WorldWideScience

Sample records for learning project-based learning

  1. 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…

  2. 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…

  3. 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…

  4. 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....

  5. 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…

  6. Project based learning for reactor engineering education

    International Nuclear Information System (INIS)

    Narabayashi, Tadashi; Tsuji, Masashi; Shimazu, Yoichiro

    2009-01-01

    Trial in education of nuclear engineering in Hokkaido University has proved to be quite attractive for students. It is an education system called Project Based Learning (PBL), which is not based on education by lecture only but based mostly on practice of students in the classroom. The system was adopted four years ago. In the actual class, we separated the student into several groups of the size about 6 students. In the beginning of each class room time, a brief explanations of the related theory or technical bases. Then the students discuss in their own group how to precede their design calculations and do the required calculation and evaluation. The target reactor type of each group was selected by the group members for themselves at the beginning of the semester as the first step of the project. The reactor types range from a small in house type to that for a nuclear ship. At the end of the semester, each group presents the final design. The presentation experience gives students a kind of fresh sensation. Nowadays the evaluation results of the subject by the students rank in the highest in the faculty of engineering. Based on the considerations above, we designed the framework of our PBL for reactor engineering. In this paper, we will present some lessons learned in this PBL education system from the educational points of view. The PBL education program is supported by IAE/METI in Japan for Nuclear Engineering Education. (author)

  7. 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

  8. 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…

  9. 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…

  10. DEVELOPMENT MODEL OF PATISSERIE PROJECT-BASED LEARNING

    OpenAIRE

    Ana Ana; Lutfhiyah Nurlaela

    2013-01-01

    The study aims to find a model of patisserie project-based learning with production approach that can improve effectiveness of patisserie learning. Delphi Technique, Cohen's Kappa and percentages of agreements were used to assess model of patisserie project based learning. Data collection techniques employed in the study were questionnaire, check list worksheet, observation, and interview sheets. Subjects were 13 lectures of expertise food and nutrition and 91 students of Food and Nutrition ...

  11. 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…

  12. PROJECT-BASED LEARNING IN CONSUMER SCIENCES ...

    African Journals Online (AJOL)

    user

    One of the teaching-learning strategies that may .... together in small groups, while sharing ideas ... lecturer and learner when scaffolding pedagogy, .... their roles, interaction and access to resources. ... When using the measure of practical.

  13. 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.

  14. 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.

  15. 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.

  16. 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 ...

  17. 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...

  18. 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…

  19. 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

  20. 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,…

  1. 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…

  2. 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…

  3. Personalized learning Ecologies in Problem and Project Based Learning Environments

    DEFF Research Database (Denmark)

    Rongbutsri, Nikorn; Ryberg, Thomas; Zander, Pär-Ola

    2012-01-01

    is in contrast to an artificial learning setting often found in traditional education. As many other higher education institutions, Aalborg University aims at providing learning environments that support the underlying pedagogical approach employed, and which can lead to different online and offline learning.......g. coordination, communication, negotiation, document sharing, calendars, meetings and version control. Furthermore, the pedagogical fabric of LMSs/VLEs have recently been called into question and critiqued by proponents of Personal Learning Environments (PLEs)(Ryberg, Buus, & Georgsen, 2011) . In sum....... making it important to understand and conceptualise students’ use of technology. Ecology is the study of relationship between organisms in an environment which is the set of circumstances surrounding that organism. Learning ecologies are the study of the relationship of a learner or a group of learners...

  4. 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...

  5. 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...

  6. Conflict from Teamwork in Project-Based Collaborative Learning

    Science.gov (United States)

    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…

  7. 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…

  8. 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 ...

  9. Introducing Project-Based Learning to Design Enterprises for Creativity

    DEFF Research Database (Denmark)

    Wang, Feng; Zhou, Chunfang; Chen, Hongbing

    2013-01-01

    This paper aims to emphasize the necessity of introducing Project-Based Learning (PBL) to design enterprises in order to foster designers creativity and facilitate innovation of design enterprises. According to the literature review, creativity can be viewed as the first stage of innovation; PBL...

  10. 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…

  11. Enhancing College Students' Life Skills through Project Based Learning

    Science.gov (United States)

    Wurdinger, Scott; Qureshi, Mariam

    2015-01-01

    This study examined whether life skills could be developed in a Project Based Learning (PBL) course. The participants were students enrolled in a graduate level PBL course. The same 35-question survey was given to students at the beginning and end of the course, and students were asked to rank their life skills using a Likert scale. Additionally,…

  12. Project-Based Learning: A Review of the Literature

    Science.gov (United States)

    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…

  13. Project-Based Learning in Geotechnics: Cooperative versus Collaborative Teamwork

    Science.gov (United States)

    Pinho-Lopes, Margarida; Macedo, Joaquim

    2016-01-01

    Since 2007/2008 project-based learning models have been used to deliver two fundamental courses on Geotechnics in University of Aveiro, Portugal. These models have evolved and have encompassed either cooperative or collaborative teamwork. Using data collected in five editions of each course (Soil Mechanics I and Soil Mechanics II), the different…

  14. 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…

  15. Teacher Perceptions of Project Based Learning in the Secondary Classroom

    Science.gov (United States)

    MacMath, Sheryl; Sivia, Awneet; Britton, Vandy

    2017-01-01

    This study examines teacher perceptions of their experiences with Project Based Learning (PBL) at a secondary school in Western Canada. This PBL initiative included English language arts, mathematics, science, and digital literacy courses and all the grade nines at this large secondary school. This article reports on two teacher focus group…

  16. 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…

  17. Assessment of Project-Based Learning in a MECHATRONICS Context

    Science.gov (United States)

    Doppelt, Yaron

    2005-01-01

    Project-based learning (PBL) that has authenticity in the pupils' world enables the teaching of science and technology to pupils from a variety of backgrounds. PBL has the potential to enable pupils to research, plan, design, and reflect on the creation of technological projects (Doppelt, 2000). Engineering education, which is common in Israel,…

  18. 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

  19. 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

  20. 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.

  1. 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.

  2. 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...

  3. 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.

  4. 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.

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

    Directory of Open Access Journals (Sweden)

    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.

  6. 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…

  7. 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.

  8. Problem and Project Based Learning in Hybrid Spaces

    DEFF Research Database (Denmark)

    Ryberg, Thomas; Davidsen, Jacob; Hodgson, Vivien

    2016-01-01

    There is a need within networked learning to understand and conceptualise the interplay between digital and physical spaces or what we could term hybrid spaces. Therefore, we discuss a recent study of students from two different programmes who are engaged in long-term, group-based problem...... and project based learning. Based on interviews, workshops and observations of students’ actual group practices in open, shared and flexible spaces in Aalborg University (AAU), we identify and discuss how students incorporate networked and digital technologies into their group work and into the study places...... they create for themselves. We describe how in one of the programmes ‘nomadic’ groups of students used different technologies and spaces for ‘placemaking’. We then show how their experience and approach to collaborative work differs to that of the more static or ‘artisan’ groups of students in the other...

  9. 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.

  10. 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...

  11. 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.

  12. Spiral and Project-Based Learning with Peer Assessment in a Computer Science Project Management Course

    Science.gov (United States)

    Jaime, Arturo; Blanco, José Miguel; Domínguez, César; Sánchez, Ana; Heras, Jónathan; Usandizaga, Imanol

    2016-01-01

    Different learning methods such as project-based learning, spiral learning and peer assessment have been implemented in science disciplines with different outcomes. This paper presents a proposal for a project management course in the context of a computer science degree. Our proposal combines three well-known methods: project-based learning,…

  13. 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…

  14. Jumping In: Redefining Teaching and Learning in Physical Education through Project-Based Learning

    Science.gov (United States)

    Coyne, Jaime; Hollas, Tori; Potter, Jalene P.

    2016-01-01

    Project-based learning (PBL) is an inquiry-based instructional approach that allows students to gain knowledge and skills by investigating and respond to engaging, complex problems or challenges. For some, PBL may seem like an unnatural fit in PE classrooms. However, this article describes how, with careful and creative planning, PBL can easily…

  15. Choose to Use: Scaffolding for Technology Learning Needs in a Project-Based Learning Environment

    Science.gov (United States)

    Weimer, Peggy D.

    2017-01-01

    Project-based learning is one approach used by teachers to meet the challenge of developing more technologically proficient students. This approach, however, requires students to manage a large number of tasks including the mastery of technology. If a student's perception that their capability to perform a task falls below the task's difficulty,…

  16. 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…

  17. 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…

  18. 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.

  19. 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.

  20. 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

  1. 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…

  2. Applying Cultural Project Based Learning to Develop Students’ Academic Writing

    Directory of Open Access Journals (Sweden)

    Lulus Irawati

    2015-06-01

    Full Text Available Writing is considered to be the most demanding and difficult skill for many college students, since there are some steps to be followed such as prewriting, drafting, editing, revising and publishing. The interesting topic like culture including lifestyle, costume, and custom is necessary to be offered in Academic Writing class. Accordingly, this article aims to elaborate the application of a cultural project based learning to develop students’ ability in academic writing. This descriptive qualitative research was conducted in Academic Writing class consisting of 20 students of the fourth semester. The students were divided into some groups, each consisting of 4-5 people assigned to make a cultural project within 6 weeks, in the form of essay. Each member of the groups has to create his/ her own essay and then compile the essays to be a mini-journal. Therefore, one group has one mini-journal consisting of 4-5 essays. To check the content of mini-journal, the lecturer also asked the groups to present in front of the class to get some suggestions, feedback, or comments.

  3. 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.

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

    Science.gov (United States)

    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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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

  10. 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.

  11. 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.

  12. How to Enhance Interdisciplinary Competence--Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning

    Science.gov (United States)

    Brassler, Mirjam; Dettmers, Jan

    2017-01-01

    Interdisciplinary competence is important in academia for both employability and sustainable development. However, to date, there are no specific interdisciplinary education models and, naturally, no empirical studies to assess them. Since problem-based learning (PBL) and project-based learning (PjBL) are learning approaches that emphasize…

  13. 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

  14. Rocket to Creativity: A Field Experience in Problem-Based and Project-Based Learning

    Science.gov (United States)

    Dole, Sharon F.; Bloom, Lisa A.; Doss, Kristy Kowalske

    2016-01-01

    This article reports the impact of a field experience in problem-based (PBL) and project-based learning (PjBL) on in-service teachers' conceptions of experiential learning. Participants had been enrolled in a hybrid class that included an online component in which they learned about PBL and PjBL, and an experiential component in which they…

  15. 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…

  16. 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…

  17. 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…

  18. Implementation of Project Based Learning in Mechatronic Lab Course at Bandung State Polytechnic

    Science.gov (United States)

    Basjaruddin, Noor Cholis; Rakhman, Edi

    2016-01-01

    Mechatronics is a multidisciplinary that includes a combination of mechanics, electronics, control systems, and computer science. The main objective of mechatronics learning is to establish a comprehensive mindset in the development of mechatronic systems. Project Based Learning (PBL) is an appropriate method for use in the learning process of…

  19. Self regulated learning trough project base learning on the prospective math teacher

    Science.gov (United States)

    Laelasari

    2018-03-01

    Development of planning, strategy, and learning activities is strongly influenced by metacognition ability, knowledge of learning strategy, and understanding of context is the most important thing to be mastered by a prospective teacher. Self-regulation owned by the individual can control behavior, and manipulate a behavior by using the ability of his mind so that individuals can react to their environment. Self-regulation is the basis of the socialization process as it relates to the entire domain of physical, cognitive, social, and emotional development. This research is a qualitative research with research subject of the fourth-semester student of class A, at one of a university in Cirebon City, West Java. In this research, the lecture material discussed is The Development of Teaching Materials, which is the subject matter that must be mastered by prospective teachers, especially teachers of mathematics education. The instrument used is the questionnaire. The results showed that through project based learning, can grow student’s self-regulated learning especially the prospective math teacher, and can be used as an alternative to the delivery of lecture materials.

  20. 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

  1. 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...

  2. Project-Based Learning to Enhance Teaching Embedded Systems

    Science.gov (United States)

    Sababha, Belal H.; Alqudah, Yazan A.; Abualbasal, Abdelraheem; AlQaralleh, Esam A.

    2016-01-01

    Exposing engineering students during their education to real-world problems and giving them the chance to apply what they learn in the classroom is a vital element of engineering education. The Embedded Systems course at Princess Sumaya University for Technology (PSUT) is one of the main courses that bridge the gap between theoretical electrical…

  3. Meeting Learners' Needs through Project-Based Learning

    Science.gov (United States)

    Turner, Elizabeth T.

    2012-01-01

    There is a significant divide between what students want and what students receive in the classroom. Students increasingly lack interest and motivation to participate and learn. Instructional practices within and across schools vary widely, creating inconsistencies. Teachers' instructional plans may put content and curricular needs above…

  4. 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....

  5. Project-Based Learning to Promote Effective Learning in Biotechnology Courses

    Directory of Open Access Journals (Sweden)

    Farahnaz Movahedzadeh

    2012-01-01

    Full Text Available With enrollment in the fields of science, technology, engineering, and mathematics (STEM shrinking, teachers are faced with the problem of appealing to a new generation of students without sacrificing educational quality. Evidence has shown that this problem can be reduced with the use of a number of pedagogical strategies of which project-based learning (PBL is one. PBL addresses the fundamental challenge of increasing students’ motivation, their mastery of course material, and finding applications for what they have learned to apply in various situations. This study demonstrates the benefits of redesigning a standard lab-based molecular biology course to create a more effective learning environment. Using PBL, students who enrolled in Bio-251 at Harold Washington College in Chicago were given the responsibility of cloning a bacterial gene from one species into a new host species. They were then tasked with the expression and purification of the resulting protein for future research purposes at University of Illinois-Chicago, a leading 4-year research institute. With use of the PBL method, students showed improvement in the areas of self-confidence, lab technical skills, and interest in STEM-related fields and, most of all, the students showed a high level of performance and satisfaction.

  6. 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....

  7. Project-Based Learning Using Discussion and Lesson-Learned Methods via Social Media Model for Enhancing Problem Solving Skills

    Science.gov (United States)

    Jewpanich, Chaiwat; Piriyasurawong, Pallop

    2015-01-01

    This research aims to 1) develop the project-based learning using discussion and lesson-learned methods via social media model (PBL-DLL SoMe Model) used for enhancing problem solving skills of undergraduate in education student, and 2) evaluate the PBL-DLL SoMe Model used for enhancing problem solving skills of undergraduate in education student.…

  8. 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…

  9. Using MBTI for the Success Assessment of Engineering Teams in Project-Based Learning

    Science.gov (United States)

    Rodríguez Montequín, V.; Mesa Fernández, J. M.; Balsera, J. Villanueva; García Nieto, A.

    2013-01-01

    Project-Based Learning (PBL) is a teaching and learning methodology that emphasizes student centered instruction by assigning projects. The students have to conduct significant projects and cope with realistic working conditions and scenarios. PBL is generally done by groups of students working together towards a common goal. Several factors play…

  10. A Project-Based Laboratory for Learning Embedded System Design with Industry Support

    Science.gov (United States)

    Lee, Chyi-Shyong; Su, Juing-Huei; Lin, Kuo-En; Chang, Jia-Hao; Lin, Gu-Hong

    2010-01-01

    A project-based laboratory for learning embedded system design with support from industry is presented in this paper. The aim of this laboratory is to motivate students to learn the building blocks of embedded systems and practical control algorithms by constructing a line-following robot using the quadratic interpolation technique to predict the…

  11. Expanding Omani Learners' Horizons through Project-Based Learning: A Case Study

    Science.gov (United States)

    Dauletova, Victoria

    2014-01-01

    As a relatively innovative teaching/learning approach in the Arabian Gulf region, in general, and in Oman, in particular, project-based learning requires progressive amendments and adaptations to the national culture of the learner. This article offers analysis of the current state of the approach in the local educational environment. Furthermore,…

  12. Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students

    Science.gov (United States)

    Lou, Shi-Jer; Tsai, Huei-Yin; Tseng, Kuo-Hung; Shih, Ru-Chu

    2014-01-01

    This study aims to explore the application of STEM-I (STEM-Imagination) project-based learning activities and its effects on the effectiveness, processes, and characteristics of STEM integrative knowledge learning and imagination development for female high school students. A total of 72 female high school students were divided into 18 teams.…

  13. 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…

  14. 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…

  15. Motivation Management of Project-Based Learning for Business English Adult Learners

    Science.gov (United States)

    Liu, Xiaoqin

    2016-01-01

    The paper finds out poor engagement in business English training program prevents adult learners at College of Continuing Education of Guangdong University of Foreign Studies from improving their communication skills. PBL (Project-Based Learning) is proposed to motivate adult learners to get involved with learning a lot. Based on the perspective…

  16. 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,…

  17. 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…

  18. An Adaptive Approach to Managing Knowledge Development in a Project-Based Learning Environment

    Science.gov (United States)

    Tilchin, Oleg; Kittany, Mohamed

    2016-01-01

    In this paper we propose an adaptive approach to managing the development of students' knowledge in the comprehensive project-based learning (PBL) environment. Subject study is realized by two-stage PBL. It shapes adaptive knowledge management (KM) process and promotes the correct balance between personalized and collaborative learning. The…

  19. The Impact of Project-Based Learning on Minority Student Achievement: Implications for School Redesign

    Science.gov (United States)

    Cervantes, Bernadine; Hemmer, Lynn; Kouzekanani, Kamiar

    2015-01-01

    Project-Based Learning (PBL) serves as an instructional approach to classroom teaching and learning that is designed to engage students in the investigation of real-world problems to create meaningful and relevant educational experiences. The causal-comparative study compared 7th and 8th students who had utilized the PBL with a comparison group in…

  20. 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…

  1. A Team Formation and Project-based Learning Support Service for Social Learning Networks

    NARCIS (Netherlands)

    Spoelstra, Howard; Van Rosmalen, Peter; Van de Vrie, Evert; Obreza, Matija; Sloep, Peter

    2014-01-01

    The Internet affords new approaches to learning. Geographically dispersed self-directed learners can learn in computer-supported communities, forming social learning networks. However, self-directed learners can suffer from a lack of continuous motivation. And surprisingly, social learning networks

  2. Increasing EFL Learners’ Oral Production at a Public School Through Project-Based Learning

    Directory of Open Access Journals (Sweden)

    Ady Marcela Vaca Torres

    2017-07-01

    Full Text Available This research study examined how a group of ninth graders enhanced the speaking skill in an English as a foreign language classroom through project-based learning. Data about the experience were collected through field notes, transcripts of learners’ oral performance, and one interview. Grounded theory was implemented for data analysis, out of which three main findings emerged: (1 project-based learning encouraged students to increase oral production through lexical competence development, (2 helped them to overcome fears of speaking in L2, and (3, increased their interest in learning about their school life and community.

  3. 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...

  4. 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.

  5. 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.

  6. Effective Teaching Methods--Project-based Learning in Physics

    Science.gov (United States)

    Holubova, Renata

    2008-01-01

    The paper presents results of the research of new effective teaching methods in physics and science. It is found out that it is necessary to educate pre-service teachers in approaches stressing the importance of the own activity of students, in competences how to create an interdisciplinary project. Project-based physics teaching and learning…

  7. 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.

  8. Maximize the Mobile Learning Interaction through Project-Based Learning Activities

    Science.gov (United States)

    Sulisworo, Dwi; Santyasa, I. Wayan

    2018-01-01

    Mobile learning implementation at school is a must and meets what students currently need. To facilitate those conditions, teachers also need to have competencies in managing online learning. This research is a descriptive research to find out the experience of students who are prospective teachers when attending the mobile learning course…

  9. Process competencies in a problem and project based learning environment

    DEFF Research Database (Denmark)

    Du, Xiangyun; Kolmos, Anette

    2006-01-01

    with the expected professional competencies. Based on the educational practice of PBL Aalborg Model, which is characterized by problem-orientation, project-organization and team work, this paper examines the process of developing process competencies through studying engineering in a PBL environment from...... process competencies through doing problem and project based work in teams? 2) How do students perceive their achievement of these process competencies?......Future engineers are not only required to master technological competencies concerning solving problems, producing and innovating technology, they are also expected to have capabilities of cooperation, communication, and project management in diverse social context, which are referred to as process...

  10. In-service teachers' perceptions of project-based learning.

    Science.gov (United States)

    Habók, Anita; Nagy, Judit

    2016-01-01

    The study analyses teachers' perceptions of methods, teacher roles, success and evaluation in PBL and traditional classroom instruction. The analysis is based on empirical data collected in primary schools and vocational secondary schools. An analysis of 109 questionnaires revealed numerous differences based on degree of experience and type of school. In general, project-based methods were preferred among teachers, who mostly perceived themselves as facilitators and considered motivation and transmission of values central to their work. Teachers appeared not to capitalize on the use of ICT tools or emotions. Students actively participated in the evaluation process via oral evaluation.

  11. PENGARUH PROJECT BASED LEARNING TERHADAP KETERAMPILAN PROSES SAINS SISWA KELAS X SMA NEGERI SIDOARJO

    Directory of Open Access Journals (Sweden)

    Nuril Maghfiroh

    2016-08-01

    Tujuan penelitian ini adalah untuk mengetahui pengaruh pembelajaran Project Based Learning terhadap keterampilan proses sains siswa kelas X SMA Negeri 4 Sidoarjo. Penelitian ini menggunakan metode Quasi Eksperimen dengan rancangan pretest postest non-equivalent control group design. Penentuan sampel mempertimbangkan kemampuan kognitif yang setara antara dua kelas yang menjadi kelompok kontrol dan kelompok eksperimen. Keterampilan proses sains diukur melalui tes tulis yang kemudian dianalisis dengan rubrik penilaian yang sudah disesuaikan untuk setiap aspek keterampilan proses sains. Hasil penelitian menunjukkan bahwa ada pengaruh pembelajaran Project Based Learning terhadap keterampilan proses sains siswa.

  12. Higher order thinking skills: using e-portfolio in project-based learning

    Science.gov (United States)

    Lukitasari, M.; Handhika, J.; Murtafiah, W.

    2018-03-01

    The purpose of this research is to describe students' higher-order thinking skills through project-based learning using e-portfolio. The method used in this research is descriptive qualitative method. The research instruments used were test, unstructured interview, and documentation. Research subjects were students of mathematics, physics and biology education department who take the Basics Physics course. The result shows that through project-based learning using e-portfolio the students’ ability to: analyze (medium category, N-Gain 0.67), evaluate (medium category, N-Gain 0.51), and create (medium Category, N-Gain 0.44) are improved.

  13. 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.

  14. 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.

  15. 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...

  16. 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.

  17. Problem and Project Based Learning in Hybrid Spaces:Nomads and Artisans

    OpenAIRE

    Ryberg, Thomas; Davidsen, Jacob; Hodgson, Vivien

    2016-01-01

    There is a need within networked learning to understand and conceptualise the interplay between digital and physical spaces or what we could term hybrid spaces. Therefore, we discuss a recent study of students from two different programmes who are engaged in long-term, group-based problem and project based learning. Based on interviews, workshops and observations of students’ actual group practices in open, shared and flexible spaces in Aalborg University (AAU), we identify and discuss how st...

  18. Learning With E-books and Project-based Strategy in a Community Health Nursing Course.

    Science.gov (United States)

    Sung, Tien-Wen; Wu, Ting-Ting

    2018-03-01

    With advances in information technology, "information-assisted instruction" has been gradually introduced to nursing education curricula. Specifically, the integration of an e-book system can effectively enhance nursing students' attention and interest. Most studies on nursing education that incorporated e-books have focused on the advantages of convenience and assistance provided by e-books. Few studies have addressed community health nursing and off-campus practice activities in relation to suitable teaching strategies for learning activities. This study involved designing and planning a multimedia e-book learning system with a project-based learning activity that conforms to the curriculum and practical requirements of a community health nursing course. The purpose was to reduce the gap between theory and practice and realize an effective learning process. For learning evaluations, a final examination analysis with an independent sample t test; a scoring scheme with intrateam, interteam, and expert ratings; and Bloom's taxonomy-based analysis were conducted. The evaluation results indicated that the comprehension and learning abilities of the experimental group using the e-book system with a mobile device were effectively improved. In addition, the exploratory process involved in project-based learning can develop multiple cognitive skills and problem-solving ability, thereby realizing effective learning.

  19. 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.

  20. Distance Learning Engineering Students Languish under Project-Based Learning, but Thrive in Case Studies and Practical Workshops

    Science.gov (United States)

    Swart, Arthur James

    2016-01-01

    The International Engineering Alliance lists 12 important graduate attributes that students must demonstrate during their higher educational career. One of these important graduate attributes is the ability to solve problems, which can be demonstrated by the use of project-based learning, case studies, and practical workshops. The purpose of this…

  1. Combining Project-Based Learning and Community-Based Research in a Research Methodology Course: The Lessons Learned

    Science.gov (United States)

    Arantes do Amaral, João Alberto; Lino dos Santos, Rebeca Júlia Rodrigues

    2018-01-01

    In this article, we present our findings regarding the course "Research Methodology," offered to 22 first-year undergraduate students studying Administration at the Federal University of São Paulo, Osasco, Brazil. The course, which combined community-based research and project-based learning, was developed during the second semester of…

  2. Gender and Diversity in a Problem and Project Based Learning Environment

    DEFF Research Database (Denmark)

    Du, Xiangyun

    Problem and Project Based Learning (PBL) has been well used as an educational philosophy and methodology in the construction of student centered and contextualized learning environment. PBL is also regarded as an effective method in producing engineering graduates who can not only meet the needs...... on the learning experiences of engineering students in the PBL environment in Denmark. This book also attempts to question the issue of diversity in engineering education via the exploration of whether or in which ways the PBL environment is friendly to diverse groups of learners such as women....

  3. Professor Eric Can't See: A Project-Based Learning Case for Neurobiology Students.

    Science.gov (United States)

    Ogilvie, Judith Mosinger; Ribbens, Eric

    2016-01-01

    "Professor Eric Can't See" is a semi-biographical case study written for an upper level undergraduate Neurobiology of Disease course. The case is integrated into a unit using a project-based learning approach to investigate the retinal degenerative disorder Retinitis pigmentosa and the visual system. Some case study scenes provide specific questions for student discussion and problem-based learning, while others provide background for student inquiry and related active learning exercises. The case was adapted from "'Chemical Eric' Can't See," and could be adapted for courses in general neuroscience or sensory neuroscience.

  4. Enhancing Project-Based Learning in Software Engineering Lab Teaching through an E-Portfolio Approach

    Science.gov (United States)

    Macias, J. A.

    2012-01-01

    Project-based learning is one of the main successful student-centered pedagogies broadly used in computing science courses. However, this approach can be insufficient when dealing with practical subjects that implicitly require many deliverables and a great deal of feedback and organizational resources. In this paper, a worked e-portfolio is…

  5. The Robotic Decathlon: Project-Based Learning Labs and Curriculum Design for an Introductory Robotics Course

    Science.gov (United States)

    Cappelleri, D. J.; Vitoroulis, N.

    2013-01-01

    This paper presents a series of novel project-based learning labs for an introductory robotics course that are developed into a semester-long Robotic Decathlon. The last three events of the Robotic Decathlon are used as three final one-week-long project tasks; these replace a previous course project that was a semester-long robotics competition.…

  6. Integrating Community into the Classroom: Community Gardening, Community Involvement, and Project-Based Learning.

    Science.gov (United States)

    Langhout, Regina Day; Rappaport, Julian; Simmons, Doretha

    2002-01-01

    Culturally relevant, ongoing project-based learning was facilitated in a predominantly African American urban elementary school via a community garden project. The project involved teachers, students, university members, and community members. This article evaluates the project through two classroom-community collaboration models, noting common…

  7. Fundraising Strategies Developed by MBA Students in Project-Based Learning Courses

    Science.gov (United States)

    Arantes do Amaral, Joao Alberto; Petroni, Liége Mariel; Hess, Aurélio

    2016-01-01

    The ability to raise funds is a skill that most modern project managers need. While a good deal of literature exists on the strategies NGOs employ to raise funds for their operations, less attention has been paid to the strategies used by students involved in Project-Based Learning courses that often partner with NGOs. Fundraising is an important…

  8. PENGARUH MODEL PROJECT BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIKA SISWA

    Directory of Open Access Journals (Sweden)

    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

  9. The Impact of Project-Based Learning on Pre-Service Teachers' Technology Attitudes and Skills

    Science.gov (United States)

    Alexander, Curby; Knezek, Gerald; Christensen, Rhonda; Tyler-Wood, Tandra; Bull, Glen

    2014-01-01

    Researchers in this study looked at the effect of content-specific, technology-rich project-based learning activities on EC-8 pre-service teachers' competencies and skills, as well as pre-service teacher's attitudes toward science, technology, engineering and mathematics (STEM). Researchers employed a quantitative design involving participants in…

  10. Project Based Learning (PjBL) Practices at Politeknik Kota Bharu, Malaysia

    Science.gov (United States)

    Rahman, Md. Baharuddin Haji Abdul; Daud, Khairul Azhar Mat; Jusoff, Kamaruzaman; Ghani, Nik Azida Abd

    2009-01-01

    This study explores the utilization of Project-based Learning module in the subject of project development for the Mechanical Engineering students at Politeknik Kota Bharu. This study focuses on the development of the PjBL module based on socio-constructivist approach. The objective of this study is to explore the influence of the utilization of…

  11. Case Study of a Project-Based Learning Course in Civil Engineering Design

    Science.gov (United States)

    Gavin, K.

    2011-01-01

    This paper describes the use of project-based learning to teach design skills to civil engineering students at University College Dublin (UCD). The paper first considers the development of problem-based leaning (PBL) as a tool in higher education. The general issues to be considered in the design of the curriculum for a PBL module are reviewed.…

  12. Managing for the triple bottom line in project-based learning

    CSIR Research Space (South Africa)

    Viljoen, NM

    2012-07-01

    Full Text Available Project-based learning is a popular engineering education approach that involves at least three stakeholders – students, faculty and an external client. But more often than not, one or more of these parties have to compromise their goals...

  13. Proactive behaviour may lead to failure in virtual project-based collaborative learning

    DEFF Research Database (Denmark)

    Bjørn, Pernille; Hertzum, Morten

    2005-01-01

    This paper argues that proactive behaviour, caused by high engagement and motivation of the learners, may lead to failure of collaborative learning. By examining empirical data from real-world text-only virtual negotiations between dispersed participants engaged in project-based collaborative...

  14. 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…

  15. Math Path: Encouraging Female Students in Mathematics through Project-Based Learning

    Science.gov (United States)

    Evans, Riley; Friedman, Jane; McGrath, Lynn; Myers, Perla; Ruiz, Amanda

    2018-01-01

    Although the number of bachelor's degrees in the U.S. awarded to women has gone up, engagement of women in science, technology, engineering, and mathematics (STEM) continues to be low. This paper presents a project-based learning program, informed by education research best practices, designed to provide research experiences to female students…

  16. Project-Based Learning: A Promising Approach to Improving Student Outcomes. Issue Focus

    Science.gov (United States)

    Quint, Janet; Condliffe, Barbara

    2018-01-01

    The concept of project-based learning (PBL) has garnered wide support among a number of K-12 education policy advocates and funders. PBL is viewed as an approach that enables students to develop the "21st century competencies"--cognitive and socioemotional skills--needed for success in college and careers. This issue focus, pulling from…

  17. The Effect of Project Based Learning on Seventh Grade Students' Academic Achievement

    Science.gov (United States)

    Kizkapan, Oktay; Bektas, Oktay

    2017-01-01

    The purpose of this study is to investigate whether there is a significant effect of project based learning approach on seventh grade students' academic achievement in the structure and properties of matter. In the study, according to the characteristics of quantitative research methods, pretest-posttest control group quasi-experimental design was…

  18. Bringing Curriculum to Life. Enacting Project-Based Learning in Music Programs

    Science.gov (United States)

    Tobias, Evan S.; Campbell, Mark Robin; Greco, Phillip

    2015-01-01

    At its core, project-based learning is based on the idea that real-life problems capture student interest, provoke critical thinking, and develop skills as they engage in and complete complex undertakings that typically result in a realistic product, event, or presentation to an audience. This article offers a starting point for music teachers who…

  19. Implementation of a Project-Based Engineering School: Increasing Student Motivation and Relevant Learning

    Science.gov (United States)

    Terrón-López, María-José; García-García, María-José; Velasco-Quintana, Paloma-Julia; Ocampo, Jared; Vigil Montaño, María-Reyes; Gaya-López, María-Cruz

    2017-01-01

    The School of Engineering at Universidad Europea de Madrid (UEM) implemented, starting in the 2012-2013 period, a unified academic model based on project-based learning as the methodology used throughout the entire School. This model expects that every year, in each grade, all the students should participate in a capstone project integrating the…

  20. Project-Based Learning through the Eyes of Teachers and Students in Adult ESL Classrooms

    Science.gov (United States)

    Petersen, Cristina; Nassaji, Hossein

    2016-01-01

    The use of projects and project-based learning has recently received much attention as a way of promoting meaning-focused communication and integrating different language skills into second and foreign language classrooms. However, perspectives on the effective implementation of projects have not been fully explored. This study examines and…

  1. Increasing EFL Learners' Oral Production at a Public School through Project-Based Learning

    Science.gov (United States)

    Vaca Torres, Ady Marcela; Gómez Rodríguez, Luis Fernando

    2017-01-01

    This research study examined how a group of ninth graders enhanced the speaking skill in an English as a foreign language classroom through project-based learning. Data about the experience were collected through field notes, transcripts of learners' oral performance, and one interview. Grounded theory was implemented for data analysis, out of…

  2. 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…

  3. The Effect on the 8th Grade Students' Attitude towards Statistics of Project Based Learning

    Science.gov (United States)

    Koparan, Timur; Güven, Bülent

    2014-01-01

    This study investigates the effect of the project based learning approach on 8th grade students' attitude towards statistics. With this aim, an attitude scale towards statistics was developed. Quasi-experimental research model was used in this study. Following this model in the control group the traditional method was applied to teach statistics…

  4. Project-Based Learning in Colleges of Business: Is It Enough to Develop Educated Graduates?

    Science.gov (United States)

    Smith, Penny Pence; Gibson, Lindsey A.

    2016-01-01

    This chapter focuses on project-based learning in colleges of business, a concept that offers the student a "hands-on" approach to knowledge by working on actual projects with business community organizations. However, it may take more than such partnerships to assure graduates become "educated people" as well as those…

  5. Voices from the Field: Developing Employability Skills for Archaeological Students Using a Project Based Learning Approach

    Science.gov (United States)

    Wood, Gaynor

    2016-01-01

    Graduate employment statistics are receiving considerable attention in UK universities. This paper looks at how a wide range of employability attributes can be developed with students, through the innovative use of the Project Based Learning (PjBL) approach. The case study discussed here involves a group of archaeology students from the University…

  6. Interdisciplinary Project-Based Learning: An Online Wiki Experience in Teacher Education

    Science.gov (United States)

    Biasutti, Michele; EL-Deghaidy, Heba

    2015-01-01

    In the current research study the use of Wikis as an online didactic tool to apply project-based learning in higher education was reported. The study was conducted in university teacher education programmes. During the online activities, participants developed interdisciplinary projects for the primary school working collaboratively in small…

  7. Promoting Information Literacy of Pre-Medical Students through Project-Based Learning: A Pilot Study

    Science.gov (United States)

    Saliba, Reya; Mussleman, Paul; Fernandes, Melanie; Bendriss, Rachid

    2017-01-01

    This study describes the implementation of information literacy (IL) skills through the use of the project-based learning (PjBL) method in an English for Academic Purposes (EAP) course. Participants were Arabic speaking students enrolled in the Foundation Program that prepared them for the pre-medical curriculum in a U.S. medical college in the…

  8. Cultivating Preservice Secondary Teachers for Project-Based Learning: A Four-Step Model

    Science.gov (United States)

    Zhang, Gaoming; Ridgway, Angelia J.; Sachs, Deb

    2015-01-01

    This article describes four different mechanisms for preparing teacher candidates from a liberal arts institution to teach in project based learning (PBL) classrooms: Observe it, Experience it, Create it, and Become it. For each of the four mechanisms, the authors also provide concrete examples of candidates' PBL experiences and candidates'…

  9. Health-Related Fitness Knowledge Development through Project-Based Learning

    Science.gov (United States)

    Hastle, Peter A.; Chen, Senlin; Guarino, Anthony J.

    2017-01-01

    Purpose: The purpose of this study was to examine the process and outcome of an intervention using the project-based learning (PBL) model to increase students' health-related fitness (HRF) knowledge. Method: The participants were 185 fifth-grade students from three schools in Alabama (PBL group: n = 109; control group: n = 76). HRF knowledge was…

  10. 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…

  11. The Relationship between Project-Based Learning and Rigor in STEM-Focused High Schools

    Science.gov (United States)

    Edmunds, Julie; Arshavsky, Nina; Glennie, Elizabeth; Charles, Karen; Rice, Olivia

    2016-01-01

    Project-based learning (PjBL) is an approach often favored in STEM classrooms, yet some studies have shown that teachers struggle to implement it with academic rigor. This paper explores the relationship between PjBL and rigor in the classrooms of ten STEM-oriented high schools. Utilizing three different data sources reflecting three different…

  12. 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…

  13. Updating Assessment Styles: Website Development Rather than Report Writing for Project Based Learning Courses

    Science.gov (United States)

    Brown, Nicola

    2017-01-01

    While teaching methods tend to be updated frequently, the implementation of new innovative assessment tools is much slower. For example project based learning has become popular as a teaching technique, however, the assessment tends to be via traditional reports. This paper reports on the implementation and evaluation of using website development…

  14. The Effect of Project-Based Learning on Students' Statistical Literacy Levels for Data Representation

    Science.gov (United States)

    Koparan, Timur; Güven, Bülent

    2015-01-01

    The point of this study is to define the effect of project-based learning approach on 8th Grade secondary-school students' statistical literacy levels for data representation. To achieve this goal, a test which consists of 12 open-ended questions in accordance with the views of experts was developed. Seventy 8th grade secondary-school students, 35…

  15. Challenge Study: A Project-Based Learning on a Wireless Communication System at Technical High School

    Science.gov (United States)

    Terasawa, Ikuo

    2016-01-01

    The challenge study is a project based learning curriculum at Technical High School aimed at the construction of a wireless communication system. The first period was engineering issues in the construction of an artificial satellite and the second period was a positional locating system based on the general purpose wire-less device--ZigBee device.…

  16. The Effect of Project Based Learning on the Statistical Literacy Levels of Student 8th Grade

    Science.gov (United States)

    Koparan, Timur; Güven, Bülent

    2014-01-01

    This study examines the effect of project based learning on 8th grade students' statistical literacy levels. A performance test was developed for this aim. Quasi-experimental research model was used in this article. In this context, the statistics were taught with traditional method in the control group and it was taught using project based…

  17. Overcoming Barriers between Volunteer Professionals Advising Project-Based Learning Teams with Regulation Tools

    Science.gov (United States)

    Rees Lewis, Daniel G.; Easterday, Matthew W.; Harburg, Emily; Gerber, Elizabeth M.; Riesbeck, Christopher K.

    2018-01-01

    To provide the substantial support required for project-based learning (PBL), educators can incorporate professional experts as "design coaches." However, previous work shows barriers incorporating design coaches who can rarely meet face-to-face: (1) communication online is time-consuming, (2) updating coaches online is not perceived as…

  18. Motivating Students to Develop Satellites in a Problem and Project-Based Learning Environment

    DEFF Research Database (Denmark)

    Larsen, Jesper Abildgaard; Nielsen, Jens Frederik Dalsgaard; Zhou, Chunfang

    2013-01-01

    During the last decade, a total of three student satellites have been developed by engineering students in a Problem and Project-Based Learning (PBL) environment at Aalborg University (AAU), Denmark. As solving such a complex project, we emphasize that a high level of motivation is needed for the...

  19. Integrating Soft Skill Competencies through Project-Based Learning across the Information Systems Curriculum

    Science.gov (United States)

    Woodward, Belle S.; Sendall, Patricia; Ceccucci, Wendy

    2010-01-01

    Contemporary Information Systems graduates will be more marketable in the workplace upon graduation if they have combined competencies in both technical and soft skills: interpersonal communication, teamwork, time management, planning and organizational skills. Team and project-based learning can be used to incorporate soft skill competencies with…

  20. 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.

  1. The development of thematic materials using project based learning for elementary school

    Science.gov (United States)

    Yuliana, M.; Wiryawan, S. A.; Riyadi

    2018-05-01

    Teaching materials is one of the important factors in supporting on learning process. This paper discussed about developing thematic materials using project based learning. Thematic materials are designed to make students to be active, creative, cooperative, easy in thinking to solve the problem. The purpose of the research was to develop thematic material using project based learning which used valid variables. The method of research which used in this research was four stages of research and development proposed by Thiagarajan consisting of 4 stages, namely: (1) definition stage, (2) design stage, (3) development stage, and (4) stage of dissemination. The first stage was research and information collection, it was in form of need analysis with questionnaire, observation, interview, and document analysis. Design stage was based on the competencies and indicator. The third was development stage, this stage was used to product validation from expert. The validity of research development involved media validator, material validator, and linguistic validator. The result from the validation of thematic material by expert showed that the overall result had a very good rating which ranged from 1 to 5 likert scale, media validation showed a mean score 4,83, the material validation showed mean score 4,68, and the mean of linguistic validation was e 4,74. It showed that the thematic material using project based learning was valid and feasible to be implemented in the context thematic learning.

  2. Changing the Curriculum to Problem-Based and Project-Based Learning

    DEFF Research Database (Denmark)

    Kolmos, Anette

    2012-01-01

    Problem based and project based learning (PBL) models are implemented all over the world in various versions at curriculum or course level. Due to this development, the conceptual understanding of PBL has become more diverse and sometimes confusing. This chapter summarizes the conceptual work done...... by the UNESCO Chair in PBL in engineering education in order to define PBL as a set of core learning principles that can be applied in practice. The PBL learning principles are formulated within three aspects: learning, social, and content of study. Furthermore, the chapter contains a PBL curriculum model......, which can be used for analysis and development of the curriculum or single courses. Seven elements are identified as important for the planning and implementation of PBL learning principles, and for each of the elements there are several choices to be made. Finally, the chapter presents concrete advice...

  3. A Pilot Study: Facilitating Cross-Cultural Understanding with Project-Based Collaborative Learning in an Online Environment

    Science.gov (United States)

    Shadiev, Rustam; Hwang, Wu-Yuin; Huang, Yueh-Min

    2015-01-01

    This study investigated three aspects: how project-based collaborative learning facilitates cross-cultural understanding; how students perceive project-based collaborative learning implementation in a collaborative cyber community (3C) online environment; and what types of communication among students are used. A qualitative case study approach…

  4. Cognitive and Socio-Affective Outcomes of Project-Based Learning: Perceptions of Greek Second Chance School Students

    Science.gov (United States)

    Koutrouba, Konstantina; Karageorgou, Elissavet

    2013-01-01

    The present questionnaire-based study was conducted in 2010 in order to examine 677 Greek Second Chance School (SCS) students' perceptions about the cognitive and socio-affective outcomes of project-based learning. Data elaboration, statistical and factor analysis showed that the participants found that project-based learning offered a second…

  5. Teaching Power Electronics with a Design-Oriented, Project-Based Learning Method at the Technical University of Denmark

    Science.gov (United States)

    Zhang, Zhe; Hansen, Claus Thorp; Andersen, Michael A. E.

    2016-01-01

    Power electronics is a fast-developing technology within the electrical engineering field. This paper presents the results and experiences gained from applying design-oriented project-based learning to switch-mode power supply design in a power electronics course at the Technical University of Denmark (DTU). Project-based learning (PBL) is known…

  6. 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-based

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

    Directory of Open Access Journals (Sweden)

    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

  8. A Project-Based Language Learning Model for Improving the Willingness to Communicate of EFL Students

    Directory of Open Access Journals (Sweden)

    Ibrahim Farouck

    2016-04-01

    Full Text Available Anxiety and inadequate motivation due to misapplication of some language teaching methodologies and learning materials have been shown to affect the Willingness to Communicate of students in EFL programs. This study used a Project-Based Language Learning to improve learning motivation and content relevance. Students were grouped into pairs to conduct fieldwork activities on their chosen topics and learned the English language that was suitable for describing their activities and outcomes. They interacted with content and peers through Web 2.0 environments. In the classroom, they engaged in communicative tasks in a jigsaw format and presented their projects where their peers used an online rubric and forum to give feedback. They also participated in a speech contest with peers outside their class or from another university in order to broaden their confidence. Findings from this study show that students were able to develop the language and evaluation skills for presentation. Additionally, they indicated a reduction in communication anxiety.

  9. Designing “Theory of Machines and Mechanisms” course on Project Based Learning approach

    DEFF Research Database (Denmark)

    Shinde, Vikas

    2013-01-01

    by the industry and the learning outcomes specified by the National Board of Accreditation (NBA), India; this course is restructured on Project Based Learning approach. A mini project is designed to suit course objectives. An objective of this paper is to discuss the rationale of this course design......Theory of Machines and Mechanisms course is one of the essential courses of Mechanical Engineering undergraduate curriculum practiced at Indian Institute. Previously, this course was taught by traditional instruction based pedagogy. In order to achieve profession specific skills demanded...... and the process followed to design a project which meets diverse objectives....

  10. Post secondary project-based learning in science, technology, engineering and mathematics

    OpenAIRE

    Ralph, Rachel A.

    2016-01-01

    Project-based learning (PjBL - to distinguish from problem-based learning - PBL) has become a recurrent practice in K-12 classroom environments. As PjBL has become prominent in K-12 classrooms, it has also surfaced in post-secondary institutions.  The purpose of this paper is to examine the research that has studied a variety of science, technology, engineering and mathematic subjects using PjBL in post-secondary classrooms. Eleven articles (including qualitative, quantitative and mixed metho...

  11. A Social Contract for University-Industry Collaboration: A Case of Project-Based Learning Environment

    Science.gov (United States)

    Vartiainen, Tero

    This study determines a social contract for a form of university-industry collaboration to a project-based learning environment in close collaboration with industry. The author's previous studies on moral conflicts in a project-based learning (PjBL) environment and his 5-year engagement in the PjBL environment are used as background knowledge, and John Rawls' veil of ignorance is used as a method in the contract formulation. Fair and impartial treatment of actors is strived for with the contract which constitutes of sets of obligations for each party, students, clients, and university (instructors) in the chosen project course. With the contract fair and impartial treatment of actors is strived for and the most dilemmatic moral conflicts are tried to be avoided. The forming of the social contract is evaluated, and implications for research and collaborations in practice are offered.

  12. 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…

  13. 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.

  14. Evaluation of a Team Project Based Learning Module for Developing Employability Skills

    OpenAIRE

    Janice Whatley

    2012-01-01

    This paper presents a case study, in which a new module, aimed at enhancing students’ employ-ability skills, is evaluated. Employability skills for graduates from higher education are regarded as essential outcomes from their degree programmes, but it can be difficult to provide appropriate opportunities to develop these skills in the context of their studies. This paper describes a new module, called Live Projects, designed to provide project based learning on campus, but involv-ing local bu...

  15. The Student's Scientific Attitude and Creativity of Product in Environmental Issues Through Project Based Learning

    OpenAIRE

    Yustina, Yustina; Suwondo, Suwondo

    2015-01-01

    The purpose of this research was to got the information about student's scientific attitude and creativity of product and correlation both of it in enviromental issues through project based learning. This research was conducted from January to June 2015. Sample in this research were 34 students of 2014 grade in FKIP Biologi UR used parameters were (1) scientific attitude with 4 indicators (curiosity, cooperative, carefulness and discipline); (2) creativity of product. Observation instrument m...

  16. Variables that impact the implementation of project-based learning in high school science

    Science.gov (United States)

    Cunningham, Kellie

    Wagner and colleagues (2006) state the mediocrity of teaching and instructional leadership is the central problem that must be addressed if we are to improve student achievement. Educational reform efforts have been initiated to improve student performance and to hold teachers and school leaders accountable for student achievement (Wagner et al., 2006). Specifically, in the area of science, goals for improving student learning have led reformers to establish standards for what students should know and be able to do, as well as what instructional methods should be used. Key concepts and principles have been identified for student learning. Additionally, reformers recommend student-centered, inquiry-based practices that promote a deep understanding of how science is embedded in the everyday world. These new approaches to science education emphasize inquiry as an essential element for student learning (Schneider, Krajcik, Marx, & Soloway, 2002). Project-based learning (PBL) is an inquiry-based instructional approach that addresses these recommendations for science education reform. The objective of this research was to study the implementation of project-based learning (PBL) in an urban school undergoing reform efforts and identify the variables that positively or negatively impacted the PBL implementation process and its outcomes. This study responded to the need to change how science is taught by focusing on the implementation of project-based learning as an instructional approach to improve student achievement in science and identify the role of both school leaders and teachers in the creation of a school environment that supports project-based learning. A case study design using a mixed-method approach was used in this study. Data were collected through individual interviews with the school principal, science instructional coach, and PBL facilitator. A survey, classroom observations and interviews involving three high school science teachers teaching grades 9

  17. 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.

  18. A Project-Based Learning Approach to Teaching Physics for Pre-Service Elementary School Teacher Education Students

    Science.gov (United States)

    Goldstein, Olzan

    2016-01-01

    This paper describes the impact of the project-based learning (PBL) approach on learning and teaching physics from the perspective of pre-service elementary school teacher education students and an instructor. This approach promoted meaningful learning (mainly in the scope of projects), higher motivation, and active involvement of students in…

  19. 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%.

  20. 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.

  1. 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.

  2. How do we help students as newcomers to create and develop better communities of practice for learning in a Project based learning environment?

    DEFF Research Database (Denmark)

    Jensen, Lars Peter

    2007-01-01

    The question for debate in this paper, is how to help students creating and developing good communities of practice for learning in a Project based learning environment? At Aalborg University it has proven very helpful for students to have both a course addressing communication, collaboration......, learning and project management (CLP) and a reflection on these issues in a written process analysis....

  3. Are High Achievers Successful in Collaborative Learning? An Explorative Study of College Students' Learning Approaches in Team Project-Based Learning

    Science.gov (United States)

    Lee, Hye-Jung; Kim, Hyekyung; Byun, Hyunjung

    2017-01-01

    This study analyses how high-achieving students approach team project-based learning (TPBL) and aims to identify the implications and challenges of TPBL practice in higher education. After interviewing 32 high-achieving students and surveying 1022 additional students at a South Korean university, we found that four factors were particularly…

  4. 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

  5. Implementation of a project-based engineering school: increasing student motivation and relevant learning

    Science.gov (United States)

    Terrón-López, María-José; García-García, María-José; Velasco-Quintana, Paloma-Julia; Ocampo, Jared; Vigil Montaño, María-Reyes; Gaya-López, María-Cruz

    2017-11-01

    The School of Engineering at Universidad Europea de Madrid (UEM) implemented, starting in the 2012-2013 period, a unified academic model based on project-based learning as the methodology used throughout the entire School. This model expects that every year, in each grade, all the students should participate in a capstone project integrating the contents and competencies of several courses. This paper presents the academic context under which this experience has been implemented, and a summary of the work done to design and implement the Project-Based Engineering School at the UEM. The steps followed, the structure used, some sample projects, as well as the difficulties and benefits of implementing the programme are discussed in this paper. The results are encouraging as students are more motivated and the initial set objectives were accomplished.

  6. Conceptualizing the role of multidisciplinarity and student perceptions of university-industry collaboration in project-based learning

    OpenAIRE

    Heikkinen, Juho

    2017-01-01

    Project-based learning has a long history, especially in the disciplines of computer science and engineering. This approach is used to offer students a realistic view of their discipline, and this experience can be enhanced with industrial involvement as companies bring their real world problems to projects. One recent trend in project-based learning is utilizing multidisciplinary teams, enabling students to contrast their skills and experience with students from other discipli...

  7. 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

  8. Integrating Creativity Training into Problem and Project-Based Learning (PBL) Curriculum in Engineering Education

    DEFF Research Database (Denmark)

    Zhou, Chunfang

    2012-01-01

    In order to foster creative engineers, a creativity training programme was carried out in medialogy education in a Problem and Project-Based Learning (PBL) environment at Aalborg University, Denmark. This paper focuses on the question of how engineering students perceive the strategy of integrating...... creativity training into a PBL curriculum. A total of 20 medialogy students in the training programme were interviewed. The data shows that the training programme was thought useful and students get benefits such as gaining project work skills, creative concepts and confidence of being creative. However...

  9. Developing Project Based Learning E-Module for the Course of Video Editing

    Directory of Open Access Journals (Sweden)

    Ketut Krisnayuni

    2017-04-01

    Full Text Available This study examined the development of an electronic module for the course of video editing and analyzed the students’ response of the e-module. A waterfall model was adopted in the development process of the e-module that consisted of five stages namely (1 analysis; (2 design; (3 implementation; (4 evaluation; and (5 maintenance. The subjects of this study were the students of class XI at SMK Negeri 1 Sukasada. Project Based Learning was used as the basis of the e-module development as the most relevant learning model to meet the students’needs and the schools’ situation. The data of the students’ response about the e-module were collected through a questionnaire. The students’ response was very positive indicated by the mean score of 94,37. It was concluded that the developed e-modul was categorized as very good.

  10. Promoting Information Literacy of Pre-Medical Students through Project-Based Learning: A Pilot Study

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    Reya Saliba

    2017-10-01

    Full Text Available This study describes the implementation of information literacy (IL skills through the use of the project-based learning (PjBL method in an English for Academic Purposes (EAP course. Participants were Arabic speaking students enrolled in the Foundation Program that prepares them for the premedical curriculum in a U.S. medical   college in the State of Qatar. A mixed methods approach consisting of a survey, three focus groups, and instructors' observations was used to gather the needed data. The results showed a significant increase in students' advanced research skills. This study emphasizes the benefit of using the PjBL method to develop students' IL skills. It also reinforces the vital role of faculty-librarian partnership in designing learning activities that engage students, foster their critical thinking, and develop their metacognitive skills.

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

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    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.

  12. Project-Based Learning versus Textbook/Lecture Learning in Middle School Science

    Science.gov (United States)

    Main, Sindy

    2015-01-01

    As schools continue to become more diverse, it is important to look at science teaching methods that will meet the needs of all students. In this study, 172 students in a middle school in Northwestern Illinois were taught using two methods of teaching science. Half of the students were taught using project-based science (PBS) and the other half of…

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

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    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.

  14. 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…

  15. The Effects of Project-Based Learning Activities on Academic Achievement and Motivation in Mathematics in Eighth-Grade Students

    Science.gov (United States)

    Mudrich, Rachel Marie

    2017-01-01

    The purpose of this research study was to determine if project-based learning activities (PBLA) incorporated into an eighth-grade mathematics classroom have an effect on students' academic achievement and motivation toward learning. The control group used the traditional instruction method to cover mathematic objective skills that are Common Core…

  16. Investigating the Quality of Project-Based Science and Technology Learning Environments in Elementary School: A Critical Review of Instruments

    Science.gov (United States)

    Thys, Miranda; Verschaffel, Lieven; Van Dooren, Wim; Laevers, Ferre

    2016-01-01

    This paper provides a systematic review of instruments that have the potential to measure the quality of project-based science and technology (S&T) learning environments in elementary school. To this end, a comprehensive literature search was undertaken for the large field of S&T learning environments. We conducted a horizontal bottom-up…

  17. Students' Perception of a Flipped Classroom Approach to Facilitating Online Project-Based Learning in Marketing Research Courses

    Science.gov (United States)

    Shih, Wen-Ling; Tsai, Chun-Yen

    2017-01-01

    This study investigated students' perception of a flipped classroom approach to facilitating online project-based learning (FC-OPBL) in a marketing research course at a technical university. This combined strategy was aimed at improving teaching quality and learning efficiency. Sixty-seven students taking a marketing research course were surveyed.…

  18. Interplay between Individual Creativity and Group Creativity in Problem and Project-Based Learning (PBL) Environment in Engineering Education

    DEFF Research Database (Denmark)

    Zhou, Chunfang; Kolmos, Anette

    2013-01-01

    Recent studies regard Problem and Project Based Learning (PBL) as providing a learning environment which fosters both individual and group creativity. This paper focuses on the question: In a PBL environment, how do students perceive the interplay between individual and group creativity? Empirica...

  19. The effect of project-based learning on students' statistical literacy levels for data representation

    Science.gov (United States)

    Koparan, Timur; Güven, Bülent

    2015-07-01

    The point of this study is to define the effect of project-based learning approach on 8th Grade secondary-school students' statistical literacy levels for data representation. To achieve this goal, a test which consists of 12 open-ended questions in accordance with the views of experts was developed. Seventy 8th grade secondary-school students, 35 in the experimental group and 35 in the control group, took this test twice, one before the application and one after the application. All the raw scores were turned into linear points by using the Winsteps 3.72 modelling program that makes the Rasch analysis and t-tests, and an ANCOVA analysis was carried out with the linear points. Depending on the findings, it was concluded that the project-based learning approach increases students' level of statistical literacy for data representation. Students' levels of statistical literacy before and after the application were shown through the obtained person-item maps.

  20. 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.

  1. 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

  2. Systemic impediments to the implementation of Project Based Learning in middle and high school settings

    Science.gov (United States)

    Bouilly, Delphine

    This study examines the potential structural impediments to the reform movement of Project Based Learning (PBL) that are presented to teachers by the inherent nature of the school system, as well as the ways in which teachers address these systemic barriers when attempting to implement PBL in their classrooms. Much of the current research that is aimed at investigating the transition from traditional teacher-centered learning to student-centered PBL---whether PBL as problem based or project based learning---has focused on the transition issues at the level of individual teacher/student. Systemic barriers, on the other hand, are those features that are inherent to the structure of the system, and that pose---by their very nature---physical and/or political circumstances that are inconsistent with the student-centered and collaborative goals of PBL. It is not enough for teachers, parents, students, and administrators to be philosophically aligned with PBL, if the encompassing school system is structurally incompatible with the method. This study attempts to make the structural impediments to PBL explicit, to determine whether or not the existing school system is amenable to the successful implementation of PBL. Because the universal features of PBL coupled with the ubiquity of factory-model schools is likely to create recurring themes, it is plausible that this study may in fact be analytically generalizable to situations beyond those described by the populations and contexts in this set of purposive, multiple cases. One of the themes that emerged from this study was the role of rural poverty as an underlying cause of student apathy. More research may be needed to see whether science, as taught through PBL and in collaboration with practical arts courses, might be able to address some of the social, gendered, and educational needs of impoverished rural students and their families.

  3. Calculator: A Hardware Design, Math and Software Programming Project Base Learning

    Directory of Open Access Journals (Sweden)

    F. Criado

    2015-03-01

    Full Text Available This paper presents the implementation by the students of a complex calculator in hardware. This project meets hardware design goals, and also highly motivates them to use competences learned in others subjects. The learning process, associated to System Design, is hard enough because the students have to deal with parallel execution, signal delay, synchronization … Then, to strengthen the knowledge of hardware design a methodology as project based learning (PBL is proposed. Moreover, it is also used to reinforce cross subjects like math and software programming. This methodology creates a course dynamics that is closer to a professional environment where they will work with software and mathematics to resolve the hardware design problems. The students design from zero the functionality of the calculator. They are who make the decisions about the math operations that it is able to resolve it, and also the operands format or how to introduce a complex equation into the calculator. This will increase the student intrinsic motivation. In addition, since the choices may have consequences on the reliability of the calculator, students are encouraged to program in software the decisions about how implement the selected mathematical algorithm. Although math and hardware design are two tough subjects for students, the perception that they get at the end of the course is quite positive.

  4. Rocket to Creativity: A Field Experience in Problem-Based and Project-Based Learning

    Directory of Open Access Journals (Sweden)

    Sharon F. Dole

    2016-11-01

    Full Text Available The purpose of this article is to examine the impact of a field experience in problem-based (PBL and project-based learning (PjBL on pre-service and in-service teachers’ conceptions of experiential learning. In our study, participants had been enrolled in a hybrid class that included an online component in which they learned about PBL and PjBL and an experiential component in which they facilitated PBL and PjBL with children in grades 1-9 during a one-week field experience on a university campus. The goal of the field experience is for teachers to change their practice from didactic to inquiry and to promote critical and creative thinking in their students. We used a case study method that involved data derived from six different sources: online structured interviews, follow-up telephone interviews, discussion board posts, reflections, course feedback, and observations. The main theme that emerged from the data analysis was the critical role the field experience played in applying theory to practice. Sub-themes included understanding the process of implementing PBL and PjBL, mastering the logistics of PBL and PjBL, becoming facilitators, and collaborating with partners. Results showed that the field experience gave the teachers the “courage” to experiment with a student-centered methodology.

  5. 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.

  6. 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

    In a typical science course learning is teacher directed. Students are presented with knowledge and concepts via textbooks and lecture and then given the opportunity to apply them. Project-based learning (PBL) creates a context and reason to learn information and concepts. In PBL, learning is student directed and teacher facilitated. Students take ownership of their learning by finding, evaluating and synthesizing information from a variety of resources and via interaction between each other. In PBL, the project is central rather than peripheral to the curriculum. It is not just an activity that provides examples, additional practice or applications of the course content, but rather, the vehicle through which major concepts are discovered. The PBL process requires students to do revision and reflection encouraging them to think about what and how they are learning. PBL projects also allow students to develop important life-work skills such as collaboration, communication and critical thinking within the discipline. We have employed PBL in both Liberal Arts courses for non-science majors and upper division courses for science students. Three examples will be discussed. The first will be the production of video documentaries in a non-science major course; the second, a student generated electronic textbook in a 300-level energy course for science students; and lastly, a student designed analysis project in a chemistry major capstone laboratory course. The product in each of these examples was used to deliver knowledge to others in the class as well as members of the public providing motivation for students to do high-quality work. In our examples, student documentaries are publicly screened as part of a university-wide Academic Excellence Showcase; the student generated electronic textbook is available for public use on the internet; and the results of the student designed analysis were communicated to the real-world clients via letters and reports. We will discuss

  7. Project-based learning in a high school engineering program: A case study

    Science.gov (United States)

    France, Todd

    Generating greater student interest in science, technology, engineering, and mathematics (STEM) has been a major topic of discussion among educators, policymakers, and researchers in recent years, as increasing the number of graduates in these fields is widely considered a necessary step for sustaining the progress of today's society. Fostering this interest must occur before students reach college, and substantial efforts have been made to engage students at K-12 levels in STEM-focused learning. Attempts to involve students in engineering, a vital and growing profession, yet one in which students often have little experience, have frequently emphasized the design and construction of physical products, a practice supported by project-based learning. This thesis examines the environment of an engineering high school course that employed the project-based model. The course is part of a dedicated curricular program which aims to provide students with positive experiences in engineering-related activities while also preparing them for the rigors of college. A case study was conducted to provide insight into the benefits and drawbacks of the learning model. The study's outcomes are intended to provide guidance to educators participating in the design and/or facilitation of project-based activities, particularly those involved with engineering education. The research was performed using a qualitative approach. Long-term engagement with course participants was deemed critical to gaining a comprehensive understanding of the interactions and events that transpired on a daily basis. Nine educators involved with the program were interviewed, as were nineteen of the course's thirty-nine students. A wealth of other relevant data -- including surveys, field notes, and evaluations of student work -- was compiled for analysis as well. The study findings suggest that experiences in problem solving and teamwork were the central benefits of the course. Limitations existed due to a

  8. Project-Based Learning in a STEM Academy: Student Engagement and Interest in STEM Careers

    Science.gov (United States)

    Misher, Pamela Henry

    This case study explored the utilization of project-based learning (PBL) and how it affected student engagement and interest in STEM careers. Sixty-seven students and nine teachers participated in this case study. Three research questions addressed student engagement, perceptions, and challenges during PBL implementation. This study was designed to understand the experiences teachers and students had when they participated in a PBL environment. This research investigated how to develop a globally skilled workforce utilizing a PBL approach and the challenges teachers encountered during implementation. The survey data and informal focus-group sessions with staff and students were utilized, analyzed, and summarized in order to obtain insight on perceptions, challenges, and implementation of PBL. PBL is an instructional approach that was designed to encourage more engaged learning. This approach was built upon realistic learning activities that stimulated student interest and motivation. This research discovered that PBL did teach content and 21st century skills as students worked collaboratively toward a common goal while responding to a question or problem. This study revealed that rigorous projects were carefully planned to aid students in learning important academic content. This study displayed how PBL allowed students to reflect on their projects and ideas with the opportunity to voice their decisions and findings. This instructional approach provided opportunities for students to investigate and strengthen interest in future STEM careers. The driving force of America's future economy and maintaining the competitive edge will be through more innovation, mainly derived from advances in STEM (Science, Technology, Engineering, and Math) careers. As business and industry leaders stressed the importance of improving STEM education, there continued to be a need to better prepare students to fill STEM-related careers. This research adds to the current body of research

  9. Project Based Learning experiences in the space engineering education at Technical University of Madrid

    Science.gov (United States)

    Rodríguez, Jacobo; Laverón-Simavilla, Ana; del Cura, Juan M.; Ezquerro, José M.; Lapuerta, Victoria; Cordero-Gracia, Marta

    2015-10-01

    This work describes the innovation activities performed in the field of space education since the academic year 2009/10 at the Technical University of Madrid (UPM), in collaboration with the Spanish User Support and Operations Center (E-USOC), the center assigned by the European Space Agency (ESA) in Spain to support the operations of scientific experiments on board the International Space Station. These activities have been integrated within the last year of the UPM Aerospace Engineering degree. A laboratory has been created, where students have to validate and integrate the subsystems of a microsatellite using demonstrator satellites. In parallel, the students participate in a Project Based Learning (PBL) training process in which they work in groups to develop the conceptual design of a space mission. One student in each group takes the role of project manager, another one is responsible for the mission design and the rest are each responsible for the design of one of the satellite subsystems. A ground station has also been set up with the help of students developing their final thesis, which will allow future students to perform training sessions and learn how to communicate with satellites, how to receive telemetry and how to process the data. Several surveys have been conducted along two academic years to evaluate the impact of these techniques in engineering learning. The surveys evaluate the acquisition of specific and generic competences, as well as the students' degree of satisfaction with respect to the use of these learning methodologies. The results of the surveys and the perception of the lecturers show that PBL encourages students' motivation and improves their results. They not only acquire better technical training, but also improve their transversal skills. It is also pointed out that this methodology requires more dedication from lecturers than traditional methods.

  10. A project based learning experience through best use of state-of-the-art technology

    Directory of Open Access Journals (Sweden)

    Juan José López Berrio

    2016-01-01

    Full Text Available Our proposal consists in activating the most important talent in the education institutions (their students, converting them in the change movement they need. How do we do that? We attract them through an enriching and disruptive programme, that suggest them a real entrepreneurship challenge, guiding and empowering them to reach the goals planned. Our vehicle is the Innovation Lab, a permanent program, where through a project based learning and working as a real and modern startup, the students work and collaborate using state of the art technology and methodologies, such as cloud computing, design thinking, flipped classroom, gamification, etc., by combining on-line work and sessions at school. The idea is revolutionary and innovative but also perfectly aligned with the content of the Horizon 2020-Schools Edition. We have achieved great results, both qualitative and quantitative, as you would be able to see along the article.

  11. A Project-based Learning curricular approach in a Production Engineering Program

    Directory of Open Access Journals (Sweden)

    Simone Borges Simão Monteiro

    2017-09-01

    Full Text Available Abstract The Industrial Engineering undergraduate program offered at the University of Brasília was structured on Project Based Learning (PBL methodology. This innovative educational proposal allows the students to deploy their technical competencies through real problem solving situations. The methodology also stimulates the development of the students’ soft skills, by exposing them to a challenging environment. At the end of each project, the results are presented to an external agent, and are subsequently implemented. The objective of this paper is to present the evolution of the PSP courses, which adopt as guidelines both the PMBOK project management framework, as well as content from specific technical courses related to the project’s subject. One other relevant aspect of the PSP courses is their involvement of both undergraduate and graduate students from different Engineering areas, such as Industrial, Mechanical and Civil Engineering, which serves to foster a more holistic and integrated problem-solving skillset.

  12. PENGEMBANGAN LKS BERBASIS PROJECT BASED LEARNING UNTUK PEMBELAJARAN MATERI SEGITIGA DI KELAS VII

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    Dian Novita

    2016-06-01

    Full Text Available Penelitian ini merupakan penelitian pengembangan yang bertujuan untuk (1mengetahui karakteristik LKS berbasis Project Based Learning (PjBL yang valid dan praktis dalam pembelajaran materi segitiga di kelas VII; (2mengetahui efek potensial penggunaan LKS berbasis PjBL terhadap hasil belajar siswa dalam pembelajaran materi segitiga di kelas VII. Metode penelitian pengembangan yang digunakan adalah model  ADDIE (Analysis, Design, Development, Implementation, and Evaluation. Teknik pengumpulan data yang digunakan adalah walkthrough, tes hasil belajar dan angket. Dari tes hasil belajar, diperoleh bahwa sebesar 82,5% siswa telah mencapai kategori tuntas dan 17,5% belum tuntas dengan KKM 75. Hasil angket respon siswa menunjukkan bahwa untuk pelaksanaan pembelajaran menggunakan LKS berbasis PjBL telah mencapai kriteria kepraktisan. Kemudian untuk LKS berbasis PjBL yang telah didesain, divalidasi oleh beberapa pakar, kemudian direvisi berdasarkan saran dari para pakar tersebut. LKS yang telah direvisi tersebut dianggap telah memenuhi kriteria kevalidan dan kepraktisan sehingga dapat digunakan dalam pembelajaran materi segitiga di kelas VII. Kesimpulan dari penelitian ini adalah (1 LKS bebasis PjBL yang dikembangkan valid, tergambar dari konten (sesuai dengan kurikulum untuk materi segitiga, konstruk (sesuai dengan prinsip PjBL, dan bahasa (sesuai dengan ejaan yang disempurnakan (EYD. Kepraktisan tergambar dari proses kerja siswa dalam melaksanakan LKS dan hasil angket respon siswa terhadap pembelajaran menggunakan LKS berbasis PjBL; (2 dari hasil latihan yang dikerjakan oleh siswa, LKS berbasis PjBL memiliki efek potensial terhadap hasil belajar, yakni sebanyak 33 siswa termasuk kategori tuntas (82,5% dan 7 orang belum tuntas (17,5%, dengan KKM 75. Kata Kunci : LKS, Project Based Learning DOI: http://dx.doi.org/10.22342/jpm.10.2.3626.1-12

  13. Analysis of problem solving on project based learning with resource based learning approach computer-aided program

    Science.gov (United States)

    Kuncoro, K. S.; Junaedi, I.; Dwijanto

    2018-03-01

    This study aimed to reveal the effectiveness of Project Based Learning with Resource Based Learning approach computer-aided program and analyzed problem-solving abilities in terms of problem-solving steps based on Polya stages. The research method used was mixed method with sequential explanatory design. The subject of this research was the students of math semester 4. The results showed that the S-TPS (Strong Top Problem Solving) and W-TPS (Weak Top Problem Solving) had good problem-solving abilities in each problem-solving indicator. The problem-solving ability of S-MPS (Strong Middle Problem Solving) and (Weak Middle Problem Solving) in each indicator was good. The subject of S-BPS (Strong Bottom Problem Solving) had a difficulty in solving the problem with computer program, less precise in writing the final conclusion and could not reflect the problem-solving process using Polya’s step. While the Subject of W-BPS (Weak Bottom Problem Solving) had not been able to meet almost all the indicators of problem-solving. The subject of W-BPS could not precisely made the initial table of completion so that the completion phase with Polya’s step was constrained.

  14. A Compound LAMS-MOODLE Environment to Support Collaborative Project-Based Learning: A Case Study with the Group Investigation Method

    Science.gov (United States)

    Paschalis, Giorgos

    2017-01-01

    Collaborative project-based learning is well established as a component of several courses in higher education, since it seems to motivate students and make them active in the learning process. Collaborative Project-Based Learning methods are demanded so that tutors become able to intervene and guide the students in flexible ways: by encouraging…

  15. Post secondary project-based learning in science, technology, engineering and mathematics

    Directory of Open Access Journals (Sweden)

    Rachel A Ralph

    2016-03-01

    Full Text Available Project-based learning (PjBL - to distinguish from problem-based learning - PBL has become a recurrent practice in K-12 classroom environments. As PjBL has become prominent in K-12 classrooms, it has also surfaced in post-secondary institutions.  The purpose of this paper is to examine the research that has studied a variety of science, technology, engineering and mathematic subjects using PjBL in post-secondary classrooms. Eleven articles (including qualitative, quantitative and mixed methods were included.  The format includes: an introduction and background (which defines PjBL and STEM, research methods, quality appraisal used, results, and a discussion, future research and a conclusion.  Two tables and two figures are included. In this paper, theoretical backgrounds and key terms were identified, followed by a literature review discussing four themes: content knowledge, interdisciplinary skills, collaboration and skill development for future education and careers.  Results suggested that there is a positive connection between content knowledge learning and PjBL in collaborative settings.  Additionally, some negative perceptions arose regarding teamwork situations.  Interdisciplinary skills were achieved, but quite limited in post-secondary classrooms.  PjBL and STEM were perceived to be important for future education and careers.  Future research needs to be completed and institutional curriculum changes informed by the results of this research need to occur to further explore interdisciplinary courses and the use of PjBL.

  16. Physics meets fine arts: a project-based learning path on infrared imaging

    Science.gov (United States)

    Bonanno, A.; Bozzo, G.; Sapia, P.

    2018-03-01

    Infrared imaging represents a noninvasive tool for cultural heritage diagnostics, based on the capability of IR radiation to penetrate the most external layers of different objects (as for example paintings), revealing hidden features of artworks. From an educational viewpoint, this diagnostic technique offers teachers the opportunity to address manifold topics pertaining to the physics and technology of electromagnetic radiation, with particular emphasis on the nature of color and its physical correlates. Moreover, the topic provides interesting interdisciplinary bridges towards the human sciences. In this framework, we present a hands-on learning sequence, suitable for both high school students and university freshmen, inspired by the project-based learning (PBL) paradigm, designed and implemented in the context of an Italian national project aimed at offering students the opportunity to participate in educational activities within a real working context. In a preliminary test we involved a group of 23 high school students while they were working as apprentices in the Laboratory of Applied Physics for Cultural Heritage (ArcheoLab) at the University of Calabria. Consistently with the PBL paradigm, students were given well-defined practical goals to be achieved. As final goals they were asked (i) to construct and to test a low cost device (based on a disused commercial camera) appropriate for performing educational-grade IR investigations on paintings, and (ii) to prepare a device working as a simple spectrometer (recycling the optical components of a disused video projector), suitable for characterizing various light sources in order to identify the most appropriate for infrared imaging. The proposed learning path has shown (in the preliminary test) to be effective in fostering students’ interest towards physics and its technological applications, especially because pupils perceived the context (i.e. physics applied to the protection and restoration of cultural

  17. 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

  18. Inexpensive electrolysis of batik waste water: Project-based learning (PjBL) in MA Salafiyah Simbang Kulon Pekalongan, Indonesia

    Science.gov (United States)

    Firmansyah, R. Arizal; Rohmatina, Ita

    2017-12-01

    Majority of people in Simbang kulon Indonesia almost every citizen who batik artisans, by utilizing river water to wash batik, as well as a place to dispose of waste. As a result, the river is polluted. However, there are no steps to educate young generation especially students to care about the environment. Therefore, project-based learning is appropriate approach. This research was intended to provide a description of the study of project-based chemistry on redox reaction material and its application for the waste treatment of class X MA Salafiyah Simbang Kulon Pekalongan. The implementation of project-based chemistry study of redox reaction material and its application on batik waste treatment in class X MA Salafiyah Simbang Kulon Pekalongan can be seen from several aspects, such as: (1) planning stage: includes preparation of learning planning activities such as RPP preparation of LKS etc, (2) Implementation stage: this stage consists of classroom discussion, and batik waste treatment project (3) evaluation stage. This evaluation was done by the researcher on the results of project-based learning to measure the level of effectiveness of learning with the achievement of students' competencies in terms of cognitive, that is by doing post-test and interview. The end result was to compare the results of the pre-test of learners who achieve the value of KKM with the results of post-test learners who reached the KKM value of 6.8. The results showed that: the effectiveness level of learning chemistry-based projects redox reaction material and its application on the batik waste treatment of class X MA Salafiyah Simbang Kulon Pekalongan was very high, this can be seen from the comparison of the percentage of school KKM achievement between the value of pre-test results with value of post-test result was difference of pre-test result 8,33% with result of post-test 91,66%, so difference was 81,26%. These results were then reinforced by the results of the researcher

  19. PENGARUH STRATEGI PROJECT BASED LEARNING (PJBL TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS XI IPA PADA MATERI KOLOID

    Directory of Open Access Journals (Sweden)

    Nur Hikmah

    2016-11-01

    Full Text Available The 21st century education aims to develop the ability of intelligence of students in order to resolve the problems faced in real life. Project-Based Learning is one instructional strategies to develop the skills required in the 21st century. Through a given project, students are not only required to achieve the learning objectives that have been set, but students will be trained to face the world of work that requires their ability to access, mesintesis, communicating information, and work together to solve complex problems so as to improve the ability of students critical thinking. This research is a quasi-experimental research (quasy experiment with posttest only control group design. This research aims to determine the influence of Project Based Learning Strategy (PjBL to the critical thinking skills of students of class XI IPA at SMAN 1 Malua on colloidal material. The research population includes students of class XI IPA at SMAN 1 Malua, with random cluster sampling technique sampling. Data were analyzed using independent sample t-test in SPSS 20 for windows at the 0.05 level of significance. The result showed that the significance level of critical thinking skills of 0.001 which indicates that there are differences between students' critical thinking skills that learned using a strategy of Project Based Learning (PjBL with students that learned using conventional methods. Pendidikan abad 21 bertujuan untuk membangun kemampuan intelegensi siswa dalam pembelajaran agar mampu menyelesaikan permasalahan yang dihadapi. salah satu strategi pembelaj aran di abad 21 yang mengembangkan keterampilan siswa ialah Project Based Learning. Melalui proyek yang diberikan, siswa tidak hanya dituntut untuk mencapai tujuan pembelajaran yang telah ditetapkan, tetapi siswa akan lebih terlatih menghadapi dunia kerja yang membutuhkan kemampuan mereka dalam mengakses, mesintesis, mengomunikasikan infomasi, dan bekerja sama memecahkan masalah yang kompleks

  20. The Effects of Project Based Learning on Undergraduate Students' Achievement and Self-Efficacy Beliefs towards Science Teaching

    Science.gov (United States)

    Bilgin, Ibrahim; Karakuyu, Yunus; Ay, Yusuf

    2015-01-01

    The purpose of this study is to investigate the effects of the Project-Based Learning (PBL) method on undergraduate students' achievement and its association with these students' self-efficacy beliefs about science teaching and pinions about PBL. The sample of the study consisted of two randomly chosen classes from a set of seven classes enrolled…

  1. Sol-Gel Application for Consolidating Stone: An Example of Project-Based Learning in a Physical Chemistry Lab

    Science.gov (United States)

    de los Santos, Desiree´ M.; Montes, Antonio; Sa´nchez-Coronilla, Antonio; Navas, Javier

    2014-01-01

    A Project Based Learning (PBL) methodology was used in the practical laboratories of the Advanced Physical Chemistry department. The project type proposed simulates "real research" focusing on sol-gel synthesis and the application of the obtained sol as a stone consolidant. Students were divided into small groups (2 to 3 students) to…

  2. Effects of Multiple Intelligences Supported Project-Based Learning on Students' Achievement Levels and Attitudes towards English Lesson

    Science.gov (United States)

    Bas, Gökhan; Beyhan, Ömer

    2010-01-01

    The aim of the research was to investigate the effects of multiple intelligences supported project-based learning and traditional foreign language-teaching environment on students' achievement and their attitude towards English lesson. The research was carried out in 2009-2010 education-instruction year in Karatli Sehit Sahin Yilmaz Elementary…

  3. 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…

  4. Project-Based Learning in Undergraduate Environmental Chemistry Laboratory: Using EPA Methods to Guide Student Method Development for Pesticide Quantitation

    Science.gov (United States)

    Davis, Eric J.; Pauls, Steve; Dick, Jonathan

    2017-01-01

    Presented is a project-based learning (PBL) laboratory approach for an upper-division environmental chemistry or quantitative analysis course. In this work, a combined laboratory class of 11 environmental chemistry students developed a method based on published EPA methods for the extraction of dichlorodiphenyltrichloroethane (DDT) and its…

  5. Empowering Students through Project-Based Learning: Perceptions of Instructors and Students in Vocational Education Institutes in Thailand

    Science.gov (United States)

    Tongsakul, Anuvat; Jitgarun, Kalayanee; Chaokumnerd, Weerachai

    2011-01-01

    The purpose of this study was to identify and compare instructors' and students' perceptions of factors that contribute to the effective use of Project-Based Learning (PBL) in Thailand. The sample for the study consisted of 247 electrical technology instructors from Thai vocational education institutes and 161 students who were electrical power…

  6. A Study of Creativity in CaC[subscript 2] Steamship-Derived STEM Project-Based Learning

    Science.gov (United States)

    Lou, Shi-Jer; Chou, Yung-Chieh; Shih, Ru-Chu; Chung, Chih-Chao

    2017-01-01

    This study mainly aimed to explore the effects of project-based learning (PBL) integrated into science, technology, engineering and mathematics (STEM) activities and to analyze the creativity displayed by junior high school students while performing these activities. With a quasi-experimental design, 60 ninth-grade students from a junior high…

  7. The Impact of Project-Based Learning on Fourth-Grade Students' Understanding in Reading

    Science.gov (United States)

    Williams, Dana L.

    2017-01-01

    The purpose of this quantitative, non-experimental, descriptive study was to determine if participation in project-based learning developed the understanding students need to transfer their knowledge and skills to achieve higher composite and reading scores, as well as demonstrate the ability to read increasingly complex texts on the ACT Aspire as…

  8. 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…

  9. The Effect of a Graph-Oriented Computer-Assisted Project-Based Learning Environment on Argumentation Skills

    Science.gov (United States)

    Hsu, P. -S.; Van Dyke, M.; Chen, Y.; Smith, T. J.

    2015-01-01

    The purpose of this quasi-experimental study was to explore how seventh graders in a suburban school in the United States developed argumentation skills and science knowledge in a project-based learning environment that incorporated a graph-oriented, computer-assisted application. A total of 54 students (three classes) comprised this treatment…

  10. 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…

  11. Promoting Socially Shared Metacognitive Regulation in Collaborative Project-Based Learning: A Framework for the Design of Structured Guidance

    Science.gov (United States)

    Kim, Dongho; Lim, Cheolil

    2018-01-01

    Despite the emergence of collaborative project-based learning in higher education settings, how it can be supported has received little attention. We noted the positive impact of socially shared metacognitive regulation on students' collaboration processes. The purpose of this study was to present a framework for the design and implementation of…

  12. The Use of System Thinking Concepts in Order to Assure Continuous Improvement of Project Based Learning Courses

    Science.gov (United States)

    Arantes do Amaral, Joao Alberto; Gonçalves, Paulo

    2015-01-01

    This case study describes a continuous improvement experience, conducted from 2002 to 2014 in Sao Paulo, Brazil, within 47 Project-Based Learning MBA courses, involving approximately 1,400 students. The experience report will focus on four themes: (1) understanding the main dynamics present in MBA courses; (2) planning a systemic intervention in…

  13. Laboratory and project based learning in the compulsory course Biological Chemistry enhancing collaboration and technical communication between groups

    DEFF Research Database (Denmark)

    Agersø, Yvonne; Bysted, Anette; Jensen, Lars Bogø

    2011-01-01

    The aim of this paper was to describe how changes of laboratory training and project based learning were implemented in order to train the students in making a study design, basic laboratory skills, handling of data, technical communication, collaboration and presentation....

  14. The Effect of ICT Assisted Project Based Learning Approach on Prospective ICT Integration Skills of Teacher Candidates

    Science.gov (United States)

    Pilten, Pusat; Pilten, Gulhiz; Sahinkaya, Nihan

    2017-01-01

    The purpose of the present research is studying the effects of information and communication technologies (ICT) assisted project based learning practices on ICT integration skills of pre-service classroom teachers. The research adopted a mixed method. The quantitative dimension of the research was designed with pre-test-post-test control groups.…

  15. Writing the Book…Literally: The Convergence of Authentic Intellectual Work (AIW) and Project-Based Learning (PBL)

    Science.gov (United States)

    Buckmiller, Tom M.; Kruse, Jerrid W.

    2015-01-01

    Using the Project-Based Learning (PBL) and Authentic Intellectual Work (AIW) models, we sought to create coursework that had value beyond the classroom. Refinements in the self-publishing book industry provide the opportunity to present student work to a larger audience and in a different, more engaging format. With the help of free software, our…

  16. A Study on the Efficacy of Project-Based Learning Approach on Social Studies Education: Conceptual Achievement and Academic Motivation

    Science.gov (United States)

    Ilter, Ilhan

    2014-01-01

    In this research, an experimental study was carried out in social studies 4th grade students to develop students' conceptual achievement and motivation to succeed academically. The study aims to investigate the effectiveness of project-based learning (PBL) in social studies. A quasi-experimental research design (pre- and posttest) was used in the…

  17. PENINGKATAN SOFT SKILLS DAN HARD SKILLS MAHASISWA MELALUI PROJECT-BASED LEARNING PADA MATA KULIAH PERENCANAAN PEMBELAJARAN GEOGRAFI

    Directory of Open Access Journals (Sweden)

    Fitra Delita

    2016-08-01

    Full Text Available Penelitian ini dilakukan karena masih minimnya kemampuan soft skills dan hard skills mahasiswa. Penelitian ini bertujuan untuk meningkatkan soft skills dan hard skills mahasiswa melalui penerapan Project Based Learning pada mata kuliah Perencanaan Pembelajaran Geografi serta untuk mengetahui tanggapan mahasiswa terhadap penerapan Project Based Learning. Penelitian ini tergolong penelitian PTK dengan pengamatan selama 2 siklus. Indikator soft skills yang diamati adalah komunikasi lisan, kejujuran, partisipasi dan kreativitas. Sedangkan indikator hard skills yang digunakan adalah nilai mahasiswa, kemampuan merancang perangkat pembelajaran dan media. Data diperoleh melalui lembar observasi, kuesioner, penilaian product dan hasil tes. Hasil penelitian menunjukkan bahwa terjadi peningkatan indikator soft skill yaitu komunikasi lisan (0,54, partisipasi (0,92, kejujuran (0,42 dan kreativitas (1,4 Peningkatan jumlah mahasiswa yang mendapat nilai A pada Siklus II yaitu 8 orang (naik 25 % dari total mahasiswa, nilai B meningkat menjadi 2 orang (naik 6 % dari total mahasiswa. Indikator hard skills berupa kemampuan merancang perangkat pembelajaran dan media juga mengalami kenaikan pada Siklus II yaitu 21 orang (68 % kategori sangat baik dan 10 orang (32 % kategori baik. Mahasiswa memberi tanggapan positif terhadap penerapan Project Based Learning pada mata kuliah Perencanaan Pembelajaran Geografi. Kata kunci: Soft Skills, Hard Skills, Project Based Learning

  18. The effect of Problem/Project-Based Learning on a desired skill set for construction professionals

    Science.gov (United States)

    Sirotiak, Todd L.

    The purpose of this study was to investigate if a Problem/Project-Based Learning (PBL) approach can affect certain non-technical, "soft" skills of construction engineers. Such skills include leadership, adaptability, and stress management. In mixed design research, quantitative and qualitative data are assembled and analyzed collectively. For this study, two separate assessment tools were used for the quantitative portion, while open-ended written reflections and a partially closed-ended senior questionnaire were implemented for the qualitative portion. A hypothetical model was used to investigate certain soft skills based on prior research documenting need. Skills investigated were confidence, stress coping, leadership, communication skills, adaptability, and management skills. Descriptive statistics, open-ended final written reflections, and a partially closed-ended senior questionnaire were used to analyze the data. PBL is a process in which the students are challenged to develop realistic solutions on open, less structured, real world type problems. The results of this study performed with the combined count of nearly 60 students suggest that PBL can influence several soft skills of senior construction engineers. Specifically, these findings demonstrate the following: (a) PBL appears to affect students' soft skills; (b) students appear to recognize the realism and "real world" applicability that PBL brings to their skill development; and (c) the data suggest that the experience is holistic and offers opportunities for balanced growth in several ways. Some key competencies such as communication and leadership indicated significant enhancements. Although this study was limited to one academic year of the university's construction engineering program, it provides interesting insight to changes within the time period investigated. This study should be replicated in other construction engineering environments to investigate a larger population sample. In addition

  19. Fundraising Strategies Developed by MBA students in Project-Based Learning Courses

    Directory of Open Access Journals (Sweden)

    Joao Alberto Arantes do Amaral

    2016-12-01

    Full Text Available The ability to raise funds is a skill that most modern project managers need. While a good deal of literature exists on the strategies NGOs employ to raise funds for their operations, less attention has been paid to the strategies used by students involved in Project-Based Learning courses that often partner with NGOs. Fundraising is an important skill that not only provides students with opportunities for creativity, but also helps them develop the communication skills they will need in the work they do after they graduate.In this paper, we discuss the fundraising strategies developed by MBA students in 204 social projects completed between 2002 and 2014. The projects were done in partnership with 39 community partners in Sao Paulo, Brazil (NGOs and Public Institutions. In our study, we followed quantitative and qualitative research methods, analyzing data and documents from the projects’ databases. We identified six different fundraising strategies: organizing raffles, soliciting donations from private corporations, organizing paying events, utilizing online social networks developing crowdfunding, and soliciting individual donations.

  20. Project-Based Learning Courses: The Relationship Between Faculty-Intended Course Implementation and Students' Perceptions

    Science.gov (United States)

    Simonovich, Jennifer A.; Towers, Emily; Zastavker, Yevgeniya V.

    2012-02-01

    Project-based learning (PjBL) has been shown to improve students' performance and satisfaction with their coursework, particularly in science and engineering courses. Specific aspects of PjBL that contribute to this improvement are student autonomy, course scaffolding, and instructor support. This study investigates two PjBL courses required for engineering majors at a small technical school, Introductory Mechanics Laboratory and Introductory Engineering Design. The three data sources used in this work are classroom observations (one laboratory and four design sessions) and semi-structured in-depth interviews with twelve students and six faculty. Grounded theory approach is used in a two-step fashion by (1) analyzing each data set individually and (2) performing full triangulation of all three data sets. In this talk, we demonstrate the relationship between faculty intentions and student perceptions regarding the three PjBL aspects -- student autonomy, course scaffolding, and instructor support -- within the context of these two courses. We further discuss implications for the course design and professional development of faculty.

  1. Teaching Power Electronics with a Design-Oriented and Project-Based Learning Method at the Technical University of Denmark

    DEFF Research Database (Denmark)

    Zhang, Zhe; Hansen, Claus Thorp; Andersen, Michael A. E.

    2016-01-01

    Power electronics is a fast developing technology within the electrical engineering field. This paper presents the results and experiences gained from DesignOriented Project Based Learning of switch-mode power supply design within a power electronics course at the Technical University of Denmark...... (DTU). Project-based learning (PBL) is known to be a motivating and problem-centered teaching method that not only places students at the core of the teaching and learning activities but also gives students the ability to transfer their acquired scientific knowledge into industrial practices. Students...... are asked to choose a specification from different power converter applications such as a fuel cell power conditioning converter, a light-emitting diode (LED) driver or a battery charger. Based upon their choice, the students select topology, design magnetic components, calculate input/output filters...

  2. The Effect of Project Based Learning With Virtual Media Assistance on Student’s Creativity in Physics

    Directory of Open Access Journals (Sweden)

    Gunawan Gunawan

    2017-06-01

    Full Text Available Abstract: Physics learning should be able to provide opportunities for learners to be creative in understanding the things that learned. One of the efforts made to improve the quality of physics learning was to apply the model of project based learning with virtual media. This study aimed to examine the effect of virtual media-aided model toward students’ creativity. This quasi experimental study used pretest-posttest control group design. The research instrument used a verbal and figural creativity test which had been validated by experts. Hypothesis test used employed variance test. The increase in creativity was determined based on the results of the N-gain test. The results showed that there was an increase of students' creativity in both classes. The experiment class had a higher creativity increase than the control class. Verbal and figural creativity improved in both classes. Verbal creativity increased higher than figural creativity. This shows that the model of project based learning with virtual media that applied successfully improve the students’ creativity in physics learning. EFEKTIVITAS PENERAPAN MODEL PROJECT BASED LEARNING BERBANTUAN MEDIA VIRTUAL TERHADAP KREATIVITAS FISIKA PESERTA DIDIK Abstrak: Pembelajaran fisika seharusnya mampu memberikan peluang bagi peserta didik untuk berkreasi dalam memahami hal yang dipelajari. Salah satu upaya yang dilakukan untuk meningkatkan kualitas pembelajaran fisika adalah dengan menerapkan model project based learning berbantuan media virtual. Penelitian ini bertujuan menguji pengaruh model berbantuan media virtual terhadap kreativitas peserta didik. Penelitian kuasi eksperimen ini menggunakan pretest-posttest control group design. Instrumen penelitian menggunakan tes kreativitas verbal dan figural yang telah divalidasi oleh para ahli. Uji hipotesis menggunakan uji t polled varian. Peningkatan kreativitas ditentukan berdasarkan hasil uji N-gain. Hasil penelitian menunjukkan adanya

  3. Practice and Evaluation of a Cooperative Learning Support on Educational Function as Teamwork in Project-based Learning with Regional Cooperation

    Science.gov (United States)

    Aoki, Hideyuki; Kamata, Motohiro; Yamagami, Norihisa

    The purpose of my study was to develop of cooperative learning support on Educational Function as Teamwork in Project-based Learning with Regional Cooperation. Analysis of validation of the original method were made using correlation analysis of student satisfaction of relationships among teammate and educational function as teamwork, result of self-diagnose. As a result, we achieved analysis results with a collective creativity were involved in student‧s planning skill. It was shown that educational functions as teamwork plays an important part in the growth of students. Our study revealed that there was method using cooperative learning technique helps to promote improvement of educational function as teamwork.

  4. Learning Styles of Science and Engineering Students in Problem and Project Based Education

    DEFF Research Database (Denmark)

    Kolmos, Anette; Holgaard, Jette Egelund

    2008-01-01

    At the Faculty of Engineering and Science at Aalborg University, Denmark, process skills are an integrated part of the curriculum objectives. During the first year programme, a special course in Collaboration, Learning and Project Management (CLP) is given to develop those skills. In order...... to develop students’ learning and the CLP-course, the Felder-Soloman Index of Learning Styles (ILS®) has been used in that course and data has been collected to investigate whether some learning style preferences are more conspicuous that others in a problem based learning environment. The results show, more...... pronounced than similar studies, that the first year engineering students at Aalborg University are considerable more active than reflective. This results leads to a discussion of whether reflection and conceptualization should be facilitated further in the curriculum to balance the students learning style...

  5. PENINGKATAN AKTIVITAS MENGGUNAKAN LABORATORIUM KOMPUTER DAN HASIL BELAJAR SISWA SMK PROGRAM KEAHLIAN AKUNTANSI MELALUI PENERAPAN PROJECT BASED LEARNING

    Directory of Open Access Journals (Sweden)

    David Firna Setiawan

    2017-06-01

    Full Text Available The existence of the computer lab is one thing that is essential to support the improvement of students’ competence. Some other researcherssaid that some of the characteristics of PBL and its influence on motivation and learning outcomes, however, these studies can not describe the improvement of the activity in utilizing a computer lab. This study aimed to analyze the differences in the use of computer labs and student learning outcomes at the accounting program to operate accounting computer before and after the implementation of project based learning (PBL. The population of this study was all students of XI class and XII class in accounting programof SMK Al Falah Winong. Sampling in this study is using proportionate stratified random sampling. Data collected through observation. Hypothesis testing is done through t test with two independent samples. The results showed that the application of PBL was able to increase the activity in computer lab and student learning outcomes in the competence particularity on operate computer accounting application.   Keywords: Project based learning, computer lab, Student learning outcomes

  6. An Early Historical Examination of the Educational Intent of Supervised Agricultural Experiences (SAEs) and Project-Based Learning in Agricultural Education

    Science.gov (United States)

    Smith, Kasee L.; Rayfield, John

    2016-01-01

    Project-based learning has been a component of agricultural education since its inception. In light of the current call for additional emphasis of the Supervised Agricultural Experience (SAE) component of agricultural education, there is a need to revisit the roots of project-based learning. This early historical research study was conducted to…

  7. Developing student engagement in networked teaching and learning practices through problem- and project-based learning approaches

    DEFF Research Database (Denmark)

    Andreasen, Lars Birch; Lerche Nielsen, Jørgen

    2012-01-01

    This paper focuses on how learner engagement can be facilitated through use of social media and communication technologies. The discussions are based on the Danish Master’s Programme of ICT and Learning (MIL), where students study in groups within a networked learning structure. The paper reflect...

  8. 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.

  9. The impact of project-based learning on improving student learning outcomes of sustainability concepts in transportation engineering courses

    Science.gov (United States)

    Fini, Elham H.; Awadallah, Faisal; Parast, Mahour M.; Abu-Lebdeh, Taher

    2018-05-01

    This paper describes an intervention to enhance students' learning by involving students in brainstorming activities about sustainability concepts and their implications in transportation engineering. The paper discusses the process of incorporating the intervention into a transportation course, as well as the impact of this intervention on students' learning outcomes. To evaluate and compare students' learning as a result of the intervention, the Laboratory for Innovative Technology and Engineering Education survey instrument was used. The survey instrument includes five constructs: higher-order cognitive skills, self-efficacy, ease of learning subject matter, teamwork, and communication skills. Pre- and post-intervention surveys of student learning outcomes were conducted to determine the effectiveness of the intervention on enhancing students' learning outcomes. The results show that the implementation of the intervention significantly improved higher-order cognitive skills, self-efficacy, teamwork, and communication skills. Involving students in brainstorming activities related to sustainability concepts and their implications in transportation proved to be an effective teaching and learning strategy.

  10. Analysis of the ability of junior high school students’ performance in science in STEM project-based learning

    Science.gov (United States)

    Suryana, A.; Sinaga, P.; Suwarma, I. R.

    2018-05-01

    The challenges in 21st century demands the high competitiveness. The way of thinking ability, determine how it work ability and choose instrument be part of the skills will need in the 21st century. The competence it can be supported by learning involving the student performance skills. Based on the preliminary studies at one junior high school in Bandung found that the learning involving of performance skill is low.This is supported by data from respondent in received the opportunity to make devise a sketch in of learning especially based on practices or projects, the results are 75 % students said rarely and 18,75 % students said never. In addition seen also how the student activities in project based learning in class the results stated that 68,75 % of students said less, and 6.25 % of students said never. Therefore, we did a result to uncover profile performance on the design process and the performance process of junior high school student performances to the matter optical by using STEM project based learning. From this result. From the research obtained the average score classes in the activities of the design process is as much as 2,49 or dipersentasikan become 62,41 % are in the good category and the average score classes in the process of the performance of activities receive is 3,13 or 78,28 % are in the good category.

  11. Effects of multiple intelligences supported project-based learning on students’ achievement levels and attitudes towards English lesson

    Directory of Open Access Journals (Sweden)

    Gökhan BAŞ

    2010-07-01

    Full Text Available The aim of the research was to investigate the effects of multiple intelligences supported project-based learning and traditional foreign language-teaching environment on students' achievement and their attitude towards English lesson. The research was carried out in 2009 – 2010 education-instruction year in Karatli Sehit Sahin Yilmaz Elementary School, Nigde, Turkey. Totally 50 students in two different classes in the 5th grade of this school participated in the study. The results of the research showed a significant difference between the attitude scores of the experiment group and the control group. It was also found out that the multiple intelligences approach activities were more effective in thepositive development of the students’ attitudes. At the end of the research, it is revealed that the students who are educated by multiple intelligences supported project-based learning method are more successful and have a higher motivation level than the studentswho are educated by the traditional instructional methods.

  12. Mechatronic Control Engineering: A Problem Oriented And Project Based Learning Curriculum In Mechatronic

    DEFF Research Database (Denmark)

    Pedersen, Henrik Clemmensen; Andersen, Torben Ole; Hansen, Michael Rygaard

    2008-01-01

    Mechatronics is a field of multidisciplinary engineering that not only requires knowledge about different technical areas, but also insight into how to combine technologies optimally, to design efficient products and systems.This paper addresses the group project based and problem-oriented learning...... the well established methods from control engineering form very powerful techniques in both analysis and synthesis of mechatronic systems. The necessary skills for mechatronic engineers are outlined followed up by a discussion on how problem oriented project based learning is implemented. A complete...... curriculum named Mechatronic Control Engineering is presented, which is started at Aalborg University, Denmark, and the content of the semesters and projects are described. The projects are all characterized by the use of simulation and control for the purpose of analyzing and designing complex commercial...

  13. Students' construction of a simple steam distillation apparatus and development of creative thinking skills: A project-based learning

    Science.gov (United States)

    Diawati, Chansyanah; Liliasari, Setiabudi, Agus; Buchari

    2017-05-01

    This project-based learning combined the chemistry of separation process using steam distillation with engineering design process in an undergraduate chemistry course. Students built upon their knowledge of phase changes, immiscible mixture, and the relationship between vapor pressure and boiling point to complete a project of modifications steam distillation apparatus. The research method is a qualitative case study, which aims to describe how (1) the creative thinking skills of students emerged during six weeks of theproject, (2) students built steam distillation apparatus characteristics as the project product and (3) students response to the project-based learning model. The results showed that the students had successfully constructed a steam distillation apparatus using plastic kettle as steam generator and distillation flask. A Plastic tubewas used to drain water vapor from steam generator to distillation flask and to drain steam containing essential oil to the condenser. A biscuit tin filled with ice was used as a condenser. The time required until resulting distillate was fifteen minutes. The production of essential was conductive qualitatively by a very strong smell typical of essential oil and two phases of distillate. Throughout the project, students formulated the relevant and varied problem, formulated the goals, proposed the ideas of the apparatus and materials, draw apparatus design, constructed apparatus, tested apparatus, evaluated, and reported the project. Student response was generally positive. They were pleased, interested, more understanding the concepts and work apparatus principles, also implemented new ideas. These results indicate that project-based learning can develop students' creative thinking skills. Based on these results, it is necessary to conduct research and implemented project-based learning to other concepts.

  14. UniFlex A WWW-environment for project-based collaborative learning

    DEFF Research Database (Denmark)

    Borch, Ole; Helbo, Jan; Knudsen, Morten

    2003-01-01

    technical maintenance. Web interfaces for all type of users are developed to ease information and document upload, user administration and more. The product is used at Aalborg University open distance education for "Master of Industrial Information technology" (MII) and "Master in Mobile Information......Increasing demands for remote on-line education are changing the way teaching and learning is performed. New behavior in using pedagogy and supporting technology is needed to drive the learning process. To facilitate the use of services for selected activities to participants in on-line education......, a web site named UniFlex (University Flexible learning) has been developed and brought into use. The site is a comprehensive set of bookmarks including course taking, upload/download, and - of special significance - collaborative on-line project work. UniFlex has been developed to meet the requirement...

  15. The Impact of Project-Based Learning on Improving Student Learning Outcomes of Sustainability Concepts in Transportation Engineering Courses

    Science.gov (United States)

    Fini, Elham H.; Awadallah, Faisal; Parast, Mahour M.; Abu-Lebdeh, Taher

    2018-01-01

    This paper describes an intervention to enhance students' learning by involving students in brainstorming activities about sustainability concepts and their implications in transportation engineering. The paper discusses the process of incorporating the intervention into a transportation course, as well as the impact of this intervention on…

  16. Convergence of Information and Communication Technology (ICT) Tools in Project Based Learning (PBL)

    Science.gov (United States)

    Thamarasseri, Ismail

    2014-01-01

    Rapid technological advancement influences the communication and information management as well as knowledge construction. Within the context of new challenges, lifelong learning emerges a fundamental element for the constant development of professionals. So that it dynamically adapts to change and retain a state-of-the-art identity. At present,…

  17. 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.

  18. Collaboration, Pedagogy, and Media: Short-Term Summer Programs Emphasize Project Based and Social Emotional Learning

    Science.gov (United States)

    Bowden, William R.

    2015-01-01

    Summer programs that experiment with combining media literacy and social-emotional learning can potentially affect students' academic performance. Based on a six-week program, working with rising eighth grade students in a low-income school district, this program allowed students to work on media projects while trying to develop stronger…

  19. THE DYNAMICS OF PROJECT-BASED LEARNING EXTENSION COURSES: THE “LABORATORY OF SOCIAL PROJECTS” CASE STUDY

    Directory of Open Access Journals (Sweden)

    Joao Alberto Arantes do Amaral

    2017-01-01

    Full Text Available 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 São Paulo (Unifesp, Osasco Campus, Brazil. The course had 72 participants (41 community members and 31 university students. The participants worked in teams of four members (on average and developed 13 projects on behalf of eight NGOs that help people in need. In our research, we followed a mixed methods approach, using unstructured questionnaires and project reports as sources of information. We made use of system thinking analysis to reveal the dynamics that unfolded during the course. Our main findings are: 1 free-of-charge extension courses can be much more challenging to manage than traditional courses; the bureaucracy of getting the university’s approval and problems related to dropouts are issues to consider; 2 the workload of the professors involved can be substantially higher than the workload of similar regular courses; 3 the use of project-based learning techniques can be very effective; 4 the courses can provide a very rich experience to the participants, promoting intense knowledge-sharing among all involved.

  20. Pengaruh Pembelajaran Project Based Learning (PjBL pada Materi Ekosistem terhadap Sikap dan Hasil Belajar Siswa SMAN 2 Malang

    Directory of Open Access Journals (Sweden)

    Susriyati Mahanal

    2010-05-01

    Full Text Available The objective of this research was to know the effect of Project Based Learning (PjBL to the attitude and student cognitive achievement in SMAN 2 Malang. This research applied quasy experimental with non-equivalent control group design. The populations of this research is all student of class X SMAN 2 Malang on academic year 2008/2009. The samples of this research were class X7 as experimental (PjBL and class X8 as control (conventional. The instrument of this research namely cognitive achievement test and attitude scale questionnaire to river ecosystem. This research data are quantitative data consisted by score cognitive achievement and attitude scale questionnaire to river ecosystem, collected on 14 Maret until 31 May 2009. Data were analysed by bilinear covariant statistical analysis (Ancova, continued with LSD test. The result of this research indicated that there were PjBL toward the cognitive achievement and student attitude to river ecosystem. Students with PjBl having attitude higher 11,65% from conventional students. Beside, students with PjBl having cognitive achievement higher 81,05% from conventional students. Based on this research, the researcher suggest to the teacher that this strategy can be implemented in biology learning.   Kata kunci: Project Based Learning, sikap terhadap ekosistem sungai, hasil belajar

  1. Implementation of student’s worksheet based on project based learning (pjbl to foster student’s creativity

    Directory of Open Access Journals (Sweden)

    Sahtoni Sahtoni

    2017-12-01

    Full Text Available This study aimed to foster student creativity through the use of student worksheet based on Project Base Learning (PjBL on dynamic electrical material in making alternative power sources. The research method is using a pre-experimental design with One-Shot case study type. The study population was students of class IX MTs Al-Islah in Pesawaran Lampung. A sample of one class consisting  of 30 people was obtained by purposive sumpling. Data analysis was done by using descriptive concerning creativity, product, and response of students to see effectiveness of learning. The results showed that the application of student worksheet based on project based learning is overall effective to foster creativity of student. Based on the average of student’s creativity, the result is 80% which categorized as “creative.” Based on the average of student’s product, the result is 76.2% which categorized as “valuable.” The student’s response is positive as much as 92% which categorized as “very agree.”

  2. APPLICATION OF PROJECT BASED LEARNING IN THE DISCIPLINE OF LOGISTICS: A CASE STUDY

    Directory of Open Access Journals (Sweden)

    Paulo Cesar Chagas Rodrigues

    2011-06-01

    Full Text Available Currently the higher education institutions need to search for new tools and methods to make learning more enjoyable and dynamic for students because the job market increasingly needs young people who have the ability to self-criticism above average. A search was performed on a course of action and technologist who had a total of 15 students, for the purpose of this research was to improve the learning level of students, reducing absenteeism and dropout, encourage research and participation in teamwork. As a way to develop this study the students had to develop a project of a bridge made of newspaper and involving the disciplines of logistics, financial management, human resource management and managing projects.

  3. The influence of project-based learning on the student conception about kinematics and critical thinking skills

    Science.gov (United States)

    Handhika, J.; Cari, C.; Sunarno, W.; Suparmi, A.; Kurniadi, E.

    2018-05-01

    This research revealed the influence of project-based learning (PjBL) to increasing the level of the conception. The research method used the pre-experimental design with one group pre-test post-test. PjBL applied to students of physics education program of IKIP PGRI Madiun (23 Students). The test used to determine the level of conception is multiple choice tests and index of certainty. Activities on PjBL described. Obtained that the PjBL model can increase the level of conception and Critical thinking skills with the average normalized gain 0.49 and 0.57 (Medium category). It can be concluded that the PjBL could improve the level of conception and critical thinking ability of the students. Implementation of each model phase following learning objectives and needs analysis is the key to improve both.

  4. Italy-Japan international project-based learning for developing human resources using design of welfare equipment as a subject.

    Science.gov (United States)

    Hanafusa, A; Komeda, T; Ito, K; Zobel, P Beomonte

    2015-08-01

    Project-based learning (PBL) is effective for developing human resources of young students. The design of welfare equipment, such as wheelchairs and gait assistive devices, is taken as the subject in this study because these devices must be fit to their environment, users, and method of use; students must consider the circumstances of each country concerned. The program commenced in 2012 at L'Aquila, Italy, and the Shibaura Institute of Technology, Japan and has been continuing for three years. Students were divided into four groups and discussions were held on how to adapt the equipment to the user and environment. After discussion, they designed and simulated a model of the equipment using CAD. Finally, they presented their designs to each other. Through the program, students had fruitful discussions, exchanged ideas from different cultures, and learned from each other. Furthermore, friendships among the students were nurtured. It is believed that the objective of the program was satisfactorily accomplished.

  5. Doing the Project and Learning the Content: Designing Project-Based Science Curricula for Meaningful Understanding

    Science.gov (United States)

    Kanter, David E.

    2010-01-01

    Project-based science curricula can improve students' usable or meaningful understanding of the science content underlying a project. However, such curricula designed around "performances" wherein students design or make something do not always do this. We researched ways to design performance project-based science curricula (pPBSc) to better…

  6. 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.

  7. Teacher Perception of Project-Based Learning in a Technology-Infused Secondary School Culture: A Critical Cine-Ethnographic Study

    Science.gov (United States)

    Gratch, Jonathan

    2012-01-01

    Project-based learning has long been used in the educational realm as it emphasis a student-centered strategy which promotes meaning, enriched learning that enhances inquiry and problem-solving skills in a rich, authentic environment. The relevance and authentic design of projects may further be enhanced by the use of technology in the classroom.…

  8. A One-Year Case Study: Understanding the Rich Potential of Project-Based Learning in a Virtual Reality Class for High School Students

    Science.gov (United States)

    Morales, Teresa M.; Bang, EunJin; Andre, Thomas

    2013-01-01

    This paper presents a qualitative case analysis of a new and unique, high school, student-directed, project-based learning (PBL), virtual reality (VR) class. In order to create projects, students learned, on an independent basis, how to program an industrial-level VR machine. A constraint was that students were required to produce at least one…

  9. Examining the Efficacy of Project-Based Learning on Cultivating the 21st Century Skills among High School Students in a Global Context

    Science.gov (United States)

    Lin, Chi-Syan; Ma, Jung-Tsan; Kuo, Karen Yi-Chwen; Chou, Chien-Tzu Candace

    2015-01-01

    The goal of the study is to explore the opportunities and challenges associated with Project-Based Learning strategy in a global context on the aspects of both fostering learning community of practices and nurturing the 21st century skills. For collecting empirical data, the study implements and administers an online international project-based…

  10. Effects of multiple intelligences supported project-based learning on students’ achievement levels and attitudes towards English lesson

    Directory of Open Access Journals (Sweden)

    Gökhan Baş

    2007-07-01

    Full Text Available The aim of the research was to investigate the effects of multiple intelligences supported project-based learning and traditional foreign language-teaching environment on students’ achievement and their attitude towards English lesson. The research was carried out in 2009 – 2010 education-instruction year in Karatli Sehit Sahin Yilmaz Elementary School, Nigde, Turkey. Totally 50 students in two different classes in the 5th grade of this school participated in the study. The results of the research showed a significant difference between the attitude scores of the experiment group and the control group. It was also found out that the multiple intelligences approach activities were more effective in the positive development of the students’ attitudes. At the end of the research, it is revealed that the students who are educated by multiple intelligences supported project-based learning method are more successful and have a higher motivation level than the students who are educated by the traditional instructional methods.

  11. 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.

  12. Do We Teach What We Preach? An International Comparison of Problem- and Project-Based Learning Courses in Sustainability

    Directory of Open Access Journals (Sweden)

    Katja Brundiers

    2013-04-01

    Full Text Available Problem- and project-based learning (PPBL courses in sustainability address real-world sustainability problems. They are considered powerful educational settings for building students’ sustainability expertise. In practice, however, these courses often fail to fully incorporate sustainability competencies, participatory research education, and experiential learning. Only few studies exist that compare and appraise PPBL courses internationally against a synthesized body of the literature to create an evidence base for designing PPBL courses. This article introduces a framework for PPBL courses in sustainability and reviews PPBL practice in six programs around the world (Europe, North America, Australia. Data was collected through semi-structured qualitative interviews with course instructors and program officers, as well as document analysis. Findings indicate that the reviewed PPBL courses are of high quality and carefully designed. Each PPBL course features innovative approaches to partnerships between the university and private organizations, extended peer-review, and the role of knowledge brokers. Yet, the findings also indicate weaknesses including paucity of critical learning objectives, solution-oriented research methodology, and follow-up research on implementation. Through the comparative design, the study reveals improvement strategies for the identified challenges and provides guidance for design and redesign of PPBL courses.

  13. Locate the Lesion: A Project-Based Learning Case that Stimulates Comprehension and Application of Neuroanatomy.

    Science.gov (United States)

    Lemons, Michele L

    2017-01-01

    A fictitious patient, Mr. Challenge, is admitted to the emergency room and displays symptoms consistent with damage to the central nervous system. In this problem-based learning case, students are challenged to determine the location of a lesion that is consistent with Mr. Challenge's symptoms. Students discover details about Mr. Challenge's symptoms while exploring three anatomical pathways: corticospinal tract, spinothalamic tract and medial lemniscal pathway. Students make predictions as to which of these pathways may be damaged in Mr. Challenge and defend their predictions based on their research of the function and anatomical location of these tracts. This ultimately leads the student to identifying a single lesion site that can account for Mr. Challenge's symptoms. This case is executed in an undergraduate neuroscience course and would be useful in anatomy and physiology course, as well as other courses that serve students interested in health science related careers.

  14. Business and Industry Project-Based Capstone Courses: Selecting Projects and Assessing Learning Outcomes

    Science.gov (United States)

    Maleki, Reza A.

    2009-01-01

    This is the first of two articles in which the author shares experiences gained from the development and delivery of a business/industry project-based capstone course. The course integrates research, proposal development and design experience based on knowledge and skills acquired in earlier coursework. The course also incorporates standards and…

  15. Project-based learning in engineering design in Bulgaria: expectations, experiments and results

    Science.gov (United States)

    Raycheva, Regina Pavlova; Angelova, Desislava Ivanova; Vodenova, Pavlina Minkova

    2017-11-01

    Using a students' workshop as a laboratory, this article summarises the observation of three years' implementation of a new study module for a Bachelor Program in Engineering Design (Interior and Furniture Design) at the University of Forestry, Sofia, Bulgaria. The article offers an analysis of group dynamics and the difficulties and issues observed during the process. Data from survey questionnaires are interpreted; proposals are made for future research. The conclusion of the authors includes the following points: positive response by students, important encounter with successful professionals and companies; creative fulfilment and experience of team work. On the weak side is the experienced discomfort in public presentation, lack of verbal and graphic skills, interpersonal issues and pressure of real requirements from teachers and company; lack of adequate attention by the tutors. The need of better understanding a team 'code' of behaviour and preparation for an active learning method was felt. A proposal leading to a mixed-team organisation for better support of first-time participants in the module is made.

  16. Project-based learning applied to spacecraft power systems: a long-term engineering and educational program at UPM University

    Science.gov (United States)

    Pindado, Santiago; Cubas, Javier; Roibás-Millán, Elena; Sorribes-Palmer, Félix

    2018-03-01

    The IDR/UPM Institute is the research center responsible for the Master in Space Systems (MUSE) of Universidad Politécnica de Madrid (UPM). This is a 2-year (120 ECTS) master's degree focused on space technology. The UPMSat-2 satellite program has become an excellent educational framework in which the academic contents of the master are trained through project-based learning and following a multidisciplinary approach. In the present work, the educational projects developed and carried out in relation to spacecraft power systems at the IDR/UPM Institute are described. These projects are currently being developed in the framework represented by the aforementioned MUSE master's program and UPMSat-2.

  17. Integrating STEM education through Project-Based Inquiry Learning (PIL) in topic space among year one pupils

    Science.gov (United States)

    Ng, Chee Hoe; Adnan, M.

    2018-01-01

    This research aims to investigate the effect of integrating STEM education through Project-based Inquiry Learning (PIL) and the users of the STEM modules which consists of five projects on topic Space in Year One Mathematics Syllabus in Kurikulum Standard Sekolah Rendah (KSSR) of Malaysia. STEM education in primary school focuses on the introduces and awareness of students about the importance of STEM education. The projects in STEM modules are covering the different ethnic cultures in Malaysia. The modules are designed using the four phases in PIL. Concepts and the explanation of STEM education on each project are emphasized and provided in the modules so the teachers able to carry out the projects by using the modules. By using the modules in primary Mathematics, the students and teachers will be more understanding on how to integrate the Mathematics’ concepts in STEM education.

  18. Project-Based Learning and Agile Methodologies in Electronic Courses: Effect of Student Population and Open Issues

    Directory of Open Access Journals (Sweden)

    Marina Zapater

    2013-12-01

    Full Text Available Project-Based Learning (PBL and Agile methodologies have proven to be very interesting instructional strategies in Electronics and Engineering education, because they provide practical learning skills that help students understand the basis of electronics. In this paper we analyze two courses, one belonging to a Master in Electronic Engineering and one to a Bachelor in Telecommunication Engineering that apply Agile-PBL methodologies, and compare the results obtained in both courses with a traditional laboratory course. Our results support previous work stating that Agile-PBL methodologies increase student satisfaction. However, we also highlight some open issues that negatively affect the implementation of these methodologies,such as planning overhead or accidental complexity. Moreover,we show how differences in the student population, mostly related to the time spent on-campus, their commitment to the course or part-time dedication, have an impact on the benefits of Agile-PBL methods. In these cases, Agile-PBL methodologies by themselves are not enough and need to be combined with other techniques to increase student motivation.

  19. Learning

    Directory of Open Access Journals (Sweden)

    Mohsen Laabidi

    2014-01-01

    Full Text Available Nowadays learning technologies transformed educational systems with impressive progress of Information and Communication Technologies (ICT. Furthermore, when these technologies are available, affordable and accessible, they represent more than a transformation for people with disabilities. They represent real opportunities with access to an inclusive education and help to overcome the obstacles they met in classical educational systems. In this paper, we will cover basic concepts of e-accessibility, universal design and assistive technologies, with a special focus on accessible e-learning systems. Then, we will present recent research works conducted in our research Laboratory LaTICE toward the development of an accessible online learning environment for persons with disabilities from the design and specification step to the implementation. We will present, in particular, the accessible version “MoodleAcc+” of the well known e-learning platform Moodle as well as new elaborated generic models and a range of tools for authoring and evaluating accessible educational content.

  20. Mechatronic control engineering and electro-mechanical system design - two mechatronic curricula at Aalborg University based on problem oriented and project based learning

    DEFF Research Database (Denmark)

    Pedersen, Henrik C.; Andersen, Torben Ole; Rasmussen, Peter Omand

    2009-01-01

    , it is addressed how a mechatronic education is structured so courses and projects are aligned, to utilize the full benefits of the Problem Oriented Project Based Learning (POPBL) system practiced at AalborgUniversity (AAU). This is followed by a presentation of the two complementary educations in Mechatronicsat...... using a subsystem based approach. The challenges related to teaching and learning mechatronics are addressed, discussing how mechatronics is typically taught around the world also illustrating the trends and applications of mechatronic engineering and research. This is followed by an outline...... Based Learning environment....

  1. I Thought This Was Going to Be a Waste of Time: How Portfolio Construction Can Support Student Learning from Project-Based Experiences

    Science.gov (United States)

    Turns, Jennifer; Cuddihy, Elisabeth; Guan, Zhiwei

    2010-01-01

    In this work, we sought to understand ways that students experienced a small-scale portfolio assignment provided to them as an opportunity reflect on their experiences in a project-based class. This work was motivated by research in various instructional contexts showing that portfolio construction results in important learning outcomes. We wanted…

  2. An Application of Project-Based Learning on the Development of Young Local Tour Guides on Tai Phuan's Culture and Tourist Attractions in Sisatchanalai District, Sukhothai Province

    Science.gov (United States)

    Kerdpol, Sakon

    2016-01-01

    This paper presents an investigation of a research entitled, " An Application of Project-based Learning on the Development of Young Local Tour Guides on Tai Phuan's Culture and Tourist Attractions in Sisatchanalai District, Sukhothai Province. It was intended to develop young local tour guides on Tai Phuan's culture and tourist attractions in…

  3. The Effect of Project Based Learning in Teaching EFL Vocabulary to Young Learners of English: The Case of Pre-School Children

    Science.gov (United States)

    Kimsesiz, Fatma; Dolgunso¨z, Emrah; Konca, M. Yavuz

    2017-01-01

    English language teaching has newly been introduced to pre-school curriculum in Turkey. The purpose of this study was to investigate the effectiveness of teaching EFL vocabulary to pre-school children through Project Based Learning (PBL). For this purpose, an experimental design, consisted of observation checklists, exam scores and a short survey,…

  4. A One-year Case Study: Understanding the Rich Potential of Project-based Learning in a Virtual Reality Class for High School Students

    Science.gov (United States)

    Morales, Teresa M.; Bang, EunJin; Andre, Thomas

    2013-10-01

    This paper presents a qualitative case analysis of a new and unique, high school, student-directed, project-based learning (PBL), virtual reality (VR) class. In order to create projects, students learned, on an independent basis, how to program an industrial-level VR machine. A constraint was that students were required to produce at least one educational application of VR. This study incorporated in-depth classroom observations, interviews with students, analyses of student projects, and surveys of parents and teachers to examine the social and learning processes in the class, and the nature of content learning represented in student projects. The results demonstrated that PBL can be effective even with minimal teacher guidance. The findings substantiate an educational approach rich with promise, for at least some students, that deserves considerable additional study to maximize its powerful potentials for independent and peer-mentored learning.

  5. Promoting interdisciplinary project-based learning to build the skill sets for research and development of medical devices in academia.

    Science.gov (United States)

    Krishnan, Shankar

    2013-01-01

    The worldwide need for rapid expansion and diversification of medical devices and the corresponding requirements in industry pose arduous challenges for educators to train undergraduate biomedical engineering (BME) students. Preparing BME students for working in the research and development (R&D) in medical device industry is not easily accomplished by adopting traditional pedagogical methods. Even with the inclusion of the design and development elements in capstone projects, medical device industry may be still experience a gap in fulfilling their needs in R&D. This paper proposes a new model based on interdisciplinary project-based learning (IDPBL) to address the requirements of building the necessary skill sets in academia for carrying out R&D in medical device industry. The proposed model incorporates IDPBL modules distributed in a stepwise fashion through the four years of a typical BME program. The proposed model involves buy-in and collaboration from faculty as well as students. The implementation of the proposed design in an undergraduate BME program is still in process. However, a variant of the proposed IDPBL method has been attempted at a limited scale at the postgraduate level and has shown some success. Extrapolating the previous results, the adoption of the IDPBL to BME training seems to suggest promising outcomes. Despite numerous implementation challenges, with continued efforts, the proposed IDPBL will be valuable n academia for skill sets building for medical device R&D.

  6. Innovation in Health Policy Education: Project-Based Service Learning at a Distance for Graduate Midwifery Students.

    Science.gov (United States)

    Van Hoover, Cheri

    2015-01-01

    Core competencies for midwifery practice include an understanding of systems of health care delivery and advocacy for legislation and policy initiatives that promote quality in health care. Today's rapidly changing health care environment, due in part to the implementation of the Patient Protection and Affordable Care Act, mandates that midwives possess greater literacy in health policy and comfort with political action than ever before. Frequently disinterested in politics and intimidated by the policymaking process, student midwives lack the foundational knowledge and practical skills needed to meet this professional obligation. The Midwifery Institute of Philadelphia University graduate program educates both student nurse-midwives and student midwives in health policy using an innovative, project-based service-learning approach featuring real-world collaborative experiences. This novel teaching style is ideally suited for instruction at a distance because of the diversity of experience brought to the virtual classroom by students in widely disparate geopolitical locations. As students accomplish measurable objectives within their individually developed projects and reflect with classmates about their experiences, they feel empowered to effect change and report lower perceived barriers to future political engagement. © 2015 by the American College of Nurse-Midwives.

  7. Affordances of students' using the World Wide Web as a publishing medium in project-based learning environments

    Science.gov (United States)

    Bos, Nathan Daniel

    This dissertation investigates the emerging affordance of the World Wide Web as a place for high school students to become authors and publishers of information. Two empirical studies lay groundwork for student publishing by examining learning issues related to audience adaptation in writing, motivation and engagement with hypermedia, design, problem-solving, and critical evaluation. Two models of student publishing on the World Wide Web were investigated over the course of two 11spth grade project-based science curriculums. In the first curricular model, students worked in pairs to design informative hypermedia projects about infectious diseases that were published on the Web. Four case studies were written, drawing on both product- and process-related data sources. Four theoretically important findings are illustrated through these cases: (1) multimedia, especially graphics, seemed to catalyze some students' design processes by affecting the sequence of their design process and by providing a connection between the science content and their personal interest areas, (2) hypermedia design can demand high levels of analysis and synthesis of science content, (3) students can learn to think about science content representation through engagement with challenging design tasks, and (4) students' consideration of an outside audience can be facilitated by teacher-given design principles. The second Web-publishing model examines how students critically evaluate scientific resources on the Web, and how students can contribute to the Web's organization and usability by publishing critical reviews. Students critically evaluated Web resources using a four-part scheme: summarization of content, content, evaluation of credibility, evaluation of organizational structure, and evaluation of appearance. Content analyses comparing students' reviews and reviewed Web documents showed that students were proficient at summarizing content of Web documents, identifying their publishing

  8. 芸術表現教育におけるPBL(Project-BasedLearning)の実践研究

    OpenAIRE

    村上, タカシ

    2009-01-01

    「芸術表現教育におけるPBL(Project-Based Learning)の実践研究」とは、芸術表現活動においては、美術作品(平面作品、立体作品、映像作品、パフォーマンス等の身体表現やワークショップ等)を制作しながら学ぶ造形活動と鑑賞活動があるが個人が個々の表現媒体で平面や立体作品等のビジュアルアーツ作品を創るという従来型の制作やパフォーミングアーツ(身体表現)とは異なり、現代の多様な表現形態を組み込みつつ、プロジェクト型のアートワークも「行為としてのアート」(作品)として捉え、芸術表現活動に位置づけ、大学内の実践授業としてもプロジェクト型授業の一環として学生参加のシステム構築や教材開発等を実践的に研究したものである。...

  9. Learning Cell Biology as a Team: A Project-Based Approach to Upper-Division Cell Biology

    Science.gov (United States)

    Wright, Robin; Boggs, James

    2002-01-01

    To help students develop successful strategies for learning how to learn and communicate complex information in cell biology, we developed a quarter-long cell biology class based on team projects. Each team researches a particular human disease and presents information about the cellular structure or process affected by the disease, the cellular…

  10. Project Based Learning (PBL) and Webquest: New Dimensions in Achieving Learner Autonomy in a Class at Tertiary Level

    Science.gov (United States)

    Akhand, Mohd. Moniruzzaman

    2015-01-01

    Now a day, the buzz word for a language classroom is "learner autonomy" that is defined differently by different experts. The fundamental of learner autonomy, however, is to involve the learning in the teaching and learning process. The term "webquest" is also a new concept to the teachers in this part of the world. A webquest…

  11. Impact of Project-Based Curriculum Materials on Student Learning in Science: Results of a Randomized Controlled Trial

    Science.gov (United States)

    Harris, Christopher J.; Penuel, William R.; D'Angelo, Cynthia M.; DeBarger, Angela Haydel; Gallagher, Lawrence P.; Kennedy, Cathleen A.; Cheng, Britte Haugen; Krajcik, Joseph S.

    2015-01-01

    The "Framework for K-12 Science Education" (National Research Council, 2012) sets an ambitious vision for science learning by emphasizing that for students to achieve proficiency in science they will need to participate in the authentic practices of scientists. To realize this vision, all students will need opportunities to learn from…

  12. Effects of a Technology Supported Project Based Learning (TS-PBL Approach on the Success of a Mobile Application Development Course and the Students’ Opinions

    Directory of Open Access Journals (Sweden)

    Fezile Ozdamli

    2017-05-01

    Full Text Available Similar to traditional desktop software development processes, teamwork is a necessity in the mobile application development process. Thus, the aim of this study is to examine the effects of the technology supported project-based learning approach in mobile application development courses on the academic achievement of students and to clarify the engineering students’ opinions. A total of 130 engineering students from the Department taking mobile application development courses were the participants of this study. The lessons progressed in one group in the form of technology supported project-based learning steps, while in the other group, they were conducted using traditional methods. Based on the results, the practical implementation of a mobile application with a TS-PBL approach in engineering students’ education will be discussed.

  13. When high achievers and low achievers work in the same group: the roles of group heterogeneity and processes in project-based learning.

    Science.gov (United States)

    Cheng, Rebecca Wing-yi; Lam, Shui-fong; Chan, Joanne Chung-yan

    2008-06-01

    There has been an ongoing debate about the inconsistent effects of heterogeneous ability grouping on students in small group work such as project-based learning. The present research investigated the roles of group heterogeneity and processes in project-based learning. At the student level, we examined the interaction effect between students' within-group achievement and group processes on their self- and collective efficacy. At the group level, we examined how group heterogeneity was associated with the average self- and collective efficacy reported by the groups. The participants were 1,921 Hong Kong secondary students in 367 project-based learning groups. Student achievement was determined by school examination marks. Group processes, self-efficacy and collective efficacy were measured by a student-report questionnaire. Hierarchical linear modelling was used to analyse the nested data. When individual students in each group were taken as the unit of analysis, results indicated an interaction effect of group processes and students' within-group achievement on the discrepancy between collective- and self-efficacy. When compared with low achievers, high achievers reported lower collective efficacy than self-efficacy when group processes were of low quality. However, both low and high achievers reported higher collective efficacy than self-efficacy when group processes were of high quality. With 367 groups taken as the unit of analysis, the results showed that group heterogeneity, group gender composition and group size were not related to the discrepancy between collective- and self-efficacy reported by the students. Group heterogeneity was not a determinant factor in students' learning efficacy. Instead, the quality of group processes played a pivotal role because both high and low achievers were able to benefit when group processes were of high quality.

  14. A Study of the Communication Behaviors and Members' Roles in the Interaction Process of a Project-based Learning Group

    Directory of Open Access Journals (Sweden)

    Wei-Jane Lin

    2010-06-01

    Full Text Available The infusion of information and communication technology into instruction has gained the foothold within many classrooms in higher education by its advantages to enable the variety and accessibility of school teaching and learning. However, to engage students with the technology enhanced learning experiences calls for attentions on more the processes than the mere outcome of technology use. This study examines the common phenomenon in college campus where network technology, group activities and project works are available with the intention to explore how student performance of teamwork and learning is affected by the micro factors of group compositions, members’ roles and their communication behaviors. Results show that the group performed most procedure-, task-, and social-communication behaviors during the execution stage than that of preparation and completion stages. Additionally, members’ roles performed and interfered within these stages positively affected the project performance to different extent. [Article content in Chinese; Extended abstract in English

  15. Teacher, I Had a Dream: A Glimpse of the Spiritual Domain of Children Using Project-Based Learning

    Science.gov (United States)

    Harris, Kathleen

    2013-01-01

    Children's dreams have the potential to awaken feelings, question attitudes and inspire new learning experiences to deepen awareness of spiritual development. Both guidance and spiritual environments created by nurturing educators and parents foster dreams that captivate and motivate children to increase their spiritual self-awareness, leading…

  16. Applying a machine learning model using a locally preserving projection based feature regeneration algorithm to predict breast cancer risk

    Science.gov (United States)

    Heidari, Morteza; Zargari Khuzani, Abolfazl; Danala, Gopichandh; Mirniaharikandehei, Seyedehnafiseh; Qian, Wei; Zheng, Bin

    2018-03-01

    Both conventional and deep machine learning has been used to develop decision-support tools applied in medical imaging informatics. In order to take advantages of both conventional and deep learning approach, this study aims to investigate feasibility of applying a locally preserving projection (LPP) based feature regeneration algorithm to build a new machine learning classifier model to predict short-term breast cancer risk. First, a computer-aided image processing scheme was used to segment and quantify breast fibro-glandular tissue volume. Next, initially computed 44 image features related to the bilateral mammographic tissue density asymmetry were extracted. Then, an LLP-based feature combination method was applied to regenerate a new operational feature vector using a maximal variance approach. Last, a k-nearest neighborhood (KNN) algorithm based machine learning classifier using the LPP-generated new feature vectors was developed to predict breast cancer risk. A testing dataset involving negative mammograms acquired from 500 women was used. Among them, 250 were positive and 250 remained negative in the next subsequent mammography screening. Applying to this dataset, LLP-generated feature vector reduced the number of features from 44 to 4. Using a leave-onecase-out validation method, area under ROC curve produced by the KNN classifier significantly increased from 0.62 to 0.68 (p breast cancer detected in the next subsequent mammography screening.

  17. An early start to STEM education among year 1 primary students through project-based inquiry learning in the context of a magnet

    Science.gov (United States)

    Safiee, N.; Jusoh, Z. M.; Noor, A. M. H. M.; Tek, O. E.; Salleh, S. M.

    2018-01-01

    For the needs of the 21st century, the Government of Malaysia has conceptualized the Malaysia Education Blueprint 2013-2025 which embodies 11 strategic and operational shifts. In Shift 1, it is emphasized that the quality of Science, Technology, Engineering, and Mathematics (STEM) Education will be enhanced. This study employed the mixed-method approach using the “one-group pre-test and post-test design”. Accordingly, this paper describes the pedagogical practice of Project-based Inquiry Learning (PIL) which promotes STEM Education among Year 1 students in the move to progress in tandem with Shift 1. Specifically, using the context of a magnet which has been stipulated in the Primary School Standard Curriculum, Year 1 students experienced the STEM Education through the STEM Pedagogy in which they raised questions upon the presentation of a relevant stimulus (Inquiry Phase), explored the ways in which a train carriage or coach could be assembled by means of recycled materials and magnets (Exploration Phase), designed a train carriage (Design Phase), and ultimately reflected on their inventions (Reflection Phase). The cognitive and affective impacts through the use of this Project-based Inquiry Learning are presented. Implications for the teaching and learning of science are discussed within the context of STEM Education.

  18. Project-Based Learning in the Masters degree in Nuclear Engineering at BarcelonaTECH. Experience gained in the area of Management of Nuclear Power Plants

    International Nuclear Information System (INIS)

    Reventos, F.; Vives, E.; Brunet, A.; Sabate, R.; Calvino, F.; Batet, L.

    2014-01-01

    From its first edition, that took place in 2011-2012, the Masters degree in Nuclear Engineering from BarcelonaTECH has been using techniques of Project-Based Learning to fulfill the purpose of training nuclear engineers with a profile suitable for positions in the industry. The Master is sponsored by ENDESA and relies on the collaboration with institutions and companies. The Master is embedded in EMINE, the European Master in Innovation in Nuclear Energy, supported by KIC-InnoEnergy and the European Institute of Technology. (Author)

  19. Project-Based Learning in the Masters degree in Nuclear Engineering at BarcelonaTECH. Experience gained in the area of Management of Nuclear Power Plants

    Energy Technology Data Exchange (ETDEWEB)

    Reventos, F.; Vives, E.; Brunet, A.; Sabate, R.; Calvino, F.; Batet, L.

    2014-07-01

    From its first edition, that took place in 2011-2012, the Masters degree in Nuclear Engineering from BarcelonaTECH has been using techniques of Project-Based Learning to fulfill the purpose of training nuclear engineers with a profile suitable for positions in the industry. The Master is sponsored by ENDESA and relies on the collaboration with institutions and companies. The Master is embedded in EMINE, the European Master in Innovation in Nuclear Energy, supported by KIC-InnoEnergy and the European Institute of Technology. (Author)

  20. Andragogical Modeling and the Success of the "EMPACTS" project-based learning model in the STEM disciplines: A decade of growth and learner success in the 2Y College Learning Environment.

    Science.gov (United States)

    Phillips, C. D.; Thomason, R.; Galloway, M.; Sorey, N.; Stidham, L.; Torgerson, M.

    2014-12-01

    EMPACTS (Educationally Managed Projects Advancing Curriculum, Technology/Teamwork and Service) is a project-based, adult learning modelthat is designed to enhance learning of course content through real-world application and problem solving self directed and collaborative learning use of technology service to the community EMPACTS students are self-directed in their learning, often working in teams to develop, implement, report and present final project results. EMPACTS faculty use community based projects to increase deeper learning of course content through "real-world" service experiences. Learners develop personal and interpersonal work and communication skills as they plan, execute and complete project goals together. Technology is used as a tool to solve problems and to publish the products of their learning experiences. Courses across a broad STEM curriculum integrate the EMPACTS project experience into the overall learning outcomes as part of the learning college mission of preparing 2Y graduates for future academic and/or workforce success. Since the program began in 2005, there have been over 200 completed projects/year. Student driven successes have led to the establishment of an EMPACTS Technology Corp, which is funded through scholarship and allows EMPACTS learners the opportunity to serve and learn from one another as "peer instructors." Engineering and 3D graphic design teams have written technology proposals and received funding for 3D printing replication projects, which have benefited the college as a whole through grant opportunities tied to these small scale successes. EMPACTS students engage in a variety of outreachprojects with area schools as they share the successes and joys of self directed, inquiry, project based learning. The EMPACTS Program has successfully trained faculty and students in the implementation of the model and conduct semester to semester and once a year workshops for college and K-12 faculty, who are interested in

  1. Learning English While Exploring the National Cultural Heritage: Technology-Assisted Project-Based Language Learning in an Upper-Secondary School

    Science.gov (United States)

    Pitura, Joanna; Berlinska-Kopec, Monika

    2018-01-01

    The quality and content of English language courses offered in secondary schools require special attention as they affect many students who learn English as one of their school subjects. Despite curricular provisions prescribing balanced development of language competence and a number of so-called "key competences", class work in Polish…

  2. Increasing student success in STEM through geosciences based GIS curriculum, interdisciplinary project based learning, and specialized STEM student services

    Science.gov (United States)

    Cheung, W.

    2012-12-01

    Under the auspices of the National Science Foundation's Advanced Technological Education Grant and the Department of Education's Title V/HSI Grant, Palomar College students from a variety of disciplines have not only been exposed to the high growth field of geospatial technologies, but have also been exposed to the geosciences and regional environmental issues in their GIS courses. By integrating introductory Physical Geography topics such as liquefaction, subsidence, ozone depletion, plate tectonics, and coastal processes in the introductory GIS curriculum, GIS students from fields ranging from Archaeology to Zoology were exposed to basic geosciences theories in a series of hands-on interactive exercises, while gaining competency in geospatial technologies. Additionally, as students undertake interdisciplinary service learning projects under the supervision of experts in the private, governmental, and nonprofit sectors, students were introduced to the STEM workplace, forged invaluable professional connections, applied their classroom knowledge to advance research (e.g. analyzing migration patterns of cephalopod), and analyzed regional environmental issues (e.g. distribution of invasive plants in state natural preserves). In order to further the retention and completion of students in GIS, Earth Science, and other STEM courses, a STEM Student Learning Center was constructed, whereby students can receive services such as supplemental instruction, walk-in tutoring, STEM counseling and transfer advising, as well as faculty and peer mentoring.

  3. Intelligent measurement and compensation of linear motor force ripple: a projection-based learning approach in the presence of noise

    Science.gov (United States)

    Liu, Yang; Song, Fazhi; Yang, Xiaofeng; Dong, Yue; Tan, Jiubin

    2018-06-01

    Due to their structural simplicity, linear motors are increasingly receiving attention for use in high velocity and high precision applications. The force ripple, as a space-periodic disturbance, however, would deteriorate the achievable dynamic performance. Conventional force ripple measurement approaches are time-consuming and have high requirements on the experimental conditions. In this paper, a novel learning identification algorithm is proposed for force ripple intelligent measurement and compensation. Existing identification schemes always use all the error signals to update the parameters in the force ripple. However, the error induced by noise is non-effective for force ripple identification, and even deteriorates the identification process. In this paper only the most pertinent information in the error signal is utilized for force ripple identification. Firstly, the effective error signals caused by the reference trajectory and the force ripple are extracted by projecting the overall error signals onto a subspace spanned by the physical model of the linear motor as well as the sinusoidal model of the force ripple. The time delay in the linear motor is compensated in the basis functions. Then, a data-driven approach is proposed to design the learning gain. It balances the trade-off between convergence speed and robustness against noise. Simulation and experimental results validate the proposed method and confirm its effectiveness and superiority.

  4. SU-A-BRA-02: Making the Most of a One Hour Lecture with Alternative Teaching Methodologies: Implementing Project-Based and Flipped Learning

    International Nuclear Information System (INIS)

    Howell, R.

    2016-01-01

    Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in the annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active

  5. SU-A-BRA-02: Making the Most of a One Hour Lecture with Alternative Teaching Methodologies: Implementing Project-Based and Flipped Learning

    Energy Technology Data Exchange (ETDEWEB)

    Howell, R. [UT MD Anderson Cancer Center (United States)

    2016-06-15

    Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in the annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active

  6. Problem-Based and Project-Based Learning in Engineering and Medicine: Determinants of Students' Engagement and Persistence

    Science.gov (United States)

    Bédard, Denis; Lison, Christelle; Dalle, Daniel; Côté, Daniel; Boutin, Noël

    2012-01-01

    This paper presents results of a study conducted with undergraduate students involved in either problem- or project-based curricula (Medicine and Engineering, respectively) at the Université de Sherbrooke, Canada. The objective of the present research was to measure the impact of these innovative curricula on students' engagement and persistence…

  7. PENINGKATAN KETERAMPILAN MEMBERI SOLUSI TERHADAP KELUHAN DAN KEBERATAN PELANGGAN DENGAN MODEL PEMBELAJARAN PROJECT BASED LEARNING (PjBL PADA SISWA KELAS XI PM 2 SMK PGRI BATANG

    Directory of Open Access Journals (Sweden)

    Rakhima An Naafi Solekha

    2015-06-01

    Full Text Available Subyek penelitian adalah siswa kelas XI PM 2 SMK PGRI Batang yang berjumlah 41 siswa. Latar belakang penelitian ini adalah karena kurangnya keterampilan siswa dalam memberikan solusi terhadap keluhan dan keberatan pelanggan, selain itu metode pembelajaran yang digunakan kurang tepat yaitu menggunakan ceramah sedangkan karakter materinya adalah analistik dan praktik. Hasil penelitian ini diperoleh persentase aktivitas siswa pada pembelajaran siklus I yaitu sebesar 63,7% dengan katagori baik dan pada siklus II meningkat menjadi 87,25% dengan katagori sangat baik, persentase aktivitas guru pada pembelajaran siklus I yaitu sebesar 70,84% dengan katagori baik dan pada siklus II meningkat menjadi 83,34% dengan katagori sangat baik. Persentase keterampilan siswa pada siklus I sebesar 65,85% dengan katagori baik dan pada siklus II meningkat menjadi 90,24 dengan katagori sangat baik. Untuk hasil belajar siswa berupa post test keterampilan memberi solusi terhadap keluhan dan keberatan pelanggan dengan rata-rata kelas yang dicapai pada siklus I adalah 74,88 dengan ketercapaian ketuntasan klasikal yaitu sebesar 65,85% dan pada siklus II rata-rata kelas meningkat menjadi 80,37 dan ketercapaian ketuntasan klasikal yaitu sebesar 90,24%. Berdasarkan hasil penelitian di atas dapat diambil kesimpulan bahwa, adanya peningkatan keterampilan siswa dalam memberikan solusi terhadap keluhan dan keberatan pelanggan kelas XI PM 2 SMK PGRI Batang dengan menggunakan model pembelajaran Project Based Learning pada materi memberi solusi terhadap keluhan dan keberatan pelanggan. Subjects were students of class XI PM 2 SMK PGRI Trunk totaling 41 students. The background of this study is due to lack of students' skills in providing solutions to customer complaints and objections, besides learning methods used quite right that using lecture material while the character is analytics and practice. The results of this study showed the percentage of students in the learning

  8. The Effect of Project Based Learning in Teaching EFL Vocabulary to Young Learners of English: The Case of Pre-school Children

    Directory of Open Access Journals (Sweden)

    Fatma KİMSESİZ

    2017-12-01

    Full Text Available English language teaching has newly been introduced to pre-school curriculum in Turkey. The purpose of this study was to investigate the effectiveness of teaching EFL vocabulary to pre-school children through Project Based Learning (PBL. For this purpose, an experimental design, consisted of observation checklists, exam scores and a short survey, was adopted. Firstly, through a short online survey, 150 kindergarten teachers were asked to specify which techniques they commonly used in their English classes. The primary aim here was to define traditional techniques and the rate of PBL use in Turkey. After defining common techniques, 28 children were randomly assigned to experimental (PBL instruction and control groups (traditional instruction equally and the data was collected in real time classroom setting for 8 weeks. The results showed that (1 PBL was rarely adopted in EFL classes in Turkey, (2 PBL instruction could increase EFL vocabulary learning gains when compared to common methods and (3 young learners were observed to have been more active in PBL classes. The effect of PBL instruction was discussed in local, cognitive and motivational perspectives in the light of previous related research. The potential benefits of further PBL use for young EFL learners and implications were also discussed.

  9. Project-based learning strategy, supported by virtual mediations and computer tools in a poultry production course: case study in Agricultural Sciences

    Directory of Open Access Journals (Sweden)

    Luis Díaz S

    2017-12-01

    Full Text Available The project-based learning strategy, supported by virtual mediations and computer tools, was applied to 42 students of a program of Animal Science in the course poultry Production in which the degree of familiarization, academic productivity, e-mail asynchronous mediation, the domain of the excel spreadsheet and the appreciation against the implemented methodology. The results showed that 100% of the students did not know the learning strategy and showed fears at the beginning of the activity. The final grades obtained (4.44 ± 0.14, 38.09%; 3.67 ± 0.09; 38.09%; 2.8, 19.05%, delivered products and degree of achievement (100%, 31 students; 88.88%, 5 students; 77.77%, 3 students; 55.55%, 3 students were influenced by the degree of mastery of the spreadsheet (8 students showed mastery, 26 a basic level to elementary and scarce, the rest and the registered participation level. It was found that the strategy generated motivation in the students reflected in the accomplishment of the goals and objectives drawn at the beginning of the course, increased the student-teacher interaction and reached a high academic performance (final grades ≥3.7 in the majority of the participants (73.8%.

  10. PENINGKATAN AKTIVITAS DAN KEMAMPUAN MENATA GEBOGAN MELALUI PEMBELAJARAN BERBASIS PROYEK (PROJECT BASED`LEARNING PADA PESERTA DIDIK KELAS XI SMKN 3 DENPASAR TAHUN PELAJARAN 2013/2014 (Finalis Lomba Karya Ilmiah dan Inovasi Pembelajaran Dit PSMK Jakarta

    Directory of Open Access Journals (Sweden)

    Nyoman Aris Suparni

    2016-01-01

    Full Text Available Penelitian ini bertujuan untuk : (1 Meningkatkan aktivitas belajar peserta didik kelas XI Akomodasi Perhotelan pada pembelajaran Menata Gebogan. sebagai dekorasi ruang melalui pembelajaran berbasis proyek (Project Based Learning. (2 Meningkatkan keterampilan Menata Gebogan sebagai dekorasi ruang pada peserta didik kelas XI Akomodasi Perhotelan melalui pembelajaran berbasis proyek (Project Based Learning Subyek penelitian ini adalah peserta didik kelas XI Akomodasi Perhotelan D SMKN 3 Denpasar dengan melibatkan 34 orang , terdiri dari peserta didik laki-laki sebanyak 18 orang dan peserta didik perempuan sebanyak 16 orang. Prosedur penelitian adalah Penelitian Tindakan Kelas (Classroom Action Research dengan 3 siklus. Data yang dikumpulkan dalam penelitian ini meliputi data aktivitas belajar peserta didik,dengan menggunakan lembar observasi (Check-List dan data hasil belajar peserta didik terhadap penerapan pembelajaran berbasis proyek dalam kompetensi Menata Gebogan dengan menggunakan penilaian autentik. Data aktivitas dan hasil belajar peserta didik dianalisis dengan statistik deskriptif Hasil penelian ini menunjukkan bahwa aktivitas peserta didik pada pelajaran menata gebogan melalui Project Based Learning terjadi peningkatan secara signifikan pada siklus1,siklus 2 dan siklus 3. Peningkatan tersebut meliputi peningkatan aktivitas dan hasil belajar peserta didik. Pada siklus 1 menunjukan bahwa ketuntasan belajar peserta didik sebesar 73,52% dan aktivitas ada pada kategori kurang aktif. Pada siklus 2 menunjukan bahwa ketuntasan belajar peserta didik sebesar 76,47% dan aktivitas ada pada kategori cukup aktif. Dan pada siklus 3 menunjukan bahwa ketuntasan belajar peserta didik sebesar 100% dan aktivitas ada pada kategori sangat aktif. Kata-kata kunci: Pembelajaran berbasis proyek (Project Based Learning, Aktivitas, Keterampilan. ABSTRACT This research has the purposes to: 1 improve the learning activities of grade XI students of Hotel Accommodation

  11. Modelo PBL en la docencia universitaria de la didáctica de la lengua inglesa / Project Based Learning applied to the teaching of didactics of English language

    Directory of Open Access Journals (Sweden)

    María Asunción Barreras

    2017-01-01

    Full Text Available Resumen Project Based Learning es una aproximación educativa en la que un problema planteado a los alumnos sirve de contexto y estímulo para el aprendizaje. Este artículo plantea su aplicación en la asignatura de didáctica de las lenguas extranjeras del grado de Educación Primaria. Se explicarán las características más importantes de este método para poder entender su aplicación en la asignatura de didáctica y se contextualizará el proyecto en la asignatura y en el grado. La propuesta de este proyecto es una situación realista y el alumno universitario debe dar una respuesta correcta a dicha situación. También se explicará la temporalización del proyecto en la asignatura, sus objetivos, desarrollo del trabajo de los alumnos universitarios por grupos y evaluación del proyecto. Finalmente, se comprobará la versatilidad que esta metodología tiene en la docencia de la didáctica de las lenguas extranjeras, su importancia en el espacio europeo de educación superior y su relación con las herramientas de la Web 2.0. Abstract Project Based Learning is a method based on problem solving as a stimulus for the student to get involved in his process of learning. This paper explains how this method is applied to the subject “didactics of foreign languages” in the Primary Education degree. The main characteristics of this method are exposed so as to understand its application, which is also contextualized both in the subject and the degree. So there is information about timetable of the project in the subject as well as objectives, development of the student groups’ work and assessment. Finally, the reader will know about the versatility of this method in the subject “didactics of foreign languages”, its importance in the European higher education area and its relationship with Web 2.0 tools.

  12. A Cross-Cultural Study of the Effect of a Graph-Oriented Computer-Assisted Project-Based Learning Environment on Middle School Students' Science Knowledge and Argumentation Skills

    Science.gov (United States)

    Hsu, P.-S.; Van Dyke, M.; Chen, Y.; Smith, T. J.

    2016-01-01

    The purpose of this mixed-methods study was to explore how seventh graders in a suburban school in the United States and sixth graders in an urban school in Taiwan developed argumentation skills and science knowledge in a project-based learning environment that incorporated a graph-oriented, computer-assisted application (GOCAA). A total of 42…

  13. The Ripple Effect: Exploring How a Joint Science Specialist/TOSA Can Change Classroom Teachers' Instructional Practices through Project-Based Learning

    Science.gov (United States)

    Gradias, Jean

    In 2013, California became one of the first states to adopt the rigorous Next Generation Science Standards (NGSS). However, the current state of science instruction does not support the conceptual shifts of the NGSS, which call for consistent science instruction K-12, increased inquiry, subject integration, as well as science instruction that connects students to their communities and their world. Therefore, teachers are in need of instructional support for science teaching that can enable them to achieve these higher expectations. This dissertation explored whether implementing a Project-Based Learning (PBL)-centered science specialist changed classroom teachers' frequency of science instruction and use of instructional strategies that support NGSS science delivery. In addition, this study examined how providing a PBL science specialist supported teachers in their comfort with using these more rigorous instructional strategies. Five elementary teachers participated in an action research project conducted over the course of a school year. The frequency with which teachers used the following instructional strategies was analyzed: connecting science to real world phenomena, accessing community resources, integrating science into other subject areas, and using inquiry in science instruction. Quantitative and qualitative data revealed that a PBL science specialist does support classroom teachers in implementing teaching practices aligned to the conceptual shifts implicated by the NGSS; however, individual growth rates varied by instructional strategy. The results of this study provide a foundation for the legitimacy of utilizing a PBL-focused science specialist to support teachers in shifting their instructional practices in order to achieve the Next Generation Science Standards.

  14. Successful Project Based Learning (PBL) Across Disciplines Geared Towards Middle School: An Example from a Wetlands PBL Unit in Reno, Nevada, USA

    Science.gov (United States)

    Howard, K. L.; Suchy-Mabrouk, A.; Noble, P. J.; Mensing, S. A.; Ewing-Taylor, J.

    2014-12-01

    A growing need for broad dissemination of current scientific research and improved scientific literacy requires new models of professional development that allow for direct collaboration between educators and university researchers. One example is a project funded by the National Science Foundation (NSF) as part of a study titled, "Reconstructing 2500 years of environmental change at the periphery of Rome: Integrating paleoecology and socioeconomic history to understand human response to climate." This project involves a team of middle school teachers working with researchers at the University of Nevada, Reno (UNR) to gain first-hand knowledge in multidisciplinary research connecting science and society, and applies a similar approach in the classroom. In 2013, the team's science teacher traveled to Italy as a member of the science research group. A series of workshops introduced the remaining teachers to the research project. Teachers collaborated to develop a Project Based Learning (PBL) unit that incorporated Next Generation Science Standards and encompassed English, Social Studies, Math, and Science curricula using a pedagogical approach different from the single subject-based PBL's usually taught in their school district. The PBL unit draws on the NSF study and focuses on exploring the balance between economic and environmental issues surrounding local wetlands. In May 2014, 160 middle school students worked in groups to create and test a question about physio-chemical parameters in a nearby wetland and used these data to discuss local economic development. Initially, students claimed polarized views of environmental issues or economic development interests; however, during a multimedia session showcasing results, students communicated more informed perspectives that clearly incorporated knowledge gained from their own research. Some students were able to make recommendations for good practices involving planned economic development near the wetland

  15. Scaling Critical Zone analysis tasks from desktop to the cloud utilizing contemporary distributed computing and data management approaches: A case study for project based learning of Cyberinfrastructure concepts

    Science.gov (United States)

    Swetnam, T. L.; Pelletier, J. D.; Merchant, N.; Callahan, N.; Lyons, E.

    2015-12-01

    Earth science is making rapid advances through effective utilization of large-scale data repositories such as aerial LiDAR and access to NSF-funded cyberinfrastructures (e.g. the OpenTopography.org data portal, iPlant Collaborative, and XSEDE). Scaling analysis tasks that are traditionally developed using desktops, laptops or computing clusters to effectively leverage national and regional scale cyberinfrastructure pose unique challenges and barriers to adoption. To address some of these challenges in Fall 2014 an 'Applied Cyberinfrastructure Concepts' a project-based learning course (ISTA 420/520) at the University of Arizona focused on developing scalable models of 'Effective Energy and Mass Transfer' (EEMT, MJ m-2 yr-1) for use by the NSF Critical Zone Observatories (CZO) project. EEMT is a quantitative measure of the flux of available energy to the critical zone, and its computation involves inputs that have broad applicability (e.g. solar insolation). The course comprised of 25 students with varying level of computational skills and with no prior domain background in the geosciences, collaborated with domain experts to develop the scalable workflow. The original workflow relying on open-source QGIS platform on a laptop was scaled to effectively utilize cloud environments (Openstack), UA Campus HPC systems, iRODS, and other XSEDE and OSG resources. The project utilizes public data, e.g. DEMs produced by OpenTopography.org and climate data from Daymet, which are processed using GDAL, GRASS and SAGA and the Makeflow and Work-queue task management software packages. Students were placed into collaborative groups to develop the separate aspects of the project. They were allowed to change teams, alter workflows, and design and develop novel code. The students were able to identify all necessary dependencies, recompile source onto the target execution platforms, and demonstrate a functional workflow, which was further improved upon by one of the group leaders over

  16. Implementation of project based learning on the Prakerin subject of vocational high school students of the building engineering to enhance employment skill readiness of graduates in the construction services field

    Science.gov (United States)

    Sugandi, Machmud

    2017-09-01

    Implementation of the Prakerin subject in the field of Building Engineering study program in vocational high school (VHS) are facing many issues associated to non-compliance unit of work in the industry and the expected competencies in learning at school. Project Based Learning (PBL) is an appropriate model learning used for Prakerin subject to increase student competence as the extension of the Prakerin implementation in the construction industry services. Assignments based on the selected project during their practical industry work were given to be completed by student. VHS students in particular field of Building Engineering study program who has been completed Prakerin subject will have a better job readiness, and therefore they will have an understanding on the knowledge, skills, and attitudes and good vision on the construction project in accordance with their experience during Prakerin work in the industry.

  17. Learning How to Learn

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.; Lauridsen, Ole

    Ole Lauridsen, Aarhus School of Business and Social Sciences, Aarhus University, Denmark Karen M. Lauridsen, Aarhus School of Business and Social Sciences, Aarhus University, Denmark Learning Styles in Higher Education – Learning How to Learn Applying learning styles (LS) in higher education...... by Constructivist learning theory and current basic knowledge of how the brain learns. The LS concept will thus be placed in a broader learning theoretical context as a strong learning and teaching tool. Participants will be offered the opportunity to have their own LS preferences established before...... teaching leads to positive results and enhanced student learning. However, learning styles should not only be considered a didactic matter for the teacher, but also a tool for the individual students to improve their learning capabilities – not least in contexts where information is not necessarily...

  18. Learning to Learn.

    Science.gov (United States)

    Weiss, Helen; Weiss, Martin

    1988-01-01

    The article reviews theories of learning (e.g., stimulus-response, trial and error, operant conditioning, cognitive), considers the role of motivation, and summarizes nine research-supported rules of effective learning. Suggestions are applied to teaching learning strategies to learning-disabled students. (DB)

  19. Development and Evaluation of a Web Map Mind Tool Environment with the Theory of Spatial Thinking and Project-Based Learning Strategy

    Science.gov (United States)

    Hou, Huei-Tse; Yu, Tsai-Fang; Wu, Yi-Xuan; Sung, Yao-Ting; Chang, Kuo-En

    2016-01-01

    The theory of spatial thinking is relevant to the learning and teaching of many academic domains. One promising method to facilitate learners' higher-order thinking is to utilize a web map mind tool to assist learners in applying spatial thinking to cooperative problem solving. In this study, an environment is designed based on the theory of…

  20. Project-based Collaborative learning in distance education in "The Aalborg PBL Model – Progress, Diversity and Challenges" (Eds.: Anette Kolmos, Flemming K. Fink and Lone Krogh)

    DEFF Research Database (Denmark)

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

    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...

  1. Promoting Learning by Inquiry Among Undergraduates in Soil Sciences: Scaffolding From Project-based Courses to Student-Staff Research Grants by the National Research Agency in Oman

    Science.gov (United States)

    Al-Ismaily, Said; Kacimov, Anvar; Al-Maktoumi, Ali

    2016-04-01

    Three strategies in a soil science undergraduate programme with inquiry-based learning (IBL) principles at Sultan Qaboos University, Oman, are presented. The first strategy scaffolds courses into three phases: with direct instructional guidance, structured IBL, and finally, guided to open IBL. The second strategy involves extra-curricular activities of undergraduates, viz. conducting workshops on soils for pupils in grades 7-9 with their teachers. The third strategy promotes the teaching-research nexus through collaboration between the undergraduates and faculty within a student-supporting, government-funded programme through 1-year long research grants of up to 5,500 US/project. The efficiency of the strategies was evaluated by students' evaluations of courses and instructors and questionnaire-based surveys. Statistics of students' responses in teaching evaluations of IBL courses showed a significantly higher level of satisfaction compared with regular courses taught in the department and college. In surveys of other constituencies of the program, viz. the secondary schools, more than 90% of respondents "agreed" or "strongly agreed" that they had learned new information/secrets about soils. The indicators of success in the third strategy are: winning a highly competitive grant and, moreover, earning an even more competitive annual national award for the best executed research project. The two top graduates of the IBL soil programme progressed into the MSc programme with the university and national scholarships. Key words: inquiry based learning, soil science undergraduate program, scaffold of courses, outreach activities, teaching-research nexus, evaluation of program's efficiency

  2. Learning Styles.

    Science.gov (United States)

    Missouri Univ., Columbia. Coll. of Education.

    Information is provided regarding major learning styles and other factors important to student learning. Several typically asked questions are presented regarding different learning styles (visual, auditory, tactile and kinesthetic, and multisensory learning), associated considerations, determining individuals' learning styles, and appropriate…

  3. Learning Networks, Networked Learning

    NARCIS (Netherlands)

    Sloep, Peter; Berlanga, Adriana

    2010-01-01

    Sloep, P. B., & Berlanga, A. J. (2011). Learning Networks, Networked Learning [Redes de Aprendizaje, Aprendizaje en Red]. Comunicar, XIX(37), 55-63. Retrieved from http://dx.doi.org/10.3916/C37-2011-02-05

  4. Expanding educational access and opportunities: The globalization and foreign direct investment of multinational corporations and their influence on STEM, project-based learning and the national science and technology fair in schools in Costa Rica

    Science.gov (United States)

    Valdez, Joaquin G.

    The purpose of this qualitative study was to examine the influence of globalization and the foreign direct investment (FDI) of multinational corporations (MNCs) on the curriculum in schools in Costa Rica. The study focused primarily on Science, Technology, Engineering and Mathematics (STEM), Project-Based Learning (PBL), 21st century skills, and the national science and technology fair. The high influx of MNCs such as Intel has changed the global and educational culture of the country increasing the number of knowledge-based workers in Costa Rica. As a result, policy changes have been instituted in education to mirror the demands of sustaining the country's global economy. This study was supported by the creation of three research questions that would attempt to answer 1) the extent that teachers implementing STEM curriculum trace their practices back to policy, globalization, and multinational corporations as well as the extent to which the economic growth of Costa Rica and STEM education are related, 2) how mandating the national science and technology fair has influenced 21st century skills through project-based learning and the use of technology by teachers and its impact on curriculum and instruction, and 3) how has the national science and technology fair policy changed the value of STEM education for students, teachers, and educational leaders. To further understand the outcome of this study, four theoretical frameworks were applied that included, Spring's theory of world educational culture, Friedman's world flatteners, Wagner's 21st century skills and partnerships for 21st century skills, and Slough and Milam's STEM project-based learning theoretical framework. Each framework was applied to support the changes to the educational system; survival skills necessary to compete in the global job market; application of 21st century skills in the classroom and in the science projects students created. A research team comprised of 14 doctoral students, led by Dr

  5. Learning Problems

    Science.gov (United States)

    ... Staying Safe Videos for Educators Search English Español Learning Problems KidsHealth / For Kids / Learning Problems What's in ... for how to make it better. What Are Learning Disabilities? Learning disabilities aren't contagious, but they ...

  6. APRENDIZAJE CON BASE EN PROYECTOS PARA DESARROLLAR CAPACIDADES DE PROBLEMATIZACIÓN EN EDUCACION SUPERIOR (PROJECT-BASED LEARNING TO DEVELOP PROBLEMATIZATION SKILLS IN HIGHER EDUCATION

    Directory of Open Access Journals (Sweden)

    Muñoz Cano Juan Manuel

    2011-04-01

    Full Text Available Resumen:El propósito del estudio fue diseñar una intervención educativa para que los estudiantes superaran las dificultades en el manejo autónomo de la Internet, y que a través de este recurso desarrollaran capacidades para la identificación de los problemas de salud que afectan a la población, así como la búsqueda y análisis de información clínica actualizada. Se trabajó con base en proyectos y la solución de problemas durante cuatro meses con 31 estudiantes a quienes se asesoró en el manejo de bibliotecas virtuales. Se emplearon distintas estrategias en el aula para el trabajo en espacio virtual, como la elaboración del árbol de problemas y el árbol de soluciones. La evaluación formativa facilitó el seguimiento del proceso de aprendizaje y la sistematización de los resultados. La evaluación se apoyó en criterios definidos en matrices de evaluación y en el portafolio de evidencias. La acreditación se realizó con base en la calidad de sus informes. La experiencia la terminaron 14 estudiantes, y 12 de ellos lograron elaborar informes complejos que incluyeron conclusiones y recomendaciones y la consulta de varias fuentes localizadas en bibliotecas virtuales.Abstract: The purpose of this study was to design an educational intervention for students to overcome the difficulties in the autonomous management of the Internet, and through this appeal will develop skills to identify health problems that affect people as well as search and updated clinical data analysis. We worked based learning projects and problem solving for four months with 31 students who were advised to use the virtual library. Different strategies were used in the classroom to work in virtual space, such as drafting the problem tree and the tree of solutions. Formative assessment facilitated the learning process monitoring and results systematization. The evaluation was based on criteria in rubrics and portfolio of evidence. The accreditation was made based

  7. Evaluación de la estrategia pedagógica "aprendizaje basado en proyectos": percepción de los estudiantes Evaluation of the pedagogical strategy "project-based learning": perception of the students

    Directory of Open Access Journals (Sweden)

    Eduardo Rodríguez-Sandoval

    2010-01-01

    Full Text Available El propósito de este trabajo es mostrar la percepción que tienen los estudiantes del programa de Ingeniería Agrícola de la Universidad Nacional de Colombia, sede Medellín sobre la evaluación y el desarrollo de la estrategia pedagógica "aprendizaje basado en proyectos", utilizada en diferentes cursos teórico-prácticos. Esta estrategia consiste en adquirir el aprendizaje del curso por medio de la elaboración y desarrollo de un proyecto durante el semestre académico. El proyecto contribuye a la transferencia del conocimiento de los principios teóricos presentados en clase, al desarrollo del pensamiento crítico y reflexivo, e incentiva el interés por la investigación. El análisis de los resultados de la encuesta aplicada a los estudiantes que participaron en esta experiencia pedagógica, mostró que el aprendizaje basado en proyectos es importante para su desarrollo profesional y cumple con sus expectativas educativas. La mayoría de los encuestados afirman que se aplicaron los conceptos vistos en clase durante el desarrollo del proyecto, la metodología propuesta fue la adecuada, y estuvieron de acuerdo con la valoración final del proyecto y el tiempo dedicado a la parte experimental.The purpose of this study is to show the perception of the agricultural engineering students from Universidad Nacional de Colombia on the evaluation and performance of the pedagogical strategy called "project-based learning", involved in different theoretical-practice courses. This model consists of a learning strategy through the implementation of a project during the academic semester. The project contributes to the transfer of theoretical concepts, the development of critical and reflexive thinking, and to the increase of interest in research and investigation. The survey results from the students who participate in this pedagogical experience showed that project-based learning is important for their professional development and achieves their

  8. Effects of 3D Printing Project-based Learning on Preservice Elementary Teachers' Science Attitudes, Science Content Knowledge, and Anxiety About Teaching Science

    Science.gov (United States)

    Novak, Elena; Wisdom, Sonya

    2018-05-01

    3D printing technology is a powerful educational tool that can promote integrative STEM education by connecting engineering, technology, and applications of science concepts. Yet, research on the integration of 3D printing technology in formal educational contexts is extremely limited. This study engaged preservice elementary teachers (N = 42) in a 3D Printing Science Project that modeled a science experiment in the elementary classroom on why things float or sink using 3D printed boats. The goal was to explore how collaborative 3D printing inquiry-based learning experiences affected preservice teachers' science teaching self-efficacy beliefs, anxiety toward teaching science, interest in science, perceived competence in K-3 technology and engineering science standards, and science content knowledge. The 3D printing project intervention significantly decreased participants' science teaching anxiety and improved their science teaching efficacy, science interest, and perceived competence in K-3 technological and engineering design science standards. Moreover, an analysis of students' project reflections and boat designs provided an insight into their collaborative 3D modeling design experiences. The study makes a contribution to the scarce body of knowledge on how teacher preparation programs can utilize 3D printing technology as a means of preparing prospective teachers to implement the recently adopted engineering and technology standards in K-12 science education.

  9. Learning about Learning

    Science.gov (United States)

    Siegler, Robert S.

    2004-01-01

    The field of children's learning was thriving when the Merrill-Palmer Quarterly was launched; the field later went into eclipse and now is in the midst of a resurgence. This commentary examines reasons for these trends, and describes the emerging field of children's learning. In particular, the new field is seen as differing from the old in its…

  10. Learning to Learn Differently

    Science.gov (United States)

    Olsen, Trude Høgvold; Glad, Tone; Filstad, Cathrine

    2018-01-01

    Purpose: This paper aims to investigate whether the formal and informal learning patterns of community health-care nurses changed in the wake of a reform that altered their work by introducing new patient groups, and to explore whether conditions in the new workplaces facilitated or impeded shifts in learning patterns. Design/methodology/approach:…

  11. Distance Learning

    National Research Council Canada - National Science Library

    Braddock, Joseph

    1997-01-01

    A study reviewing the existing Army Distance Learning Plan (ADLP) and current Distance Learning practices, with a focus on the Army's training and educational challenges and the benefits of applying Distance Learning techniques...

  12. Design of a Networked Learning Master Environment for Professionals

    DEFF Research Database (Denmark)

    Dirckinck-Holmfeld, Lone

    2010-01-01

    The paper is presenting the overall learning design of MIL (Master in ICT and Learning). The learning design is integrating a number of principles: 1. Principles of problem and project based learning 2. Networked learning / learning in communities of practice. The paper will discuss how these pri......The paper is presenting the overall learning design of MIL (Master in ICT and Learning). The learning design is integrating a number of principles: 1. Principles of problem and project based learning 2. Networked learning / learning in communities of practice. The paper will discuss how...

  13. Blended learning

    DEFF Research Database (Denmark)

    Dau, Susanne

    2016-01-01

    Blended Learning has been implemented, evaluated and researched for the last decades within different educational areas and levels. Blended learning has been coupled with different epistemological understandings and learning theories, but the fundamental character and dimensions of learning...... in blended learning are still insufficient. Moreover, blended learning is a misleading concept described as learning, despite the fact that it fundamentally is an instructional and didactic approach (Oliver & Trigwell, 2005) addressing the learning environment (Inglis, Palipoana, Trenhom & Ward, 2011......) instead of the learning processes behind. Much of the existing research within the field seems to miss this perspective. The consequence is a lack of acknowledgement of the driven forces behind the context and the instructional design limiting the knowledge foundation of learning in blended learning. Thus...

  14. Online Project Based Learning in Innovation Management.

    Science.gov (United States)

    O'Sullivan, David

    2003-01-01

    An innovation management course has three strands with face-to-face and online components: (1) seminars with online course notes and slides; (2) assignments (group online case studies, tutorials, in-class presentations); and (3) assessment (online, oral, in-class, written). Students are able to benchmark their work online and teachers use the…

  15. Educational projects based on mobile learning

    Directory of Open Access Journals (Sweden)

    Mª Goretti ALONSO DE CASTRO

    2014-03-01

    Full Text Available En este artícuo se describe cómo el uso de teléfonos inteligentes y otros dispositivos móviles es cada vez mayor y cómo aprovechar los beneficios de esta tendencia para mejorar la educación formal y no formal a través de proyectos educativos.

  16. Transformation to problem and project based learning

    DEFF Research Database (Denmark)

    Kolmos, Anette

    2006-01-01

    During the last ten years, Engineering Education has undergone tremendous changes. A lot of these changes were caused by external and internal factors. The external factors such as government policy concerning resources, and educational and quality assurance policies are rather simple to describe......). Particularly five Engineering University Colleges have undergone changes towards PBL. The Pedagogical Network for Danish Engineering Education (IPN) has been one of the central agents in the change processes for engineering education in Denmark. IPN has been responsible for staff and faculty development...

  17. Problem Based Learning

    DEFF Research Database (Denmark)

    de Graaff, Erik; Guerra, Aida

    , the key principles remain the same everywhere. Graaff & Kolmos (2003) identify the main PBL principles as follows: 1. Problem orientation 2. Project organization through teams or group work 3. Participant-directed 4. Experiental learning 5. Activity-based learning 6. Interdisciplinary learning and 7...... model and in general problem based and project based learning. We apply the principle of teach as you preach. The poster aims to outline the visitors’ workshop programme showing the results of some recent evaluations.......Problem-Based Learning (PBL) is an innovative method to organize the learning process in such a way that the students actively engage in finding answers by themselves. During the past 40 years PBL has evolved and diversified resulting in a multitude in variations in models and practices. However...

  18. Learn, how to learn

    Science.gov (United States)

    Narayanan, M.

    2002-12-01

    Ernest L. Boyer, in his 1990 book, "Scholarship Reconsidered: Priorities of the Professorate" cites some ground breaking studies and offers a new paradigm that identifies the need to recognize the growing conversation about teaching, scholarship and research in the Universities. The use of `ACORN' model suggested by Hawkins and Winter to conquer and mastering change, may offer some helpful hints for the novice professor, whose primary objective might be to teach students to `learn how to learn'. Action : It is possible to effectively change things only when a teaching professor actually tries out a new idea. Communication : Changes are successful only when the new ideas effectively communicated and implemented. Ownership : Support for change is extremely important and is critical. Only strong commitment for accepting changes demonstrates genuine leadership. Reflection : Feedback helps towards thoughtful evaluation of the changes implemented. Only reflection can provide a tool for continuous improvement. Nurture : Implemented changes deliver results only when nurtured and promoted with necessary support systems, documentation and infrastructures. Inspired by the ACORN model, the author experimented on implementing certain principles of `Total Quality Management' in the classroom. The author believes that observing the following twenty principles would indeed help the student learners how to learn, on their own towards achieving the goal of `Lifelong Learning'. The author uses an acronym : QUOTES : Quality Underscored On Teaching Excellence Strategy, to describe his methods for improving classroom teacher-learner participation. 1. Break down all barriers. 2. Create consistency of purpose with a plan. 3. Adopt the new philosophy of quality. 4. Establish high Standards. 5. Establish Targets / Goals. 6. Reduce dependence on Lectures. 7. Employ Modern Methods. 8. Control the Process. 9. Organize to reach goals. 10. Prevention vs. Correction. 11. Periodic Improvements. 12

  19. Intentional Learning Vs Incidental Learning

    OpenAIRE

    Shahbaz Ahmed

    2017-01-01

    This study is conducted to demonstrate the knowledge of intentional learning and incidental learning. Hypothesis of this experiment is intentional learning is better than incidental learning, participants were demonstrated and were asked to learn the 10 non sense syllables in a specific sequence from the colored cards in the end they were asked to recall the background color of each card instead of non-sense syllables. Independent variables of the experiment are the colored cards containing n...

  20. Posthuman learning

    DEFF Research Database (Denmark)

    Hasse, Cathrine

    This book shall explore the concept of learning from the new perspective of the posthuman. The vast majority of cognitive, behavioral and part of the constructionist learning theories operate with an autonomous individual who learn in a world of separate objects. Technology is (if mentioned at all......) understood as separate from the individual learner and perceived as tools. Learning theory has in general not been acknowledging materiality in their theorizing about what learning is. A new posthuman learning theory is needed to keep up with the transformations of human learning resulting from new...... technological experiences. One definition of learning is that it is a relatively permanent change in behavior as the result of experience. During the first half of the twentieth century, two theoretical approaches dominated the domain of learning theory: the schools of thought commonly known as behaviorism...

  1. PROPUESTA DIDÁCTICA PARA ABORDAR LA TRADUCCIÓN TÉCNICA: TRABAJO COLABORATIVO Y APRENDIZAJE BASADO EN PROYECTOS / DIDACTIC APPROACH TO TECHNICAL TRANSLATION: COLLABORATIVE WORK AND PROJECT BASED LEARNING

    Directory of Open Access Journals (Sweden)

    Romina Valeria Carabajal

    2017-06-01

    Full Text Available RESUMEN: Dentro del ámbito de la didáctica de la traducción la implementación de metodologías que integren teoría y práctica es un gran desafío. La necesidad de modificar la enseñanza de la traducción especializada no es ajena a nuestra práctica docente en la materia Traducción Técnica del Traductorado Público en idioma inglés, Facultad de Lenguas, Universidad Nacional del Comahue (Argentina, donde la propuesta metodológica que se presenta en la traducción de textos técnicos integra diferentes propuestas didácticas para modificar la metodología de enseñanza de la traducción especializada. El objetivo del presente trabajo es describir las actividades en el marco del trabajo colaborativo, basado en proyectos que realizan los estudiantes de Traducción Técnica, para construir su propio aprendizaje de manera autónoma, y el rol docente como guía del proceso. Al implementar esta nueva metodología se espera que los futuros traductores adquieran las herramientas necesarias para desarrollarse de manera eficiente en el mercado laboral. ABSTRACT: The design of new methodological perspectives that combine different translation theories with the practice of translation is a difficult task in the area of translation didactics. The need to include changes in the teaching of specialized translation represents a challenge for teachers of Technical Translation of the English Public Translation graduate program at the School of Languages of Universidad Nacional del Comahue (Argentina. The methodological perspective applied to the translation of technical texts brings together different didactic strategies so as to modify the traditional methodology. This work aims at describing activities, focused on collaborative work and project-based learning, that students of Technical Translation carry out in order to foster autonomy in their own learning process with the teacher´s role as a facilitator of the process. It is believed that the

  2. Learning e-Learning

    Directory of Open Access Journals (Sweden)

    Gabriel ZAMFIR

    2009-01-01

    Full Text Available What You Understand Is What Your Cognitive Integrates. Scientific research develops, as a native environment, knowledge. This environment consists of two interdependent divisions: theory and technology. First division occurs as a recursive research, while the second one becomes an application of the research activity. Over time, theories integrate methodologies and technology extends as infrastructure. The engine of this environment is learning, as the human activity of knowledge work. The threshold term of this model is the concepts map; it is based on Bloom’ taxonomy for the cognitive domain and highlights the notion of software scaffolding which is grounded in Vygotsky’s Social Development Theory with its major theme, Zone of Proximal Development. This article is designed as a conceptual paper, which analyzes specific structures of this type of educational research: the model reflects a foundation for a theory and finally, the theory evolves as groundwork for a system. The outcomes of this kind of approach are the examples, which are, theoretically, learning outcomes, and practically exist as educational objects, so-called e-learning.

  3. Blended Learning

    NARCIS (Netherlands)

    Van der Baaren, John

    2009-01-01

    Van der Baaren, J. (2009). Blended Learning. Presentation given at the Mini symposium 'Blended Learning the way to go?'. November, 5, 2009, The Hague, The Netherlands: Netherlands Defence Academy (NDLA).

  4. Interface learning

    DEFF Research Database (Denmark)

    Thorhauge, Sally

    2014-01-01

    "Interface learning - New goals for museum and upper secondary school collaboration" investigates and analyzes the learning that takes place when museums and upper secondary schools in Denmark work together in local partnerships to develop and carry out school-related, museum-based coursework...... for students. The research focuses on the learning that the students experience in the interface of the two learning environments: The formal learning environment of the upper secondary school and the informal learning environment of the museum. Focus is also on the learning that the teachers and museum...... professionals experience as a result of their collaboration. The dissertation demonstrates how a given partnership’s collaboration affects the students’ learning experiences when they are doing the coursework. The dissertation presents findings that museum-school partnerships can use in order to develop...

  5. Learning Disabilities

    Science.gov (United States)

    ... books. While his friends were meeting for pickup soccer games after school, he was back home in ... sometimes thought to contribute to learning disabilities. Poor nutrition early in life also may lead to learning ...

  6. Workplace learning

    DEFF Research Database (Denmark)

    Warring, Niels

    2005-01-01

    In November 2004 the Research Consortium on workplace learning under Learning Lab Denmark arranged the international conference “Workplace Learning – from the learner’s perspective”. The conference’s aim was to bring together researchers from different countries and institutions to explore...... and discuss recent developments in our understanding of workplace and work-related learning. The conference had nearly 100 participants with 59 papers presented, and among these five have been selected for presentation is this Special Issue....

  7. Children's Learning

    Science.gov (United States)

    Siegler, Robert S.

    2005-01-01

    A new field of children's learning is emerging. This new field differs from the old in recognizing that children's learning includes active as well as passive mechanisms and qualitative as well as quantitative changes. Children's learning involves substantial variability of representations and strategies within individual children as well as…

  8. Blended Learning

    Science.gov (United States)

    Imbriale, Ryan

    2013-01-01

    Teachers always have been and always will be the essential element in the classroom. They can create magic inside four walls, but they have never been able to create learning environments outside the classroom like they can today, thanks to blended learning. Blended learning allows students and teachers to break free of the isolation of the…

  9. Transformative Learning

    Science.gov (United States)

    Wang, Victor C. X.; Cranton, Patricia

    2011-01-01

    The theory of transformative learning has been explored by different theorists and scholars. However, few scholars have made an attempt to make a comparison between transformative learning and Confucianism or between transformative learning and andragogy. The authors of this article address these comparisons to develop new and different insights…

  10. Blended Learning

    OpenAIRE

    Bauerová, Andrea

    2013-01-01

    This thesis is focused on a new approach of education called blended learning. The history and developement of Blended Learning is described in the first part. Then the methods and tools of Blended Learning are evaluated and compared to the traditional methods of education. At the final part an efficient developement of the educational programs is emphasized.

  11. Just Learning

    Science.gov (United States)

    Larsen-Freeman, Diane

    2017-01-01

    In this "First Person Singular" essay, the author describes her education, teaching experience, and interest in understanding the learning of language. Anyone reading this essay will not be surprised to learn that the author's questions about language learning and optimal teaching methods were only met with further questions, and no…

  12. Learning Networks for Lifelong Learning

    OpenAIRE

    Sloep, Peter

    2009-01-01

    Presentation in a seminar organized by Christopher Hoadley at Penn State University, October 2004.Contains general introduction into the Learning Network Programme and a demonstration of the Netlogo Simulation of a Learning Network.

  13. Globally Networked Collaborative Learning in Industrial Design

    Science.gov (United States)

    Bohemia, Erik; Ghassan, Aysar

    2012-01-01

    This article explores project-based cross-cultural and cross-institutional learning. Using Web 2.0 technologies, this project involved more than 240 students and eighteen academic staff from seven international universities. The focus of this article relates to a project-based learning activity named "The Gift". At each institution the…

  14. Learning organisations

    Directory of Open Access Journals (Sweden)

    Sabina Jelenc Krašovec

    2000-12-01

    Full Text Available A vast array of economical, social, political, cultural and other factors influences the transformed role of learning and education in the society, as well as the functioning of local community and its social and communication patterns. The influences which are manifested as global problems can only be successfully solved on the level of local community. Analogously with the society in general, there is a great need of transforming a local community into a learning, flexible and interconnected environment which takes into account different interests, wishes and needs regarding learning and being active. The fundamental answer to changes is the strategy of lifelong learning and education which requires reorganisation of all walks of life (work, free time, family, mass media, culture, sport, education and transforming of organisations into learning organisations. With learning society based on networks of knowledge individuals are turning into learning individuals, and organisations into learning organisations; people who learn take the responsibility of their progress, learning denotes partnership among learning people, teachers, parents, employers and local community, so that they work together to achieve better results.

  15. Learning Opportunities for Group Learning

    Science.gov (United States)

    Gil, Alfonso J.; Mataveli, Mara

    2017-01-01

    Purpose: This paper aims to analyse the impact of organizational learning culture and learning facilitators in group learning. Design/methodology/approach: This study was conducted using a survey method applied to a statistically representative sample of employees from Rioja wine companies in Spain. A model was tested using a structural equation…

  16. Mimetic Learning

    Directory of Open Access Journals (Sweden)

    Christoph Wulf

    2008-03-01

    Full Text Available Mimetic learning, learning by imitation, constitutes one of the most important forms of learning. Mimetic learning does not, however, just denote mere imitation or copying: Rather, it is a process by which the act of relating to other persons and worlds in a mimetic way leads to an en-hancement of one’s own world view, action, and behaviour. Mimetic learning is productive; it is related to the body, and it establishes a connection between the individual and the world as well as other persons; it creates practical knowledge, which is what makes it constitutive of social, artistic, and practical action. Mimetic learning is cultural learning, and as such it is crucial to teaching and education (Wulf, 2004; 2005.

  17. Deep learning

    CERN Document Server

    Goodfellow, Ian; Courville, Aaron

    2016-01-01

    Deep learning is a form of machine learning that enables computers to learn from experience and understand the world in terms of a hierarchy of concepts. Because the computer gathers knowledge from experience, there is no need for a human computer operator to formally specify all the knowledge that the computer needs. The hierarchy of concepts allows the computer to learn complicated concepts by building them out of simpler ones; a graph of these hierarchies would be many layers deep. This book introduces a broad range of topics in deep learning. The text offers mathematical and conceptual background, covering relevant concepts in linear algebra, probability theory and information theory, numerical computation, and machine learning. It describes deep learning techniques used by practitioners in industry, including deep feedforward networks, regularization, optimization algorithms, convolutional networks, sequence modeling, and practical methodology; and it surveys such applications as natural language proces...

  18. Learning Disabilities and ADHD

    Science.gov (United States)

    ... of illnesses and disabilities Learning disabilities and ADHD Learning disabilities and ADHD Learning disabilities affect how you ... ADHD. Learning disabilities Attention deficit hyperactivity disorder (ADHD) Learning disabilities top Having a learning disability does not ...

  19. Informal learning.

    Science.gov (United States)

    Callanan, Maureen; Cervantes, Christi; Loomis, Molly

    2011-11-01

    We consider research and theory relevant to the notion of informal learning. Beginning with historical and definitional issues, we argue that learning happens not just in schools or in school-aged children. Many theorists have contrasted informal learning with formal learning. Moving beyond this dichotomy, and away from a focus on where learning occurs, we discuss five dimensions of informal learning that are drawn from the literature: (1) non-didactive, (2) highly socially collaborative, (3) embedded in meaningful activity, (4) initiated by learner's interest or choice, and (5) removed from external assessment. We consider these dimensions in the context of four sample domains: learning a first language, learning about the mind and emotions within families and communities, learning about science in family conversations and museum settings, and workplace learning. Finally, we conclude by considering convergences and divergences across the different literatures and suggesting areas for future research. WIREs Cogni Sci 2011 2 646-655 DOI: 10.1002/wcs.143 For further resources related to this article, please visit the WIREs website. Copyright © 2011 John Wiley & Sons, Ltd.

  20. Machine Learning

    CERN Multimedia

    CERN. Geneva

    2017-01-01

    Machine learning, which builds on ideas in computer science, statistics, and optimization, focuses on developing algorithms to identify patterns and regularities in data, and using these learned patterns to make predictions on new observations. Boosted by its industrial and commercial applications, the field of machine learning is quickly evolving and expanding. Recent advances have seen great success in the realms of computer vision, natural language processing, and broadly in data science. Many of these techniques have already been applied in particle physics, for instance for particle identification, detector monitoring, and the optimization of computer resources. Modern machine learning approaches, such as deep learning, are only just beginning to be applied to the analysis of High Energy Physics data to approach more and more complex problems. These classes will review the framework behind machine learning and discuss recent developments in the field.

  1. Doing learning

    DEFF Research Database (Denmark)

    Mathiasen, John Bang; Koch, Christian

    2014-01-01

    Purpose: To investigate how learning occurs in a systems development project, using a company developing wind turbine control systems in collaboration with customers as case. Design/methodology/approach: Dewey’s approach to learning is used, emphasising reciprocity between the individual...... learning processes and that the interchanges between materiality and systems developers block the learning processes due to a customer with imprecise demands and unclear system specifications. In the four cases discussed, learning does occur however. Research limitations/implications: A qualitative study...... focusing on individual systems developers gives limited insight into whether the learning processes found would occur in other systems development processes. Practical implications: Managers should ensure that constitutive means, such as specifications, are available, and that they are sufficiently...

  2. Metric learning

    CERN Document Server

    Bellet, Aurelien; Sebban, Marc

    2015-01-01

    Similarity between objects plays an important role in both human cognitive processes and artificial systems for recognition and categorization. How to appropriately measure such similarities for a given task is crucial to the performance of many machine learning, pattern recognition and data mining methods. This book is devoted to metric learning, a set of techniques to automatically learn similarity and distance functions from data that has attracted a lot of interest in machine learning and related fields in the past ten years. In this book, we provide a thorough review of the metric learnin

  3. Learning to learn in MOOCs

    DEFF Research Database (Denmark)

    Milligan, Sandra; Ringtved, Ulla Lunde

    This paper outlines one way of understanding what it is about learning in MOOCs that is so distinctive, and explores the implications for the design of MOOCs. It draws on an ongoing research study into the nature of learning in MOOCs at the University of Melbourne.......This paper outlines one way of understanding what it is about learning in MOOCs that is so distinctive, and explores the implications for the design of MOOCs. It draws on an ongoing research study into the nature of learning in MOOCs at the University of Melbourne....

  4. Learning Cultures

    DEFF Research Database (Denmark)

    Rasmussen, Lauge Baungaard

    1998-01-01

    the article present different concepts and modelsof learning. It discuss some strutural tendenciesof developing environmental management systemsand point out alternatives to increasing formalization of rules.......the article present different concepts and modelsof learning. It discuss some strutural tendenciesof developing environmental management systemsand point out alternatives to increasing formalization of rules....

  5. Blended learning

    DEFF Research Database (Denmark)

    Staugaard, Hans Jørgen

    2012-01-01

    Forsøg på at indkredse begrebet blended learning i forbindelse med forberedelsen af projekt FlexVid.......Forsøg på at indkredse begrebet blended learning i forbindelse med forberedelsen af projekt FlexVid....

  6. Reflective Learning

    African Journals Online (AJOL)

    dell

    The main intent of this study was to identify the impact of using learning log as a learning strategy on the academic performance of university students. Second year psychology students were included as subjects of this study. In the beginning of the study, the students were divided into two: experimental group (N = 60) and ...

  7. Perceptual learning.

    Science.gov (United States)

    Seitz, Aaron R

    2017-07-10

    Perceptual learning refers to how experience can change the way we perceive sights, sounds, smells, tastes, and touch. Examples abound: music training improves our ability to discern tones; experience with food and wines can refine our pallet (and unfortunately more quickly empty our wallet), and with years of training radiologists learn to save lives by discerning subtle details of images that escape the notice of untrained viewers. We often take perceptual learning for granted, but it has a profound impact on how we perceive the world. In this Primer, I will explain how perceptual learning is transformative in guiding our perceptual processes, how research into perceptual learning provides insight into fundamental mechanisms of learning and brain processes, and how knowledge of perceptual learning can be used to develop more effective training approaches for those requiring expert perceptual skills or those in need of perceptual rehabilitation (such as individuals with poor vision). I will make a case that perceptual learning is ubiquitous, scientifically interesting, and has substantial practical utility to us all. Copyright © 2017. Published by Elsevier Ltd.

  8. Pervasive Learning

    DEFF Research Database (Denmark)

    Helms, Niels Henrik; Larsen, Lasse Juel

    2009-01-01

    , it is not a specific place where you can access scarce information. Pervasive or ubiquitous communication opens up for taking the organizing and design of learning landscapes a step further. Furthermore it calls for theoretical developments, which can open up for a deeper understanding of the relationship between...... emerging contexts, design of contexts and learning....

  9. Flipped Learning

    DEFF Research Database (Denmark)

    Holmboe, Peter; Hachmann, Roland

    I FLIPPED LEARNING – FLIP MED VIDEO kan du læse om, hvordan du som underviser kommer godt i gang med at implementere video i undervisning, der har afsæt i tankerne omkring flipped learning. Bogen indeholder fire dele: I Del 1 fokuserer vi på det metarefleksive i at tænke video ind i undervisningen...

  10. Flipped Learning

    DEFF Research Database (Denmark)

    Hachmann, Roland; Holmboe, Peter

    arbejde med faglige problemstillinger gennem problembaserede og undersøgende didaktiske designs. Flipped Learning er dermed andet og mere end at distribuere digitale materialer til eleverne forud for undervisning. Flipped Learning er i lige så høj grad et syn på, hvordan undervisning med digitale medier...

  11. Situating learning

    DEFF Research Database (Denmark)

    Ribeiro, Gustavo; Georg, Susse; Finchman, Rob

    2004-01-01

    This paper looks at learning experiences in South Africa and Thailand by highlighting the role of context and culture in the learning process. The authors are based at Danish and South African higher education institutions and have contributed to DUCED's TFS programme in the positions of overall...

  12. Embodied Learning

    Science.gov (United States)

    Stolz, Steven A.

    2015-01-01

    This article argues that psychological discourse fails miserably to provide an account of learning that can explain how humans come to understand, particularly understanding that has been grasped meaningfully. Part of the problem with psychological approaches to learning is that they are disconnected from the integral role embodiment plays in how…

  13. Distance learning

    Directory of Open Access Journals (Sweden)

    Katarina Pucelj

    2006-12-01

    Full Text Available I would like to underline the role and importance of knowledge, which is acquired by individuals as a result of a learning process and experience. I have established that a form of learning, such as distance learning definitely contributes to a higher learning quality and leads to innovative, dynamic and knowledgebased society. Knowledge and skills enable individuals to cope with and manage changes, solve problems and also create new knowledge. Traditional learning practices face new circumstances, new and modern technologies appear, which enable quick and quality-oriented knowledge implementation. The centre of learning process at distance learning is to increase the quality of life of citizens, their competitiveness on the workforce market and ensure higher economic growth. Intellectual capital is the one, which represents the biggest capital of each society and knowledge is the key factor for succes of everybody, who are fully aware of this. Flexibility, openness and willingness of people to follow new IT solutions form suitable environment for developing and deciding to take up distance learning.

  14. Legitimate Learning.

    Science.gov (United States)

    Stevenson, John

    1997-01-01

    What is considered legitimate learning is culturally and contextually specific, depending on what values are involved. Different values are engaged depending on whether legitimate learning is considered transformation of the individual in relation to self, in relation to society, or in relation to the workplace. (SK)

  15. Machine Learning.

    Science.gov (United States)

    Kirrane, Diane E.

    1990-01-01

    As scientists seek to develop machines that can "learn," that is, solve problems by imitating the human brain, a gold mine of information on the processes of human learning is being discovered, expert systems are being improved, and human-machine interactions are being enhanced. (SK)

  16. Effective Team Learning in the Cloud

    NARCIS (Netherlands)

    Spoelstra, Howard; Van Rosmalen, Peter; Sloep, Peter; Van de Vrie, Evert

    2018-01-01

    Learning in the cloud can be a lonely activity for self-directing and self-organizing learners. Lack of sustained learner motivation can lead to less effective, less bond-creating learning experiences. By providing collaborative project-based learning opportunities these shortcomings can be

  17. Blended Learning as Transformational Institutional Learning

    Science.gov (United States)

    VanDerLinden, Kim

    2014-01-01

    This chapter reviews institutional approaches to blended learning and the ways in which institutions support faculty in the intentional redesign of courses to produce optimal learning. The chapter positions blended learning as a strategic opportunity to engage in organizational learning.

  18. "Learned Helplessness" or "Learned Incompetence"?

    Science.gov (United States)

    Sergent, Justine; Lambert, Wallace E.

    Studies in the past have shown that reinforcements independent of the subjects actions may induce a feeling of helplessness. Most experiments on learned helplessness have led researchers to believe that uncontrollability (non-contingency of feedback upon response) was the determining feature of learned helplessness, although in most studies…

  19. Teacher learning as workplace learning

    NARCIS (Netherlands)

    Imants, J.; Van Veen, K.

    2010-01-01

    Against the background of increasing attention in teacher professional development programs for situating teacher learning in the workplace, an overview is given of what is known in general and in educational workplace learning literature on the characteristics and conditions of the workplace.

  20. Learning, Learning Organisations and the Global Enterprise

    Science.gov (United States)

    Manikutty, Sankaran

    2009-01-01

    The steadily increasing degree of globalisation of enterprises implies development of many skills, among which the skills to learn are among the most important. Learning takes place at the individual level, but collective learning and organisational learning are also important. Learning styles of individuals are different and learning styles are…

  1. Can machine learning explain human learning?

    NARCIS (Netherlands)

    Vahdat, M.; Oneto, L.; Anguita, D.; Funk, M.; Rauterberg, G.W.M.

    2016-01-01

    Learning Analytics (LA) has a major interest in exploring and understanding the learning process of humans and, for this purpose, benefits from both Cognitive Science, which studies how humans learn, and Machine Learning, which studies how algorithms learn from data. Usually, Machine Learning is

  2. Evaluation of learning materials

    DEFF Research Database (Denmark)

    Bundsgaard, Jeppe; Hansen, Thomas Illum

    2011-01-01

    This paper presents a holistic framework for evaluating learning materials and designs for learning. A holistic evaluation comprises investigations of the potential learning potential, the actualized learning potential, and the actual learning. Each aspect is explained and exemplified through...

  3. Learning Spaces

    CERN Document Server

    Falmagne, Jean-Claude

    2011-01-01

    Learning spaces offer a rigorous mathematical foundation for practical systems of educational technology. Learning spaces generalize partially ordered sets and are special cases of knowledge spaces. The various structures are investigated from the standpoints of combinatorial properties and stochastic processes. Leaning spaces have become the essential structures to be used in assessing students' competence of various topics. A practical example is offered by ALEKS, a Web-based, artificially intelligent assessment and learning system in mathematics and other scholarly fields. At the heart of A

  4. Supportive Learning: Linear Learning and Collaborative Learning

    Science.gov (United States)

    Lee, Bih Ni; Abdullah, Sopiah; Kiu, Su Na

    2016-01-01

    This is a conceptual paper which is trying to look at the educational technology is not limited to high technology. However, electronic educational technology, also known as e-learning, has become an important part of today's society, which consists of a wide variety of approaches to digitization, components and methods of delivery. In the…

  5. Learning to learn: self-managed learning

    Directory of Open Access Journals (Sweden)

    Jesús Miranda Izquierdo

    2006-09-01

    Full Text Available Thi is article analyzes the potentialities and weaknesses that non directive Pedagogy presents, an example of the so called self managed pedagogy, whose postulates are good to analyze for the contributions that this position can make to the search of new ways of learning.

  6. Machine Learning

    Energy Technology Data Exchange (ETDEWEB)

    Chikkagoudar, Satish; Chatterjee, Samrat; Thomas, Dennis G.; Carroll, Thomas E.; Muller, George

    2017-04-21

    The absence of a robust and unified theory of cyber dynamics presents challenges and opportunities for using machine learning based data-driven approaches to further the understanding of the behavior of such complex systems. Analysts can also use machine learning approaches to gain operational insights. In order to be operationally beneficial, cybersecurity machine learning based models need to have the ability to: (1) represent a real-world system, (2) infer system properties, and (3) learn and adapt based on expert knowledge and observations. Probabilistic models and Probabilistic graphical models provide these necessary properties and are further explored in this chapter. Bayesian Networks and Hidden Markov Models are introduced as an example of a widely used data driven classification/modeling strategy.

  7. Learning Leadership

    DEFF Research Database (Denmark)

    Hertel, Frederik; Fast, Alf Michael

    2018-01-01

    Is leadership a result of inheritance or is it something one learns during formal learning in e.g. business schools? This is the essential question addressed in this article. The article is based on a case study involving a new leader in charge of a group of profession practitioners. The leader...... promotes his leadership as a profession comparable to the professions of practitioners. This promotion implies that leadership is something one can and probably must learn during formal learning. The practitioners on the other hand reject this comprehension of leadership and long for a fellow practitioner...... to lead the organization. While asked they are unable to describe how, where and when they think a practitioner develops leadership skills necessary for leading fellows. In the following we will start analysing the case in order to comprehend and discuss both the professional leaders and the practitioners...

  8. Group learning

    DEFF Research Database (Denmark)

    Pimentel, Ricardo; Noguira, Eloy Eros da Silva; Elkjær, Bente

    The article presents a study that aims at the apprehension of the group learning in a top management team composed by teachers in a Brazilian Waldorf school whose management is collective. After deciding to extend the school, they had problems recruiting teachers who were already trained based...... on the Steiner´s ideas, which created practical problems for conducting management activities. The research seeks to understand how that group of teachers collectively manage the school, facing the lack of resources, a significant heterogeneity in the relationships, and the conflicts and contradictions......, and they are interrelated to the group learning as the construction, maintenance and reconstruction of the intelligibility of practices. From this perspective, it can be said that learning is a practice and not an exceptional phenomenon. Building, maintaining and rebuilding the intelligibility is the group learning...

  9. Learning Disabilities

    Science.gov (United States)

    ... NICHD) See all related organizations Publications Problemas de aprendizaje Order NINDS Publications Patient Organizations CHADD - Children and ... NICHD) See all related organizations Publications Problemas de aprendizaje Order NINDS Publications Definition Learning disabilities are disorders ...

  10. Reflective Learning

    African Journals Online (AJOL)

    dell

    The experimental group students used learning log on a weekly basis while the control group did not. ... The term “memory” in psychology usually denotes an interest in the retention ... activities that contribute to information being remembered.

  11. Project-Based Science

    Science.gov (United States)

    Krajcik, Joe

    2015-01-01

    Project-based science is an exciting way to teach science that aligns with the "Next Generation Science Standards" ("NGSS"). By focusing on core ideas along with practices and crosscutting concepts, classrooms become learning environments where teachers and students engage in science by designing and carrying out…

  12. Interorganizational learning systems

    DEFF Research Database (Denmark)

    Hjalager, Anne-Mette

    1999-01-01

    The occurrence of organizational and interorganizational learning processes is not only the result of management endeavors. Industry structures and market related issues have substantial spill-over effects. The article reviews literature, and it establishes a learning model in which elements from...... organizational environments are included into a systematic conceptual framework. The model allows four types of learning to be identified: P-learning (professional/craft systems learning), T-learning (technology embedded learning), D-learning (dualistic learning systems, where part of the labor force is exclude...... from learning), and S-learning (learning in social networks or clans). The situation related to service industries illustrates the typology....

  13. Lifelong Learning

    DEFF Research Database (Denmark)

    Krogh, Lone; Jensen, Annie Aarup

    2010-01-01

    Master education for adults has become a strategy for Lifelong Learning among many well-educated people in Denmark. This type of master education is part of the ‘parallel education system' in Denmark. As one of the first Danish universities who offered this type of Master education, Aalborg...... the intended as well as the unintended effects (personal and professional) of the master education. The data have been gathered among graduates from a specific master education, Master in Learning Processes, and the paper will draw on results from a quantitative survey based on a questionnaire answered by 120...

  14. Learning SPARQL

    CERN Document Server

    DuCharme, Bob

    2011-01-01

    Get hands-on experience with SPARQL, the RDF query language that's become a key component of the semantic web. With this concise book, you will learn how to use the latest version of this W3C standard to retrieve and manipulate the increasing amount of public and private data available via SPARQL endpoints. Several open source and commercial tools already support SPARQL, and this introduction gets you started right away. Begin with how to write and run simple SPARQL 1.1 queries, then dive into the language's powerful features and capabilities for manipulating the data you retrieve. Learn wha

  15. Deep Learning in Open Source Learning Streams

    DEFF Research Database (Denmark)

    Kjærgaard, Thomas

    2016-01-01

    This chapter presents research on deep learning in a digital learning environment and raises the question if digital instructional designs can catalyze deeper learning than traditional classroom teaching. As a theoretical point of departure the notion of ‘situated learning’ is utilized...... and contrasted to the notion of functionalistic learning in a digital context. The mechanism that enables deep learning in this context is ‘The Open Source Learning Stream’. ‘The Open Source Learning Stream’ is the notion of sharing ‘learning instances’ in a digital space (discussion board, Facebook group......, unistructural, multistructural or relational learning. The research concludes that ‘The Open Source Learning Stream’ can catalyze deep learning and that there are four types of ‘Open Source Learning streams’; individual/ asynchronous, individual/synchronous, shared/asynchronous and shared...

  16. Mastering machine learning with scikit-learn

    CERN Document Server

    Hackeling, Gavin

    2014-01-01

    If you are a software developer who wants to learn how machine learning models work and how to apply them effectively, this book is for you. Familiarity with machine learning fundamentals and Python will be helpful, but is not essential.

  17. Transforming learning?

    Science.gov (United States)

    1999-09-01

    A new Learning and Skills Council for post-16 learning is the latest proposal from the UK Government in its attempt to ensure a highly skilled workforce for the next century. Other aims will be to reduce the variability in standards of the existing post-16 system, coordination and coherence between further education and training, and a reduction in the duplication and layers in contracting and funding. The proposals include: a national Learning and Skills Council, with 40-50 local Learning and Skills Councils to develop local plans; a strengthened strategic role for business in education and training, influencing a budget of #5bn a radical new youth programme entitled `Connexions', with dedicated personal advisors for young people; greater cooperation between sixth forms and colleges; and the establishment of an independent inspectorate covering all work-related learning and training, to include a new role for Ofsted in inspecting the provision for 16-19 year-olds in schools and colleges. It is hoped that this programme will build on the successes of the previous systems and that savings of at least #50m can be achieved through streamlining and the reduction in bureaucracy. The intentions are set out in a White Paper, Learning to Succeed, which is available from the Stationery Office and bookshops, as well as on the website www.dfee.gov.uk/post16. Published in addition to the White Paper was `School Sixth form funding: a consultation paper' (available from DfEE publications, Prolog, PO Box 5050, Sherwood Park, Annesley, Nottingham NG15 0DJ) and `Transition plan for the post-16 education and training and for local delivery of support for small firms' (available from Trevor Tucknutt, TECSOP Division, Level 3, Department for Education and Employment, Moorfoot, Sheffield S1 4PQ). The deadline for comments on both the sixth form consultation document and the White Paper is 15 October 1999. Almost simultaneously with the announcement of the above proposals came the

  18. Deepening Learning through Learning-by-Inventing

    OpenAIRE

    Apiola, Mikko; Tedre, Matti

    2013-01-01

    It has been shown that deep approaches to learning, intrinsic motivation, and self-regulated learning have strong positive effects on learning. How those pedagogical theories can be integrated in computing curricula is, however, still lacking empirically grounded analyses. This study integrated, in a robotics-based programming class, a method of learning-by-inventing, and studied its qualitative effects on students’ learning through 144 interviews. Five findings were related with learning the...

  19. Learning and Behavior

    Science.gov (United States)

    ... List About PPMD Events News Login By Area Learning & Behavior Attention, Listening & Learning Autism Spectrum Disorder (ASD) ... Care Guidelines ❯ By Area ❯ Learning & Behavior Share Print Learning & Behavior Facts to Remember People with Duchenne may ...

  20. Learning via Query Synthesis

    KAUST Repository

    Alabdulmohsin, Ibrahim

    2017-01-01

    Active learning is a subfield of machine learning that has been successfully used in many applications. One of the main branches of active learning is query synthe- sis, where the learning agent constructs artificial queries from scratch in order

  1. Managing Learning for Performance.

    Science.gov (United States)

    Kuchinke, K. Peter

    1995-01-01

    Presents findings of organizational learning literature that could substantiate claims of learning organization proponents. Examines four learning processes and their contribution to performance-based learning management: knowledge acquisition, information distribution, information interpretation, and organizational memory. (SK)

  2. Learning Object Repositories

    Science.gov (United States)

    Lehman, Rosemary

    2007-01-01

    This chapter looks at the development and nature of learning objects, meta-tagging standards and taxonomies, learning object repositories, learning object repository characteristics, and types of learning object repositories, with type examples. (Contains 1 table.)

  3. Blocking in Category Learning

    OpenAIRE

    Bott, Lewis; Hoffman, Aaron B.; Murphy, Gregory L.

    2007-01-01

    Many theories of category learning assume that learning is driven by a need to minimize classification error. When there is no classification error, therefore, learning of individual features should be negligible. We tested this hypothesis by conducting three category learning experiments adapted from an associative learning blocking paradigm. Contrary to an error-driven account of learning, participants learned a wide range of information when they learned about categories, and blocking effe...

  4. Learned Helplessness

    Science.gov (United States)

    Hooker, Carol E.

    1976-01-01

    Learned helplessness--the belief that a person's actions have no influence on the outcome of an event--is similar in many respects to the crisis state and depression. The author shows how this impaired social and psychological functioning occurs and identifies techniques that the social worker can use to prevent it. (Author)

  5. Learning Disabilities.

    Science.gov (United States)

    Neuwirth, Sharyn

    This booklet uses hypothetical case examples to illustrate the definition, causal theories, and specific types of learning disabilities (LD). The cognitive and language performance of students with LD is compared to standard developmental milestones, and common approaches to the identification and education of children with LD are outlined.…

  6. Learning Together

    Science.gov (United States)

    Kaufman, Sherry

    2014-01-01

    In spring 2012, Sherry Kaufman, a consultant at Francis W. Parker School in Chicago, was asked to support kindergarten teachers in deepening their practice of constructivism and exploring the Reggio Emilia approach to early childhood education. Central to such an approach is the belief that all learning is socially constructed through interaction…

  7. Learning Mongoid

    CERN Document Server

    Rege, Gautam

    2013-01-01

    A step-by-step tutorial with focused examples that will help you build scalable, high performance Rails web applications with Mongoid.If you are an application developer who wants to learn how to use Mongoid in a Rails application, this book will be great for you. You are expected to be familiar with MongoDB and Ruby.

  8. Learning Lichens

    Science.gov (United States)

    Thorne, Sarah

    2017-01-01

    The lichen is an ideal subject for student study because it is omnipresent in school yards, easily collected and observed year-round, a pioneer of evolution on land, and a bioindicator of air pollution. After doing fieldwork on this unusual composite organism as an apprentice with a team of lichenologists, Sarah Thorne developed Learning Lichens.…

  9. Learning Ionic

    CERN Document Server

    Ravulavaru, Arvind

    2015-01-01

    This book is intended for those who want to learn how to build hybrid mobile applications using Ionic. It is also ideal for people who want to explore theming for Ionic apps. Prior knowledge of AngularJS is essential to complete this book successfully.

  10. Supervised Learning

    Science.gov (United States)

    Rokach, Lior; Maimon, Oded

    This chapter summarizes the fundamental aspects of supervised methods. The chapter provides an overview of concepts from various interrelated fields used in subsequent chapters. It presents basic definitions and arguments from the supervised machine learning literature and considers various issues, such as performance evaluation techniques and challenges for data mining tasks.

  11. Learning Analytics

    Directory of Open Access Journals (Sweden)

    Erik Duval

    2012-06-01

    Full Text Available This paper provides a brief introduction to the domain of ‘learning analytics’. We first explain the background and idea behind the concept. Then we give a brief overview of current research issues. We briefly list some more controversial issues before concluding.

  12. Learning Ansible

    CERN Document Server

    Mohaan, Madhurranjan

    2014-01-01

    If you want to learn how to use Ansible to automate an infrastructure, either from scratch or to augment your current tooling with Ansible, then this is the book for you. It has plenty of practical examples to help you get to grips with Ansible.

  13. Learning Physics

    International Nuclear Information System (INIS)

    Cohen, E.

    2005-01-01

    Full Text:The issue of Teaching physics vs Learning physics in our institutions of higher learning will be discussed. Physics is taught mainly by frontal lectures an old (and proven) method. The great advancements of the Information Age are introduced by exposing the students to vast amounts of computerized information and directing them to numerical problem solving by interacting with the computer. These modern methods have several drawbacks: 1. Students get the impression of easy material acquisition while in fact it becomes superficial. 2. There is little integration of topics that are taught in different courses. 3. Insufficient interest is built among undergraduate students to pursue studies that involve deeper thinking and independent research (namely, studies towards a doctoral degree). Learning physics is a formative process in the education of physicists, natural scientists and engineers. It must be based on discussions and exchange of ideas among the students, since understanding the studied material means being able to explain it to a colleague. Some universities in the US initiated programs of learning physics by creating an environment in which small groups of students are engaged in discussing material, jointly solving problems and jointly conducting simulated experiments. This is done under the supervision of a mentor. Suggestions for implementing this method in Israel will be discussed

  14. Engaging Diverse Students in Statistical Inquiry: A Comparison of Learning Experiences and Outcomes of Under-Represented and Non-Underrepresented Students Enrolled in a Multidisciplinary Project-Based Statistics Course

    Science.gov (United States)

    Dierker, Lisa; Alexander, Jalen; Cooper, Jennifer L.; Selya, Arielle; Rose, Jennifer; Dasgupta, Nilanjana

    2016-01-01

    Introductory statistics needs innovative, evidence-based teaching practices that support and engage diverse students. To evaluate the success of a multidisciplinary, project-based course, we compared experiences of under-represented (URM) and non-underrepresented students in 4 years of the course. While URM students considered the material more…

  15. Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

    Science.gov (United States)

    Choi, Woojae; Jacobs, Ronald L.

    2011-01-01

    While workplace learning includes formal and informal learning, the relationship between the two has been overlooked, because they have been viewed as separate entities. This study investigated the effects of formal learning, personal learning orientation, and supportive learning environment on informal learning among 203 middle managers in Korean…

  16. From learning objects to learning activities

    DEFF Research Database (Denmark)

    Dalsgaard, Christian

    2005-01-01

    This paper discusses and questions the current metadata standards for learning objects from a pedagogical point of view. From a social constructivist approach, the paper discusses how learning objects can support problem based, self-governed learning activities. In order to support this approach......, it is argued that it is necessary to focus on learning activities rather than on learning objects. Further, it is argued that descriptions of learning objectives and learning activities should be separated from learning objects. The paper presents a new conception of learning objects which supports problem...... based, self-governed activities. Further, a new way of thinking pedagogy into learning objects is introduced. It is argued that a lack of pedagogical thinking in learning objects is not solved through pedagogical metadata. Instead, the paper suggests the concept of references as an alternative...

  17. How we learn

    DEFF Research Database (Denmark)

    Illeris, Knud

    How We Learn, deals with the fundamental issues of the processes of learning, critically assessing different types of learning and obstacles to learning. It also considers a broad range of other important questions in relation to learning such as: modern research into learning and brain functions......, self-perception, motivation and competence development, teaching, intelligence and learning style, learning in relation to gender and life age. The book provides a comprehensive introduction to both traditional learning theory and the newest international research into learning processes, while...... at the same time being an innovative contribution to a new and more holistic understanding of learning including discussion on school-based learning, net-based learning, workplace learning and educational politics. How We Learn examines all the key factors that help to create a holistic understanding of what...

  18. Process Systems Engineering Education: Learning by Research

    Science.gov (United States)

    Abbas, A.; Alhammadi, H. Y.; Romagnoli, J. A.

    2009-01-01

    In this paper, we discuss our approach in teaching the final-year course Process Systems Engineering. Students are given ownership of the course by transferring to them the responsibility of learning. A project-based group environment stimulates learning while solving a real engineering problem. We discuss postgraduate student involvement and how…

  19. Expanding CTE Opportunities through Blended Learning

    Science.gov (United States)

    McKinstry, Elizabeth

    2012-01-01

    The global economy, 21st century skills, knowledge society, college and career readiness, digital and project-based learning are all common terms to educators who are expanding their learning environments beyond the classroom to meet the needs of all students. It is common knowledge that the rapid technological advances of this century have…

  20. Active Learning and Reflection in Product Development Engineering Education

    Science.gov (United States)

    Shekar, Aruna

    2007-01-01

    Traditional engineering courses at tertiary level have been traditionally theory-based, supported by laboratory work, but there is now a world-wide trend towards project-based learning. In product development education, project-based learning is essential in order to integrate the disciplines of design, marketing and manufacturing towards the…

  1. Using Learning Games to Meet Learning Objectives

    DEFF Research Database (Denmark)

    Henriksen, Thomas Duus

    2013-01-01

    This paper addresses the question on how learning games can be used to meet with the different levels in Bloom’s and the SOLO taxonomy, which are commonly used for evaluating the learning outcome of educational activities. The paper discusses the quality of game-based learning outcomes based on a...... on a case study of the learning game 6Styles....

  2. Still to Learn from Vicarious Learning

    Science.gov (United States)

    Mayes, J. T.

    2015-01-01

    The term "vicarious learning" was introduced in the 1960s by Bandura, who demonstrated how learning can occur through observing the behaviour of others. Such social learning is effective without the need for the observer to experience feedback directly. More than twenty years later a series of studies on vicarious learning was undertaken…

  3. Learning Effectiveness of a Strategic Learning Course

    Science.gov (United States)

    Burchard, Melinda S.; Swerdzewski, Peter

    2009-01-01

    The effectiveness of a postsecondary strategic learning course for improving metacognitive awareness and regulation was evaluated through systematic program assessment. The course emphasized students' awareness of personal learning through the study of learning theory and through practical application of specific learning strategies. Students…

  4. Social Media and Seamless Learning: Lessons Learned

    Science.gov (United States)

    Panke, Stefanie; Kohls, Christian; Gaiser, Birgit

    2017-01-01

    The paper discusses best practice approaches and metrics for evaluation that support seamless learning with social media. We draw upon the theoretical frameworks of social learning theory, transfer learning (bricolage), and educational design patterns to elaborate upon different ideas for ways in which social media can support seamless learning.…

  5. Deep Learning

    DEFF Research Database (Denmark)

    Jensen, Morten Bornø; Bahnsen, Chris Holmberg; Nasrollahi, Kamal

    2018-01-01

    I løbet af de sidste 10 år er kunstige neurale netværk gået fra at være en støvet, udstødt tekno-logi til at spille en hovedrolle i udviklingen af kunstig intelligens. Dette fænomen kaldes deep learning og er inspireret af hjernens opbygning.......I løbet af de sidste 10 år er kunstige neurale netværk gået fra at være en støvet, udstødt tekno-logi til at spille en hovedrolle i udviklingen af kunstig intelligens. Dette fænomen kaldes deep learning og er inspireret af hjernens opbygning....

  6. Learning Java

    CERN Document Server

    Niemeyer, Patrick

    2005-01-01

    Version 5.0 of the Java 2 Standard Edition SDK is the most important upgrade since Java first appeared a decade ago. With Java 5.0, you'll not only find substantial changes in the platform, but to the language itself-something that developers of Java took five years to complete. The main goal of Java 5.0 is to make it easier for you to develop safe, powerful code, but none of these improvements makes Java any easier to learn, even if you've programmed with Java for years. And that means our bestselling hands-on tutorial takes on even greater significance. Learning Java is the most widely sou

  7. Learning Raspbian

    CERN Document Server

    Harrington, William

    2015-01-01

    This book is intended for developers who have worked with the Raspberry Pi and who want to learn how to make the most of the Raspbian operating system and their Raspberry Pi. Whether you are a beginner to the Raspberry Pi or a seasoned expert, this book will make you familiar with the Raspbian operating system and teach you how to get your Raspberry Pi up and running.

  8. Guided discovery learning in geometry learning

    Science.gov (United States)

    Khasanah, V. N.; Usodo, B.; Subanti, S.

    2018-03-01

    Geometry is a part of the mathematics that must be learned in school. The purpose of this research was to determine the effect of Guided Discovery Learning (GDL) toward geometry learning achievement. This research had conducted at junior high school in Sukoharjo on academic years 2016/2017. Data collection was done based on student’s work test and documentation. Hypothesis testing used two ways analysis of variance (ANOVA) with unequal cells. The results of this research that GDL gave positive effect towards mathematics learning achievement. GDL gave better mathematics learning achievement than direct learning. There was no difference of mathematics learning achievement between male and female. There was no an interaction between sex differences and learning models toward student’s mathematics learning achievement. GDL can be used to improve students’ mathematics learning achievement in geometry.

  9. Learning to Learn Together with CSCL Tools

    Science.gov (United States)

    Schwarz, Baruch B.; de Groot, Reuma; Mavrikis, Manolis; Dragon, Toby

    2015-01-01

    In this paper, we identify "Learning to Learn Together" (L2L2) as a new and important educational goal. Our view of L2L2 is a substantial extension of "Learning to Learn" (L2L): L2L2 consists of learning to collaborate to successfully face L2L challenges. It is inseparable from L2L, as it emerges when individuals face problems…

  10. 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...

  11. Technology, Learning, and Individual Differences

    Science.gov (United States)

    Bear, Anne A. Ghost

    2012-01-01

    The learning needs for adults that result from the constant increase in technology are rooted in the adult learning concepts of (a) andragogy, (b) self-directed learning, (c) learning-how-to-learn, (d) real-life learning, and (e) learning strategies. This study described the learning strategies that adults use in learning to engage in an online…

  12. Understanding nomadic collaborative learning groups

    DEFF Research Database (Denmark)

    Ryberg, Thomas; Davidsen, Jacob; Hodgson, Vivien

    2018-01-01

    -term collaborations within the frame of Problem and Project Based Learning. By analysing the patterns of nomadic collaborative learning we identify and discuss how the two groups of students incorporate mobile and digital technologies as well as physical and/or non-digital technologies into their group work......The paper builds on the work of Rossitto et al. on collaborative nomadic work to develop three categories of practice of nomadic collaborative learning groups. Our study is based on interviews, workshops and observations of two undergraduate student's group practices engaged in self-organised, long....... Specifically, we identify the following categories of nomadic collaborative learning practices: “orchestration of work phases, spaces and activities,” “the orchestration of multiple technologies” and “orchestration of togetherness.” We found that for both groups of students there was a fluidity, situatedness...

  13. Human Machine Learning Symbiosis

    Science.gov (United States)

    Walsh, Kenneth R.; Hoque, Md Tamjidul; Williams, Kim H.

    2017-01-01

    Human Machine Learning Symbiosis is a cooperative system where both the human learner and the machine learner learn from each other to create an effective and efficient learning environment adapted to the needs of the human learner. Such a system can be used in online learning modules so that the modules adapt to each learner's learning state both…

  14. Machine-Learning Research

    OpenAIRE

    Dietterich, Thomas G.

    1997-01-01

    Machine-learning research has been making great progress in many directions. This article summarizes four of these directions and discusses some current open problems. The four directions are (1) the improvement of classification accuracy by learning ensembles of classifiers, (2) methods for scaling up supervised learning algorithms, (3) reinforcement learning, and (4) the learning of complex stochastic models.

  15. Evaluación de la estrategia "aprendizaje basado en proyectos" Avaliação da estratégia de aprendizagem baseada em projetos Assessment of the "project-based learning" strategy

    Directory of Open Access Journals (Sweden)

    Eduardo Rodríguez-Sandoval

    2010-04-01

    para verificar a percepção dos estudantes sobre esta estratégia pedagógica. Conclusões: A análise dos resultados mostrou que o Projeto em sala de aula é um apoio adicional para a aprendizagem e de muita importância para o desenvolvimento profissional. O projeto da sala de aula contribui para a transferência de conhecimento dos princípios teóricos apresentados em sala de aula, ao desenvolvimento do pensamento crítico e de reflexão e incentiva o interesse na pesquisa.One of the challenges in teaching is students' appropriation of the theoretical concepts presented in class and their subsequent application to the solution of real situations. Objective: The purpose of this study is to demonstrate how students feel about the food engineering curriculum at the Jorge Tadeo Lozano University, specifically with respect to the "classroom project" teaching strategy used in a variety of theoretical-practical courses. Method: The "classroom project" is based on learning acquired during the course, which is applied in practice through the development of a project. Students carry out the project, which involves developing or improving a product or process during a sixmonth period. A survey was conducted to verify students' perception of this teaching strategy. Conclusions: An analysis of the results shows the "classroom project" complements the learning process and is important to professional development. It helps students to transfer the theoretical principles presented in class to the development of critical thinking and insight, besides stimulating an interest in research.

  16. Targeted Learning

    CERN Document Server

    van der Laan, Mark J

    2011-01-01

    The statistics profession is at a unique point in history. The need for valid statistical tools is greater than ever; data sets are massive, often measuring hundreds of thousands of measurements for a single subject. The field is ready to move towards clear objective benchmarks under which tools can be evaluated. Targeted learning allows (1) the full generalization and utilization of cross-validation as an estimator selection tool so that the subjective choices made by humans are now made by the machine, and (2) targeting the fitting of the probability distribution of the data toward the targe

  17. Learning Vaadin

    CERN Document Server

    Frankel, Nicolas

    2011-01-01

    This book begins with a tutorial on Vaadin 7, followed by a process of planning, analyzing, building, and deploying a fully functional RIA while covering troubleshooting details along the way, making it an invaluable resource for answers to all your Vaadin questions. If you are a Java developer with some experience in Java web development and want to enter the world of Rich Internet Applications this technology and book are ideal for you. Learning Vaadin will be perfect as your next step towards building eye-candy dynamic web applications on a Java-based platform.

  18. Learning Cypher

    CERN Document Server

    Panzarino, Onofrio

    2014-01-01

    An easy-to-follow guide full of tips and examples of real-world applications. In each chapter, a thorough example will show you the concepts in action, followed by a detailed explanation.This book is intended for those who want to learn how to create, query, and maintain a graph database, or who want to migrate to a graph database from SQL. It would be helpful to have some familiarity with Java and/or SQL, but no prior experience is required.

  19. Learning Perl

    CERN Document Server

    Schwartz, Randal; Phoenix, Tom

    2011-01-01

    If you're just getting started with Perl, this is the book you want-whether you're a programmer, system administrator, or web hacker. Nicknamed "the Llama" by two generations of users, this bestseller closely follows the popular introductory Perl course taught by the authors since 1991. This 6th edition covers recent changes to the language up to version 5.14. Perl is suitable for almost any task on almost any platform, from short fixes to complete web applications. Learning Perl teaches you the basics and shows you how to write programs up to 128 lines long-roughly the size of 90% of the Pe

  20. Learning scikit-learn machine learning in Python

    CERN Document Server

    Garreta, Raúl

    2013-01-01

    The book adopts a tutorial-based approach to introduce the user to Scikit-learn.If you are a programmer who wants to explore machine learning and data-based methods to build intelligent applications and enhance your programming skills, this the book for you. No previous experience with machine-learning algorithms is required.

  1. Technology Enhanced Learning

    NARCIS (Netherlands)

    Klemke, Roland; Specht, Marcus

    2013-01-01

    Klemke, R., & Specht, M. (2013, 26-27 September). Technology Enhanced Learning. Presentation at the fourth international conference on eLearning (eLearning 2013), Belgrade, Serbia. http://econference.metropolitan.ac.rs/

  2. Mobile Inquiry Based Learning

    NARCIS (Netherlands)

    Specht, Marcus

    2012-01-01

    Specht, M. (2012, 8 November). Mobile Inquiry Based Learning. Presentation given at the Workshop "Mobile inquiry-based learning" at the Mobile Learning Day 2012 at the Fernuniversität Hagen, Hagen, Germany.

  3. The FITS model: an improved Learning by Design approach

    NARCIS (Netherlands)

    Drs. Ing. Koen Michels; Prof. Dr. Marc de Vries; MEd Dave van Breukelen; MEd Frank Schure

    2016-01-01

    Learning by Design (LBD) is a project-based inquiry approach for interdisciplinary teaching that uses design contexts to learn skills and conceptual knowledge. Research around the year 2000 showed that LBD students achieved high skill performances but disappointing conceptual learning gains. A

  4. 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

  5. Telling Active Learning Pedagogies Apart: From Theory to Practice

    Science.gov (United States)

    Cattaneo, Kelsey Hood

    2017-01-01

    Designing learning environments to incorporate active learning pedagogies is difficult as definitions are often contested and intertwined. This article seeks to determine whether classification of active learning pedagogies (i.e., project-based, problem-based, inquiry-based, case-based, and discovery-based), through theoretical and practical…

  6. Learning and Memory

    OpenAIRE

    1999-01-01

    Under various circumstances and in different species the outward expression of learning varies considerably, and this has led to the classification of different categories of learning. Just as there is no generally agreed on definition of learning, there is no one system of classification. Types of learning commonly recognized are: Habituation, sensitization, classical conditioning, operant conditioning, trial and error, taste aversion, latent learning, cultural learning, imprinting, insight ...

  7. Toward Learning Teams

    DEFF Research Database (Denmark)

    Hoda, Rashina; Babb, Jeff; Nørbjerg, Jacob

    2013-01-01

    to sacrifice learning-focused practices. Effective learning under pressure involves conscious efforts to implement original agile practices such as retrospectives and adapted strategies such as learning spikes. Teams, their management, and customers must all recognize the importance of creating learning teams......Today's software development challenges require learning teams that can continuously apply new engineering and management practices, new and complex technical skills, cross-functional skills, and experiential lessons learned. The pressure of delivering working software often forces software teams...

  8. Greedy Deep Dictionary Learning

    OpenAIRE

    Tariyal, Snigdha; Majumdar, Angshul; Singh, Richa; Vatsa, Mayank

    2016-01-01

    In this work we propose a new deep learning tool called deep dictionary learning. Multi-level dictionaries are learnt in a greedy fashion, one layer at a time. This requires solving a simple (shallow) dictionary learning problem, the solution to this is well known. We apply the proposed technique on some benchmark deep learning datasets. We compare our results with other deep learning tools like stacked autoencoder and deep belief network; and state of the art supervised dictionary learning t...

  9. Learning Networks for Professional Development & Lifelong Learning

    NARCIS (Netherlands)

    Sloep, Peter

    2009-01-01

    Sloep, P. B. (2009). Learning Networks for Professional Development & Lifelong Learning. Presentation at a NeLLL seminar with Etienne Wenger held at the Open Universiteit Nederland. September, 10, 2009, Heerlen, The Netherlands.

  10. Use of blended learning in workplace learning

    DEFF Research Database (Denmark)

    Georgsen, Marianne; Løvstad, Charlotte Vange

    2014-01-01

    -based teaching materials. This paper presents the experiences of this particular project, and goes on to discuss the following points: • The blended learning design – use of IT for teaching, learning and communication • Digital learning materials – principals of design and use • Work place learning and learning......In 2014, a new system has been put in place for the inspection and approval of social welfare institutions in Denmark. In as little as 10 weeks, 330 new employees in five regional centres participated in an introductory course, designed as work place learning with extensive use of e-learning and IT...... from work – the interplay between experiences of the learner and the curriculum of the program •The approach taken to customising the e-learning design to the needs and demands of a particular case....

  11. Learning Design Development for Blended Learning

    DEFF Research Database (Denmark)

    Hansen, Janne Saltoft

    Learning design development for blended learning We started implementing Blackboard at Aarhus University in 2013. At the Health Faculty Blackboard replaced AULA which was a LMS with functionality for file distribution and only a vague focus on learning tools. Most teachers therefore had...... no experiences with blended leaning and technology supported out-of-class activities. At the pedagogical unit at the Health faculty we wanted to follow the Blackboard implementation with pedagogical tools for learning design to evolve the pedagogical use of the system. We needed to make development of blended...... learning courses easier for the teachers and also ensure quality in the courses. This poster describes the process from development of the learning design to implementation of the learning design at the faculty: 1. How to place demands on a learning design-model and how to develop and use such a model. 2...

  12. Judgments of Learning in Collaborative Learning Environments

    NARCIS (Netherlands)

    Helsdingen, Anne

    2010-01-01

    Helsdingen, A. S. (2010, March). Judgments of Learning in Collaborative Learning Environments. Poster presented at the 1st International Air Transport and Operations Symposium (ATOS 2010), Delft, The Netherlands: Delft University of Technology.

  13. Learning design guided learning analytics in MOOCs

    NARCIS (Netherlands)

    Brouns, Francis; Firssova, Olga

    2016-01-01

    Poster presentation for our paper Brouns, F., & Firssova, O. (2016, October).The role of learning design and learning analytics in MOOCs. Paper presented at 9th EDEN Research Workshop, Oldenburg, Germany.

  14. Networked professional learning

    NARCIS (Netherlands)

    Sloep, Peter

    2013-01-01

    Sloep, P. B. (2013). Networked professional learning. In A. Littlejohn, & A. Margaryan (Eds.), Technology-enhanced Professional Learning: Processes, Practices and Tools (pp. 97–108). London: Routledge.

  15. Resonant learning

    DEFF Research Database (Denmark)

    Lindvang, Charlotte

    2013-01-01

    -experience and personal therapy in training, first and foremost from the students’ perspective. The author focuses on presenting the qualitative part of her research which namely addresses the students’ experiences. Semi-structured qualitative interviews and qualitative music analyses were conducted, using a hermeneutic...... approach. The informants were nine music therapy students from Aalborg University, enrolled in the fifth year of their Master’s degree training programme. They were asked to bring a recording of an improvisation of their own choice to the interview. The qualitative data collection of text and music......The article presents a part of the authors PhD-study in music therapy about self-experiential training and the development of music therapeutic competencies. One of the purposes of the study was to explore and generate understanding and insight into the phenomena of learning through self...

  16. Blended Learning: An Innovative Approach

    Science.gov (United States)

    Lalima; Dangwal, Kiran Lata

    2017-01-01

    Blended learning is an innovative concept that embraces the advantages of both traditional teaching in the classroom and ICT supported learning including both offline learning and online learning. It has scope for collaborative learning; constructive learning and computer assisted learning (CAI). Blended learning needs rigorous efforts, right…

  17. Brain Research: Implications for Learning.

    Science.gov (United States)

    Soares, Louise M.; Soares, Anthony T.

    Brain research has illuminated several areas of the learning process: (1) learning as association; (2) learning as reinforcement; (3) learning as perception; (4) learning as imitation; (5) learning as organization; (6) learning as individual style; and (7) learning as brain activity. The classic conditioning model developed by Pavlov advanced…

  18. Blended Learning in Personalized Assistive Learning Environments

    Science.gov (United States)

    Marinagi, Catherine; Skourlas, Christos

    2013-01-01

    In this paper, the special needs/requirements of disabled students and cost-benefits for applying blended learning in Personalized Educational Learning Environments (PELE) in Higher Education are studied. The authors describe how blended learning can form an attractive and helpful framework for assisting Deaf and Hard-of-Hearing (D-HH) students to…

  19. LEARNING ABOUT LEARNING, A CONFERENCE REPORT.

    Science.gov (United States)

    BRUNER, JEROME

    TO EXPLORE THE NATURE OF THE LEARNING PROCESS, THREE IMPORTANT PROBLEM AREAS WERE STUDIED. STUDIES IN THE FIRST AREA, ATTITUDINAL AND AFFECTIVE SKILLS, ARE CONCERNED WITH INDUCING A CHILD TO LEARN AND SUSTAINING HIS ATTENTION. STUDIES IN THE SECOND AREA, COGNITIVE SKILLS, SOUGHT TO DISCOVER WHETHER GENERAL IDEAS AND SKILLS CAN BE LEARNED IN SUCH A…

  20. When Learning Analytics Meets E-Learning

    Science.gov (United States)

    Czerkawski, Betul C.

    2015-01-01

    While student data systems are nothing new and most educators have been dealing with student data for many years, learning analytics has emerged as a new concept to capture educational big data. Learning analytics is about better understanding of the learning and teaching process and interpreting student data to improve their success and learning…

  1. Learning Networks for Professional Development & Lifelong Learning

    NARCIS (Netherlands)

    Brouns, Francis; Sloep, Peter

    2009-01-01

    Brouns, F., & Sloep, P. B. (2009). Learning Networks for Professional Development & Lifelong Learning. Presentation of the Learning Network Programme for a Korean delegation of Chonnam National University and Dankook University (researchers dr. Jeeheon Ryu and dr. Minjeong Kim and a Group of PhD and

  2. Stimulating Deep Learning Using Active Learning Techniques

    Science.gov (United States)

    Yew, Tee Meng; Dawood, Fauziah K. P.; a/p S. Narayansany, Kannaki; a/p Palaniappa Manickam, M. Kamala; Jen, Leong Siok; Hoay, Kuan Chin

    2016-01-01

    When students and teachers behave in ways that reinforce learning as a spectator sport, the result can often be a classroom and overall learning environment that is mostly limited to transmission of information and rote learning rather than deep approaches towards meaningful construction and application of knowledge. A group of college instructors…

  3. Learning Analytics for Networked Learning Models

    Science.gov (United States)

    Joksimovic, Srecko; Hatala, Marek; Gaševic, Dragan

    2014-01-01

    Teaching and learning in networked settings has attracted significant attention recently. The central topic of networked learning research is human-human and human-information interactions occurring within a networked learning environment. The nature of these interactions is highly complex and usually requires a multi-dimensional approach to…

  4. Facilitating Learning Organizations. Making Learning Count.

    Science.gov (United States)

    Marsick, Victoria J.; Watkins, Karen E.

    This book offers advice to facilitators and change agents who wish to build systems-level learning to create knowledge that can be used to gain a competitive advantage. Chapter 1 describes forces driving companies to build, sustain, and effectively use systems-level learning and presents and links a working definition of the learning organization…

  5. Online transfer learning with extreme learning machine

    Science.gov (United States)

    Yin, Haibo; Yang, Yun-an

    2017-05-01

    In this paper, we propose a new transfer learning algorithm for online training. The proposed algorithm, which is called Online Transfer Extreme Learning Machine (OTELM), is based on Online Sequential Extreme Learning Machine (OSELM) while it introduces Semi-Supervised Extreme Learning Machine (SSELM) to transfer knowledge from the source to the target domain. With the manifold regularization, SSELM picks out instances from the source domain that are less relevant to those in the target domain to initialize the online training, so as to improve the classification performance. Experimental results demonstrate that the proposed OTELM can effectively use instances in the source domain to enhance the learning performance.

  6. Professional learning versus interprofessional learning

    DEFF Research Database (Denmark)

    Nielsen, Cathrine Sand

    2014-01-01

    to improve quality in the Danish healthcare system (1). Cooperation between patients and professionals is challenged when patients are transferred between department, hospitals or sectors (2). Sharing and developing knowledge inter-professionally and in particular across sectors is inadequate (3......, which is necessary for development of the future undergraduate health professional education programmes. The PhD project intends to generate knowledge of: - the contributions of InterTværs to the quality of future health professional education programmes and to the future healthcare system....... The transition challenges in the healthcare system do not seem to only affect patients and knowledge, but also the students and learning. References: (1) Institute for Quality and Accreditation in Healthcare. 2012. The Danish Healthcare Quality Programme. Accreditation Standards for Hospitals (2) Siemsen IMD...

  7. When does social learning become cultural learning?

    Science.gov (United States)

    Heyes, Cecilia

    2017-03-01

    Developmental research on selective social learning, or 'social learning strategies', is currently a rich source of information about when children copy behaviour, and who they prefer to copy. It also has the potential to tell us when and how human social learning becomes cultural learning; i.e. mediated by psychological mechanisms that are specialized, genetically or culturally, to promote cultural inheritance. However, this review article argues that, to realize its potential, research on the development of selective social learning needs more clearly to distinguish functional from mechanistic explanation; to achieve integration with research on attention and learning in adult humans and 'dumb' animals; and to recognize that psychological mechanisms can be specialized, not only by genetic evolution, but also by associative learning and cultural evolution. © 2015 John Wiley & Sons Ltd.

  8. Records for learning

    DEFF Research Database (Denmark)

    Binder, Thomas

    2005-01-01

    The article present and discuss findings from a participatory development of new learning practices among intensive care nurses, with an emphasize on the role of place making in informal learning activities.......The article present and discuss findings from a participatory development of new learning practices among intensive care nurses, with an emphasize on the role of place making in informal learning activities....

  9. Mobile Learning Platform

    DEFF Research Database (Denmark)

    Annan, Nana Kofi; Ofori-Dwumfou, George; Falch, Morten

    2012-01-01

    on the first experiences gained by both teachers and students by asking the following questions: What are the perceptions of teachers on m-learning? What are the effects of m-learning on students? What does m-learning contribute to face-to-face teaching and learning? Questionnaires were administered...

  10. Students Engaged in Learning

    Science.gov (United States)

    Ismail, Emad A.; Groccia, James E.

    2018-01-01

    Engaging students in learning is a basic principle of effective undergraduate education. Outcomes of engaging students include meaningful learning experiences and enhanced skills in all learning domains. This chapter reviews the influence of engaging students in different forms of active learning on cognitive, psychomotor, and affective skill…

  11. Cultural Learning Redux

    Science.gov (United States)

    Tomasello, Michael

    2016-01-01

    M. Tomasello, A. Kruger, and H. Ratner (1993) proposed a theory of cultural learning comprising imitative learning, instructed learning, and collaborative learning. Empirical and theoretical advances in the past 20 years suggest modifications to the theory; for example, children do not just imitate but overimitate in order to identify and…

  12. Teaching for Deep Learning

    Science.gov (United States)

    Smith, Tracy Wilson; Colby, Susan A.

    2007-01-01

    The authors have been engaged in research focused on students' depth of learning as well as teachers' efforts to foster deep learning. Findings from a study examining the teaching practices and student learning outcomes of sixty-four teachers in seventeen different states (Smith et al. 2005) indicated that most of the learning in these classrooms…

  13. Culture and Organizational Learning

    NARCIS (Netherlands)

    Cook, N.; Yanow, D.

    2011-01-01

    Traditionally, theories of organizational learning have taken one of two approaches that share a common characterization of learning but differ in focus. One approach focuses on learning by individuals in organizational contexts; the other, on individual learning as a model for organizational

  14. Active Learning Methods

    Science.gov (United States)

    Zayapragassarazan, Z.; Kumar, Santosh

    2012-01-01

    Present generation students are primarily active learners with varied learning experiences and lecture courses may not suit all their learning needs. Effective learning involves providing students with a sense of progress and control over their own learning. This requires creating a situation where learners have a chance to try out or test their…

  15. Self-organized Learning Environments

    DEFF Research Database (Denmark)

    Dalsgaard, Christian; Mathiasen, Helle

    2007-01-01

    system actively. The two groups used the system in their own way to support their specific activities and ways of working. The paper concludes that self-organized learning environments can strengthen the development of students’ academic as well as social qualifications. Further, the paper identifies......The purpose of the paper is to discuss the potentials of using a conference system in support of a project based university course. We use the concept of a self-organized learning environment to describe the shape of the course. In the paper we argue that educational technology, such as conference...... systems, has a potential to support students’ development of self-organized learning environments and facilitate self-governed activities in higher education. The paper is based on an empirical study of two project groups’ use of a conference system. The study showed that the students used the conference...

  16. Algorithms for Reinforcement Learning

    CERN Document Server

    Szepesvari, Csaba

    2010-01-01

    Reinforcement learning is a learning paradigm concerned with learning to control a system so as to maximize a numerical performance measure that expresses a long-term objective. What distinguishes reinforcement learning from supervised learning is that only partial feedback is given to the learner about the learner's predictions. Further, the predictions may have long term effects through influencing the future state of the controlled system. Thus, time plays a special role. The goal in reinforcement learning is to develop efficient learning algorithms, as well as to understand the algorithms'

  17. Rethinking e-learning

    DEFF Research Database (Denmark)

    Bang, Jørgen; Dalsgaard, Christian

    2006-01-01

    “Technology alone does not deliver educational success. It only becomes valuable in education if learners and teachers can do something useful with it” (E-Learning: The Partnership Challenge, 2001, p. 24). This quotation could be used as a bon mot for this chapter. Our main goal is to rethink e-learning...... by shifting the focus of attention from learning resources (learning objects) to learning activities, which also implies a refocusing of the pedagogical discussion of the learning process.Firstly, we try to identify why e-learning has not been able to deliver the educational results as expected five years ago...

  18. Lessons Learned

    Directory of Open Access Journals (Sweden)

    Amanda Phelan BNS, MSc, PhD

    2015-03-01

    Full Text Available The public health nurses’ scope of practice explicitly includes child protection within their role, which places them in a prime position to identify child protection concerns. This role compliments that of other professions and voluntary agenices who work with children. Public health nurses are in a privileged position as they form a relationship with the child’s parent(s/guardian(s and are able to see the child in its own environment, which many professionals cannot. Child protection in Ireland, while influenced by other countries, has progressed through a distinct pathway that streamlined protocols and procedures. However, despite the above serious failures have occurred in the Irish system, and inquiries over the past 20 years persistently present similar contributing factors, namely, the lack of standardized and comprehensive service responses. Moreover, poor practice is compounded by the lack of recognition of the various interactional processes taking place within and between the different agencies of child protection, leading to psychological barriers in communication. This article will explore the lessons learned for public health nurses practice in safeguarding children in the Republic of Ireland.

  19. Learning tinnitus

    Science.gov (United States)

    van Hemmen, J. Leo

    Tinnitus, implying the perception of sound without the presence of any acoustical stimulus, is a chronic and serious problem for about 2% of the human population. In many cases, tinnitus is a pitch-like sensation associated with a hearing loss that confines the tinnitus frequency to an interval of the tonotopic axis. Even in patients with a normal audiogram the presence of tinnitus may be associated with damage of hair-cell function in this interval. It has been suggested that homeostatic regulation and, hence, increase of activity leads to the emergence of tinnitus. For patients with hearing loss, we present spike-timing-dependent Hebbian plasticity (STDP) in conjunction with homeostasis as a mechanism for ``learning'' tinnitus in a realistic neuronal network with tonotopically arranged synaptic excitation and inhibition. In so doing we use both dynamical scaling of the synaptic strengths and altering the resting potential of the cells. The corresponding simulations are robust to parameter changes. Understanding the mechanisms of tinnitus induction, such as here, may help improving therapy. Work done in collaboration with Julie Goulet and Michael Schneider. JLvH has been supported partially by BCCN - Munich.

  20. Learning after acquired brain injury. Learning the hard way

    NARCIS (Netherlands)

    Boosman, H.

    2015-01-01

    Background: When the brain has suffered damage, the learning process can be considerably disturbed. Brain damage can influence what is learned, but also how learning takes place. What patients can learn can be viewed in terms of ‘learning ability’ and how patients learn in terms of ‘learning style’.

  1. Interpretable Active Learning

    OpenAIRE

    Phillips, Richard L.; Chang, Kyu Hyun; Friedler, Sorelle A.

    2017-01-01

    Active learning has long been a topic of study in machine learning. However, as increasingly complex and opaque models have become standard practice, the process of active learning, too, has become more opaque. There has been little investigation into interpreting what specific trends and patterns an active learning strategy may be exploring. This work expands on the Local Interpretable Model-agnostic Explanations framework (LIME) to provide explanations for active learning recommendations. W...

  2. e-Learning Mathematics

    OpenAIRE

    Almanasreh, Hasan

    2017-01-01

    This study concerns the use of e-learning in the educational system shedding the light on its advantages and disadvantages, and analyzing its applicability either partially or totally. From mathematical perspectives, theories are developed to test the courses tendency to online transformation. This leads to a new trend of learning, the offline-online-offline learning (fnf-learning), it merges e-learning mode with the traditional orientation of education. The derivation of the new trend is bas...

  3. The FITS model: an improved Learning by Design approach

    OpenAIRE

    Michels, Koen; Vries, de, Marc; Breukelen, van, Dave; Schure, Frank

    2016-01-01

    Learning by Design (LBD) is a project-based inquiry approach for interdisciplinary teaching that uses design contexts to learn skills and conceptual knowledge. Research around the year 2000 showed that LBD students achieved high skill performances but disappointing conceptual learning gains. A series of exploratory studies, previous to the study in this paper, indicated how to enhance concept learning. Small-scale tested modifications, based on explicit teaching and scaffolding, were promisin...

  4. Learning Theories In Instructional Multimedia For English Learning

    OpenAIRE

    Farani, Rizki

    2016-01-01

    Learning theory is the concept of human learning. This concept is one of the important components in instructional for learning, especially English learning. English subject becomes one of important subjects for students but learning English needs specific strategy since it is not our vernacular. Considering human learning process in English learning is expected to increase students' motivation to understand English better. Nowadays, the application of learning theories in English learning ha...

  5. Contextual Teaching and Learning for Practitioners

    Directory of Open Access Journals (Sweden)

    Clemente Charles Hudson

    2008-08-01

    Full Text Available Contextual Teaching and Learning (CTL is defined as a way to introduce content using a variety of activelearning techniques designed to help students connect what they already know to what they are expected to learn, and to construct new knowledge from the analysis and synthesis of this learning process. A theoretical basis for CTL is outlined, with a focus on Connection, Constructivist, and Active Learning theories. A summary of brain activity during the learning process illustrates the physiological changes and connections that occur during educational activities. Three types of learning scenarios (project-based, goal-based, and inquiry-oriented are presented to illustrate how CTL can be applied by practitioners.

  6. Designing Learning Resources in Synchronous Learning Environments

    DEFF Research Database (Denmark)

    Christiansen, Rene B

    2015-01-01

    Computer-mediated Communication (CMC) and synchronous learning environments offer new solutions for teachers and students that transcend the singular one-way transmission of content knowledge from teacher to student. CMC makes it possible not only to teach computer mediated but also to design...... and create new learning resources targeted to a specific group of learners. This paper addresses the possibilities of designing learning resources within synchronous learning environments. The empirical basis is a cross-country study involving students and teachers in primary schools in three Nordic...... Countries (Denmark, Sweden and Norway). On the basis of these empirical studies a set of design examples is drawn with the purpose of showing how the design fulfills the dual purpose of functioning as a remote, synchronous learning environment and - using the learning materials used and recordings...

  7. Software for Project-Based Learning of Robot Motion Planning

    Science.gov (United States)

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

    2013-01-01

    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…

  8. Promoting Environmental Stewardship through Project Based Learning (PBL)

    DEFF Research Database (Denmark)

    Borhan, Mohamad Termizi Bin; Ismail, Zurida

    2011-01-01

    of our fellow communities: human, plant or animal. It is grounded in an understanding of the importance of environmental quality and natural resources to the human race and the effects of human actions on the environment. Thus, it is important to provide relevant educational experiences that involve......Environmental stewardship is living responsibly as a caretaker of the environment for the benefit of present and future generations and is quickly becoming one of the most pressing public priorities for communities today. As stewards, we are personally responsible for the care and preservation......-service teachers enrolled in a chemistry teaching methods course participated in this study. The pre-service teachers were in their third year of the teacher education program. Data were collected through questionnaires containing Likert-type items designed to assess the degree of environmental concern...

  9. "The Hunger Games" and Project-Based Learning

    Science.gov (United States)

    Educational Horizons, 2013

    2013-01-01

    Mary Mobley teaches English and Michael Chambers teaches world history at Manor New Technology High School, a STEM school, in Manor, Texas. In this article, they talk about how they used "The Hunger Games" by Suzanne Collins to teach their students about forms of government between World War I and World War II, and "Edutopia"…

  10. Intercultural competences and project based learning in the engineering curriculum

    DEFF Research Database (Denmark)

    Hoffmann, Birgitte; Jørgensen, Ulrik; Bregnhøj, Henrik

    2009-01-01

    A cultural dimension is today increasingly taught at universities as a supplement to disciplines that have not traditionally paid much attention to culture. Universities are competing to produce graduates with global mindset who are well equipped to cope in multicultural, team-oriented workplaces...

  11. Project Based Learning: In Pursuit of Androgogic Effectiveness

    Science.gov (United States)

    Ntombela, Berrington X. S.

    2015-01-01

    In an attempt to standardise Foundation Programmes for Oman higher education providers, the Oman Academic Standards for General Foundation Programmes stipulated that higher education providers should offer programmes that ensure androgogic effectiveness. In the light of that, this paper presents attempts by a University College in Oman to…

  12. Applying Cultural Project Based Learning to Develop Students' Academic Writing

    Science.gov (United States)

    Irawati, Lulus

    2015-01-01

    Writing is considered to be the most demanding and difficult skill for many college students, since there are some steps to be followed such as prewriting, drafting, editing, revising and publishing. The interesting topic like culture including lifestyle, costume, and custom is necessary to be offered in Academic Writing class. Accordingly, this…

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

    African Journals Online (AJOL)

    where a few teacher educators were introduced to Education for Strong .... from sustainable pathways on the grounds of a wider consideration of arguments for natural ... on sustainable development taking place in society. ..... not only developed students' critical thinking, research and problem-solving skills, it gave them.

  14. Multimodal sequence learning.

    Science.gov (United States)

    Kemény, Ferenc; Meier, Beat

    2016-02-01

    While sequence learning research models complex phenomena, previous studies have mostly focused on unimodal sequences. The goal of the current experiment is to put implicit sequence learning into a multimodal context: to test whether it can operate across different modalities. We used the Task Sequence Learning paradigm to test whether sequence learning varies across modalities, and whether participants are able to learn multimodal sequences. Our results show that implicit sequence learning is very similar regardless of the source modality. However, the presence of correlated task and response sequences was required for learning to take place. The experiment provides new evidence for implicit sequence learning of abstract conceptual representations. In general, the results suggest that correlated sequences are necessary for implicit sequence learning to occur. Moreover, they show that elements from different modalities can be automatically integrated into one unitary multimodal sequence. Copyright © 2015 Elsevier B.V. All rights reserved.

  15. Transformative learning spaces

    DEFF Research Database (Denmark)

    Maslo, Elina

    Despite rapid development of learning theory in general and language learning theory in particular in the last years, we still cannot provide an unequivocal answer on the question “why do individuals who presumably possess similar cognitive capacities for second language learning achieve such var......, Leo (2010). The ecology of language learning: Practice to theory, theory to practice. Procedia – Social and Behavioral Sciences. Elsevier......., social, personal, cultural, and historical world they live in (van Lier, 2000). People can learn when they discover possibilities for learning, which appear in this complex world – so called affordances (Gibson, 1979). This happens in the interaction between people and their environment on the basis...... to the different ways of interaction of cognitive, affective and social factors by different individuals. Learning stories, where multilingual individuals are telling about their subjective experiences in language learning in particular and learning in general, are constructed by using a special developed...

  16. Scikit-learn: Machine Learning in Python

    OpenAIRE

    Pedregosa, Fabian; Varoquaux, Gaël; Gramfort, Alexandre; Michel, Vincent; Thirion, Bertrand; Grisel, Olivier; Blondel, Mathieu; Prettenhofer, Peter; Weiss, Ron; Dubourg, Vincent; Vanderplas, Jake; Passos, Alexandre; Cournapeau, David; Brucher, Matthieu; Perrot, Matthieu

    2011-01-01

    International audience; Scikit-learn is a Python module integrating a wide range of state-of-the-art machine learning algorithms for medium-scale supervised and unsupervised problems. This package focuses on bringing machine learning to non-specialists using a general-purpose high-level language. Emphasis is put on ease of use, performance, documentation, and API consistency. It has minimal dependencies and is distributed under the simplified BSD license, encouraging its use in both academic ...

  17. Scikit-learn: Machine Learning in Python

    OpenAIRE

    Pedregosa, Fabian; Varoquaux, Gaël; Gramfort, Alexandre; Michel, Vincent; Thirion, Bertrand; Grisel, Olivier; Blondel, Mathieu; Louppe, Gilles; Prettenhofer, Peter; Weiss, Ron; Dubourg, Vincent; Vanderplas, Jake; Passos, Alexandre; Cournapeau, David; Brucher, Matthieu

    2012-01-01

    Scikit-learn is a Python module integrating a wide range of state-of-the-art machine learning algorithms for medium-scale supervised and unsupervised problems. This package focuses on bringing machine learning to non-specialists using a general-purpose high-level language. Emphasis is put on ease of use, performance, documentation, and API consistency. It has minimal dependencies and is distributed under the simplified BSD license, encouraging its use in both academic and commercial settings....

  18. 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

  19. Mobile learning in medicine

    Science.gov (United States)

    Serkan Güllüoüǧlu, Sabri

    2013-03-01

    This paper outlines the main infrastructure for implicating mobile learning in medicine and present a sample mobile learning application for medical learning within the framework of mobile learning systems. Mobile technology is developing nowadays. In this case it will be useful to develop different learning environments using these innovations in internet based distance education. M-learning makes the most of being on location, providing immediate access, being connected, and acknowledges learning that occurs beyond formal learning settings, in places such as the workplace, home, and outdoors. Central to m-learning is the principle that it is the learner who is mobile rather than the device used to deliver m learning. The integration of mobile technologies into training has made learning more accessible and portable. Mobile technologies make it possible for a learner to have access to a computer and subsequently learning material and activities; at any time and in any place. Mobile devices can include: mobile phone, personal digital assistants (PDAs), personal digital media players (eg iPods, MP3 players), portable digital media players, portable digital multimedia players. Mobile learning (m-learning) is particularly important in medical education, and the major users of mobile devices are in the field of medicine. The contexts and environment in which learning occurs necessitates m-learning. Medical students are placed in hospital/clinical settings very early in training and require access to course information and to record and reflect on their experiences while on the move. As a result of this paper, this paper strives to compare and contrast mobile learning with normal learning in medicine from various perspectives and give insights and advises into the essential characteristics of both for sustaining medical education.

  20. Pervasive Learning Environments

    DEFF Research Database (Denmark)

    Hundebøl, Jesper; Helms, Niels Henrik

    2006-01-01

    The potentials of pervasive communication in learning within industry and education are right now being explored through different R&D projects. This paper outlines the background for and the possible learning potentials in what we describe as pervasive learning environments (PLE). PLE?s differ...... from virtual learning environments (VLE) primarily because in PLE?s the learning content is very much related to the actual context in which the learner finds himself. Two local (Denmark) cases illustrate various aspects of pervasive learning. One is the eBag, a pervasive digital portfolio used...