On-Line: Lessons Learned from MOOCs

Science.gov (United States)

Falcao, Rita; Fernandes, Luis

2016-01-01

Creating a course for teaching project management online in a full online distance-learning environment was a challenge. Working with adult learners from different continents that want to complete a Master degree was an additional challenge. This paper describes how different MOOCs were used to learn about teaching -(meta) e-learning. MOOCs…

Implementing Project Based Learning Approach to Graphic Design Course

Science.gov (United States)

Riyanti, Menul Teguh; Erwin, Tuti Nuriah; Suriani, S. H.

2017-01-01

The purpose of this study was to develop a learning model based Commercial Graphic Design Drafting project-based learning approach, was chosen as a strategy in the learning product development research. University students as the target audience of this model are the students of the fifth semester Visual Communications Design Studies Program…

A summary of lessons learned at the Shippingport Station Decommissioning Project (SSDP)

International Nuclear Information System (INIS)

Crimi, F.P.; Mullee, G.R.

1987-10-01

This paper describes the lessons learned from a management perspective during decommissioning. The lessons learned are presented in a chronological sequence during the life of the project up to the present time. The careful analysis of the lessons learned and the implementation of corresponding actions have contributed toward improving the effectiveness of decommissioning as time progresses. The lessons learned should be helpful in planning future decommissioning projects

EFEKTIVITAS PROJECT BASED LEARNING TERHADAP KETERAMPILAN MENULIS BAHAN AJAR IPA CALON GURU SD

Directory of Open Access Journals (Sweden)

- Susilawati

2018-01-01

Full Text Available Abstract:. The purpose of this research is to analyze the effectiveness of Project Based Learning (PjBL of writing skills on Science teaching materials to elementary school teachers candidates.This research used experimental methods (single-one group pretest-posttest design with instruments such as portofolio assessment sheets, observation sheets, and  questionnaire sheets .The effectiveness of analyzing used n-gain and t-test .The subject of this research is elementary school teachers candidates who contracted “Science Learning”subject  in a program study teacher education of elementary school at University Muhammadiyah Cirebon. The findings of this study has produced a contextual book for Science teaching material. In addition, there is an increased of elementary school teachers candidates who prepared the teaching materials in a printed form relevant to the needs and characters of the students as well as the curriculum. It is proven by assessments that the ability rose significantly from 2,71 (category  is adequate skill to 3,83 (category is skilled and supported by the n-gain value  at 0,87. Based on the t-test count of 8,050 larger than t-table 2,045. Recommendations from this research is that PjBL as a learning model could become one of the alternative learning models to improve writing skills material for elementary school teachers candidates. Keyword: Project-Based-Learning, science-materials-teaching, elementary-schoo-teachers- candidates.   Abstrak: Tujuan penelitian ini untuk menganalisis efektivitas Project Based Learning (PjBL terhadap keterampilan menulis bahan ajar IPA Calon Guru SD. Penelitian ini menggunakan metode eksperimen (Single-One Group Pretest-Posttest Design dengan menggunakan instrumen berupa lembar penilaian portofolio, lembar observasi, dan lembar angket. Efektivitas dianalisis menggunakan n-gain dan uji T. Subjek penelitian ini adalah mahasiswa calon guru yang mengontrak matakuliah Pembelajaran IPA di

Teaching and learning English through digital game projects

Directory of Open Access Journals (Sweden)

Jonathan deHaan

2011-04-01

Full Text Available Digital games are receiving increasing attention by researchers and practitioners in education; however, most of the theory and pedagogy focus on general education or language and literacy development of native speakers. There are very few investigations of game play or game culture and second language development. Language teachers and institutions must know more about games to use the media effectively. Two completed extracurricular projects, based on constructionist learning and media literacy theories and practices, are described in this paper: game design and game magazine creation. The action research projects aimed to guide students towards a better understanding of games’ formal features and technologies through their active creation of games and game-related media, and to improve their spoken and written English language skills. In general, students learned and practised a variety of language and technology skills with the design projects. The projects motivated the students, challenged the students, and provided many opportunities for authentic discussions in the foreign language. Various suggestions, based on the teacher and student experiences of these projects, are made for other language teachers interested in conducting creative game-based projects with their students.

Assessing learning at the workplace

NARCIS (Netherlands)

Evers, Arnoud

2018-01-01

• Defining learning at the workplace • Assessing learning at the workplace • Facilitating learning at the workplace: - Structure - Culture - Leadership - Personal factors • Conclusions • Discussion

Project InterActions: A Multigenerational Robotic Learning Environment

Science.gov (United States)

Bers, Marina U.

2007-12-01

This paper presents Project InterActions, a series of 5-week workshops in which very young learners (4- to 7-year-old children) and their parents come together to build and program a personally meaningful robotic project in the context of a multigenerational robotics-based community of practice. The goal of these family workshops is to teach both parents and children about the mechanical and programming aspects involved in robotics, as well as to initiate them in a learning trajectory with and about technology. Results from this project address different ways in which parents and children learn together and provide insights into how to develop educational interventions that would educate parents, as well as children, in new domains of knowledge and skills such as robotics and new technologies.

ADVANTAGES, DISADVANTAGES, AND LESSONS LEARNED FROM MULTI-REACTOR DECOMMISSIONING PROJECTS

International Nuclear Information System (INIS)

Morton, M.R.; Nielson, R.R.; Trevino, R.A.

2003-01-01

This paper discusses the Reactor Interim Safe Storage (ISS) Project within the decommissioning projects at the Hanford Site and reviews the lessons learned from performing four large reactor decommissioning projects sequentially. The advantages and disadvantages of this multi-reactor decommissioning project are highlighted

Implementing and Assessing Inquiry-Based Learning through the CAREER Award

Science.gov (United States)

Brudzinski, M. R.

2011-12-01

In order to fully attain the benefits of inquiry-based learning, instructors who typically employ the traditional lecture format need to make many adjustments to their approach. This change in styles can be intimidating and logistically difficult to overcome, both for instructors and students, such that a stepwise approach to this transformation is likely to be more manageable. In this session, I will describe a series of tools to promote inquiry-based learning that I am helping to implement and assess in classroom courses and student research projects. I will demonstrate the importance of integrating with existing institutional initiatives as well as recognizing how student development plays a key role in student engagement. Some of the features I will highlight include: defining both student learning outcomes and student development outcomes, converting content training to be self-directed and asynchronous, utilizing conceptests to help students practice thinking like scientists, and employing both objective pre/post assessment and student self-reflective assessment. Lastly, I will reflect on how the well-defined goal of teaching and research integration in the CAREER award solicitation resonated with me even as an undergraduate and helped inspire my early career.

Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol.

Science.gov (United States)

Laverty, James T; Underwood, Sonia M; Matz, Rebecca L; Posey, Lynmarie A; Carmel, Justin H; Caballero, Marcos D; Fata-Hartley, Cori L; Ebert-May, Diane; Jardeleza, Sarah E; Cooper, Melanie M

2016-01-01

Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of "three-dimensional learning" is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not.

Generalized projective synchronization of chaotic systems via adaptive learning control

International Nuclear Information System (INIS)

Yun-Ping, Sun; Jun-Min, Li; Hui-Lin, Wang; Jiang-An, Wang

2010-01-01

In this paper, a learning control approach is applied to the generalized projective synchronisation (GPS) of different chaotic systems with unknown periodically time-varying parameters. Using the Lyapunov–Krasovskii functional stability theory, a differential-difference mixed parametric learning law and an adaptive learning control law are constructed to make the states of two different chaotic systems asymptotically synchronised. The scheme is successfully applied to the generalized projective synchronisation between the Lorenz system and Chen system. Moreover, numerical simulations results are used to verify the effectiveness of the proposed scheme. (general)

Cascade Error Projection: A New Learning Algorithm

Science.gov (United States)

Duong, T. A.; Stubberud, A. R.; Daud, T.; Thakoor, A. P.

1995-01-01

A new neural network architecture and a hardware implementable learning algorithm is proposed. The algorithm, called cascade error projection (CEP), handles lack of precision and circuit noise better than existing algorithms.

Problem-Based Project-Oriented Learning: Educating and evaluating for new disciplines emerging in the interplay between the professions of civil engineering and architecture

DEFF Research Database (Denmark)

Mullins, Michael

2006-01-01

styles, which raises the question of how to assess the individual student’s learning where widely different strategies with widely differing results are employed. While offering many interesting possibilities, the integration of these historically separated disciplines embraces paradoxes...... and contradictions reflected in the differences inherent in two pedagogical models used by the university, problem-based learning and project-oriented learning. However, in order for this to be adequately demonstrated, suitable forms of evaluation are necessary. A case is made for the review of assessment criteria......, and uses PBL and project-oriented models for its educational form. There is a distinct difference between engineering and architecture in their evolutionary backgrounds and their varying degree of emphasis on natural science. Both present different forms of problem solving that appeal to different learning...

Project-Based Learning and Student Knowledge Construction during Asynchronous Online Discussion

Science.gov (United States)

Koh, Joyce Hwee Ling; Herring, Susan C.; Hew, Khe Foon

2010-01-01

Project-based learning engages students in problem solving through artefact design. However, previous studies of online project-based learning have focused primarily on the dynamics of online collaboration; students' knowledge construction throughout this process has not been examined thoroughly. This case study analyzed the relationship between…

Measuring the influence of Cooperative Learning and Project Based Learning on problem solvin skill.

OpenAIRE

García Martín, Javier; Pérez Martínez, Jorge Enrique

2011-01-01

The aim of this study is to evaluate the effects obtained after applying two active learning methodologies (cooperative learning and project based learning) to the achievement of the competence problem solving. This study was carried out at the Technical University of Madrid, where these methodologies were applied to two Operating Systems courses. The first hypothesis tested was whether the implementation of active learning methodologies favours the achievement of ?problem solving?. The secon...

The TRIPOD e-learning Platform for the Training of Earthquake Safety Assessment

International Nuclear Information System (INIS)

Coppari, S.; Di Pasquale, G.; Goretti, A.; Papa, F.; Papa, S.; Paoli, G.; Pizza, A. G.; Severino, M.

2008-01-01

The paper summarizes the results of the in progress EU Project titled TRIPOD (Training Civil Engineers on Post-Earthquake Safety Assessment of Damaged Buildings), funded under the Leonardo Da Vinci program. The main theme of the project is the development of a methodology and a learning platform for the training of technicians involved in post-earthquake building safety inspections. In the event of a catastrophic earthquake, emergency building inspections constitute a major undertaking with severe social impact. Given the inevitable chaotic conditions and the urgent need of a great number of specialized individuals to carry out inspections, past experience indicates that inspection teams are often formed in an adhoc manner, under stressful conditions, at a varying levels of technical expertise and experience, sometime impairing the reliability and consistency of the inspection results. Furthermore each Country has its own building damage and safety assessment methodology, developed according to its experience, laws, building technology and seismicity. This holds also for the partners participating to the project (Greece, Italy, Turkey, Cyprus), that all come from seismically sensitive Mediterranean countries. The project aims at alleviating the above shortcomings by designing and developing a training methodology and e-platform, forming a complete training program targeted at inspection engineers, specialized personnel and civil protection agencies. The e-learning platform will provide flexible and friendly authoring mechanisms, self-teaching and assessment capabilities, course and trainee management, etc. Courses will be also made available as stand-alone multimedia applications on CD and in the form of a complete pocket handbook. Moreover the project will offer the possibility of upgrading different experiences and practices: a first step towards the harmonization of methodologies and tools of different Countries sharing similar problems. Finally, through wide

Exploration of Exploitation Approaches of European Projects on ICT and Foreign Language Learning: the CEFcult project case

OpenAIRE

Rusman, Ellen; Rajagopal, Kamakshi; Stoyanov, Slavi; Van Maele, Jan

2011-01-01

Rusman, E., Rajagopal, K., Stoyanov, S., & Van Maele, J. (2011, 20-21 October). Exploration of Exploitation Approaches of European Projects on ICT and Foreign Language Learning: the CEFcult project case. Paper presented at the 4th International Conference ICT for Language Learning, Florence, Italy. Available at: http://www.pixel-online.net/ICT4LL2011/conferenceproceedings.php

Ubiquitous Learning Project Using Life-Logging Technology in Japan

Science.gov (United States)

Ogata, Hiroaki; Hou, Bin; Li, Mengmeng; Uosaki, Noriko; Mouri, Kosuke; Liu, Songran

2014-01-01

A Ubiquitous Learning Log (ULL) is defined as a digital record of what a learner has learned in daily life using ubiquitous computing technologies. In this paper, a project which developed a system called SCROLL (System for Capturing and Reusing Of Learning Log) is presented. The aim of developing SCROLL is to help learners record, organize,…

The Project-Based Learning Approach in Environmental Education

Science.gov (United States)

Genc, Murat

2015-01-01

The purpose of this study is to investigate the effect of project-based learning on students' attitudes toward the environment. In the study that was performed with 39 students who take the "Environmental Education" course, attitude changes toward the environment were investigated in students who developed projects on environmental…

Creating Student Engagement: The Kickstarter Active Learning Project

Science.gov (United States)

Manzon, Elliott

2017-01-01

Students can become disengaged from marketing material if they cannot see the direct application. Marketing material needs to be applied to a meaningful business task to engage and motivate students. This article introduces the Kickstarter Active Learning Project--an innovative semester-long project in which students create a Kickstarter…

ICT support for students’ collaboration in problem and project based learning

DEFF Research Database (Denmark)

Rongbutsri, Nikorn; Khalid, Md. Saifuddin; Ryberg, Thomas

2011-01-01

This paper reports and analyses quantitative and qualitative data from a study, which seeks a better understanding of how students use various technologies to support their project collaboration activities in a problem and project based learning environment. More generally the aim of the study......, and the present paper, is to shed light on students’ technology practices within higher education – particularly in relation to problem and project based learning....

The German Chernobyl project: Lessons learned

International Nuclear Information System (INIS)

Hill, P.; Hille, R.

1999-01-01

This report presents results and lessons learned by one of the so far largest assessments of a post-accidental situation. Funded by the Federal Republic of Germany the German Chernobyl Project investigated in the years 1991-1993 the radiological situation in contaminated regions of the Russian Federation, Belarus and Ukraine. Measurements included a mass screening of the population in order to determine the Cesium body burdens of 250,000+ individuals in more than 240 settlements as well as the evaluation of external doses in selected settlements with soil contaminations varying from less than 74 kBq/m 2 to about 3700 kBq/m 2 including some, where decontamination measures had previously been taken. Also in many settlements environmental monitoring was undertaken. For most individuals doses did not exceed the international annual limits set for the general population. Open and comprehensive communication of results was favourably accepted by the public. In a few settlements the radiological situation has been followed up till to date. (author)

Peer Feedback to Facilitate Project-Based Learning in an Online Environment

Science.gov (United States)

Ching, Yu-Hui; Hsu, Yu-Chang

2013-01-01

There has been limited research examining the pedagogical benefits of peer feedback for facilitating project-based learning in an online environment. Using a mixed method approach, this paper examines graduate students' participation and perceptions of peer feedback activity that supports project-based learning in an online instructional design…

Theme-Based Project Learning: Design and Application of Convergent Science Experiments

Science.gov (United States)

Chun, Man-Seog; Kang, Kwang Il; Kim, Young H.; Kim, Young Mee

2015-01-01

This case study aims to verify the benefits of theme-based project learning for convergent science experiments. The study explores the possibilities of enhancing creative, integrated and collaborative teaching and learning abilities in science-gifted education. A convergent project-based science experiment program of physics, chemistry and biology…

Perceptions of Teacher Candidates Regarding Project-Based Learning

Science.gov (United States)

Baysura, Ozge Deniz; Altun, Sertel; Yucel-Toy, Banu

2016-01-01

Problem Statement: Project-based learning (PBL) is a learning and teaching approach that makes students search for new knowledge and skills, helps them overcome real-life questions, and makes them design their own studies and performances. Research in Turkey reveals that teachers are not well-informed about PBL, can not guide students in this…

STEM-related, Student-led Service Learning / Community Engagement Projects: Examples and Benefits

Science.gov (United States)

Swap, R. J.; Wayland, K.

2015-12-01

Field-based, STEM-related service learning / community engagement projects present an opportunity for undergraduate students to demonstrate proficiencies related to the process of inquiry. These proficiencies include: appreciation of the larger project context, articulation of an informed question/hypothesis, project proposal development, interdisciplinary collaboration, project management (including planning, implementation reconfiguration and synthesis) and lastly the generation and handing off of acquired knowledge. Calls for these types of proficiencies have been expressed by governmental, non-governmental as well as the private sector. Accordingly, institutions of higher learning have viewed such activities as opportunities for enriching the learning experience for undergraduate students and for making such students more marketable, especially those from STEM-related fields. This institutional interest has provided an opportunity to support and expand field-based learning. Here we present examples of student-led/faculty-mentored international service learning and community engagement projects along the arc of preparation, implementation and post-field process. Representative examples that draw upon environmental science and engineering knowledge have been selected from more than 20 international undergraduate student projects over past decade and include: slow-sand water filtration, rainwater harvesting, methane biodigesters, water reticulation schemes and development and implementation of rocket stoves for communal cooking. We discuss these efforts in terms of the development of the aforementioned proficiencies, the utility of such proficiencies to the larger enterprise of STEM and the potential for transformative student learning outcomes. We share these experiences and lessons learned with the hope that others may intelligently borrow from our approach in a manner appropriate for their particular context.

The Costa Rica GLOBE (Global Learning and Observations to Benefit the Environment) Project as a Learning Science Environment

Science.gov (United States)

Castro Rojas, María Dolores; Zuñiga, Ana Lourdes Acuña; Ugalde, Emmanuel Fonseca

2015-12-01

GLOBE is a global educational program for elementary and high school levels, and its main purpose in Costa Rica is to develop scientific thinking and interest for science in high school students through hydrology research projects that allow them to relate science with environmental issues in their communities. Youth between 12 and 17 years old from public schools participate in science clubs outside of their regular school schedule. A comparison study was performed between different groups, in order to assess GLOBE's applicability as a learning science atmosphere and the motivation and interest it generates in students toward science. Internationally applied scales were used as tools for measuring such indicators, adapted to the Costa Rican context. The results provide evidence statistically significant that the students perceive the GLOBE atmosphere as an enriched environment for science learning in comparison with the traditional science class. Moreover, students feel more confident, motivated and interested in science than their peers who do not participate in the project. However, the results were not statistically significant in this last respect.

Participatory forest management in Ethiopia: learning from pilot projects.

Science.gov (United States)

Ameha, Aklilu; Larsen, H O; Lemenih, Mulugeta

2014-04-01

Different arrangements of decentralized forest management have been promoted as alternatives to centralized and top down approaches to halt tropical deforestation and forest degradation. Ethiopia is one of the countries piloting one of these approaches. To inform future programs and projects it is essential to learn from existing pilots and experiences. This paper analyses five of the pilot participatory forest management (PFM) programs undertaken in Ethiopia. The study is based on the Forest User Group (FUG) members' analyses of the programs using selected outcome variables: forest income, change in forest conditions, forest ownership feelings and effectiveness of FUGs as forest managing institutions. These variables were assessed at three points in time-before the introduction of PFM, during the project implementation and after the projects ended. Data were collected using group discussions, key informant interviews and transect walks through the PFM forests. The results show that in all of the five cases the state of the forest is perceived to have improved with the introduction of PFM, and in four of the cases the improvement was maintained after projects ended. Regulated access to the forests following introduction of PFM was not perceived to have affected forest income negatively. There are, however, serious concerns about the institutional effectiveness of the FUGs after projects ended, and this may affect the success of the PFM approach in the longer term.

Curriculum learning designs: teaching health assessment skills for advanced nursing practitioners through sustainable flexible learning.

Science.gov (United States)

Fitzgerald, Les; Wong, Pauline; Hannon, John; Solberg Tokerud, Marte; Lyons, Judith

2013-10-01

Innovative curriculum designs are vital for effective learning in contemporary nursing education where traditional modes of delivery are not adequate to meet the learning needs of postgraduate students. This instance of postgraduate teaching in a distributed learning environment offered the opportunity to design a flexible learning model for teaching advanced clinical skills. To present a sustainable model for flexible learning that enables specialist nurses to gain postgraduate qualifications without on-campus class attendance by teaching and assessing clinical health care skills in an authentic workplace setting. An action research methodology was used to gather evidence and report on the process of curriculum development of a core unit, Comprehensive Health Assessment (CHA), within 13 different postgraduate speciality courses. Qualitative data was collected from 27 teaching academics, 21 clinical specialist staff, and 7 hospital managers via interviews, focus groups and journal reflections. Evaluations from the initial iteration of CHA from 36 students were obtained. Data was analyzed to develop and evaluate the curriculum design of CHA. The key factors indicated by participants in the curriculum design process were coordination and structuring of teaching and assessment; integration of content development; working with technologies, balancing specialities and core knowledge; and managing induction and expectations. A set of recommendations emerged as a result of the action research process. These included: a constructive alignment approach to curriculum design; the production of a facilitator's guide that specifies expectations and unit information for academic and clinical education staff; an agreed template for content authors; and the inclusion of synchronous communication for real-time online tutoring. The highlight of the project was that it built curriculum design capabilities of clinicians and students which can sustain this alternative model of online

Project-based learning methodology in the area of microbiology applied to undergraduate medical research.

Science.gov (United States)

Mateo, Estibaliz; Sevillano, Elena

2018-07-01

In the recent years, there has been a decrease in the number of medical professionals dedicated to a research career. There is evidence that students with a research experience during their training acquire knowledge and skills that increase the probability of getting involved in research more successfully. In the Degree of Medicine (University of the Basque Country) the annual core subject 'Research Project' introduces students to research. The aim of this work was to implement a project-based learning methodology, with the students working on microbiology, and to analyse its result along time. Given an initial scenario, the students had to come up with a research idea related to medical microbiology and to carry out a research project, including writing a funding proposal, developing the experimental assays and analyzing and presenting their results to a congress organized by the University. Summative assessment was performed by both students and teachers. A satisfaction survey was carried out to gather the students' opinion. The overall results regarding to the classroom dynamics, learning results and motivation after the implementation were favourable. Students referred a greater interest about research than they had before. They would choose the project based methodology versus the traditional one.

Project-based learning with international collaboration for training biomedical engineers.

Science.gov (United States)

Krishnan, Shankar

2011-01-01

Training biomedical engineers while effectively keeping up with the fast paced scientific breakthroughs and the growth in technical innovations poses arduous challenges for educators. Traditional pedagogical methods are employed for coping with the increasing demands in biomedical engineering (BME) training and continuous improvements have been attempted with some success. Project-based learning (PBL) is an academic effort that challenges students by making them carry out interdisciplinary projects aimed at accomplishing a wide range of student learning outcomes. PBL has been shown to be effective in the medical field and has been adopted by other fields including engineering. The impact of globalization in healthcare appears to be steadily increasing which necessitates the inclusion of awareness of relevant international activities in the curriculum. Numerous difficulties are encountered when the formation of a collaborative team is tried, and additional difficulties occur as the collaboration team is extended to international partners. Understanding and agreement of responsibilities becomes somewhat complex and hence the collaborative project has to be planned and executed with clear understanding by all partners and participants. A model for training BME students by adopting PBL with international collaboration is proposed. The results of previous BME project work with international collaboration fit partially into the model. There were many logistic issues and constraints; however, the collaborative projects themselves greatly enhanced the student learning outcomes. This PBL type of learning experience tends to promote long term retention of multidisciplinary material and foster high-order cognitive activities such as analysis, synthesis and evaluation. In addition to introducing the students to experiences encountered in the real-life workforce, the proposed approach enhances developing professional contracts and global networking. In conclusion, despite

The use of a mobile assistant learning system for health education based on project-based learning.

Science.gov (United States)

Wu, Ting-Ting

2014-10-01

With the development of mobile devices and wireless technology, mobile technology has gradually infiltrated nursing practice courses to facilitate instruction. Mobile devices save manpower and reduce errors while enhancing nursing students' professional knowledge and skills. To achieve teaching objectives and address the drawbacks of traditional education, this study presents a mobile assistant learning system to help nursing students prepare health education materials. The proposed system is based on a project-based learning strategy to assist nursing students with internalizing professional knowledge and developing critical thinking skills. Experimental results show that the proposed mobile system and project-based learning strategy can promote learning effectiveness and efficiency. Most nursing students and nursing educators showed positive attitudes toward this mobile learning system and looked forward to using it again in related courses in the future.

Validity in assessment of prior learning

DEFF Research Database (Denmark)

Wahlgren, Bjarne; Aarkrog, Vibe

2015-01-01

, the article discusses the need for specific criteria for assessment. The reliability and validity of the assessment procedures depend on whether the competences are well-defined, and whether the teachers are adequately trained for the assessment procedures. Keywords: assessment, prior learning, adult...... education, vocational training, lifelong learning, validity...

Students' Perceptions of Life Skill Development in Project-Based Learning Schools

Science.gov (United States)

Meyer, Kimberly; Wurdinger, Scott

2016-01-01

This research aimed to examine students' perceptions of their life skills while attending project-based learning (PBL) schools. The study focused on three questions including: (1) What are students' perceptions of their development of life skills in project-based learning schools?; (2) In what ways, if any, do students perceive an increase in…

Preparing Hispanic Students for the Real World: Benefits of Problem-Based Service Learning Projects

Science.gov (United States)

West, Jean Jaymes; Simmons, Donna

2012-01-01

Student learning is enriched by problem-based service learning (PBSL) projects. For Hispanic students, the learning that takes place in PBSL projects may be even more significant, although the research published in academic journals about client-based projects for Hispanic students is limited. This article begins to advance an understanding of how…

The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) Project

Science.gov (United States)

Beichner, Robert J.

2011-04-01

How do you keep a classroom of 100 undergraduates actively learning? Can students practice communication and teamwork skills in a large class? How do you boost the performance of underrepresented groups? The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) Project has addressed these concerns. Because of their inclusion in a leading introductory physics textbook, project materials are used by more than 1/3 of all science, math, and engineering majors nationwide. The room design and pedagogy have been adopted at more than 100 leading institutions across the country. Physics, chemistry, math, astronomy, biology, engineering, earth sciences, and even literature classes are currently being taught this way. Educational research indicates that students should collaborate on interesting tasks and be deeply involved with the material they are studying. We promote active learning in a redesigned classroom for 100 students or more. (Of course, smaller classes can also benefit.) Class time is spent primarily on "tangibles" and "ponderables"--hands-on activities, simulations, and interesting questions. Nine students sit in three teams at round tables. Instructors circulate and engage in Socratic dialogues. The setting looks like a banquet hall, with lively interactions nearly all the time. Hundreds of hours of classroom video and audio recordings, transcripts of numerous interviews and focus groups, data from conceptual learning assessments (using widely-recognized instruments in a pretest/posttest protocol), and collected portfolios of student work are part of our rigorous assessment effort. Our findings (based on data from over 16,000 students collected over five years as well as replications at adopting sites) can be summarized as the following: 1) Female failure rate is 1/5 of previous levels, even though more is demanded of students. 2) Minority failure rate is 1/4 that seen in traditionally taught courses. 3) At-risk students are more

Collaborative Learning in Advanced Supply Systems: The KLASS Pilot Project.

Science.gov (United States)

Rhodes, Ed; Carter, Ruth

2003-01-01

The Knowledge and Learning in Advanced Supply Systems (KLASS) project developed collaborative learning networks of suppliers in the British automotive and aerospace industries. Methods included face-to-face and distance learning, work toward National Vocational Qualifications, and diagnostic workshops for senior managers on improving quality,…

Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol

Science.gov (United States)

Underwood, Sonia M.; Matz, Rebecca L.; Posey, Lynmarie A.; Carmel, Justin H.; Caballero, Marcos D.; Fata-Hartley, Cori L.; Ebert-May, Diane; Jardeleza, Sarah E.; Cooper, Melanie M.

2016-01-01

Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of “three-dimensional learning” is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not. PMID:27606671

New tools for scientific learning in the EduSeis project: the e-learning experiment

Directory of Open Access Journals (Sweden)

A. Zollo

2007-06-01

Full Text Available The Educational Seismological Project (EduSeis is a scientific and educational project, the main aim of which is the development and implementation of new teaching methodologies in Earth Sciences, using seismology as a vehicle for scientific learning and awareness of earthquake risk. Within this framework, we have recently been experimenting with new learning and information approaches that are mainly aimed at a high school audience. In particular, we have designed, implemented and tested a model of an e-learning environment in a high school located in the surroundings of the Mt. Vesuvius volcano. The proposed e-learning model is built on the EduSeis concepts and educational materials (web-oriented, and is based on computer-supported collaborative learning. Ten teachers from different disciplines and fifty students at the I.T.I.S. “Majorana” technical high school (Naples have been taking part in a cooperative e-learning experiment in which the students have been working in small groups (communities. The learning process is assisted and supervised by the teachers. The evaluation of the results from this cooperative e-learning experiment has provided useful insights into the content and didactic value of the EduSeis modules and activities. The use of network utilities and the “Learning Community” approach promoted the exchange of ideas and expertises between students and teachers and allowed a new approach to the seismology teaching through a multidisciplinary study.

Towards Professionalism in Music: Self-assessed Learning Strategies of Conservatory Music Students

Directory of Open Access Journals (Sweden)

Esa Virkkula

2017-09-01

Full Text Available One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. Strategies can be practiced and learnt. Direct and indirect learning strategies formed the model of defining music students’ self-assessed learning habits in this research. The strategies dealt with here are memory, cognitive, compensation, metacognitive, affective and social strategies. Critical thinking strategies as well as deep and surface learning strategies were also observed. In this paper, a theoretical background and methodological solutions will first be presented. A significant finding comes from cross-professional collaboration of students, teachers, and professionals during the research period: it enhanced the use of strategies. Another finding, the profitable use of the workshop method, can be adopted by other fields of learning and make processes flexible and fruitful.

Mapping epistemic cultures and learning potential of participants in citizen science projects.

Science.gov (United States)

Vallabh, Priya; Lotz-Sisitka, Heila; O'Donoghue, Rob; Schudel, Ingrid

2016-06-01

The ever-widening scope and range of global change and interconnected systemic risks arising from people-environment relationships (social-ecological risks) appears to be increasing concern among, and involvement of, citizens in an increasingly diversified number of citizen science projects responding to these risks. We examined the relationship between epistemic cultures in citizen science projects and learning potential related to matters of concern. We then developed a typology of purposes and a citizen science epistemic-cultures heuristic and mapped 56 projects in southern Africa using this framework. The purpose typology represents the range of knowledge-production purposes, ranging from laboratory science to social learning, whereas the epistemic-cultures typology is a relational representation of scientist and citizen participation and their approach to knowledge production. Results showed an iterative relationship between matters of fact and matters of concern across the projects; the nexus of citizens' engagement in knowledge-production activities varied. The knowledge-production purposes informed and shaped the epistemic cultures of all the sampled citizen science projects, which in turn influenced the potential for learning within each project. Through a historical review of 3 phases in a long-term river health-monitoring project, we found that it is possible to evolve the learning curve of citizen science projects. This evolution involved the development of scientific water monitoring tools, the parallel development of pedagogic practices supporting monitoring activities, and situated engagement around matters of concern within social activism leading to learning-led change. We conclude that such evolutionary processes serve to increase potential for learning and are necessary if citizen science is to contribute to wider restructuring of the epistemic culture of science under conditions of expanding social-ecological risk. © 2016 Society for

Precision Learning Assessment: An Alternative to Traditional Assessment Techniques.

Science.gov (United States)

Caltagirone, Paul J.; Glover, Christopher E.

1985-01-01

A continuous and curriculum-based assessment method, Precision Learning Assessment (PLA), which integrates precision teaching and norm-referenced techniques, was applied to a math computation curriculum for 214 third graders. The resulting districtwide learning curves defining average annual progress through the computation curriculum provided…

Project-based learning in geomatics at Aalborg University

DEFF Research Database (Denmark)

Höhle, Joachim

2005-01-01

The paper deals with the education in Geomatics at Aalborg University (AAU), Denmark. Since its foundation in 1974 AAU has used Project-Based Learning (PBL) as its educational model. In each of the 10 semesters a project has to be carried out by a group of students. The paper presents the ideas...... behind PBL and the use of this approach in Geomatics. Some examples of project work in the field of photogrammetry and remote sensing are given. Teachers and researchers at AAU recently published a book on the Aalborg PBL model, in which progress, diversity and challenges of the approach are documented....... Some of the findings in this investigation are presented. The on-campus education in Geomatics uses the Internet, and the paper informs about its application on campus. PBL is also practised at AAU's distance education programmes, which combine e-learning and weekend seminars on the campus. Experiences...

Live from Space Station Learning Technologies Project

Science.gov (United States)

2001-01-01

This is the Final Report for the Live From Space Station (LFSS) project under the Learning Technologies Project FY 2001 of the MSFC Education Programs Department. AZ Technology, Inc. (AZTek) has developed and implemented science education software tools to support tasks under the LTP program. Initial audience consisted of 26 TreK in the Classroom schools and thousands of museum visitors to the International Space Station: The Earth Tour exhibit sponsored by Discovery Place museum.

City of Austin: Green habitat learning project. A green builder model home project

Energy Technology Data Exchange (ETDEWEB)

NONE

1995-12-01

The purpose of the Year 14 UCETF project was to design and construct a residential structure that could serve as a demonstration facility, training site, and testing and monitoring laboratory for issues related to the implementation of sustainable building practices and materials. The Model Home Project builds on the previous and existing efforts, partially funded by the UCETF, of the City of Austin Green Builder Program to incorporate sustainable building practices into mainstream building activities. The Green Builder Program uses the term {open_quotes}green{close_quotes} as a synonym for sustainability. In the research and analysis that was completed for our earlier reports in Years 12 and 13, we characterized specific elements that we associate with sustainability and, thus, green building. In general, we refer to a modified life cycle assessment to ascertain if {open_quotes}green{close_quotes} building options reflect similar positive cyclical patterns found in nature (i.e. recyclability, recycled content, renewable resources, etc.). We additionally consider economic, human health and synergistic ecological impacts associated with our building choices and characterize the best choices as {open_quotes}green.{close_quotes} Our ultimate goal is to identify and use those {open_quotes}green{close_quotes} materials and processes that provide well for us now and do not compromise similar benefits for future generations. The original partnership developed for this project shifted during the year from a project stressing advanced (many prototypical) {open_quotes}green{close_quotes} building materials and techniques in a research and demonstration context, to off-the-shelf but underutilized {open_quotes}green{close_quotes} materials in the practical social context of using {open_quotes}green{close_quotes} technologies for low income housing. That project, discussed in this report, is called the Green Habitat Learning Project.

An Ecological Approach to Understanding Assessment for Learning in Support of Student Writing Achievement

Directory of Open Access Journals (Sweden)

Bronwen Cowie

2018-02-01

Full Text Available In this paper, we report on a project conducted in a New Zealand primary school that aimed to enhance the writing achievement of primary school boys who were achieving just below the national standard for their age or level through the use of peer feedback and information and communication technologies (ICTs. The project involved a teacher collaborative inquiry approach where all seven teachers in the school and the school principal participated to achieve the project aim. We adopt an ecological approach as a lens to offer a holistic and comprehensive view of how peer assessment and use of ICTs can be facilitated to improve writing achievement. Data were collected through teacher interviews and written reflections of practice and student learning, teacher analysis of student work, team meeting notes, classroom observations, and student focus group interviews. Findings from the thematic analysis of textual data illustrate the potential of adopting an ecological approach to consider how teacher classroom practices are shaped by the school, community, and wider policy context. At the classroom level, our ecological analysis highlighted a productive synergy between commonplace writing pedagogy strategies and assessment for learning (AfL practices as part of teacher orchestration of an ensemble of interdependent routines, tools, and activities. Diversity, redundancy, and local adaptations of resources to provide multiple pathways and opportunities—social and material and digital—emerged as important in fostering peer assessment and ICT use in support of writing achievement. Importantly, these practices were made explicit and taken up across the school and in the parent community because of whole staff involvement in the project. The wider policy context allowed for and supported teachers developing more effective pedagogy to impact student learning outcomes. We propose that an ecological orientation offers the field a productive insight into the

Does assessing project work enhance the validity of qualifications? The case of GCSE coursework

Directory of Open Access Journals (Sweden)

Victoria Crisp

2009-03-01

Full Text Available This paper begins by describing current views on validity and how certain assessment forms, such as school-based project work, may enhance validity. It then touches on debates about the dependability of assessment by teachers. GCSEs and GCSE coursework are then described along with the reasons for the inclusion of coursework in many GCSEs. Crooks, Kane and Cohen’s (1996 chain model of eight linked stages of validity enquiry is then used as a structure within which to consider the validity of project work assessments, and specifically GCSE coursework assessment, drawing on the available literature. Strengths for validity include the ability to assess objectives that are difficult to test in written examinations, promoting additional skills such as critical thinking, creativity and independent thinking, and improving motivation. Possible threats to validity include the potential for internet and other types of plagiarism, tasks becoming overly structured and formulaic thus reducing the positive impact on learning, and the potentially heavy workload for teachers and students. The paper concludes by describing current policy changes in the UK with regard to GCSE coursework and relates this to strong and weak validity links for project work as a mode of assessment.

Achieving Service-Learning Goals in a Financial Accounting Class Project

Science.gov (United States)

Yu, Darwin D.

2011-01-01

Background: A financial accounting class in a Philippine university has a service-learning group project that involves setting up a simple accounting system for microenterprises. Aims: This paper examines the extent to which service-learning goals such as course learning, teamwork, civic responsibility, and impact on the client organization are…

Technology enhanced peer learning and peer assessment

DEFF Research Database (Denmark)

Henriksen, Christian Bugge; Bregnhøj, Henrik; Rosthøj, Susanne

2016-01-01

This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems...... and Freshwaters (REEF), the Master thesis preparation seminars for the Master of Public Health (MPH) and the MOOC course Global Environmental Management (GEM). The application of student produced learning elements and peer review discussions is investigated by analyzing quotes from course evaluations...... and performing focus group interviews. The application of peer assessment is investigated by analyzing the agreement of peer assessment between students assessing the same assignment. Our analyses confirm previous research on the value of peer learning and peer assessment and we argue that there could also...

Educational integrating projects as a method of interactive learning

Directory of Open Access Journals (Sweden)

Иван Николаевич Куринин

2013-12-01

Full Text Available The article describes a method of interactive learning based on educational integrating projects. Some examples of content of such projects for the disciplines related to the study of information and Internet technologies and their application in management are presented.

Experiencing teaching and learning quantitative reasoning in a project-based context

Science.gov (United States)

Muir, Tracey; Beswick, Kim; Callingham, Rosemary; Jade, Katara

2016-12-01

This paper presents the findings of a small-scale study that investigated the issues and challenges of teaching and learning about quantitative reasoning (QR) within a project-based learning (PjBL) context. Students and teachers were surveyed and interviewed about their experiences of learning and teaching QR in that context in contrast to teaching and learning mathematics in more traditional settings. The grade 9-12 student participants were characterised by a history of disengagement with mathematics and school in general, and the teacher participants were non-mathematics specialist teachers. Both students and teachers were new to the PjBL situation, which resulted in the teaching/learning relationship being a reciprocal one. The findings indicated that students and teachers viewed QR positively, particularly when compared with traditional mathematics teaching, yet tensions were identified for aspects such as implementation of curriculum and integration of relevant mathematics into projects. Both sets of participants identified situations where learning QR was particularly successful, along with concerns or difficulties about integrating QR into project work. The findings have implications for educators, who may need to examine their own approaches to mathematics teaching, particularly in terms of facilitating student engagement with the subject.

Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals

Directory of Open Access Journals (Sweden)

Inga Glogger

2013-01-01

Full Text Available Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (CBLE that trains teachers to assess learning strategies with learning journals. The contents of the CBLE and its instructional design were derived from theory. The CBLE was further shaped by research in a design-based manner. Finally, in two evaluation studies, student teachers (N1=44; N2=89 worked with the CBLE. We analyzed satisfaction, interest, usability, and assessment skills. Additionally, in evaluation study 2, effects of an experimental variation on motivation and assessment skills were tested. We found high satisfaction, interest, and good usability, as well as satisfying assessment skills, after working with the CBLE. Results show that teachers can be trained to assess learning strategies in learning journals. The developed CBLE offers new perspectives on how to support teachers in fostering learning strategies as central component of effective self-regulated learning at school.

A summary of lessons learned activities conducted at the OECD Halden Reactor Project

International Nuclear Information System (INIS)

Hallbert, B.P.

1997-01-01

A series of lessons learned studies have been conducted at the OECD Halden Reactor Project. The purpose of these lessons learned reports are to summarize knowledge and experience gained across a number of research project. This paper presents a summary of main issues addressed in four of these lessons learned projects. These are concerned with software development and quality assurance, software reliability, methods for test and evaluation of developed systems, and the evaluation of system design features

Assessing the Merits of International Service-Learning in Developing Professionalism in Mass Communication

Science.gov (United States)

Motley, Phillip; Sturgill, Amanda

2013-01-01

This project assessed how an international service-learning course affected mass communication students' knowledge of professionalism. Using written reflections and focus group transcripts from four courses that took place in Central America, we observed that placing students in immersive environments, where they are able to work on authentic…

Stimulating Learning with Integrated Assessments in Construction Education

Directory of Open Access Journals (Sweden)

Imriyas Kamardeen

2014-09-01

Full Text Available Quality of learning students experience is heavily dependent on the effectiveness of course design. Assessments are a key component in course design and students determine their level of involvement in a learning activity based on whether it is assessed or not. Assessments are therefore a powerful tool that lecturers can utilise to drive learning. However, designing effective assessments to stimulate learning is challenging in the presence of disciplinary, contextual dimensions. A case study approach is adopted to demonstrate how effective integrated assessment schemes may be developed and implemented for construction education. The scheme in the case study amalgamated case-based learning, online quizzes and adaptive eTests to provide a variety of assessments, aligned with lecture topics and contemporary real-word scenarios. It was found that the presence of both formative and summative tasks in the assessment scheme complemented each other, kept students constantly motivated and engaged in learning, and resulted in a good learning experience for them. The study provide evidence, and valuable insights and tips for lecturers in similar degree programs as to how they could modify pedagogical styles in their courses for better learning experiences for students and improved teaching ratings for themselves. Keywords: Pedagogy, Integrated assessment, Case-based learning, Online quiz, Adaptive eLearning

Stimulating Learning with Integrated Assessments in Construction Education

Directory of Open Access Journals (Sweden)

Imriyas Kamardeen

2014-09-01

Full Text Available Quality of learning students experience is heavily dependent on the effectiveness of course design. Assessments are a key component in course design and students determine their level of involvement in a learning activity based on whether it is assessed or not. Assessments are therefore a powerful tool that lecturers can utilise to drive learning. However, designing effective assessments to stimulate learning is challenging in the presence of disciplinary, contextual dimensions. A case study approach is adopted to demonstrate how effective integrated assessment schemes may be developed and implemented for construction education. The scheme in the case study amalgamated case-based learning, online quizzes and adaptive eTests to provide a variety of assessments, aligned with lecture topics and contemporary real-word scenarios. It was found that the presence of both formative and summative tasks in the assessment scheme complemented each other, kept students constantly motivated and engaged in learning, and resulted in a good learning experience for them. The study provide evidence, and valuable insights and tips for lecturers in similar degree programs as to how they could modify pedagogical styles in their courses for better learning experiences for students and improved teaching ratings for themselves.   Keywords: Pedagogy, Integrated assessment, Case-based learning, Online quiz, Adaptive eLearning

Project Assessment Framework through Design (PAFTD) - A Project Assessment Framework in Support of Strategic Decision Making

Science.gov (United States)

Depenbrock, Brett T.; Balint, Tibor S.; Sheehy, Jeffrey A.

2014-01-01

Research and development organizations that push the innovation edge of technology frequently encounter challenges when attempting to identify an investment strategy and to accurately forecast the cost and schedule performance of selected projects. Fast moving and complex environments require managers to quickly analyze and diagnose the value of returns on investment versus allocated resources. Our Project Assessment Framework through Design (PAFTD) tool facilitates decision making for NASA senior leadership to enable more strategic and consistent technology development investment analysis, beginning at implementation and continuing through the project life cycle. The framework takes an integrated approach by leveraging design principles of useability, feasibility, and viability and aligns them with methods employed by NASA's Independent Program Assessment Office for project performance assessment. The need exists to periodically revisit the justification and prioritization of technology development investments as changes occur over project life cycles. The framework informs management rapidly and comprehensively about diagnosed internal and external root causes of project performance.

Pengembangan Model Pembelajaran Project Based Learning pada Mata Kuliah Computer Aided Design

Directory of Open Access Journals (Sweden)

Satoto Endar Nayono

2013-09-01

Full Text Available One of the key competencies of graduates majoring in Civil Engineering and Planning Education, Faculty of Engineering, Yogyakarta State University (YSU is able to plan buildings. CAD courses aim to train students to be able to pour the planning concepts into the picture. One of the obstacles faced in the course are concepts and pictures that created by the students often do not correspond to the standards used in the field. This study aims to develop a model of project-based learning so that the students’ pictures are more in line with the actual conditions in the field. This study was carried out through the stages as follows: (1 Pre test, (2 Planning of learning, (3 Implementation of the learning model of project-based learning, (4 monitoring and evaluation (5 Reflection and revision, (6 Implementation of learning in the next cycle, and (7 Evaluation of the learning outcomes. This study was conducted for four months in 2012 in the Department of Civil Engineering and Planning Education, Faculty of Engineering, YSU. The subjects of this study are the students who took the course of Computer Aided Design. The analysis of the data used descriptive qualitative and descriptive statistics. The results of this study were: (1 The implementation of project based learning model was proven to increase the learning process and the learning outcomes of students in the subject of CAD through the provision of buildings planning pictures tasks of school buildings based on the real conditions in the field. The task was delivered in every meeting and improved based on the feedback from their lecturers, (2 the learning model of project based learning will be easier to be implemented if it is accompanied by the model of peer tutoring and the learning model of PAIKEM.

Social impact assessment in energy projects

International Nuclear Information System (INIS)

Koivujaervi, S.; Kantola, I.; Maekinen, P.

1998-01-01

The research report is based on literature and interviews on the social impact assessment (SIA) in energy projects in Finland, both before and after the EIA Act has been in force in Finland. The concept and content of SIA, the requirements set by the legislation, its relation with other environmental impacts, the assessment process and the used methods have been studied on the basis of the literature analysis. A total of 26 persons representing the coordination authorities, persons issuing statements, researchers, civil servants, consultants and project developers were interviewed for the research. The interviews were made by the University of Turku in the form of theme interviews, investigating the present status, practices and expectations of the SIA. The unestablished status was seen to be the problem in the SIA, which was reflected in the interviewers' varying views about the content of the SIA. Among the operators, the general character of the SIA criticism in the statements concerning the assessment programmes or reports was seen as a problem as well; the assessment of social impact has been considered to be insufficient, however, without any identification of the effects or how the effects should have been assessed. For the time preceding the EIA Act, the assessment of the social impact of hydraulic work, power plant and transmission line projects and the project of the fifth nuclear power plant have been studied. As to the power plant and transmission line projects after the validity of the EIA Act, all the 20 projects were gone through which had progressed during the spring 1998 at least to the assessment report stage. Of these projects, the assessment of the social impact of one transmission line and one power plant project was studied in detail. The report also studies the assessment of the social impact of the repository for nuclear waste on the basis of the experience gained in Finland and in other countries. On the basis of the literature study

Evaluating a "Second Life" Problem-Based Learning (PBL) Demonstrator Project: What Can We Learn?

Science.gov (United States)

Beaumont, Chris; Savin-Baden, Maggi; Conradi, Emily; Poulton, Terry

2014-01-01

This article reports the findings of a demonstrator project to evaluate how effectively Immersive Virtual Worlds (IVWs) could support problem-based learning. The project designed, created and evaluated eight scenarios within "Second Life" (SL) for undergraduate courses in health care management and paramedic training. Evaluation was…

Service Learning in Medical Education: Project Description and Evaluation

Science.gov (United States)

Borges, Nicole J.; Hartung, Paul J.

2007-01-01

Although medical education has long recognized the importance of community service, most medical schools have not formally nor fully incorporated service learning into their curricula. To address this problem, we describe the initial design, development, implementation, and evaluation of a service-learning project within a first-year medical…

Learning Disabled College Writers Project, Evaluation Report, 1985-86.

Science.gov (United States)

Dunham, Trudy

This report describes the Learning Disabled College Writer's Project, implemented at the University of Minnesota during the 1985-86 school year and designed to aid learning disabled college students master composition skills through training in the use of microcomputer word processors. Following an executive summary, an introduction states the…

Project KEWL: Kinect Engineering With Learning

Science.gov (United States)

Norris, Jeff; Goza, Sharon; Shores, David

2011-01-01

Project KEWL is a joint project between NASA/JPL and NASA/JSC to stimulate interest of children in Science, Technology, Engineering and Math (STEM) and bring the NASA space exploration experience to the classroom, museum and ultimately the living room. Using the Kinect game controller KEWL allows children to engage in NASA s missions in a fundamentally new way. KEWL allows children to experiment with gravity on Mars and the Moon; navigate through the International Space Station; fix a torn solar array on the ISS; drive a robot on Mars; visit an Asteroid; learn about the differences in gravity on different planets and control Robonaut 2 using their body as the input device. Project KEWL complements NASA s outreach investments in television, mobile platforms and the web by engaging the public through the rapidly expanding medium of console gaming. In 2008, 97% of teenagers played video games and 86% played on a home gaming console. (source: http://pewresearch.org/pubs/953/) As of March 2011, there have been more than 10 million Kinects sold. (source: http://www.itproportal.com/2011/03/10/kinect-record-breaking-sales-figures-top-10-million/) Project KEWL interacts with children on a platform on which they spend much of their time and teaches them information about NASA while they are having fun. Project KEWL progressed from completely custom C++ code written in house to using a commercial game engine. The art work and 3D geometry models come from existing engineering work or are created by the KEWL development team. Six different KEWL applications have been demonstrated at nine different venues including schools, museums, conferences, and NASA outreach events. These demonstrations have allowed the developers the chance to interact with players and observe the gameplay mechanics in action. The lessons learned were then incorporated into the subsequent versions of the applications.

A Project-based Learning approach for teaching Robotics to ...

African Journals Online (AJOL)

In this research we used a project-based learning approach to teach robotics basics to undergraduate business computing students. The course coverage includes basic electronics, robot construction and programming using arduino. Students developed and tested a robot prototype. The project was evaluated using a ...

Application of Model Project Based Learning on Integrated Science in Water Pollution

Science.gov (United States)

Yamin, Y.; Permanasari, A.; Redjeki, S.; Sopandi, W.

2017-09-01

The function of this research was to analyze the influence model Project Based Learning (PjBl) on integrated science about the concept mastery for junior high school students. Method used for this research constitutes the quasi of experiment method. Population and sample for this research are the students junior high school in Bandung as many as two classes to be experiment and control class. The instrument that used for this research is the test concept mastery, assessment questionnaire of product and the questionnaire responses of the student about learning integrated science. Based on the result of this research get some data that with accomplishment the model of PjBl. Learning authority of integrated science can increase the concept mastery for junior high school students. The highest increase in the theme of pollution water is in the concept of mixtures and the separation method. The students give a positive response in learning of integrated science for the theme of pollution of the water used model PjBL with questionnaire of the opinion aspect in amount of 83.5%, the anxiety of the students in amount of 95.5%, the profit learning model of PjBL in amount of 96.25% and profit learning of integrated science in amount of 95.75%.

Community Learning Campus: It Takes a Simple Message to Build a Complex Project

Science.gov (United States)

Pearson, George

2012-01-01

Education Canada asked Tom Thompson, president of Olds College and a prime mover behind the Community Learning Campus (CLC): What were the lessons learned from this unusually ambitious education project? Thompson mentions six lessons he learned from this complex project which include: (1) Dream big, build small, act now; (2) Keep a low profile at…

Assessment of Learning Strategies: Self-Report Questionnaire or Learning Task

Science.gov (United States)

Kikas, Eve; Jõgi, Anna-Liisa

2016-01-01

Two types of assessment instruments were developed to assess middle school students' learning strategies, and their effectiveness in predicting various learning outcomes was examined. The participants were 565 middle school students. Three subscales (rehearsal, organization, elaboration) from the "Motivated Strategies for Learning…

Evaluating Students' Perceptions and Attitudes toward Computer-Mediated Project-Based Learning Environment: A Case Study

Science.gov (United States)

Seet, Ling Ying Britta; Quek, Choon Lang

2010-01-01

This research investigated 68 secondary school students' perceptions of their computer-mediated project-based learning environment and their attitudes towards Project Work (PW) using two instruments--Project Work Classroom Learning Environment Questionnaire (PWCLEQ) and Project Work Related Attitudes Instrument (PWRAI). In this project-based…

Bootcamp EMMA MOOC Assessment for learning in practice

NARCIS (Netherlands)

Firssova, Olga; Brouns, Francis

2016-01-01

Formative assessment or assessment for learning is a relevant theme for teachers and educationalists. Formative assessment is a valuable tool for supporting the learning process. It is applied during learning and offers you more and better opportunities to guide your students. Formative assessment

Student explanations of their science teachers' assessments, grading practices and how they learn science

Science.gov (United States)

del Carmen Gomez, María

2018-03-01

The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers' assessment practices in an upper-secondary school in Sweden. During group interviews students were asked about their conceptions of what were the assessment priority of teachers, why the students were silent during lecturing and their experiences regarding peer- and self-assessments. The research design and analysis of the findings derives from what students told us about their assessments and learning sciences experiences. Students related that besides the results of the written test, they do not know what else teachers assessed and used to determine their grades. It was also found that students did not participate in the discussion on science because of peer-pressure and a fear of disappointing their peers. Student silence is also linked with student conceptions of science learning and student experiences with methodologies of teaching and learning sciences.

Learning autonomy in writing class: Implementation of project-based learning in english for spesific purposes

Science.gov (United States)

Ayu Sukerti, G. N.; Yuliantini, Ny

2018-01-01

This research was aimed to analyze students’ attitude on learning autonomy through the implementation of project-based learning (PBL). Writing has been considered one of the most difficult competencies to master as it incorporates several integrated language skills. Thus, teaching writing in English for Specific Class posts a huge challenge as students often feel discouraged by the complex series of processes involved in producing a well-structured piece of writing. This research implemented PBL as the learning model to boost students’ learning outcomes and construct self-directed learning. Participants were 25 second semester students enrolled in a three-year undergraduate program in Informatics Management. The implementation of PBL in writing class contributed real advantages since it allowed students to collaboratively arrange outline in order to produce individual drafts and final essays. The study revealed that students were able to be involved in a more deep and autonomous learning as they helped each other during group discussion. The students autonomously engaged in the completion of the project in a more positive attitude. They also acquired more knowledge in the aspect of grammar and learned how to use language in proper context based on the feedbacks they got during revising their writing.

Implementing a Project-Based Learning Model in a Pre-Service Leadership Program

Science.gov (United States)

Albritton, Shelly; Stacks, Jamie

2016-01-01

This paper describes two instructors' efforts to more authentically engage students in a preservice leadership program's course called Program Planning and Evaluation by using a project-based learning approach. Markham, Larmer, and Ravitz (2003) describe project-based learning (PjBL) as "a systematic teaching method that engages students in…

Research Notes ~ Lessons from an International e-Learning Project

Directory of Open Access Journals (Sweden)

Paul Breen

2007-11-01

Full Text Available This paper offers a critical examination of an e-learning project in the context of a Distance Education training program delivered to teacher trainers by an external university in Rwanda. In examining the successes and failures of the project, it uses a framework based on ideas promulgated by Moore (1995 and strives to provide guidance and reference for future projects in this field.

Facilitating Adoption of Web Tools for Problem and Project Based Learning Activities

DEFF Research Database (Denmark)

Khalid, Md. Saifuddin; Rongbutsri, Nikorn; Buus, Lillian

2012-01-01

and project based learning. In the area of problem and project based learning, facilitation is the core term and the teacher often has the role as facilitator or moderator instead of a teacher teaching. Technology adoption for learning activities needs facilitation, which is mostly absent. Sustainable......This paper builds on research directions from ‘activity theory’ and ‘learning design’ to provide ‘facilitation’ for students standing within decision making related to selection of web 2.0 tools and university provided web-based applications for supporting students activities within problem...... adoption might be facilitated based on tool appropriation with activities associated with courses and projects. Our mapping of different tools in a framework is reported based on interviews, observations, narratives and survey. A direction towards facilitation process for adoption is discussed as part...

Patient safety in external beam radiotherapy, results of the ACCIRAD project: Current status of proactive risk assessment, reactive analysis of events, and reporting and learning systems in Europe.

Science.gov (United States)

Malicki, Julian; Bly, Ritva; Bulot, Mireille; Godet, Jean-Luc; Jahnen, Andreas; Krengli, Marco; Maingon, Philippe; Prieto Martin, Carlos; Przybylska, Kamila; Skrobała, Agnieszka; Valero, Marc; Jarvinen, Hannu

2017-04-01

To describe the current status of implementation of European directives for risk management in radiotherapy and to assess variability in risk management in the following areas: 1) in-country regulatory framework; 2) proactive risk assessment; (3) reactive analysis of events; and (4) reporting and learning systems. The original data were collected as part of the ACCIRAD project through two online surveys. Risk assessment criteria are closely associated with quality assurance programs. Only 9/32 responding countries (28%) with national regulations reported clear "requirements" for proactive risk assessment and/or reactive risk analysis, with wide variability in assessment methods. Reporting of adverse error events is mandatory in most (70%) but not all surveyed countries. Most European countries have taken steps to implement European directives designed to reduce the probability and magnitude of accidents in radiotherapy. Variability between countries is substantial in terms of legal frameworks, tools used to conduct proactive risk assessment and reactive analysis of events, and in the reporting and learning systems utilized. These findings underscore the need for greater harmonisation in common terminology, classification and reporting practices across Europe to improve patient safety and to enable more reliable inter-country comparisons. Copyright © 2017 Elsevier B.V. All rights reserved.

Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment

Directory of Open Access Journals (Sweden)

Amy Siegesmund

2016-05-01

Full Text Available Student overconfidence challenges success in introductory biology. This study examined the impact of classroom learning communities and self-assessment on student metacognition and subsequent impact on student epistemological beliefs, behaviors, and learning. Students wrote weekly self-assessments reflecting on the process of learning and received individual feedback. Students completed a learning strategies inventory focused on metacognition and study behaviors at the beginning and end of the semester and a Student Assessment of their Learning Gains (SALG at the end of the semester. Results indicated significant changes in both metacognition and study behaviors over the course of the semester, with a positive impact on learning as determined by broad and singular measures. Self-assessments and SALG data demonstrated a change in student beliefs and behaviors. Taken together, these findings argue that classroom learning communities and self-assessment can increase student metacognition and change student epistemological beliefs and behaviors.

Pre-Service Teachers' Experiences and Views on Project-Based Learning Processes

Science.gov (United States)

Dag, Funda; Durdu, Levent

2017-01-01

Project-based learning (PjBL) has been promoted as an effective and frequently used student-centered learning approach for various learning environments. To have various learning experiences with PjBL is an important requirement for pre-service teachers (PSTs). The purpose of the study was to investigate the experiences PSTs had with group work…

Hydrostatic Pressure Project: Linked-Class Problem-Based Learning in Engineering

Science.gov (United States)

Davis, Freddie J.; Lockwood-Cooke, Pamela; Hunt, Emily M.

2011-01-01

Over the last few years, WTAMU Mathematics, Engineering and Science faculty has used interdisciplinary projects as the basis for implementation of a linked-class approach to Problem-Based Learning (PBL). A project that has significant relevance to engineering statics, fluid mechanics, and calculus is the Hydrostatic Pressure Project. This project…

Strategies for Assessing Learning Outcomes in an Online Oceanography Course

Science.gov (United States)

Reed, D. L.

2003-12-01

All general education courses at the San Jose State University, including those in the sciences, must present a detailed assessment plan of student learning, prior to certification for offering. The assessment plan must state a clear methodology for acquiring data on student achievement of the learning outcomes for the specific course category, as well as demonstrate how students fulfill a strong writing requirement. For example, an online course in oceanography falls into the Area R category, the Earth and Environment, through which a student should be able to demonstrate an understanding of the methods and limits of scientific investigation; distinguish science from pseudo-science; and apply a scientific approach to answer questions about the Earth and environment. The desired learning outcomes are shared with students at the beginning of the course and subsequent assessments on achieving each outcome are embedded in the graded assignments, which include a critical thinking essay, mid-term exam, poster presentation in a symposium-style format, portfolio of web-based work, weekly discussions on an electronic bulletin board, and a take-home final exam, consisting of an original research grant proposal. The diverse nature of the graded assignments assures a comprehensive assessment of student learning from a variety of perspectives, such as quantitative, qualitative, and analytical. Formative assessment is also leveraged into learning opportunities, which students use to identify the acquisition of knowledge. For example, pre-tests are used to highlight preconceptions at the beginning of specific field studies and post-testing encourages students to present the results of small research projects. On a broader scale, the assessment results contradict common misperceptions of online and hybrid courses. Student demand for online courses is very high due to the self-paced nature of learning. Rates of enrollment attrition match those of classroom sections, if students

Becoming Little Scientists: Technologically-Enhanced Project-Based Language Learning

Science.gov (United States)

Dooly, Melinda; Sadler, Randall

2016-01-01

This article outlines research into innovative language teaching practices that make optimal use of technology and Computer-Mediated Communication (CMC) for an integrated approach to Project-Based Learning. It is based on data compiled during a 10- week language project that employed videoconferencing and "machinima" (short video clips…

Placing a Hand in the Fire: Assessing the Impact of a YouTube Experiential Learning Project on Viral Marketing Knowledge Acquisition

Science.gov (United States)

Payne, Nathaniel J.; Campbell, Colin; Bal, Anjali S.; Piercy, Niall

2011-01-01

The goal of this study is to evaluate the effectiveness of an experiential learning social media project that was integrated into a graduate marketing class. As part of the semester-long project, students were required to work within a team and create a spoof video, which was posted on YouTube. Students' success was partially determined by the…

Unicycle Project Report

OpenAIRE

Thomson, S

2010-01-01

The Unicycle project implemented an institutional Open Educational Resource repository with a view to ensuring sustainability in approach by embedding OER as an Assessment, Learning and Teaching strategy. This is the final submitted report for the project.

Adaptive Knowledge Management of Project-Based Learning

Science.gov (United States)

Tilchin, Oleg; Kittany, Mohamed

2016-01-01

The goal of an approach to Adaptive Knowledge Management (AKM) of project-based learning (PBL) is to intensify subject study through guiding, inducing, and facilitating development knowledge, accountability skills, and collaborative skills of students. Knowledge development is attained by knowledge acquisition, knowledge sharing, and knowledge…

Nurturing social responsibility through community service-learning: Lessons learned from a pilot project.

Science.gov (United States)

Dharamsi, Shafik; Espinoza, Nancy; Cramer, Carl; Amin, Maryam; Bainbridge, Lesley; Poole, Gary

2010-01-01

Community service-learning (CSL) has been proposed as one way to enrich medical and dental students' sense of social responsibility toward people who are marginalized in society. We developed and implemented a new CSL option in the integrated medical/dental curriculum and assessed its educational impact. Focus groups, individual open-ended interviews, and a survey were used to assess dental students', faculty tutors' and community partners' experiences with CSL. CSL enabled a deeper appreciation for the vulnerabilities that people who are marginalized experience; students gained a greater insight into the social determinants of health and the related importance of community engagement; and they developed useful skills in health promotion project planning, implementation and evaluation. Community partners and faculty tutors indicated that equal partnership, greater collaboration, and a participatory approach to course development are essential to sustainability in CSL. CSL can play an important role in nurturing a purposeful sense of social responsibility among future practitioners. Our study enabled the implementation of an innovative longitudinal course (professionalism and community service) in all 4 years of the dental curriculum.

Designing and Implementing Service Learning Projects in an Introductory Oceanography Course Using the ``8-Block Model''

Science.gov (United States)

Laine, E. P.; Field, C.

2010-12-01

The Campus Compact for New Hampshire (Gordon, 2003) introduced a practical model for designing service-learning exercises or components for new or existing courses. They divided the design and implementation process into eight concrete areas, the “8-Block Model”. Their goal was to demystify the design process of service learning courses by breaking it down into interconnected components. These components include: project design, community partner relations, the problem statement, building community in the classroom, building student capacity, project management, assessment of learning, and reflection and connections. The project design component of the “8-Block Model” asks that the service performed be consistent with the learning goals of the course. For science courses students carry out their work as a way of learning science and the process of science, not solely for the sake of service. Their work supports the goals of a community partner and the community partner poses research problems for the class in a letter on their letterhead. Linking student work to important problems in the community effectively engages students and encourages them to work at more sophisticated levels than usually seen in introductory science classes. Using team-building techniques, the classroom becomes a safe, secure learning environment that encourages sharing and experimentation. Targeted lectures, labs, and demonstrations build the capacity of students to do their research. Behind the scenes project management ensures student success. Learning is assessed using a variety of tools, including graded classroom presentations, poster sessions, and presentations and reports to community partners. Finally, students reflect upon their work and make connections between their research and its importance to the well being of the community. Over the past 10 years, we have used this approach to design and continually modify an introductory oceanography course for majors and non

River Protection Project information systems assessment

International Nuclear Information System (INIS)

JOHNSON, A.L.

1999-01-01

The Information Systems Assessment Report documents the results from assessing the Project Hanford Management Contract (PHMC) Hanford Data Integrator 2000 (HANDI 2000) system, Business Management System (BMS) and Work Management System phases (WMS), with respect to the System Engineering Capability Assessment Model (CAM). The assessment was performed in accordance with the expectations stated in the fiscal year (FY) 1999 Performance Agreement 7.1.1, item (2) which reads, ''Provide an assessment report on the selected Integrated Information System by July 31, 1999.'' This report assesses the BMS and WMS as implemented and planned for the River Protection Project (RPP). The systems implementation is being performed under the PHMC HANDI 2000 information system project. The project began in FY 1998 with the BMS, proceeded in FY 1999 with the Master Equipment List portion of the WMS, and will continue the WMS implementation as funding provides. This report constitutes an interim quality assessment providing information necessary for planning RPP's information systems activities. To avoid confusion, HANDI 2000 will be used when referring to the entire system, encompassing both the BMS and WMS. A graphical depiction of the system is shown in Figure 2-1 of this report

Exploring an Experiential Learning Project through Kolb's Learning Theory Using a Qualitative Research Method

Science.gov (United States)

Chan, Cecilia Ka Yuk

2012-01-01

Experiential learning pedagogy is taking a lead in the development of graduate attributes and educational aims as these are of prime importance for society. This paper shows a community service experiential project conducted in China. The project enabled students to serve the affected community in a post-earthquake area by applying their knowledge…

Problem-Based Service Learning: The Evolution of a Team Project

Science.gov (United States)

Connor-Greene, Patricia A.

2002-01-01

In this article, I describe the evolution of a problem-based service learning project in an undergraduate Abnormal Psychology course. Students worked in teams on a semester-long project to locate and evaluate information and treatment for specific psychiatric disorders. As part of the project, each team selected relevant bibliographic materials,…

Experiential learning in control systems laboratories and engineering project management

Science.gov (United States)

Reck, Rebecca Marie

2015, a panel of 40 control systems faculty members, from a variety of institutions, completed a multi-round Delphi survey in order to bring them toward consensus on the common aspects of their laboratories. The following winter, 45 additional faculty members and practitioners from the control systems community completed a follow-up survey to gather feedback on the results of the Delphi survey. During the Delphi study, the panelists identified 15 laboratory objectives, 26 concepts, and 15 components that were common in their laboratories. Then in both the Delphi survey and follow-up survey each participant rated the importance of each of these items. While the average ratings differed slightly between the two groups, the order of each set of items was compared with two different tests and the order was found to be similar. Some of the common and important learning objectives include connecting theory to what is implemented and observed in the laboratory, designing controllers, and modeling and simulating systems. The most common component in both groups was Math-Works software. Some of the common concepts include block diagrams, stability, and PID control. Defining common aspects of undergraduate control systems laboratories enables common development, detailed comparisons, and simplified adaptation of equipment and experiments between campuses and programs. Throughout an undergraduate program in engineering, there are multiple opportunities for hands-on laboratory experiences that are related to course content. However, a similarly immersive experience for project management graduate students is harder to incorporate for all students in a course at once. This study explores an experiential learning opportunity for graduate students in engineering management or project management programs. The project management students enroll in a project management course. Undergraduate students interested in working on a project with a real customer enroll in a different projects

A Contest-Oriented Project for Learning Intelligent Mobile Robots

Science.gov (United States)

Huang, Hsin-Hsiung; Su, Juing-Huei; Lee, Chyi-Shyong

2013-01-01

A contest-oriented project for undergraduate students to learn implementation skills and theories related to intelligent mobile robots is presented in this paper. The project, related to Micromouse, Robotrace (Robotrace is the title of Taiwanese and Japanese robot races), and line-maze contests was developed by the embedded control system research…

Project-Based Learning in Electronic Technology: A Case Study

Science.gov (United States)

Li, Li

2015-01-01

A case study of project-based learning (PBL) implemented in Tianjin University of Technology and Education is presented. This multidiscipline project is innovated to meet the novel requirements of industry while keeping its traditional effectiveness in driving students to apply knowledge to practice and problem-solving. The implementation of PBL…

Competition-Based Learning: A Model for the Integration of Competitions with Project-Based Learning Using Open Source LMS

Science.gov (United States)

Issa, Ghassan; Hussain, Shakir M.; Al-Bahadili, Hussein

2014-01-01

In an effort to enhance the learning process in higher education, a new model for Competition-Based Learning (CBL) is presented. The new model utilizes two well-known learning models, namely, the Project-Based Learning (PBL) and competitions. The new model is also applied in a networked environment with emphasis on collective learning as well as…

Increase Student Engagement through Project-Based Learning. Best Practices Newsletter

Science.gov (United States)

Southern Regional Education Board (SREB), 2015

2015-01-01

We learn by doing. This simple philosophy is at the heart of project-based learning in the 21st-century classroom. It is grounded in the belief that the stand and lecture approach to teaching, worksheets and rote memorization are not enough to move students down a path to the deep learning necessary for success in college and careers. Essential…

PERLUASAN IMPLEMENTASI PENDIDIKAN KEWIRAUSAHAAN MODEL PROJECT BASED LEARNING BAGI REMAJA PUTUS SEKOLAH KORBAN GEMPA

Directory of Open Access Journals (Sweden)

Moerdiyanto Moerdiyanto

2012-04-01

Full Text Available Abstract: Widen Implementation of Entrepreneurship Education Using Project Based Learning Model for Earthquake Victim Drop Out Teenagers. This action research aims at figuring out achievement level of entrepreneurship personalities mastering and business skills held by drop out teenagers after taking part in real business learning experience using Project Based Learning. The population for this study is all of the earthquake victim drop out teenagers in Piyungan, Pleret, and Sewon Bantul Yogyakarta Special Territory.  Interviewed, questionnaire, observation, and documentation are employed to collect data. The results show that entrepreneurship education using Project Based Learning model leads to highly mastering of entrepreneurship personalities (soft skill and highly mastering of business skills (hard skill. Furthermore, through this study Kelompok Usaha Mandiri (Group of Independent Business is created, and then the drop out teenagers can run their own business.   Keyword: business skill, project based learning, soft skill, hard skill   Abstrak: Perluasan Implementasi Pendidikan Kewirausahaan Model Project Based Learning Bagi Remaja Putus Sekolah Korban Gempa. Penelitian ini merupakan penelitian tindakan dengan tujuan untuk mengetahui tingkat keberhasilan penguasaan kepribadian (jiwa kewirausahaan dan keterampilan usaha yang dimiliki Remaja Putus Sekolah (RPS setelah memperoleh pengalaman belajar bisnis riil dengan model Project Based Learning. Populasi dalam penelitian ini adalah semua remaja putus sekolah korban gempa di Kecamatan Piyungan, Kecamatan Pleret, dan Kecamatan Sewon Kabupaten Bantul DIY. Teknik pengumpulan data menggunakan wawancara, angket, observasi, dokumentasi, dan pemberian tugas. Data dianalisis menggunakan teknik deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa pemberian pendidikan kewirausahaan dengan menggunakan model Project Based Learning bisa berhasil dengan baik yang ditunjukkan dengan

Writing Assignments in Disguise: Lessons Learned Using Video Projects in the Classroom

Science.gov (United States)

Wade, P.; Courtney, A.

2012-12-01

This study describes the instructional approach of using student-created video documentaries as projects in an undergraduate non-science majors' Energy Perspectives science course. Four years of teaching this course provided many reflective teaching moments from which we have enhanced our instructional approach to teaching students how to construct a quality Ken Burn's style science video. Fundamental to a good video documentary is the story told via a narrative which involves significant writing, editing and rewriting. Many students primarily associate a video documentary with visual imagery and do not realize the importance of writing in the production of the video. Required components of the student-created video include: 1) select a topic, 2) conduct research, 3) write an outline, 4) write a narrative, 5) construct a project storyboard, 6) shoot or acquire video and photos (from legal sources), 7) record the narrative, 8) construct the video documentary, 9) edit and 10) finalize the project. Two knowledge survey instruments (administered pre- and post) were used for assessment purposes. One survey focused on the skills necessary to research and produce video documentaries and the second survey assessed students' content knowledge acquired from each documentary. This talk will focus on the components necessary for video documentaries and the instructional lessons learned over the years. Additionally, results from both surveys and student reflections of the video project will be shared.

Approaching Assessment from a Learning Perspective: Elevating Assessment beyond Technique

Science.gov (United States)

Simms, Michele; George, Beena

2014-01-01

Assessment is a key process in assuring quality education but how is it linked to the scholarship of teaching and learning (SoTL)? How can we join teaching and learning to the assessment process rather than view it as a stand-alone component in course and/or program development? This paper explores the relationship between assessment and the SoTL…

An incremental procedure model for e-learning projects at universities

Directory of Open Access Journals (Sweden)

Pahlke, Friedrich

2006-11-01

Full Text Available E-learning projects at universities are produced under different conditions than in industry. The main characteristic of many university projects is that these are realized quasi in a solo effort. In contrast, in private industry the different, interdisciplinary skills that are necessary for the development of e-learning are typically supplied by a multimedia agency.A specific procedure tailored for the use at universities is therefore required to facilitate mastering the amount and complexity of the tasks.In this paper an incremental procedure model is presented, which describes the proceeding in every phase of the project. It allows a high degree of flexibility and emphasizes the didactical concept – instead of the technical implementation. In the second part, we illustrate the practical use of the theoretical procedure model based on the project “Online training in Genetic Epidemiology”.

Using Pamphlets to Teach Biochemistry: A Service-Learning Project

Science.gov (United States)

Harrison, Melinda A.; Dunbar, David; Lopatto, David

2013-01-01

A service-learning project appropriate for a biochemistry or advanced biochemistry course was designed and implemented. The project involved students partnering with a homeless shelter to design informational pamphlets to be displayed at the shelter for the clients' use. The pamphlet topics were based on diseases studied within the course.…

Application of Project-Based Learning (PBL) to the Teaching of Electrical Power Systems Engineering

Science.gov (United States)

Hosseinzadeh, N.; Hesamzadeh, M. R.

2012-01-01

Project-based learning (PBL), a learning environment in which projects drive learning, has been successfully used in various courses in the educational programs of different disciplines. However, concerns have been raised as to the breadth of the content covered and, in particular, whether PBL can be applied to specialized subjects without…

Integrated learning of mathematics, science and technology concepts through LEGO/Logo projects

Science.gov (United States)

Wu, Lina

This dissertation examined integrated learning in the domains of mathematics, science and technology based on Piaget's constructivism, Papert's constructionism, and project-based approach to education. Ten fifth grade students were involved in a two-month long after school program where they designed and built their own computer-controlled LEGO/Logo projects that required the use of gears, ratios and motion concepts. The design of this study centered on three notions of integrated learning: (1) integration in terms of what educational materials/settings provide, (2) integration in terms of students' use of those materials, and (3) integration in the psychological sense. In terms of the first notion, the results generally showed that the LEGO/Logo environment supported the integrated learning of math, science and technology concepts. Regarding the second notion, the students all completed impressive projects of their own design. They successfully combined gears, motors, and LEGO parts together to create motion and writing control commands to manipulate the motion. But contrary to my initial expectations, their successful designs did not require numerical reasoning about ratios in designing effective gear systems. When they did reason about gear relationships, they worked with "qualitative" ratios, e.g., "a larger driver gear with a smaller driven gear increases the speed." In terms of the third notion of integrated learning, there was evidence in all four case study students of the psychological processes involved in linking mathematical, scientific, and/or technological concepts together to achieve new conceptual units. The students not only made connections between ideas and experiences, but also recognized decisive patterns and relationships in their project work. The students with stronger overall project performances showed more evidence of synthesis than the students with relatively weaker performances did. The findings support the conclusion that all three

Assessing Learned Helplessness in Poor Readers.

Science.gov (United States)

Winograd, Peter; Niquette, Garland

1988-01-01

Feelings of helplessness can impact on learning to read. This research review illustrates problems in assessing learned helplessness, including instrumentation inadequacies, lack of comprehensive causal schemes, context specificity, etc. Observations of and discussions with the child are recommended in the assessment process. Guidelines for…

PENGEMBANGAN TUGAS AKHIR MELALUI PROJECT BASED LEARNING MODEL UNTUK MENINGKATKAN GENERIC GREEN SKILLS SISWA

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Ana Ana

2015-02-01

Full Text Available ABSTRACT The development of students’ final project through Project-based Learning (PBLapproach was conducted in the workshop of family resource management (FRM in 7th semester.PBL approach is expected to give contribution to students’ motivation and experience to finish their final assignments of FRM workshop. The objectives of the research are to: (1 develop PBL model for the students’final project; (2 produce learning instruments of PBL such as lesson plans, manual of FRM workshop, and scientific report of FRM workshop. The method of the study was using research and development of Plomp model and quasi experiment for testing the effectiveness of the model. The research subjects were the students from the class of 2009 and 2010 who joined FRM workshop course. The study produced model, lesson plans, and manual of FRM workshop as the outputs. The result showed that project based learning model was effective to improve the students’ generic green skills for project management, collaborative skills, and communicative competence. Keywords: final project, generic green skill, family resource management, Project-Based Learning

Studying Student Benefits of Assigning a Service-Learning Project Compared to a Traditional Final Project in a Business Statistics Class

Science.gov (United States)

Phelps, Amy L.; Dostilio, Lina

2008-01-01

The present study addresses the efficacy of using service-learning methods to meet the GAISE guidelines (http://www.amstat.org/education/gaise/GAISECollege.htm) in a second business statistics course and further explores potential advantages of assigning a service-learning (SL) project as compared to the traditional statistics project assignment.…

Harnessing the Power of Technologies to Manage Collaborative e-Learning Projects in Dispersed Environments

Science.gov (United States)

Gosper, Maree Veroncia; McNeill, Margot Anne; Woo, Karen

2010-01-01

"The impact of web-based lecture technologies on current and future practice in learning and teaching" was a collaborative project across four Australian universities, funded by the Australian Learning and Teaching Council (ALTC). The project was both exploratory and developmental in nature and according to the project's external…

Developing sustainable models of interprofessional learning in practice--the TUILIP project.

Science.gov (United States)

Armitage, Helen; Connolly, Jim; Pitt, Richard

2008-07-01

This paper will describe the background and development of the Trent Universities Interprofessional Learning in Practice Project (TUILIP). It will review some of the contributing literature on recent policy initiatives for interprofessional learning (IPL) and in particular the literature that supports the case for IPL to be embedded in the practice learning environment. The impact of IPL on health outcomes is discussed and on team working in practice. The modernisation of the National Health Service in the UK is explained and how the East Midlands Strategic Health Authority has commissioned the TUILIP project that will promote and facilitate the interprofessional skills of students through collaborative working within the practice setting. The TUILIP project is described, in particular, staff development for practitioners, the centrality of service users and the innovative approach of IPL Facilitators in pilot sites across the Trent region.

Using Project-Based Learning and Google Docs to Support Diversity

Science.gov (United States)

Leh, Amy

2014-01-01

A graduate course, ETEC543 ("Technology and Learning I"), was revised to better serve increasing new student population, international students, in an academic program. Project-based learning, Google Docs, and instructional strategies fostering diversity and critical thinking were incorporated into the course redesign. Observations,…

SPECIAL REPORT - The KC EMPOWER Project: Designing More Accessible STEM Learning Activities

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Bob Hirshon

2016-01-01

Full Text Available The overall purpose of the Kinetic City (KC Empower project was to examine how informal science activities can be made accessible for students with disabilities. The premise of this project was that all students, including those with disabilities, are interested in and capable of engaging in science learning experiences, if these experiences are accessible to them. Drawing on resources from Kinetic City, a large collection of science experiments, games, and projects developed by the American Association for the Advancement of Science (AAAS, the project researched and adapted five afterschool science activities guided by universal design for learning principles.

THE MILKY WAY PROJECT: LEVERAGING CITIZEN SCIENCE AND MACHINE LEARNING TO DETECT INTERSTELLAR BUBBLES

International Nuclear Information System (INIS)

Beaumont, Christopher N.; Williams, Jonathan P.; Goodman, Alyssa A.; Kendrew, Sarah; Simpson, Robert

2014-01-01

We present Brut, an algorithm to identify bubbles in infrared images of the Galactic midplane. Brut is based on the Random Forest algorithm, and uses bubbles identified by >35,000 citizen scientists from the Milky Way Project to discover the identifying characteristics of bubbles in images from the Spitzer Space Telescope. We demonstrate that Brut's ability to identify bubbles is comparable to expert astronomers. We use Brut to re-assess the bubbles in the Milky Way Project catalog, and find that 10%-30% of the objects in this catalog are non-bubble interlopers. Relative to these interlopers, high-reliability bubbles are more confined to the mid-plane, and display a stronger excess of young stellar objects along and within bubble rims. Furthermore, Brut is able to discover bubbles missed by previous searches—particularly bubbles near bright sources which have low contrast relative to their surroundings. Brut demonstrates the synergies that exist between citizen scientists, professional scientists, and machine learning techniques. In cases where ''untrained' citizens can identify patterns that machines cannot detect without training, machine learning algorithms like Brut can use the output of citizen science projects as input training sets, offering tremendous opportunities to speed the pace of scientific discovery. A hybrid model of machine learning combined with crowdsourced training data from citizen scientists can not only classify large quantities of data, but also address the weakness of each approach if deployed alone

THE MILKY WAY PROJECT: LEVERAGING CITIZEN SCIENCE AND MACHINE LEARNING TO DETECT INTERSTELLAR BUBBLES

Energy Technology Data Exchange (ETDEWEB)

Beaumont, Christopher N.; Williams, Jonathan P. [Institute for Astronomy, University of Hawai' i, 2680 Woodlawn Drive, Honolulu, HI 96822 (United States); Goodman, Alyssa A. [Harvard-Smithsonian Center for Astrophysics, 60 Garden Street, Cambridge, MA 02138 (United States); Kendrew, Sarah; Simpson, Robert, E-mail: beaumont@ifa.hawaii.edu [Department of Astrophysics, University of Oxford, Denys Wilkinson Building, Keble Road, Oxford OX1 3RH (United Kingdom)

2014-09-01

We present Brut, an algorithm to identify bubbles in infrared images of the Galactic midplane. Brut is based on the Random Forest algorithm, and uses bubbles identified by >35,000 citizen scientists from the Milky Way Project to discover the identifying characteristics of bubbles in images from the Spitzer Space Telescope. We demonstrate that Brut's ability to identify bubbles is comparable to expert astronomers. We use Brut to re-assess the bubbles in the Milky Way Project catalog, and find that 10%-30% of the objects in this catalog are non-bubble interlopers. Relative to these interlopers, high-reliability bubbles are more confined to the mid-plane, and display a stronger excess of young stellar objects along and within bubble rims. Furthermore, Brut is able to discover bubbles missed by previous searches—particularly bubbles near bright sources which have low contrast relative to their surroundings. Brut demonstrates the synergies that exist between citizen scientists, professional scientists, and machine learning techniques. In cases where ''untrained' citizens can identify patterns that machines cannot detect without training, machine learning algorithms like Brut can use the output of citizen science projects as input training sets, offering tremendous opportunities to speed the pace of scientific discovery. A hybrid model of machine learning combined with crowdsourced training data from citizen scientists can not only classify large quantities of data, but also address the weakness of each approach if deployed alone.

River Protection Project information systems assessment

Energy Technology Data Exchange (ETDEWEB)

JOHNSON, A.L.

1999-07-28

The Information Systems Assessment Report documents the results from assessing the Project Hanford Management Contract (PHMC) Hanford Data Integrator 2000 (HANDI 2000) system, Business Management System (BMS) and Work Management System phases (WMS), with respect to the System Engineering Capability Assessment Model (CAM). The assessment was performed in accordance with the expectations stated in the fiscal year (FY) 1999 Performance Agreement 7.1.1, item (2) which reads, ''Provide an assessment report on the selected Integrated Information System by July 31, 1999.'' This report assesses the BMS and WMS as implemented and planned for the River Protection Project (RPP). The systems implementation is being performed under the PHMC HANDI 2000 information system project. The project began in FY 1998 with the BMS, proceeded in FY 1999 with the Master Equipment List portion of the WMS, and will continue the WMS implementation as funding provides. This report constitutes an interim quality assessment providing information necessary for planning RPP's information systems activities. To avoid confusion, HANDI 2000 will be used when referring to the entire system, encompassing both the BMS and WMS. A graphical depiction of the system is shown in Figure 2-1 of this report.

Soft Assembling Project-Based Learning and Leadership in Japan

Science.gov (United States)

Knight, Kevin; Murphey, Tim

2017-01-01

In this article, we initially focus on how the conceptualization of leadership by Knight (2013a) in his leadership seminars became the basis for choosing a project-based learning (PBL) approach. We then consider how soft assembling can enhance the leadership project activities of student teams and group-work in general classes. Soft assembling…

Applying Machine Learning and High Performance Computing to Water Quality Assessment and Prediction

Directory of Open Access Journals (Sweden)

Ruijian Zhang

2017-12-01

Full Text Available Water quality assessment and prediction is a more and more important issue. Traditional ways either take lots of time or they can only do assessments. In this research, by applying machine learning algorithm to a long period time of water attributes’ data; we can generate a decision tree so that it can predict the future day’s water quality in an easy and efficient way. The idea is to combine the traditional ways and the computer algorithms together. Using machine learning algorithms, the assessment of water quality will be far more efficient, and by generating the decision tree, the prediction will be quite accurate. The drawback of the machine learning modeling is that the execution takes quite long time, especially when we employ a better accuracy but more time-consuming algorithm in clustering. Therefore, we applied the high performance computing (HPC System to deal with this problem. Up to now, the pilot experiments have achieved very promising preliminary results. The visualized water quality assessment and prediction obtained from this project would be published in an interactive website so that the public and the environmental managers could use the information for their decision making.

Learning through projects in the training of biomedical engineers: an application experience

Science.gov (United States)

Gambi, José Antonio Li; Peme, Carmen

2011-09-01

Learning through Projects in the curriculum consists of both the identification and analysis of a problem, and the design of solution, execution and evaluation strategies, with teams of students. The project is conceived as the creation of a set of strategies articulated and developed during a certain amount of time to solve a problem contextualized in situations continually changing, where the constant evaluation provides feedback to make adjustments. In 2009, Learning through Projects was applied on the subject Hospital Facilities and three intervention projects were developed in health centers. This first stage is restricted to the analysis of the aspects that are considered to be basic to the professional training: a) Context knowledge: The future biomedical engineers must be familiarized with the complex health system where they will develop their profession; b) Team work: This is one of the essential skills in the training of students, since Biomedical Engineering connects the knowledge of sciences of life with the knowledge of exact sciences and technology; c) Regulations: The activities related to the profession require the implementation of regulations; therefore, to be aware of and to apply these regulations is a fundamental aspect to be analyzed in this stage; d) Project evaluation: It refers to the elaboration and studying of co-evaluation reports, which helps to find out if Learning through Projects contributes to the training. This new line of investigation has the purpose of discovering if the application of this learning strategy makes changes in the training of students in relation to their future professional career. The findings of this ongoing investigation will allow for the analysis of the possibility of extending its application. Key words: engineering, biomedical, learning, projects, strategies.

One Happy Union: Infusing Community-Based Learning Projects through Online Instruction

Science.gov (United States)

Lee, Jason W.; Kane, Jennifer; Cavanaugh, Terence

2015-01-01

Both community-based learning (CBL) and online learning are popular pedagogical practices, with distinct benefits and issues for teaching and learning. The integration of these practices may seem challenging, but they can be compatible. This article seeks to provide effective examples and support for conducting CBL projects in online courses while…

Virtual communities, research groups and projects on IMS Learning Design. State of the art, key factors and forthcoming challenges

NARCIS (Netherlands)

Burgos, Daniel; Koper, Rob

2005-01-01

Burgos, D., Koper, R. (2005) Virtual communities, research groups and projects on IMS Learning Design. State of the art, key factors and forthcoming challenges. In E-Journal of Educational Research, Assessment and Evaluation, vol. 11, issue 2 [www.uv.es/RELIEVE]. Available at

Cascade Error Projection: An Efficient Hardware Learning Algorithm

Science.gov (United States)

Duong, T. A.

1995-01-01

A new learning algorithm termed cascade error projection (CEP) is presented. CEP is an adaption of a constructive architecture from cascade correlation and the dynamical stepsize of A/D conversion from the cascade back propagation algorithm.

Assessment for learning in innovation and entrepreneurship education

DEFF Research Database (Denmark)

Rasmussen, Radmila M.

2017-01-01

Purpose This chapter exemplifies how assessment is performed in innovation and entrepreneurship (I&E) at the university education and how educators apply and view formative assessment as an important tool in enhancing students’ learning outcomes. Methodology/approach A case study methodology...... to conduct assessment that stimulates students learning in I&E-education. Originality/value Considering that the research on how assessment in I&E-education impacts students learning is limited, this study provides important contribution by identifying links between formative assessment types and enhancement...... responsible educators focusing on alignment between learning goals, assessment forms and criteria, and feedback. Findings The analysis shows that educators emphasize the importance of formative and learner-centered assessment forms alongside summative, credit-giving assessment. Educators experience...

Triangulating Assessment of Online Collaborative Learning

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Lock, Jennifer; Johnson, Carol

2015-01-01

Collaboration plays an integral role in the construction of knowledge in online learning environments. A supportive foundation for learning can be created through the intentional design of formative and summative assessments that embrace self-, peer-, and instructor assessment practices. The purpose of this article is to: (1) examine current…

Investigating Science Interest in a Game-Based Learning Project

Science.gov (United States)

Annetta, Leonard; Vallett, David; Fusarelli, Bonnie; Lamb, Richard; Cheng, Meng-Tzu; Holmes, Shawn; Folta, Elizabeth; Thurmond, Brandi

2014-01-01

The purpose of this study was to examine the effect Serious Educational Games (SEGs) had on student interest in science in a federally funded game-based learning project. It can be argued that today's students are more likely to engage in video games than they are to interact in live, face-to-face learning environments. With a keen eye on…

Learning from case studies and monitoring of Dutch tunnel projects

NARCIS (Netherlands)

Korff, M.

2017-01-01

Individuals and project-based organisations in the construction industry can learn in a (more) systematic way from case studies and the monitoring of underground construction works. Underground construction projects such as tunnels and excavations suffer as much or more from failure costs

Assessing Teacher and Student Effects of the Research Goes to School Project

Science.gov (United States)

Kararo, Alex T.

There have been calls by the Federal government and policymakers for improvements in science, technology, engineering and mathematics (STEM) education through the development of excellent teachers with the content knowledge and skills to teach and motivate students. A shared goal among teacher professional development (PD) programs is to improve students' learning outcomes through changes in teachers' classroom practices. One way to address classroom practice is by studying pedagogical content knowledge and skill (PCK&S), which is the way teachers incorporate both subject matter and teaching strategies to transform the way they teach content to support student learning. PCK&S includes the knowledge and planning as well as the act of teaching. The NSF-funded Research Goes to School (RGS) project sought to impact teachers' PCK&S through the introduction of a current scientific research topic simultaneously with an evidence-based teaching strategy. As part of the RGS project, high-school STEM teachers from Indiana applied to attend summer PD workshops. At these workshops, aspects of nanoscience taken from the Big Ideas of Nanoscale Science and Engineering book and project-based learning (PjBL) were taught. Nanoscience was chosen due to the rapid growth of this field and the call by scientists and policymakers for the development of standards and curricula focused on nanoscience within K-12 education. Introduction of fundamental nanoscience concepts can expose students to current research within what is considered the next industrial revolution. PjBL was chosen since within this teaching strategy, scientific processes are used to address unstructured authentic problems. As part of PjBL, the students are required to synthesize ideas, collect and analyze data, and work with peers to develop an answer to the authentic question. Teachers who attended the workshops developed a nanoscience-based PjBL unit that aligned with Indiana state standards and implemented these units

Systemic Assessment as a new tool for assessing students learning ...

African Journals Online (AJOL)

Systemic Assessment [SA] has been shown to be highly effective new tool in raising the level of students academic achievements, improve their ability to learn by enhancing the process of teaching and learning, and converts students from surface to deep learning. It also allow teacher to monitor students learning ...

Public policies: right to learn and formative assessment

Directory of Open Access Journals (Sweden)

Antonio Chizzotti

2016-09-01

Full Text Available This paper deals with the right to learn in school type education and considers the assessment as assurance of teaching and learning quality. It deals with the current evaluation processes and discriminatory misconceptions of merely summative assessments, which tend to qualify students. This text evaluates the punitive bias of meritocratic grading of learning and argues that only formative assessment can ensure the right to learn

Using technology-enhanced, cooperative, group-project learning for student comprehension and academic performance

Science.gov (United States)

Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

2016-05-01

Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly divided into two groups, participated in this study and provided data through questionnaires issued before and after the experiment. The results, obtained through analyses of variance and structural equation modelling, reveal that technology-enhanced, cooperative, group-project learning improves students' comprehension and academic performance.

Human Spaceflight Conjunction Assessment: Lessons Learned

Science.gov (United States)

Smith, Jason T.

2011-01-01

This viewgraph presentation reviews the process of a human space flight conjunction assessment and lessons learned from the more than twelve years of International Space Station (ISS) operations. Also, the application of these lessons learned to a recent ISS conjunction assessment with object 84180 on July 16, 2009 is also presented.

Improvement The Acquisition of Research Methodology and Self Regulated Learning through Blog Project

Directory of Open Access Journals (Sweden)

Heri Retnawati

2017-06-01

Full Text Available Abstract: This classroom action research seeks to improveself-regulated learning (SRL and understanding of research methodology at the graduate school. Nineteen graduate school students were involved. Using project-based learning (PjBL, students were assigned to create online blogs as the main project. The blog was intended for representing their understanding of research methodology by writing review of research articles and submitting a research proposal. The classroom action research was based ona model by Kemmis & McTaggart and was conducted in two cycles. The data were analyzed using mixed methods in which the main data were analyzed qualitatively and further analysed quantitatively. The results of the study showed that after completing the course, students not only gained knowledge about research methods, but were also able to write are search proposal. In addition, the project-based learning could facilitate students to practice their communication skills while writing on their blog and to improve selfegulated learning. Keywords: Action research, project-based learning, blog, self-regulated learning PENINGKATAN PENGUASAAN METODOLOGI PENELITIAN DAN SELF REGULATED LEARNING MELALUI PROJEK BLOG Abstrak: Penelitian tindakan kelas ini bertujuan untuk meningkatkan kemandirian belajar dan pemahaman metodologi penelitian di sekolah Pascasarjana. Partisipan yang terlibat pada studi ini adalah 19 mahasiswa master di sekolah pascasarjana. Dengan menerapkan pembelajaran berbasis projek (PjBL, mahasiswa diberi tugas membuat blog sebagai projek utama. Projek yang dibuat mahasiswa berupa blog untuk merepresantasikan pemahaman metodologi penelitian mahasiswa melalui tulisan dan usulan penelitian tesis. Penelitian tindakan ini dilaksanakan dalam dua siklus dengan model Kemmis & Taggart. Analisis data dilakukan dengan mixed methods secara kualitatif dengan dilengkapi analisis kuantitatif sebagai pendukung. Hasil studi menunjukkan bahwa setelah menyelesaikan

Assessing Program Learning Objectives to Improve Undergraduate Physics Education

Science.gov (United States)

Menke, Carrie

2014-03-01

Our physics undergraduate program has five program learning objectives (PLOs) focusing on (1) physical principles, (2) mathematical expertise, (3) experimental technique, (4) communication and teamwork, and (5) research proficiency. One PLO is assessed each year, with the results guiding modifications in our curriculum and future assessment practices; we have just completed our first cycle of assessing all PLOs. Our approach strives to maximize the ease and applicability of our assessment practices while maintaining faculty's flexibility in course design and delivery. Objectives are mapped onto our core curriculum with identified coursework collected as direct evidence. We've utilized mostly descriptive rubrics, applying them at the course and program levels as well as sharing them with the students. This has resulted in more efficient assessment that is also applicable to reaccreditation efforts, higher inter-rater reliability than with other rubric types, and higher quality capstone projects. We've also found that the varied quality of student writing can interfere with our assessment of other objectives. This poster outlines our processes, resources, and how we have used PLO assessment to strengthen our undergraduate program.

Linking Project-Based Interdisciplinary Learning and Recommended Professional Competencies with Business Management, Digital Media, Distance Learning, Engineering Technology, and English

Science.gov (United States)

Bender, Melinda; Fulwider, Miles; Stemkoski, Michael J.

2008-01-01

This paper encourages the investigation of real world problems by students and faculty and links recommended student competencies with project based learning. In addition to the traditional course objectives, project-based learning (PBL) uses real world problems for classroom instruction and fieldwork to connect students, instructors, and industry…

Language Learning Shifts and Attitudes towards Language Learning in an Online Tandem Program for Beginner Writers

Science.gov (United States)

Tolosa, Constanza; Ordóñez, Claudia Lucía; Guevara, Diana Carolina

2017-01-01

We present findings of a project that investigated the potential of an online tandem program to enhance the foreign language learning of two groups of school-aged beginner learners, one learning English in Colombia and the other learning Spanish in New Zealand. We assessed the impact of the project on students' learning with a free writing…

Students' perceptions of a community-based service-learning project related to aging in place.

Science.gov (United States)

Oakes, Claudia E; Sheehan, Nancy W

2014-01-01

This article describes a service-learning project that was designed to help undergraduate health professions students understand the complexities related to aging in place. The service-learning project also incorporated a research component to expose the students to the research process. Students' reflections regarding the benefits that they derived from the experience suggest that they value learning about older adults through one-on-one interactions more than they value the opportunity to participate in the research project. Implications for undergraduate health professional education are discussed.

Project Progress Assessment Report (PPAR) 2015

International Nuclear Information System (INIS)

Sall, Baba

2015-01-01

This evaluation reports reviews basic information, output achievement, equipment and human resources, comment and recommendations. It highlights outputs Fully achieved, those which are partially achieved or in progress and also non achieved outputs. Regarding comments and lessons learned, counterpart stated that the overall timeline of the project is respected, even if activities are delayed to adapt to technical, financial and human resources constraints. The results obtained are in line with expectations thanks to a rigorously respected scientific approach. The Collegial Coordination of the project (DSV-LNERV-CIRAD) and the TO are in phase on the conduct of the Project the collection of baseline data is a crucial phase in the implementation of tsetse control programs. It makes it possible to implement a good strategy. The scientific and technical rigor and the good atmosphere within the Project team are also to be retained.

Project Progress Assessment Report (PPAR) 2012

International Nuclear Information System (INIS)

Sall, Baba

2012-01-01

This evaluation reports reviews basic information, output achievement, equipment and human resources, comment and recommendations. It highlights outputs Fully achieved, those which are partially achieved or in progress and also non achieved outputs. Regarding comments and lessons learned, counterpart stated that the overall timeline of the project is respected, even if activities are delayed to adapt to technical, financial and human resources constraints. The results obtained are in line with expectations thanks to a rigorously respected scientific approach. The Collegial Coordination of the project (DSV-LNERV-CIRAD) and the TO are in phase on the conduct of the Project the collection of baseline data is a crucial phase in the implementation of tsetse control programs. It makes it possible to implement a good strategy. The scientific and technical rigor and the good atmosphere within the Project team are also to be retained.

Learning by Teaching: Implementation of a Multimedia Project in Astro 101

Science.gov (United States)

Perrodin, D.; Lommen, A.

2011-09-01

Astro 101 students have deep-seated pre-conceptions regarding such topics as the cause of moon phases or the seasons. Beyond exploring the topics in a learner-centered fashion, the "learning by teaching" philosophy enables students to truly master concepts. In order to make students teach the cause of moon phases, we created a multimedia project where groups of students taught other students and filmed the session. They were to produce a 10-minute final movie highlighting their teaching techniques and showing students in the process of learning the concepts. This "experiment" turned out to be a great success for a few reasons. First, students gained experience explaining conceptually-challenging topics, making them learn the material better. Additionally, they learned to apply learner-centered techniques, most likely learning to teach for the first time. Finally, this project provided the students a connection between the classroom and the rest of the college, making them responsible for applying and sharing their knowledge with their peers.

Evaluation of FCS self and peer-assessment approach based on Cooperative and Engineering Design learning.

Science.gov (United States)

Cvetkovic, Dean

2013-01-01

The Cooperative Learning in Engineering Design curriculum can be enhanced with structured and timely self and peer assessment teaching methodologies which can easily be applied to any Biomedical Engineering curriculum. A study was designed and implemented to evaluate the effectiveness of this structured and timely self and peer assessment on student team-based projects. In comparing the 'peer-blind' and 'face-to-face' Fair Contribution Scoring (FCS) methods, both had advantages and disadvantages. The 'peer-blind' self and peer assessment method would cause high discrepancy between self and team ratings. But the 'face-to-face' method on the other hand did not have the discrepancy issue and had actually proved to be a more accurate and effective, indicating team cohesiveness and good cooperative learning.

Mathematical Representation Ability by Using Project Based Learning on the Topic of Statistics

Science.gov (United States)

Widakdo, W. A.

2017-09-01

Seeing the importance of the role of mathematics in everyday life, mastery of the subject areas of mathematics is a must. Representation ability is one of the fundamental ability that used in mathematics to make connection between abstract idea with logical thinking to understanding mathematics. Researcher see the lack of mathematical representation and try to find alternative solution to dolve it by using project based learning. This research use literature study from some books and articles in journals to see the importance of mathematical representation abiliy in mathemtics learning and how project based learning able to increase this mathematical representation ability on the topic of Statistics. The indicators for mathematical representation ability in this research classifies namely visual representation (picture, diagram, graph, or table); symbolize representation (mathematical statement. Mathematical notation, numerical/algebra symbol) and verbal representation (written text). This article explain about why project based learning able to influence student’s mathematical representation by using some theories in cognitive psychology, also showing the example of project based learning that able to use in teaching statistics, one of mathematics topic that very useful to analyze data.

Student-Designed Service-Learning Projects in an Undergraduate Neurobiology Course

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Katharine V. Northcutt

2015-12-01

Full Text Available One of the challenges in teaching a service-learning course is obtaining student buy-in from all students in the course. To circumvent this problem, I have let students in my undergraduate Neurobiology course design their own service-learning projects at the beginning of the semester. Although this can be chaotic because it requires last-minute planning, I have made it successful through facilitating student communication in the classroom, requiring thorough project proposals, meeting with students regularly, and monitoring group progress through written reflection papers. Most of my students have strong opinions about the types of projects that they want to carry out, and many students have used connections that they have already made with local organizations. Almost all projects that students have designed to this point involve teaching basic concepts of neurobiology to children of various ages while simultaneously sparking their interest in science. Through taking ownership of the project and designing it such that it works well with their strengths, interests, and weekly schedule, students have become more engaged in service learning and view it as a valuable experience. Despite some class time being shifted away from more traditional assignments, students have performed equally well in the course, and they are more eager to talk with others about course concepts. Furthermore, the feedback that I have received from community partners has been excellent, and some students have maintained their work with the organizations.

PENGARUH MODEL PROJECT BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIKA SISWA

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Hesti Noviyana

2017-09-01

Full Text Available Abstract: The problems in this study relate to the learning model of Project Based Learning and students' creative thinking ability in mathematics. The purpose of the research to know the influence of the model of Project Based Learning on the ability to think creatively mathematics students VIII grade even semester SMP Negeri 3 Bandar Lampung lesson 2016/2017 . The research used experimental method with the population that is all students of class VIII with the amount of 347, while the sample is taken 2 class that is class VIII A as experiment class which amounted to 31, class VIII C as control class which amounted 30. The sample was taken using Cluster Random Sampling technique. To know the ability of creative thinking mathematics students authors perform tests in the form of essays as many as 5 questions that have been tested the validity and reliability. Hypothesis testing in this study using t test. From the results of hypothesis testing using t-test obtained t value = 14.27. From the distribution table t at the significant level of 5% is known t = 2.00 means t> t, so it can be concluded "There is Influence of Model Based Project Based on the Ability of Creative Thinking Mathematics Students".Keywords: Project Based Learning, creative thinking ability of mathematics

Active Learning through Materials Development: A Project for the Advanced L2 Classroom

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Katrina Daly Thompson

2008-01-01

Full Text Available Building on the notion of active learning, the assumption that students learn more when given opportunities to practice using their skills and to receive feedback on their performance, this article de-scribes a project undertaken in an Advanced (third-year Swahili course in which students were given the opportunity to develop L2 materials for computer-mediated peer instruction. The article exam-ines the goals, design and results of the project in light of the litera-ture on active learning and learner autonomy, and suggests how the project might be improved in order to serve as a model for other Ad-vanced L2 courses.

Identifying different methods for creating knowledge from lessons learned in project oriented organizations

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Ahmad Norang

2016-01-01

Full Text Available Nowadays, the increase in competition has increased the relative importance of innovation for most firms and many managers believe a good innovation must be knowledge oriented. This paper has tried to determine different methods for creating knowledge in project oriented organizations. The study designs a questionnaire in Likert scale and distributes it among 32 experts who were well informed about different methods of knowledge creation and lessons learned. Cronbach alphas for all components of the survey were well above the desirable level. The study has detected 11 methods for knowledge creation and lessons learned. In terms of preliminary assessment, business transactions has received the highest impact while knowledge team has received the highest effect in terms of necessary assessment. The results of this survey have indicated that although there are several methods for detecting knowledge within organizations, in most cases, it is not easy to gain value added knowledge within an organization, quickly. The people who participated in our survey have indicated that organizational commitment, brainstorming, Delphi and storytelling also have played important role for creation of knowledge. The results have also shown that brainstorming, knowledge brokers, map knowledge and work experience were easier to use for knowledge creation and lessons learned compared with other forms of knowledge creation.

Worldwide Overview of Lessons Learned from Decommissioning Projects

International Nuclear Information System (INIS)

Laraia, Michele

2008-01-01

With an increasing number of radioactive facilities and reactors now reaching the end of their useful life and being taken out of service, there is a growing emphasis worldwide on the safe and efficient decommissioning of such plants. There is a wealth of experience already gained in decommissioning projects for all kinds of nuclear facilities. It is now possible to compare and discuss progress and accomplishments worldwide. In particular, rather than on the factual descriptions of projects, technologies and case histories, it is important to focus on lessons learned: in this way, the return of experience is felt to effectively contribute to progress. Key issues - inevitably based on a subjective ranking - are presented in this paper. Through the exchange of lessons learned, it is possible to achieve full awareness of the need for resources for and constraints of safe and cost-effective decommissioning. What remains now is the identification of specific, remaining issues that may hinder or delay the smooth progress of decommissioning. To this end, lessons learned provide the necessary background information; this paper tries to make extensive use of practical experience gained by the international community

An Analysis of Internally Funded Learning and Teaching Project Evaluation in Higher Education

Science.gov (United States)

Huber, Elaine; Harvey, Marina

2016-01-01

Purpose: In the higher education sector, the evaluation of learning and teaching projects is assuming a role as a quality and accountability indicator. The purpose of this paper is to investigate how learning and teaching project evaluation is approached and critiques alignment between evaluation theory and practice. Design/Methodology/Approach:…

Reuse, Repurposing and Learning Design--Lessons from the DART Project

Science.gov (United States)

Bond, Stephen T.; Ingram, Caroline; Ryan, Steve

2008-01-01

Digital Anthropological Resources for Teaching (DART) is a major project examining ways in which the use of online learning activities and repositories can enhance the teaching of anthropology and, by extension, other disciplines. This paper reports on one strand of DART activity, the development of customisable learning activities that can be…

Collaboration, Intragroup Conflict, and Social Skills in Project-Based Learning

Science.gov (United States)

Lee, Dabae; Huh, Yeol; Reigeluth, Charles M.

2015-01-01

This case study was conducted in two high school classrooms that utilized collaborative project-based learning (PBL). Collaboration is an important instructional strategy, especially used in conjunction with PBL, and is an essential learning outcome for the twenty-first century. This study examined how collaboration can be achieved as a learning…

Social learning in transnational projects – lessons from European territorial cooperation projects

Directory of Open Access Journals (Sweden)

Joern Harfst

2015-04-01

Full Text Available Old industrial regions in Europe have undergone radical changes in the last decades. After downsizing or closure of predominant industries such regions usually face big challenges concerning their economic, social and ecological futures. One chance to master this transformation process is the identification and sustainable utilisation of potentials left by industrial production. Utilisation of regional potentials, commonly categorized as natural and cultural potentials, was the aim of two transnational cooperation projects ReSource and SHIFT-X, which were both funded by European Union’s Development Fund (ERDF, INTERREG IVB. The paper shows how the involvement of research partners in the projects supported and facilitated joint learning effects and knowledge transfer between all project partners. It is argued that on the one hand such an approach offers important mutual benefits for partners, while on the other hand the realisation of such benefits remains a challenging task in a transnational collaboration. In declining industrial regions, especially when characterised by small- and medium-sized towns, the capacities to act are scarce and any outside intervention is often seen more as an unwanted factor that additionally stretches resources and provides little advantages for such regions. Therefore one of the main aims in transnational collaboration has to be the establishment of a trustful and committed working relation between all partners. The engagement in the projects has shown that the joint work between regional actors and the external academic partners can create important transnational learning effects for all involved; nevertheless it has to overcome certain reservations on all sides before innovative ways can be pursued successfully.

Development of Entrepreneurship Competences from Project Based Learning Approaches

Directory of Open Access Journals (Sweden)

Lidia SÁNCHEZ GONZÁLEZ

2017-02-01

Full Text Available A key issue for any educational institution is to train individuals in such a way that they participate efficiently in their context. The current context where learning is carried out is digital era. With this landscape, and taking into account the current socioeconomic situation, it is necessary to increase students’ employability. This requires that what is taught in educational institutions fits with companies’ requirements. In this sense one of most common companies’ requirement is that students have knowledge about how to develop a project from scratch. In order to address this issue, the present paper poses the application of a project based learning methodology. This methodology is applied in an experiment that comprises two academic years. During each year, the students should develop complete projects working as teams and obtain final products. In this way, it was possible to develop competences that can be interesting for companies and also to increment students’ motivation.

Technology enhanced peer learning and peer assessment

DEFF Research Database (Denmark)

Henriksen, Christian Bugge; Bregnhøj, Henrik; Rosthøj, Susanne

2016-01-01

This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems and Fr...... be a huge benefit from developing learning design patterns that facilitate informal peer learning and reinforce knowledge sharing practices.......This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems...... and Freshwaters (REEF), the Master thesis preparation seminars for the Master of Public Health (MPH) and the MOOC course Global Environmental Management (GEM). The application of student produced learning elements and peer review discussions is investigated by analyzing quotes from course evaluations...

Analysis of an Interactive Technology Supported Problem-Based Learning STEM Project Using Selected Learning Sciences Interest Areas (SLSIA)

Science.gov (United States)

Kumar, David Devraj

2017-01-01

This paper reports an analysis of an interactive technology-supported, problem-based learning (PBL) project in science, technology, engineering and mathematics (STEM) from a Learning Sciences perspective using the Selected Learning Sciences Interest Areas (SLSIA). The SLSIA was adapted from the "What kinds of topics do ISLS [International…

Moodle supporting problem-based, project-organized learning at Aalborg University

DEFF Research Database (Denmark)

Buus, Lillian; Møller, Brian; Enevoldsen, Lars Peter

and efficient learning model and a trademark of Aalborg University. In 2008 some study programs started using Moodle as their learning platform. In 2011 it was decided that Moodle should be the official learning management system for Aalborg University on-campus. At the presentation we would like to share some...... of the challenges we have encountered when implementing Moodle at Aalborg University whilst keeping the problem-based, project-organized model as the pedagogical foundation....

Tracing Assessment for learning Capability in Teachers (TACT)

DEFF Research Database (Denmark)

Otrel-Cass, Kathrin; Agerbo, Jette Nørgaard; Skipper-Jørgensen, Anette

2018-01-01

education program. This chapter presents preliminary survey and focus group interviews data after tracing 21 pre-service teachers over two years. Our findings reflected a picture of Danish student teachers who value in particular formative assessment practices, while summative assessment is acknowledged......The focus on assessment literate teachers who know how to construct, administer assessments and communicate learning outcomes on student learning raises questions on how student teachers can develop the necessary skills to assess their students' learning. This is so important since...... there is evidence that beginning teachers continue to feel under prepared to assess student learning. This chapter presents findings of a study conducted in Denmark with the aim of investigating how student teacher candidates develop the capacities to become ‘assessment literate' over the course of their teacher...

[Implementation of the eLearning project NESTOR. A network for students in traumatology and orthopedics].

Science.gov (United States)

Back, D A; Haberstroh, N; Hoff, E; Plener, J; Haas, N P; Perka, C; Schmidmaier, G

2012-01-01

Modern internet-based information technologies offer great possibilities to create and improve teaching methods for students. The eLearning tool NESTOR (Network for Students in Traumatology and Orthopedics) presented here was designed to complement the existing clinical teaching in orthopedics and traumatology at the Charité, University Medicine Berlin. Using a learning management system, videos, podcasts, X-ray diagnosis, virtual patients, tests and further tools for learning and study information were combined. After implementation the eLearning project was evaluated by students. The NESTOR project offers various possibilities for knowledge acquisition. Students using the program voluntarily showed a high acceptance whereby 82.4% were very satisfied with the contents offered and 95.3% supported the idea of a future use of NESTOR in teaching. The blended learning approach was positively evaluated by 93.5% of the students. The project received the eLearning seal of quality of the Charité University Medicine Berlin. Using complex eLearning tools, such as the NESTOR project represents a contemporary teaching approach in the teaching of traumatology and orthopedics and should be offered in a blended learning context as they are well accepted by students.

E-Learning and the Use of New Technologies in the "Kolumbus-Kids" Project in Germany

Science.gov (United States)

Wegner, Claas; Homann, Wiebke; Strehlke, Friederike; Borgmann, Annika

2014-01-01

This article presents the science project "Kolumbus-Kids" as an example of the innovative use of "E-Learning" and other "new technologies" to advance student learning and new-media education. The project benefits from various technology-based education strategies and E-Learning scenarios which are employed during the…

Integrating Project-Based Service-Learning into an Advanced Environmental Chemistry Course

Science.gov (United States)

Draper, Alison J.

2004-01-01

An active service-learning research work is conducted in the field of advanced environmental chemistry. Multiple projects are assigned to students, which promote individual learning skills, self-confidence as scientists, and a deep understanding of the environmental chemist's profession.

Kinespell: Kinesthetic Learning Activity and Assessment in a Digital Game-Based Learning Environment

Science.gov (United States)

Cariaga, Ada Angeli; Salvador, Jay Andrae; Solamo, Ma. Rowena; Feria, Rommel

Various approaches in learning are commonly classified into visual, auditory and kinesthetic (VAK) learning styles. One way of addressing the VAK learning styles is through game-based learning which motivates learners pursue knowledge holistically. The paper presents Kinespell, an unconventional method of learning through digital game-based learning. Kinespell is geared towards enhancing not only the learner’s spelling abilities but also the motor skills through utilizing wireless controllers. It monitors player’s performance through integrated assessment scheme. Results show that Kinespell may accommodate the VAK learning styles and is a promising alternative to established methods in learning and assessing students’ performance in Spelling.

Assessing for Learning: Some Dimensions Underlying New Approaches to Educational Assessment.

Science.gov (United States)

Biggs, John

1995-01-01

Different models of performance assessment arise from interactions of three dimensions of assessment: the measurement versus the standards model of testing, quantitative and qualitative assumptions concerning the nature of learning, and whether learning and testing are situated or decontextualized. Addresses difficulties in implementing…

Evaluation of different Project Based Learning designs in an MSc degree

Directory of Open Access Journals (Sweden)

Carmen García Berdonés

2014-03-01

Full Text Available The design and implementation of different Project Based Learning (PBL approaches are presented in this paper. All of them were carried out in the framework of the MSc degree in Electronic Systems for Smart Environments from the University of Malaga. Four subjects were developed using different values of the three main parameters of PBL: teamwork, self-guided learning and project complexity. During two academic years, several indicators were used to evaluate these experiences: compliance with subject time schedules, scores obtained for the students, interaction of each student in his team and satisfaction of students with the experiences. Our results encourage the use of PBL in bachelor degrees but, at the same time, confirm that PBL implementation is not a trivial task when projects are complex or when a high level of autonomous learning is required from students. Teamwork difficulties have also been found. So, we discuss the need of reaching a minimum level of proficiency in some key competencies before using PBL.

THE BENEFITS OF THE E-LEARNING AGRICULTURAL PROJECT KISSANKERALA TO DIGITAL IMMIGRANTS AND DIGITAL NATIVES

Directory of Open Access Journals (Sweden)

Manoj ROY. V.

2013-04-01

Full Text Available In recent times Information and Communication Technology (ICT has been able to make inroads into the ways information is disseminated among those involved in direct farming and farming related enterprises. This paper arose from a two-year study of the KissanKerala, the e-learning project underway in Kerala, a small state in India. It is more conspicuous when we learn that the KissanKerala project is able to disseminate agricultural information also among digital immigrants. Since 2003, the KissanKerala has been providing advisory services to the farming community in Kerala using a combination of technologies. Salient features of the project are discussed. Noteworthy are its interactive web portal and the online agri-video channel that uses the video sharing platform of YouTube. In this paper, we look at the e-learning strategies adopted; virtual learning environments created and also discuss participative tools used for communication. We have also made an impact-study of the project with a large number of beneficiaries. We learn that the Kissan Kerala is one of the most successful learning projects undertaken in distance mode in India.

Open Learning Approach with Remote Experiments: OLAREX Project

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Javier Garcia-Zubia

2013-10-01

Full Text Available The project’s primary target groups are the European secondary schools. More specifically: secondary school and university teachers, students and managers of schools, museum employees and their visitors, and other STEM education providers. The main goal of the OLAREX project is to offer the providers of formal and non-formal education an efficient way to improve their e-didactic and digital competences. For this purpose a training program is created with using ICT-based learning materials, remote laboratories, and e-learning methodologies

Students’ Perception about Learning Assessment in Higher Education

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Holmes Rodríguez-Espinosa

2016-09-01

Full Text Available This research aimed to know university students’ perception about learning assessment carried out by their teachers, their level of objectivity and skill, among other aspects. The study was conducted in Medellin, Colombia, between January and July 2015. A final sample size of 400 university students from public and private institutions, randomly selected, was used. The data analysis was carried out by using multivariate analysis of variance (MANOVA with orthogonal-type canonical contrast, factor analysis, and one-dimensional type frequency analysis. It was found that university students have a good perception about the assessment practices of their teachers. Likewise, highly significant differences between men and women in their perception of learning assessment were identified. Students consider that learning assessment practices have contributed to improve their learning and are in accordance with the learning objectives. Nevertheless, most students have felt that their teachers are not objective in evaluation and they often use questions that confuse students, and very theoretical questions without application to practice. A lack of non-traditional assessment practices, such as peer assessment, self-assessment as well as virtual platforms use for assessments, was found. These findings imply the need to improve teacher training on assessment skills to allow them to plan evaluation as a strategy to improve learning, involving students in an active way.

Realizing a Deflection-type D.C. Bridge-based Thermometer under Project-based Learning Approach

Science.gov (United States)

Warsahemas, T.; Ramadhiansyah; Ulum, A. I. N.; Yuliza, E.; Khairurrijal

2016-08-01

In addition to conventional learning, project-based learning (PBL) helps students developing skills and becoming more engaged in learning as they have a chance to solve real life problems of actual projects. As the name suggests, PBL is a model that organizes learning around projects. In this paper, the project that will be completed by a group of three students is about making a water temperature measuring instrument using a simple deflection-type d.c. bridge circuit. The project was done in the period of January to April 2015 when they was taking the Measurement and Data Processing Techniques, which is a compulsory course in the fourth semester of undergraduate program in Department of Physics at Institut Teknologi Bandung. With the help of a lecturer and a tutor as facilitators, they have followed this series of steps: 1. Start with a driving question, a problem to be solved, 2. Exploring the driving question by participating in authentic, situated inquiry, 3. Engaging collaborative activities with lecturer and tutor to find solutions to the driving question, 4. Scaffolding with learning technologies that help students participating in activities normally beyond their ability, and 5. Creating a set of tangible products that address the driving question. With this series of steps, the students have become easier to understand the lectures that have been given and the instrument has been realized to measure the temperature of water properly. When realizing the project under the PBL method, we learned other materials beside that have been taught in the course. Due to this project, we have had more skills like designing and soldering as well as problem-solving, teamwork, critical thinking, synthesis and analysis.

Perbandingan antara Keefektifan Model Guided Discovery Learning dan Project-Based Learning pada Matakuliah Geometri

Directory of Open Access Journals (Sweden)

Okky Riswandha Imawan

2015-12-01

Abstract This research aims to describe the effectiveness and effectiveness differences of the Guided Discovery Learning (GDL Model and the Project Based Learning (PjBL Model in terms of achievement, self-confidence, and critical thinking skills of students on the Solid Geometry subjects. This research was quasi experimental. The research subjects were two undergraduate classes of Mathematics Education Program, Ahmad Dahlan University, in their second semester, established at random. The data analysis to test the effectiveness of the GDL and PjBL Models in terms of each of the dependent variables used the t-test. The data analysis to test differences between effectiveness of the GDL and that of the PjBL Model used the MANOVA test. The results of this research show that viewed from achievement, self confidence, and critical thinking skills of the students are the application of the GDL Model on Solid Geometry subject is effective, the application of the PjBL Model on Solid Geometry subject is effective, and there is no difference in the effectiveness of GDL and PjBL Models on Solid Geometry subject in terms of achievement, self confidence, and critical thinking skills of the students. Keywords: guided discovery learning model, project-based learning model, achievement, self-confidence, critical thinking skills

Sparking Passion: Engaging Student Voice through Project-Based Learning in Learning Communities

Science.gov (United States)

Ball, Christy L.

2016-01-01

How do we confront entrenched educational practices in higher education that lead to student demotivation, poor retention, and low persistence? This article argues that project-based learning that situates student voice and capacity at the center of culturally-responsive curriculum has the potential to spark student passion for problem-solving…

Projective Simulation compared to reinforcement learning

OpenAIRE

Bjerland, Øystein Førsund

2015-01-01

This thesis explores the model of projective simulation (PS), a novel approach for an artificial intelligence (AI) agent. The model of PS learns by interacting with the environment it is situated in, and allows for simulating actions before real action is taken. The action selection is based on a random walk through the episodic & compositional memory (ECM), which is a network of clips that represent previous experienced percepts. The network takes percepts as inpu...

Assessment of (Computer-Supported) Collaborative Learning

Science.gov (United States)

Strijbos, J. -W.

2011-01-01

Within the (Computer-Supported) Collaborative Learning (CS)CL research community, there has been an extensive dialogue on theories and perspectives on learning from collaboration, approaches to scaffold (script) the collaborative process, and most recently research methodology. In contrast, the issue of assessment of collaborative learning has…

Peer/Self Assessment and Student Learning

Science.gov (United States)

Ndoye, Abdou

2017-01-01

Effective and durable learning achievements can result from students' engagement in their own learning. This study explored students' perceptions of the mechanisms and processes through which peer and self-assessment can contribute to their learning. More specifically, the study investigated students' perceived ways in which peer and…

Penerapan Model Project Based Learning untuk Meningkatan Kinerja dan Prestasi Belajar Fisika Siswa SMK

Directory of Open Access Journals (Sweden)

Eko Mulyadi

2016-01-01

Full Text Available This study aims at improving the students’ performance and achievement in grade XI AV1 of SMK Negeri 3 Yogyakarta with the application of Project Based Learning in Physics learning for Static Electricity and Direct Current Electricity competencies. This study used a classroom action research approach implementing two cycles. Every cycle consisted of planning, action, observation and reflection. The PjBL included the steps of determining, planning, scheduling, monitoring, presentation and evaluation. The aspects of the achievement were measured by a pre-test, a product assessment, and a post-test. The results showed that the application of PjBL improved the performance up to 18.75% and improved the achievement 15.70 and 24.63 for the first cycle and the second cycle respectively.

Using Machine Learning to Advance Personality Assessment and Theory.

Science.gov (United States)

Bleidorn, Wiebke; Hopwood, Christopher James

2018-05-01

Machine learning has led to important advances in society. One of the most exciting applications of machine learning in psychological science has been the development of assessment tools that can powerfully predict human behavior and personality traits. Thus far, machine learning approaches to personality assessment have focused on the associations between social media and other digital records with established personality measures. The goal of this article is to expand the potential of machine learning approaches to personality assessment by embedding it in a more comprehensive construct validation framework. We review recent applications of machine learning to personality assessment, place machine learning research in the broader context of fundamental principles of construct validation, and provide recommendations for how to use machine learning to advance our understanding of personality.

Project Interface Requirements Process Including Shuttle Lessons Learned

Science.gov (United States)

Bauch, Garland T.

2010-01-01

Most failures occur at interfaces between organizations and hardware. Processing interface requirements at the start of a project life cycle will reduce the likelihood of costly interface changes/failures later. This can be done by adding Interface Control Documents (ICDs) to the Project top level drawing tree, providing technical direction to the Projects for interface requirements, and by funding the interface requirements function directly from the Project Manager's office. The interface requirements function within the Project Systems Engineering and Integration (SE&I) Office would work in-line with the project element design engineers early in the life cycle to enhance communications and negotiate technical issues between the elements. This function would work as the technical arm of the Project Manager to help ensure that the Project cost, schedule, and risk objectives can be met during the Life Cycle. Some ICD Lessons Learned during the Space Shuttle Program (SSP) Life Cycle will include the use of hardware interface photos in the ICD, progressive life cycle design certification by analysis, test, & operations experience, assigning interface design engineers to Element Interface (EI) and Project technical panels, and linking interface design drawings with project build drawings

Undergraduate nursing students' perceptions of service-learning through a school-based community project.

Science.gov (United States)

Bassi, Sherry

2011-01-01

Service-learning (SL) is an experiential teaching method that combines instruction with community service, with the aim of enriching students' academic learning, interpersonal skills and sense of responsibility while making meaningful contributions to the community. However, measuring outcomes of service-learning projects is difficult. This article reports on the perceptions of 18 third-year undergraduate nursing students who took part in a pilot service-learning project targeting tobacco use in a local elementary school. Faculty members evaluated the program's outcomes by engaging students in structured reflection on the program about its relevance to their future careers as practicing professionals, especially in community-based settings. The students' perceptions were elicited through three sets of reflective assignments following the project. Findings from the reflective assignments suggest that the pilot program was successful in enhancing the students' academic, social, and personal development while building a partnership between the school of nursing and key players in the community, including school-based nurses, teachers, administrators, families, and community leaders. The author suggests that service-learning projects can help nursing students accomplish key developmental tasks of the college years (such as building their competence, autonomy, and integrity), while helping impart the skills and values they will need as they graduate and seek professional nursing roles.

Persuasive Technology for Learning and Teaching – The EuroPLOT Project

OpenAIRE

Behringer, R; Soosay, M; Gram-Hansen, SB; Øhrstrøm, P; Sørensen, CG; Smith, C; Mikulecká, J; Winther-Nielsen, N; Winther-Nielsen, M; Herber, E

2013-01-01

The concept of persuasive design has demonstrated its benefits by changing human behavior in certain situations, but in the area of education and learning, this approach has rarely been used. To change this and to study the feasibility of persuasive technology in teaching and learning, the EuroPLOT project (PLOT = Persuasive Learning Objects and Technologies) has been funded 2010-2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) in the Life-long Learning (LLL) programme....

Risk assessment and management in IOR projects

International Nuclear Information System (INIS)

Goodyear, S.G.; Gregory, A.T.

1994-01-01

The application of IOR techniques is one of the investment opportunities open to Exploration and Production companies. A project will only go forward if the perceived balance between the rewards and the risks is acceptable. IOR projects may be ruled out because they are considered to involve significantly higher risks than conventional developments. Therefore, some means of evaluating the actual level of risk may be required if the full economic benefits from IOR techniques are to be realized. Risk assessment is a key element in safety cases, where a well-established methodology for quantifying risk exists. This paper discusses the extension of these methods to IOR project risk assessment. Combining reservoir and IOR technique uncertainties with their impact on project performance allows project risk to be better quantified. The results of the risk assessment are presented in terms of a risk-reward diagram that plots the probability surface for possible project outcomes as a function of NPV (reward) and exposure (risk)

Approaches to Teaching Plant Nutrition. Children's Learning in Science Project.

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Leeds Univ. (England). Centre for Studies in Science and Mathematics Education.

During the period 1984-1986, over 30 teachers from the Yorkshire (England) region have worked in collaboration with the Children's Learning in Science Project (CLIS) developing and testing teaching schemes in the areas of energy, particle theory, and plant nutrition. The project is based upon the constructivist approach to teaching. This document…

Can teachers use assessment to improve learning?

Directory of Open Access Journals (Sweden)

Paul Black

2009-12-01

Full Text Available This article discusses two different purposes of assessment: formative assessment is designed to support pupils’ learning, whilst summative assessment is designed to review what has been learnt, perhaps to record it in certificates or diplomas. Formative assessment is concerned with the frequent interactions between teacher and pupils which are essential if the teacher’s plans can be matched to the learning needs of the pupils. Teachers who are accustomed to simply telling pupils, rather than engaging them in dialogue, find it hard to change. Pupils also have to change from passive reception to active engagement in the learning. Formative work can be undermined if pupils or teachers are worry too much about summative tests; such worry can lead them to focus entirely on practising for the tests and not on the good habits of learning which would in fact be the best preparation for doing well in them.

Research Project Evaluation-Learnings from the PATHWAYS Project Experience.

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Galas, Aleksander; Pilat, Aleksandra; Leonardi, Matilde; Tobiasz-Adamczyk, Beata

2018-05-25

Every research project faces challenges regarding how to achieve its goals in a timely and effective manner. The purpose of this paper is to present a project evaluation methodology gathered during the implementation of the Participation to Healthy Workplaces and Inclusive Strategies in the Work Sector (the EU PATHWAYS Project). The PATHWAYS project involved multiple countries and multi-cultural aspects of re/integrating chronically ill patients into labor markets in different countries. This paper describes key project's evaluation issues including: (1) purposes, (2) advisability, (3) tools, (4) implementation, and (5) possible benefits and presents the advantages of a continuous monitoring. Project evaluation tool to assess structure and resources, process, management and communication, achievements, and outcomes. The project used a mixed evaluation approach and included Strengths (S), Weaknesses (W), Opportunities (O), and Threats (SWOT) analysis. A methodology for longitudinal EU projects' evaluation is described. The evaluation process allowed to highlight strengths and weaknesses and highlighted good coordination and communication between project partners as well as some key issues such as: the need for a shared glossary covering areas investigated by the project, problematic issues related to the involvement of stakeholders from outside the project, and issues with timing. Numerical SWOT analysis showed improvement in project performance over time. The proportion of participating project partners in the evaluation varied from 100% to 83.3%. There is a need for the implementation of a structured evaluation process in multidisciplinary projects involving different stakeholders in diverse socio-environmental and political conditions. Based on the PATHWAYS experience, a clear monitoring methodology is suggested as essential in every multidisciplinary research projects.

Conflict from Teamwork in Project-Based Collaborative Learning

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Chan, Lim Ha; Chen, Ching-Huei

2010-01-01

This study investigated the conflict occurring during teamwork among college seniors in project-based collaborative learning in a capstone course. It found that conflict emerged with poor communication, task management, and work allocation; unequal treatments among classmates; egocentricity; a clash of values; and lack of responsibility and…

Teaching and Learning Projects as 'Heterotopias' | Gosling | Critical ...

African Journals Online (AJOL)

This paper seeks to explore some persistent issues which impact on externally funded teaching and learning projects. The discussion considers these issues using the lens of „heterotopias‟, a concept introduced by Michel Foucault. Utilising insights from Foucault's suggestive comments about „heterotopias‟, the paper ...

Project-Based Learning: A Review of the Literature

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Kokotsaki, Dimitra; Menzies, Victoria; Wiggins, Andy

2016-01-01

Project-based learning (PBL) is an active student-centred form of instruction which is characterised by students' autonomy, constructive investigations, goal-setting, collaboration, communication and reflection within real-world practices. It has been explored in various contexts and in different phases of schooling, from primary to higher…

Assessing Learning in a Sociology Department: What Do Students Say That They Learn?

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Bandini, Julia; Shostak, Sara; Cunningham, David; Cadge, Wendy

2016-01-01

Assessment plays a central role in evaluating and strengthening student learning in higher education, and sociology departments, in particular, have increasingly become interested in engaging in assessment activities to better understand students' learning. This qualitative study builds on previous research on assessment by asking what students in…

Results of Needs Assessments Related to Citizen Science Projects

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Buxner, Sanlyn; Bracey, Georgia; Glushko, Anna; Bakerman, Maya; Gay, Pamela L.; CosmoQuest Team

2017-01-01

The CosmoQuest Virtual Research Facility invites the public and classrooms to participate in NASA Science Mission Directorate related research that leads to publishable results and data catalogues. One of the main goals of the project is to support professional scientists in doing science and the general public--including parents, children, teachers, and students--in learning and doing science. Through the effort, the CosmoQuest team is developing a variety of supports and opportunities to support the doing and teaching of science. To inform our efforts, we have implemented a set of needs surveys to assess the needs of our different audiences. These surveys are being used to understand the interests, motivations, resources, challenges and demographics of our growing CosmoQuest community and others interested in engaging in citizen science projects. The surveys include those for teachers, parents, adult learners, planetarium professionals, subject matter experts (SMEs), and the general public. We will share the results of these surveys and discuss the implications of the results for broader education and outreach programs.

Contexts of Learning: The PATOIS project and Internet-based teaching and learning in Higher Education

Directory of Open Access Journals (Sweden)

William Kilbride

2002-10-01

Full Text Available This article is a reflection on the problems, challenges and strengths of network-based distance learning in archaeology. Based on the experience of one project - the PATOIS (Publications and Archives Teaching with Online Information Systems Project - it looks at how archaeologists might best respond (and by implication how they ought not to respond to the use of information technology in teaching. The PATOIS project is an attempt on behalf of a consortium of UK higher education institutions and allied research bodies to tell students about the information tools that are emerging in archaeology, and which are changing the culture of scholarship. Funded by the Joint Information Systems Committee (JISC and led by the Archaeology Data Service (ADS, PATOIS presents students with these new research tools and novel forms of academic literacy by direct exposure to 'primary' datasets. The PATOIS project is producing a set of Internet-based tutorials that lead students through different datasets and show how they may be deployed in research. This article describes the institutional and intellectual background to the project, and reports on the content of the tutorials themselves. Perhaps more importantly, it looks at the process through which PATOIS was developed, reviewing the challenges and constraints that the development team faced. Thereafter, we turn to the implementation of PATOIS in real teaching scenarios and look at how and when these have been successful as well as the challenges that remain unanswered. The project is not yet complete, so at this stage we can come to no firm conclusions about the long-term impact of PATOIS in facilitating change in undergraduate research training. Nonetheless, from the perspective of development work, the project has largely been completed, so those conclusions that may be drawn are most appropriately addressed to developers hoping or planning to undertake similar work in the future, or academics looking to

The Acadia Learning Project: Lessons Learned from Engaging High School Teachers and Students in Citizen Science Supporting National Parks

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Nelson, S. J.; Zoellick, B.; Davis, Y.; Lindsey, E.

2009-12-01

In 2007 the authors initiated a citizen science research project, supported with funding from the Maine Department of Education, designed to extend research at Acadia National Park to a broader geographic area while also providing high school students and teachers with an opportunity to engage in authentic research in cooperation with working scientists. The scientific focus of the work has been on providing information about the mercury burden of organisms at different trophic levels across different geographic and environmental settings. The pedagogical focus has been on providing students with immersion in a substantial, field-based project, including background research, hypothesis formulation, data collection and analysis, and presentation of research findings. Starting work with 6 teachers in two schools the first year, the project expanded to involve more than 20 teachers and 350 students in a dozen schools in its second year. In coming years, with support from NOAA and cooperation from other National Parks in the region, the project will expand to include work in other states along the coast of the Gulf of Maine. In this paper the authors describe evolution in the use of the Internet over the first two years of the project, a sharpened focus on professional development for teachers, survey results regarding student views of the nature of science, the importance of focusing on rigorous, useful data collection from an educational perspective, success in establishing that samples collected by students are useful in research, the disjuncture between scientific and pedagogical outcomes, an assessment of the value of student poster presentations, and lessons learned about preparation and use of curriculum support materials. The authors also describe future directions, which include an increased focus on professional development and student work with graphs, a narrower focus in sample collection, and increased use of the Internet to provide participating teachers

Project-Based Learning in Post-WWII Japanese School Curriculum: An Analysis via Curriculum Orientations

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Nomura, Kazuyuki

2017-01-01

In the 2000s, the new national curriculum, dubbed as the "yutori curriculum," introduced a new subject for project-based learning "Integrated Study" as its prominent feature. Comparing curriculum orientations in project-based learning in three historical periods after the WWII including Integrated Study, this paper aims to…

Modelling the pre-assessment learning effects of assessment: evidence in the validity chain.

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Cilliers, Francois J; Schuwirth, Lambert W T; van der Vleuten, Cees P M

2012-11-01

We previously developed a model of the pre-assessment learning effects of consequential assessment and started to validate it. The model comprises assessment factors, mechanism factors and learning effects. The purpose of this study was to continue the validation process. For stringency, we focused on a subset of assessment factor-learning effect associations that featured least commonly in a baseline qualitative study. Our aims were to determine whether these uncommon associations were operational in a broader but similar population to that in which the model was initially derived. A cross-sectional survey of 361 senior medical students at one medical school was undertaken using a purpose-made questionnaire based on a grounded theory and comprising pairs of written situational tests. In each pair, the manifestation of an assessment factor was varied. The frequencies at which learning effects were selected were compared for each item pair, using an adjusted alpha to assign significance. The frequencies at which mechanism factors were selected were calculated. There were significant differences in the learning effect selected between the two scenarios of an item pair for 13 of this subset of 21 uncommon associations, even when a p-value of value. For a subset of uncommon associations in the model, the role of most assessment factor-learning effect associations and the mechanism factors involved were supported in a broader but similar population to that in which the model was derived. Although model validation is an ongoing process, these results move the model one step closer to the stage of usefully informing interventions. Results illustrate how factors not typically included in studies of the learning effects of assessment could confound the results of interventions aimed at using assessment to influence learning. © Blackwell Publishing Ltd 2012.

Development, Implementation, and Assessment of Climate Curricular Materials for Introductory Undergraduates: Lessons Learned from the InTeGrate Project's Climate of Change Module

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Walker, B.; Fadem, C. M.; Shellito, L. J.

2014-12-01

Designing climate change curricular materials suitable for wide adoption across institutions and academic disciplines (including those outside of the geosciences) requires collaboration among faculty at different types of institutions and consideration of a variety of student populations, learning styles, and course formats. The Interdisciplinary Teaching of Geoscience for a Sustainable Future (InTeGrate) project, an NSF STEP Center program, provides opportunities for faculty to develop 2-3 week teaching modules to engage students in understanding the intersections between geoscience topics and societal issues. From 2012-2014, a team of 3 faculty from a liberal arts college, comprehensive university, and community college developed, implemented, assessed, and revised a 2-3 week module for introductory undergraduates entitled "Climate of change: interactions and feedbacks between water, air, and ice". The module uses authentic atmosphere, ocean, and cryosphere data from several regions to illustrate how climate impacts human societies and that the climate system has interacting components complicated by feedbacks, uncertainties, and human behavioral decisions. Students also consider past and present human adaptations to climate fluctuations. The module was piloted in introductory geology, meteorology, and oceanography courses during the 2012-2013 academic year, during which time formative and summative assessments were administered and used to modify the curricular materials. We will provide an overview of the module's content, instructional strategies involved in implementing the module, and methods of formative and summative assessment. We will also report on lessons learned during the development, piloting, revision, and publishing process, the importance of fostering partnerships between faculty from different institution types, and design approaches that promote widespread adoption of climate curricular materials.

Creativity Assessment in the Context of Maker-Based Projects

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Lille, Benjamin; Romero, Margarida

2017-01-01

Creativity is a key competence in 21st century education. Among the active learning pedagogies which aims to develop creativity, learning by making is an emerging approach in which the students are engaged in the co-creation of a shared artefact. In this study, we aim to analyse the creativity competency through a maker-based projects.…

Assessment for Learning as Support for Student Self-Regulation

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Heritage, Margaret

2018-01-01

Assessment for learning (AfL) is integral to teaching and learning, and has as its central foci (i) pedagogical intervention in the immediacy of student learning, and (ii) the students' agency in the learning and assessment process. The role that students adopt in AfL is consistent with the idea of self-regulated learning, which involves students…

An Innovative, Experiential-Learning Project for Sales Management and Professional Selling Students

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Chapman, Joseph; Schetzsle, Stacey; Wahlers, Russell

2016-01-01

This article presents an innovative, experiential-learning project that incorporates students from two different courses: sales management and professional selling. Sales management students actually manage sales students on an outside sales project. Students apply classroom knowledge to a real-life sales project for a local community…

Assessment of learning components of management training course ...

African Journals Online (AJOL)

Assessment of learning components of any training course provides a benchmark through which training institutions or organizers could assess the effectiveness of the training. The study assessed learning components of agricultural research management training course organized for senior research managers in Nigeria.

Multiscale Support Vector Learning With Projection Operator Wavelet Kernel for Nonlinear Dynamical System Identification.

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Lu, Zhao; Sun, Jing; Butts, Kenneth

2016-02-03

A giant leap has been made in the past couple of decades with the introduction of kernel-based learning as a mainstay for designing effective nonlinear computational learning algorithms. In view of the geometric interpretation of conditional expectation and the ubiquity of multiscale characteristics in highly complex nonlinear dynamic systems [1]-[3], this paper presents a new orthogonal projection operator wavelet kernel, aiming at developing an efficient computational learning approach for nonlinear dynamical system identification. In the framework of multiresolution analysis, the proposed projection operator wavelet kernel can fulfill the multiscale, multidimensional learning to estimate complex dependencies. The special advantage of the projection operator wavelet kernel developed in this paper lies in the fact that it has a closed-form expression, which greatly facilitates its application in kernel learning. To the best of our knowledge, it is the first closed-form orthogonal projection wavelet kernel reported in the literature. It provides a link between grid-based wavelets and mesh-free kernel-based methods. Simulation studies for identifying the parallel models of two benchmark nonlinear dynamical systems confirm its superiority in model accuracy and sparsity.

Integration of academic learning and service development through guided projects for rural practitioners in India.

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Vyas, Rashmi; Zachariah, Anand; Swamidasan, Isobel; Doris, Priya; Harris, Ilene

2011-01-01

Christian Medical College Vellore (CMC) aspired through its Fellowship in Secondary Hospital Medicine (FSHM), a 1-year distance-learning program, to integrate academic learning and service development through guided projects for junior doctors working in small rural hospitals. The purpose of this article is to report the evaluation of the effectiveness of the project work in the FSHM program. Mixed method evaluation was done using focus group discussion with students, written surveys for students and faculty, and telephone interviews with students and medical superintendents. Evidence for validity was gathered for the written survey. Criteria for trustworthiness were applied for the qualitative data analysis. The major strengths of the project work identified were that students became aware of local health problems and how to deal with them, learned to work as a team, and had a sense of doing something useful. Recommendations for improvement were to have more interactions between guides and students. The benefits of projects to the hospital were providing improved clinical care, improved health systems, cost effective care management and benefits to the community. Service learning through guided project work should be incorporated into distance-learning educational programs for junior doctors working in rural hospitals.

Using Assessment for Learning Mathematics with Mobile Tablet Based Solutions

Directory of Open Access Journals (Sweden)

Ghislain Maurice Norbert Isabwe

2014-03-01

Full Text Available This article discusses assessment for learning in mathematics subjects. Teachers of large classes face the challenge of regularly assessing studentsཿ ongoing mathematical learning achievements. Taking the complexity of assessment and feedback for learning as a background, we have developed a new approach to the assessment for learning mathematics at university level. We devised mobile tablet technology supported assessment processes, and we carried out user studies in both Rwanda and Norway. Results of our study indicated that students found it fruitful to be involved in assessing other studentsཿ mathematics work, i.e. assessing fellow studentsཿ answers to mathematical tasks. By being involved in the assessment process, the students expected mathematical learning gains. Their providing and obtaining of feedback to/from their fellow students using technology supported tools were highly appreciated as regards their own mathematical learning process.