WorldWideScience

Sample records for project-based learning partnership

  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. 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)

  4. 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…

  5. 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....

  6. 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…

  7. 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…

  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. 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.

  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. 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.

  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. 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…

  3. 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…

  4. 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 ...

  5. 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...

  6. 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…

  7. 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,…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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,…

  14. 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...

  15. 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

  16. 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.

  17. 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.

  18. 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…

  19. 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.

  20. 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.

  1. 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...

  2. 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.

  3. 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...

  4. 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.

  5. 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...

  6. 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.

  7. 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...

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

    Directory of Open Access Journals (Sweden)

    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.

  9. 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,…

  10. 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

  11. 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

  12. 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.

  13. 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.

  14. 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.

  15. 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…

  16. 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.

  17. 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...

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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,…

  7. 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…

  8. 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…

  9. 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

  10. 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...

  11. 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.

  12. 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

  13. 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.

  14. 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....

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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...

  1. 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…

  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. 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

  5. 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....

  6. 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.

  7. 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.

  8. 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...

  9. 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…

  10. 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…

  11. 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…

  12. 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,…

  13. 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.…

  14. 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…

  15. 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…

  16. 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…

  17. 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,…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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.

  3. 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

  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. 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.

  6. 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.

  7. 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.

  8. 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.

  9. 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.

  10. 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…

  11. 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.

  12. 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…

  13. 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.…

  14. 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…

  15. 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…

  16. 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

  17. 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…

  18. 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…

  19. 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.…

  20. 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...

  1. 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...

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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'…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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.…

  3. 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…

  4. 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…

  5. 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...

  6. 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…

  7. 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...

  8. 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.

  9. 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...

  10. 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.

  11. 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.

  12. 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.

  13. 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.

  14. 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.…

  15. 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.

  16. 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....

  17. 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.

  18. 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.

  19. 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

  20. 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…

  1. 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…

  2. 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…

  3. Triple-Loop Learning in a Cross-Sector Partnership: The DC Central Kitchen Partnership

    Science.gov (United States)

    Ameli, Patrizia; Kayes, D. Christopher

    2011-01-01

    Purpose: This paper aims to build on notions of a higher level of organizational learning to suggest another dimension: interorganizational learning that emerges in a cross-sector partnership. Design/methodology/approach: A case study was conducted with the DC Central Kitchen (DCCK) partnership with for-profit and governmental entities. Research…

  4. 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.

  5. 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.

  6. 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...

  7. 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...

  8. 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...

  9. 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.

  10. 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....

  11. 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...

  12. 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

  13. 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.

  14. 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…

  15. 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…

  16. 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.

  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. 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...

  19. 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...

  20. 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

  1. 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%.

  2. 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.

  3. 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.

  4. 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…

  5. 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…

  6. 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.

  7. 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.

  8. 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.

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

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    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. 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.

  11. 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…

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

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    - 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

  13. 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

  14. 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.

  15. 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

  16. 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.

  17. 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.

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

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    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.

  19. 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…

  20. 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

  1. 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…

  2. 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…

  3. 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…

  4. 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.…

  5. 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...

  6. 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.

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

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    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.

  8. Evaluation of different Project Based Learning designs in an MSc degree

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    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.

  9. 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

  10. 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.

  11. 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

  12. 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.

  13. 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

  14. Borderland Spaces for Learning Partnership: Opportunities, Benefits and Challenges

    Science.gov (United States)

    Hill, Jennifer; Thomas, Greg; Diaz, Anita; Simm, David

    2016-01-01

    This paper uses case studies and secondary literature to critically examine how learning spaces inhabited by geographers might be used productively as borderland spaces for learning partnership. Borderland spaces are novel, challenging, permissive and liminal, destabilizing traditional power hierarchies. In these spaces, students gain confidence…

  15. 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

  16. 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

  17. 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.

  18. 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…

  19. 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

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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....

  15. 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.…

  16. 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…

  17. 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…

  18. 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

  19. 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

  20. 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

  1. From partnership to the learning community

    International Nuclear Information System (INIS)

    Skinner, P.

    1997-01-01

    In this short paper the author proposes a future agenda for partnerships between education and business. An example is the Teacher Internship Program, through which teachers are put in workplaces in business, industry, service agencies etc. for up to five days, so that they can bring the workaday world into the classroom

  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. 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

  4. 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…

  5. 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...

  6. 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

  7. Innovation Partnerships to Enhance Student Learning and Development

    Science.gov (United States)

    Roberts, Dennis C.; Komives, Susan R.

    2016-01-01

    Following chapters that have offered examples and tools relevant to higher education institutions that wish to enhance student learning and development, this chapter summarizes and extends the conversation of how true partnerships in international higher education can be cultivated to achieve the deepest impact.

  8. The Case: Bunche-Da Vinci Learning Partnership Academy

    Science.gov (United States)

    Eisenberg, Nicole; Winters, Lynn; Alkin, Marvin C.

    2005-01-01

    The Bunche-Da Vinci case described in this article presents a situation at Bunche Elementary School that four theorists were asked to address in their evaluation designs (see EJ791771, EJ719772, EJ791773, and EJ792694). The Bunche-Da Vinci Learning Partnership Academy, an elementary school located between an urban port city and a historically…

  9. Learning Partnerships Between Undergraduate Biology Students and Younger Learners

    Directory of Open Access Journals (Sweden)

    Lee Abrahamsen

    2009-12-01

    Full Text Available In two upper-level elective biology courses and one beginning-level general biology course, college students participated in Learning Partnerships with middle or high school classes to study some aspect of biology. The goals were to enhance learning by providing resources to middle and high school students and teachers and by encouraging college students to consider teaching as a learning tool and a possible career goal. The college students designed lessons, activities, and laboratories that were done at the schools and at Bates College. Feedback and data suggest that the partnerships have helped teachers enrich their curricula, enhanced student learning, encouraged additional high school students to consider applying to college, and encouraged college students to consider teaching science.

  10. 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…

  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. 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. 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.

  15. 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

  16. 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…

  17. 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.

  18. Strengthening nurses' political identity through service learning partnerships in education.

    Science.gov (United States)

    Olsan, Tobie H; Forbes, Rebecca A; MacWilliams, Gail; Norwood, Wade S; Reifsteck, Mary A; Trosin, Brenda; Weber, Margaret M

    The extent to which nursing students are educationally prepared to lead health policy initiatives is inextricably linked to their political identity. Knowing and showing oneself to be a politic person in interactions with others is a dynamic social process that the authors propose can be facilitated by innovative, community-based service learning partnerships. A partnership between an elected city councilman and Registered Nurses in a baccalaureate-level professional issues course demonstrates how service learning can create a context for students' political socialization. In a pilot study, systematic qualitative research techniques were used to analyze the partners' reflections about their relationship. Findings suggest that students' political identities were developed through involvement in the community. Working on issues of mutual interest also raised policy makers' and nurses' consciousness of the value both groups contribute to addressing problems in urban communities.

  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. 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...

  3. 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.

  4. 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.

  5. 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.

  6. 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.

  7. 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.

  8. Student Perspectives on Intercultural Learning from an Online Teacher Education Partnership

    Science.gov (United States)

    Sauro, Shannon

    2016-01-01

    This study reports on intercultural learning during telecollaboration from the perspective of student participants in a five-country online teacher education partnership. The student perspectives reported here were drawn from one intact class in the partnership, five students who completed this partnership as part of a sociolinguistics course in a…

  9. Building Ocean Learning Communities: A COSEE Science and Education Partnership

    Science.gov (United States)

    Robigou, V.; Bullerdick, S.; Anderson, A.

    2007-12-01

    The core mission of the Centers for Ocean Sciences Education Excellence (COSEE) is to promote partnerships between research scientists and educators through a national network of regional and thematic centers. In addition, the COSEEs also disseminate best practices in ocean sciences education, and promote ocean sciences as a charismatic interdisciplinary vehicle for creating a more scientifically literate workforce and citizenry. Although each center is mainly funded through a peer-reviewed grant process by the National Science Foundation (NSF), the centers form a national network that fosters collaborative efforts among the centers to design and implement initiatives for the benefit of the entire network and beyond. Among these initiatives the COSEE network has contributed to the definition, promotion, and dissemination of Ocean Literacy in formal and informal learning settings. Relevant to all research scientists, an Education and Public Outreach guide for scientists is now available at www.tos.org. This guide highlights strategies for engaging scientists in Ocean Sciences Education that are often applicable in other sciences. To address the challenging issue of ocean sciences education informed by scientific research, the COSEE approach supports centers that are partnerships between research institutions, formal and informal education venues, advocacy groups, industry, and others. The COSEE Ocean Learning Communities, is a partnership between the University of Washington College of Ocean and Fishery Sciences and College of Education, the Seattle Aquarium, and a not-for-profit educational organization. The main focus of the center is to foster and create Learning Communities that cultivate contributing, and ocean sciences-literate citizens aware of the ocean's impact on daily life. The center is currently working with volunteer groups around the Northwest region that are actively involved in projects in the marine environment and to empower these diverse groups

  10. 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.

  11. 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...

  12. 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,…

  13. 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.

  14. 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…

  15. 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.

  16. School-community learning partnerships for sustainability: Recommended best practice and reality

    Science.gov (United States)

    Wheeler, Leone; Guevara, Jose Roberto; Smith, Jodi-Anne

    2018-05-01

    Effective partnerships across different stakeholders are essential to the collaboration required for learning cities to contribute to sustainable development. Through partnerships, formal educational institutions, such as schools and universities, play a vital role in establishing and sustaining learning cities, often by facilitating the meaningful participation of different local community members. The research presented in this article examines the characteristics of effective school-community partnerships in the literature and compares it to the results of a three-year research study which examined 16 case studies of school-community partnerships in the state of Victoria in Australia. Using participatory action research, the researchers identified four approaches to implementing partnerships for sustainability, explored challenges to achieving an idealised partnership, and made recommendations for establishing successful partnership networks. The researchers propose that partnerships be viewed as a dynamic resource rather than merely a transactional arrangement that addresses the identified challenges of time, funding, skills and personnel. Furthermore, the use of "partnership brokers", such as local government or non-government organisations, is recommended to expand the current school-centred approach to partnerships. These insights aim to contribute to providing quality education and lifelong learning through partnerships - outcomes crucial for establishing and sustaining learning cities.

  17. 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…

  18. 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.

  19. 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.

  20. 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.

  1. 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.…

  2. 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…

  3. 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…

  4. Global health partnership for student peer-to-peer psychiatry e-learning: Lessons learned.

    Science.gov (United States)

    Keynejad, Roxanne C

    2016-12-03

    Global 'twinning' relationships between healthcare organizations and institutions in low and high-resource settings have created growing opportunities for e-health partnerships which capitalize upon expanding information technology resources worldwide. E-learning approaches to medical education are increasingly popular but remain under-investigated, whilst a new emphasis on global health teaching has coincided with university budget cuts in many high income countries. King's Somaliland Partnership (KSP) is a paired institutional partnership health link, supported by Tropical Health and Education Trust (THET), which works to strengthen the healthcare system and improve access to care through mutual exchange of skills, knowledge and experience between Somaliland and King's Health Partners, UK. Aqoon, meaning knowledge in Somali, is a peer-to-peer global mental health e-learning partnership between medical students at King's College London (KCL) and Hargeisa and Amoud Universities, Somaliland. It aims to extend the benefits of KSP's cross-cultural and global mental health education work to medical students and has reported positive results, including improved attitudes towards psychiatry in Somaliland students. The process of devising, piloting, evaluating, refining, implementing, re-evaluating and again refining the Aqoon model has identified important barriers to successful partnership. This article describes lessons learned during this process, sharing principles and recommendations for readers wishing to expand their own global health link beyond qualified clinicians, to the healthcare professionals of the future.

  5. 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.

  6. 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.

  7. Networked curricula: fostering transnational partnership in open and distance learning

    Directory of Open Access Journals (Sweden)

    María Luz Cacheiro-González

    2013-05-01

    Full Text Available Transnational Networked Curricula (TNC provides many benefits to the institutions that offer them as well as to the different stakeholders involved, not only the students but also the academics, the institutions as a whole, and the wider society. Supporting Higher Education Institutions in enhancing and implementing international networked practices in virtual campus building is the main aim of the NetCU project, which has been developed by the EADTU, in partnership with 14 member organizations, from 2009 to 2012. The project outcomes intend to facilitate the future set-up of networked curricula in Higher Education institutions and potentially lead to more transnational partnerships in Open and Distance Education (ODE and blended learning, showing challenges, obstacles and ways to overcome them. This paper presents the main products developed in the project, assesses its completeness and usage, and discusses on the challenges of curricula networking starting from the ideas and opinions shared in different stakeholders workshops organized under the NetCU project.

  8. 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.

  9. 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...

  10. What Has Been Learned from School-University Partnerships

    Science.gov (United States)

    Parker, Melissa; Templin, Thomas; Setiawan, Caly

    2012-01-01

    Sustained school-university partnerships are recognized as a means by which school physical education can move forward and sustain itself. Yet, these partnerships have been more the exception than the rule. There is little public knowledge about the benefits of sustained partnerships or of the process to achieve them. This article summarizes the…

  11. Learning Without Boundaries: A NASA - National Guard Bureau Distance Learning Partnership

    Science.gov (United States)

    Anderson, Susan H.; Chilelli, Christopher J.; Picard, Stephan

    2003-01-01

    With a variety of high-quality live interactive educational programs originating at the Johnson Space Center in Houston, Texas and other space and research centers, the US space agency NASA (National Aeronautics and Space Administration) has a proud track record of connecting with students throughout the world and stimulating their creativity and collaborative skills by teaching them underlying scientific and technological underpinnings of space exploration. However, NASA desires to expand its outreach capability for this type of interactive instruction. In early 2002, NASA and the National Guard Bureau -- using the Guard's nationwide system of state-ofthe-art classrooms and high bandwidth network -- began a collaboration to extend the reach of NASA content and educational programs to more of America's young people. Already, hundreds of elementary, middle, and high school students have visited Guard e-Learning facilities and participated in interactive NASA learning events. Topics have included experimental flight, satellite imagery-interpretation, and Mars exploration. Through this partnership, NASA and the National Guard are enabling local school systems throughout the United States (and, increasingly, the world) to use the excitement of space flight to encourage their students to become passionate about the possibility of one day serving as scientists, mathematicians, technologists, and engineers. At the 54th International Astronautical Conference MAJ Stephan Picard, the guiding visionary behind the Guard's partnership with NASA, and Chris Chilelli, an educator and senior instructional designer at NASA, will share with attendees background on NASA's educational products and the National Guard's distributed learning network; will discuss the unique opportunity this partnership already has provided students and teachers throughout the United States; will offer insights into the formation by government entities of e-Learning partnerships with one another; and will

  12. 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.

  13. 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.

  14. 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.

  15. International Service-Learning: Ethics in Cross-Cultural Partnerships

    Directory of Open Access Journals (Sweden)

    Kim Jones

    2012-04-01

    Full Text Available All study abroad courses require the development of productive cross-cultural relationships. Working with local service providers from diverse cultural backgrounds, such as tour guides, hotel managers, and bus drivers, can be demanding work. However, these commercial relationships are reasonably well defined in terms of consumers and vendors of services. On the other hand, the collaboration and shared goals necessary for engaging in direct service abroad require the development of meaningful partnerships that extend beyond commercial interactions. Ethical partnerships are complicated by unequal power dynamics, different cultural expectations of reciprocity, and culturally specific understandings of relationship duration. The goal of this study is to identify divergent expectations amongst students providing the service, local service coordinators, and recipients of the service. An open-ended interview guide was developed for students and collaborators in three short-term international service-learning courses. Students wrote responses regarding their perceptions of the need for the project and the impact on all participants. Similar questions were asked of local service coordinators and members of the community in face-to-face interviews. This provided insight into the variety of perceptions of needs and outcomes. We argue that the process of aligning of mutual and individual goals and perceptions is integral to ascertaining informed consent for the participation of students, partner organizations, and community members in ISL programs. Furthermore, in striving for informed consent, the development of ethical, sensitive, and reciprocal ISL partnerships can be promoted. While it was not possible to obtain data from all groups in all three courses, this exploratory, qualitative investigation offered meaningful opportunities to maintain and further develop equitable relationships and to clarify expectations for future collaborations and coursework

  16. 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…

  17. 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…

  18. 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,…

  19. Power and Reciprocity in Partnerships: Deliberative Civic Engagement and Transformative Learning in Community-Engaged Scholarship

    Science.gov (United States)

    Davis, Katherine L.; Kliewer, Brandon W.; Nicolaides, Aliki

    2017-01-01

    The purpose of this work is to assist partners in identifying, naming, and facilitating dynamic relational forces and learning processes that shape the effectiveness of community engagement practice and partnerships. We offer a hypothetical case to assist in framing and discussing concepts of reciprocity and power in partnerships and how these…

  20. Partnerships

    CERN Multimedia

    Staff Association

    2014-01-01

    Go Sport Free prize draw    Win Go Sport vouchers by participating in a prize draw of the Staff Association! Thanks to our partnership, 30 vouchers of 50 euros each have been offered to us. To reward you for your loyalty, the Staff Association, organizes a free prize draw for its members. The 30 people who will specify a number that comes closest to the total number of participants to this draw will win a voucher. Deadline for participation: Monday 14th July 2014 – 2 p.m. To participate: https://ap-vote.web.cern.ch/content/concours-de-lassociation-du-personnel-2014-competition-staff-association Upon presentation of the Staff Association membership card Go Sport Val Thoiry offers a 15 % discount on all purchases in the shop (excluding promotions, sale items and bargain corner, and excluding purchases using Go Sport and Kadéos gift cards. Only one discount can be applied to each purchase). The manager of Go Sport Val Thoiry hands the discount vouchers to the presid...

  1. 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…

  2. 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。...

  3. 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

  4. 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....

  5. 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.

  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. 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.

  8. Quality Partnership as a Contextual Prerequisite of Successful Learning of Young and Preschool-Aged Children

    Science.gov (United States)

    Ljubetic, Maja; Ercegovac, Ina Reic; Koludrovic, Morana

    2016-01-01

    The paper discusses quality partnership as a prerequisite for the functioning of the institutions of early and pre-school education and for the child's overall development and learning. Considering that child's development and learning take place in different contexts (family, educational institutions, clubs, local and wider communities), the…

  9. 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

  10. Study on the Cooperation Mechanism of Agricultural Land Consolidation Project Based on Public-Private Partnership%基于PPP模式的农地整理项目合作机理

    Institute of Scientific and Technical Information of China (English)

    吴九兴; 杨钢桥; 汪文雄

    2012-01-01

    采用比较分析法和规范分析法探究了公私合作(PPP)模式农地整理项目合作主体的职能分工、发起方式、资源整合和收益分配.结果表明,PPP模式农地整理项目的职能分工比传统模式更合理,有利于提高项目的效率;项目的发起方式与资源整合对项目的效率产生影响;收益分配结果取决于政府部门和私人部门各自对项目的贡献率.%Employing comparison and normative analysis, the function division of main cooperation bodies, the initiation means of projects, resources integration and benefits distribution in agricultural land consolidation projects based on public -private partnership (PPP) were explored. The results indicated that the functions division of PPP agricultural land consolidation projects was more reasonable than that of traditional mode, and could improve the efficiency of the projects. The launching ways and resources integration efforts in PPP agricultural land consolidation projects could affect the projects' investment efficiency. The outcomes of benefits allocation in PPP agricultural land consolidation projects was depended on the government and private sector's contribution to the project.

  11. Peer learning partnerships: exploring the experience of pre-registration nursing students.

    Science.gov (United States)

    Christiansen, Angela; Bell, Amelia

    2010-03-01

    This paper explores the impact of a peer learning initiative developed to facilitate, purposefully, mutually supportive learning relationships between student nurses in the practice setting. Finding effective strategies to support learning in the practice setting has been the focus of professional concern for a considerable time. In the UK clinical mentorship is seen as pivotal to ensuring fitness to practice; however, recent debate on the nature of learning has revealed the clinical workplace as a rich learning environment where learning occurs not only through hierarchical relationships, but also from a network of peer relationships. Formalising peer relationships through peer assisted learning is increasingly suggested as a strategy to support workplace learning and support novice students' transition to the clinical setting. Despite the developing literature in this field there is limited understanding about how students experience facilitated peer relationships. An interpretive qualitative design. Focus group interviews were used to collect interactive and situated discourse from nursing students who had recently participated in peer learning partnerships (n = 54). Narrative data were analysed thematically. Findings suggest that active support from a fellow student reduced the feelings of social isolation experienced by novice students in initial clinical placements, helping them to deal more effectively with the challenges faced and reducing the factors that have an impact on attrition. In addition, the reciprocity of the peer learning partnerships facilitated understanding of mentorship and created a heightened sense of readiness for registration and professional practice. Peer learning partnerships facilitated by mentors in clinical practice can support the transition to nursing for first year students and can help more experienced students gain a confidence and a heightened readiness for mentorship and registered practice. Facilitated peer learning

  12. Managing University Clinical Partnership: Learning from International Experience

    Science.gov (United States)

    Davies, Stephen; Smith, Tom

    2004-01-01

    Dialogue between the leaders of academic clinical organisations in different countries has revealed that the core elements of the partnership between universities and health care systems are remarkably consistent across national boundaries. There is now an impetus to move beyond analysis of common challenges and towards strategies for success that…

  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. Lessons learned about coordinating academic partnerships from an international network for health education.

    Science.gov (United States)

    Luo, Airong; Omollo, Kathleen Ludewig

    2013-11-01

    There is a growing trend of academic partnerships between U.S., Canadian, and European health science institutions and academic health centers in low- and middle-income countries. These partnerships often encounter challenges such as resource disparities and power differentials, which affect the motivations, expectations, balance of benefits, and results of the joint projects. Little has been discussed in previous literature regarding the communication and project management processes that affect the success of such partnerships. To fill the gap in the literature, the authors present lessons learned from the African Health Open Educational Resources Network, a multicountry, multiorganizational partnership established in May 2008. The authors introduce the history of the network, then discuss actively engaging stakeholders throughout the project's life cycle (design, planning, execution, and closure) through professional development, relationship building, and assessment activities. They focus on communication and management practices used to identify mutually beneficial project goals, ensure timely completion of deliverables, and develop sustainable sociotechnical infrastructure for future collaborative projects. These activities yielded an interactive process of action, assessment, and reflection to ensure that project goals and values were aligned with implementation. The authors conclude with a discussion of lessons learned and how the partnership project may serve as a model for other universities and academic health centers in high-income countries and low- and middle-income countries that are interested in or currently pursuing international academic partnerships.

  15. Between local governments and communities: Knowledge exchange and mutual learning in Dutch-Moroccan and Dutch-Turkish municipal partnerships

    OpenAIRE

    van Ewijk, E.

    2013-01-01

    This PhD dissertation focuses on mutual learning processes of governmental and non-governmental actors involved in Dutch-Moroccan and Dutch-Turkish municipal partnerships in the period 2007-2011. These partnerships aim at strengthening local governance in Morocco and Turkey as well as in the Netherlands. The research focuses on five case studies and indicate the partnerships lead to important forms of learning at both sides, including strengthening service delivery and working in multi-actor ...

  16. Corporate Universities and Corporation- University Partnerships in Thailand: Complimenting Education in Learning, Leadership and Change

    Directory of Open Access Journals (Sweden)

    Oliver S. Crocco

    2017-04-01

    Full Text Available With an estimated workforce of 285 million and the establishment of the Association of Southeast Asian Nations (ASEAN Economic Community in 2015, ASEAN faces vast challenges in human resource development (HRD and higher education. These challenges in Thailand have resulted in the rise of corporate universities and corporation-university partnerships. Corporate partnerships in education adapt quickly to industry needs and are increasingly popular and complimentary to traditional higher education. This research looks at one corporate university and one corporation-university partnership to investigate how, if at all, corporate universities and partnerships address HRD issues such as adult learning, leadership development, organisational change, corporate social responsibility (CSR, as well as ethical and global issues. This research finds initial evidence that corporate educational strategies address a variety of HRD issues and have the potential to revolutionise and compliment higher education in Thailand in a way that drives the nation toward a more sustainable future.

  17. Pedagogies of Partnership: What Works. A Report on the Findings of the Higher Education Academy Funded Project Examining How Partnership-Based Pedagogies Impact on Student Learning at the University of Lincoln

    Science.gov (United States)

    Crawford, Karin; Horsley, Reece; Hagyard, Andy; Derricott, Dan

    2015-01-01

    "Pedagogies of partnership: What works?" seeks to identify whether the student learning experience is enhanced or in any way made different through the implementation of teaching and learning that is explicitly intended to foster partnership. The value of student-staff partnerships and student engagement is recognised nationally and in…

  18. Tensions in Home-School Partnerships: The Different Perspectives of Teachers and Parents of Students with Learning Barriers

    Science.gov (United States)

    Ludicke, Penelope; Kortman, Wendy

    2012-01-01

    This paper presents the findings of a qualitative study of learning partnerships between teachers and parents of students with learning barriers. The aim was to investigate the beliefs and understandings of parents and teacher participants around roles in partnerships, so as to identify operational processes that support effective collaboration.…

  19. 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.

  20. Planning for partnerships: Maximizing surge capacity resources through service learning.

    Science.gov (United States)

    Adams, Lavonne M; Reams, Paula K; Canclini, Sharon B

    2015-01-01

    Infectious disease outbreaks and natural or human-caused disasters can strain the community's surge capacity through sudden demand on healthcare activities. Collaborative partnerships between communities and schools of nursing have the potential to maximize resource availability to meet community needs following a disaster. This article explores how communities can work with schools of nursing to enhance surge capacity through systems thinking, integrated planning, and cooperative efforts.

  1. INDUSTRY PARTNERSHIPS LEARNING MODELS FOR SURVEYING AND MAPPING OF VOCATIONAL HIGH SCHOOLS

    Directory of Open Access Journals (Sweden)

    Sunar Rochmadi

    2016-09-01

    Full Text Available This study aims to identify a learning involving the world of work, to formulate the learning model, and to evaluate the learning model. This study used a qualitative approach for design and development research, consisting of the development and validation steps. The study concludes as follows. (1 the learning through partnerships having been conducted in all vocational high schools were industrial practice and vocational practice examination. (2 the constraints of learning through partnerships were mainly the far distance and the industry schedules that did not always match with the school’s. (3 the model development could be done by improving the learning quality by industrial practices in the private companies and with adding the learning model by industry visits, guest teaching, and up-to-date technology training. (4 the implementation of the developed model showed the feasibility and the effectiveness to prepare the students with the competencies required by the world of work. (5 the learning models through partnerships that could be practiced were guest teaching, orientation for industrial practice, industrial practices, students’ industry visits, up-to-date technology training, and vocational practice examination.

  2. 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)

  3. 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)

  4. 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…

  5. 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…

  6. 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…

  7. Learning to contract in public–private partnerships for road infrastructure: Recent experiences in Belgium

    NARCIS (Netherlands)

    van den Hurk, M.

    2016-01-01

    Public-private partnerships (PPPs) are known as challenging contractual endeavors to public sector managers, and governments are developing standard contracts in order to ease the contracting process toward PPP deals. This study examines the learning process governments go through while managing the

  8. A Proposal to Build Evaluation Capacity at the Bunche-Da Vinci Learning Partnership Academy

    Science.gov (United States)

    King, Jean A.

    2005-01-01

    The author describes potential evaluation capacity-building activities in contrast to the specifics of an evaluation design. Her response to the case of the Bunche-Da Vinci Learning Partnership Academy is developed in three parts: (1) an initial framing of the Bunche-Da Vinci situation; (2) what should be done before signing a contract; and (3)…

  9. A pedagogical framework for facilitating parents' learning in nurse-parent partnership.

    Science.gov (United States)

    Hopwood, Nick; Clerke, Teena; Nguyen, Anne

    2018-04-01

    Nursing work increasingly demands forms of expertise that complement specialist knowledge. In child and family nursing, this need arises when nurses work in partnership with parents of young children at risk. Partnership means working with parents in respectful, negotiated and empowering ways. Existing partnership literature emphasises communicative and relational skills, but this paper focuses on nurses' capacities to facilitate parents' learning. Referring to data from home visiting, day-stay and specialist toddler clinic services in Sydney, a pedagogical framework is presented. Analysis shows how nurses notice aspects of children, parents and parent-child interactions as a catalyst for building on parents' strengths, enhancing guided chance or challenging unhelpful constructs. Prior research shows the latter can be a sticking point in partnership, but this paper reveals diverse ways in which challenges are folded into learning process that position parents as agents of positive change. Noticing is dependent on embodied and communicative expertise, conceptualised in terms of sensory and reported channels. The framework offers a new view of partnership as mind-expanding for the parent and specifies the nurse's role in facilitating this process. © 2017 John Wiley & Sons Ltd.

  10. Sustaining Community-University Partnerships: Lessons learned from a participatory research project with elderly Chinese

    Directory of Open Access Journals (Sweden)

    XinQi Dong

    2011-11-01

    Full Text Available The strength of community-engaged research has been well documented in public health literature. It is recognised as a useful approach for eliminating health disparities by linking research and practice. While the framework of community-engaged research encompasses a broad range of research collaborations, community-based participatory research (CBPR places most emphasis on involving the community as a full, equitable partner throughout the collaboration. Despite growing interest in and demand for community-university partnerships, less attention is given to the issue of partnership sustainability. The purpose of this article is to present the challenges faced in sustaining a community-university partnership when conducting a CBPR project with an elderly Chinese population in Chicago’s Chinatown. Lessons and strategies learned from the cultural and linguistic complexities of the Chinese community are also detailed. In addition, based on a well-accepted sustainability conceptual framework, we reflect on the initial stage, mid-term actions and long-term goals of developing partnership sustainability. Working with the Chinese community required trust and respect for its unique cultural values and diversity. The cultural, social and environmental contexts within which the partnership operated served as critical forces for long-term sustainability: a culturally sensitive approach is instrumental in sustaining community-university partnership. Also discussed are the significant implications for evidence-based, impact-driven partnerships to develop culturally appropriate strategies to meet the needs of diverse populations. Keywords Community-based participatory research, community health partnerships, health promotion, Chinese Americans, ageing

  11. Integration of Learning and Practice for Job Sharing Partnerships

    Science.gov (United States)

    Dixon-Krausse, Pamela Marie

    2007-01-01

    This paper explores the forces that support the proliferation of the flexible work arrangement called job sharing. Moreover, the paper will illuminate the need for integrating learning and practice as a way to develop and support job sharing partners, or "Partners in Practice" (PiPs). The author puts forth a model derived from learning in…

  12. Understanding partnership practice in primary health as pedagogic work: what can Vygotsky's theory of learning offer?

    Science.gov (United States)

    Hopwood, Nick

    2015-01-01

    Primary health policy in Australia has followed international trends in promoting models of care based on partnership between professionals and health service users. This reform agenda has significant practice implications, and has been widely adopted in areas of primary health that involve supporting families with children. Existing research shows that achieving partnership in practice is associated with three specific challenges: uncertainty regarding the role of professional expertise, tension between immediate needs and longer-term capacity development in families, and the need for challenge while maintaining relationships based on trust. Recently, pedagogic or learning-focussed elements of partnership practice have been identified, but there have been no systematic attempts to link theories of learning with the practices and challenges of primary health-care professionals working with families in a pedagogic role. This paper explores key concepts of Vygotsky's theory of learning (including mediation, the zone of proximal development, internalisation, and double stimulation), showing how pedagogic concepts can provide a bridge between the policy rhetoric of partnership and primary health practice. The use of this theory to address the three key challenges is explicitly discussed.

  13. 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

  14. Using an academic-community partnership model and blended learning to advance community health nursing pedagogy.

    Science.gov (United States)

    Ezeonwu, Mabel; Berkowitz, Bobbie; Vlasses, Frances R

    2014-01-01

    This article describes a model of teaching community health nursing that evolved from a long-term partnership with a community with limited existing health programs. The partnership supported RN-BSN students' integration in the community and resulted in reciprocal gains for faculty, students and community members. Community clients accessed public health services as a result of the partnership. A blended learning approach that combines face-to-face interactions, service learning and online activities was utilized to enhance students' learning. Following classroom sessions, students actively participated in community-based educational process through comprehensive health needs assessments, planning and implementation of disease prevention and health promotion activities for community clients. Such active involvement in an underserved community deepened students' awareness of the fundamentals of community health practice. Students were challenged to view public health from a broader perspective while analyzing the impacts of social determinants of health on underserved populations. Through asynchronous online interactions, students synthesized classroom and community activities through critical thinking. This paper describes a model for teaching community health nursing that informs students' learning through blended learning, and meets the demands for community health nursing services delivery. © 2013 Wiley Periodicals, Inc.

  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. Between local governments and communities : Knowledge exchange and mutual learning in Dutch-Moroccan and Dutch-Turkish municipal partnerships

    NARCIS (Netherlands)

    van Ewijk, E.

    2013-01-01

    This PhD dissertation focuses on mutual learning processes of governmental and non-governmental actors involved in Dutch-Moroccan and Dutch-Turkish municipal partnerships in the period 2007-2011. These partnerships aim at strengthening local governance in Morocco and Turkey as well as in the

  18. Sharing Place, Learning Together: Perspectives and Reflections on an Educational Partnership Formation with a Remote Indigenous Community School

    Science.gov (United States)

    Godinho, Sally Caroline; Woolley, Marilyn; Webb, Jessie; Winkel, Kenneth Daniel

    2015-01-01

    Sustainable partnership formation in a remote Indigenous community involves social, cultural and political considerations. This article reports on the project, "Sharing Place, Learning Together: Supporting Sustainable Educational Partnerships to Advance Social Equity," funded by the Melbourne Social Equity Institute (MSEI) at the…

  19. Community–University Partnerships: Using Participatory Action Learning and Action Research (PALAR

    Directory of Open Access Journals (Sweden)

    Judith Kearney

    2013-09-01

    Full Text Available This article positions participatory action learning and action research (PALAR as a preferred methodology for community-university partnerships to achieve a holistic outcome that benefits the common interest. Evidence for this claim is illustrated through case studies of two community engagement programs, one in South Africa and the other in Australia. The South African study explains how relationships, reflection and recognition (the three R’s of PALAR are important elements that promote a truly participatory approach to knowledge creation and practical improvement in social circumstances. The Australian study then highlights what can be achieved. It does this by showing the potential for PALAR participants to learn how to design and implement a community engagement program, and how to cascade their own learning into their community to improve educational opportunities. Both studies demonstrate PALAR’s potential to disrupt traditional understandings of the research process, particularly in terms of researcher–participant relationships. At the same time, both studies identify the challenges arising from the theoretical and practical implications of PALAR as an approach to community development. This article is therefore significant for universities and funding organisations engaging in community-based research and development through partnerships, specifically in contexts of disadvantage. Keywords: Participatory action learning and action research, PALAR, community development, community engagement, community partnerships, disadvantaged communities, higher education.

  20. Universal Design for Learning and School Libraries: A Logical Partnership

    Science.gov (United States)

    Robinson, David E.

    2017-01-01

    This article will explore the basic tenets of Universal Design for Learning (UDL) in relation to collaborative curriculum development and implementation; provide a case study examination of UDL principles in action; and suggest school library curricular activities that provide opportunities for multiple means of representation, action, and…

  1. Nonprofits' Expectations in PR Service-Learning Partnerships

    Science.gov (United States)

    Rogers, Cathy; Andrews, Valerie

    2016-01-01

    Little scholarly evidence exists about the communication needs of nonprofit community partners and what they think constitutes an ideal service-learning (SL) relationship. This study seeks to fill this gap by identifying SL projects and relationships that best serve nonprofit community partners with communication needs. The researchers conducted a…

  2. Report to the Legislature: Child Welfare and Early Learning Partnerships

    Science.gov (United States)

    Washington State Department of Early Learning, 2015

    2015-01-01

    House Bill 2519, sponsored by Representative Tana Senn, was passed during the 2014 legislative session and signed into law by Governor Jay Inslee. HB 2519 directs the Department of Early Learning (DEL) and the Department of Social and Health Services (DSHS) to jointly develop recommendations on methods to "better partner to ensure children…

  3. 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.

  4. 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.

  5. Introducing Partnering in Denmark – Lessons Learned Applying Public Private Partnerships as an Innovation Platform

    DEFF Research Database (Denmark)

    Bonke, Sten; Olsen, Ib Steen

    as sustainability and economic welfare and prosperity in society. One approach to increasing the focus and rate of innovation processes is to facilitate closer interaction between at public and private companies targeting new thinking and innovation. This strategy characterises a Plan of Action, published...... work and 4)dissemination and implementation. Lessons learned through the experimental cases are discussed, and the applicability of PPP as an approach to innovation in construction is evaluated. Keywords: public private partnership, partnering, experimental projects, innovation process...

  6. Volunteer Service and Service Learning: Opportunities, Partnerships, and United Nations Millennium Development Goals.

    Science.gov (United States)

    Dalmida, Safiya George; Amerson, Roxanne; Foster, Jennifer; McWhinney-Dehaney, Leila; Magowe, Mabel; Nicholas, Patrice K; Pehrson, Karen; Leffers, Jeanne

    2016-09-01

    This article explores approaches to service involvement and provides direction to nurse leaders and others who wish to begin or further develop global (local and international) service or service learning projects. We review types of service involvement, analyze service-related data from a recent survey of nearly 500 chapters of the Honor Society of Nursing, Sigma Theta Tau International (STTI), make recommendations to guide collaborative partnerships and to model engagement in global and local service and service learning. This article offers a literature review and describes results of a survey conducted by the STTI International Service Learning Task Force. Results describe the types of service currently conducted by STTI nursing members and chapters, including disaster response, service learning, and service-related responses relative to the Millennium Development Goals (MDGs). The needs of chapter members for information about international service are explored and recommendations for promoting global service and sustainability goals for STTI chapters are examined. Before engaging in service, volunteers should consider the types of service engagement, as well as the design of projects to include collaboration, bidirectionality, sustainability, equitable partnerships, and inclusion of the United Nations Sustainable Development Goals. STTI supports the learning, knowledge, and professional development of nurses worldwide. International service and collaboration are key to the advancement of the nursing profession. Culturally relevant approaches to international service and service learning are essential to our global organization, as it aims to impact the health status of people globally. © 2016 Sigma Theta Tau International.

  7. 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

  8. 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

  9. Global Learning Communities: A Comparison of Online Domestic and International Science Class Partnerships

    Science.gov (United States)

    Kerlin, Steven C.; Carlsen, William S.; Kelly, Gregory J.; Goehring, Elizabeth

    2013-08-01

    The conception of Global Learning Communities (GLCs) was researched to discover potential benefits of the use of online technologies that facilitated communication and scientific data sharing outside of the normal classroom setting. 1,419 students in 635 student groups began the instructional unit. Students represented the classrooms of 33 teachers from the USA, 6 from Thailand, 7 from Australia, and 4 from Germany. Data from an international environmental education project were analyzed to describe grades 7-9 student scientific writing in domestic US versus international-US classroom online partnerships. The development of an argument analytic and a research model of exploratory data analysis followed by statistical testing were used to discover and highlight different ways students used evidence to support their scientific claims about temperature variation at school sites and deep-sea hydrothermal vents. Findings show modest gains in the use of some evidentiary discourse components by US students in international online class partnerships compared to their US counterparts in domestic US partnerships. The analytic, research model, and online collaborative learning tools may be used in other large-scale studies and learning communities. Results provide insights about the benefits of using online technologies and promote the establishment of GLCs.

  10. 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.

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

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    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.

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

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    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%.

  13. Problem-Based Learning and Information Literacy: A Natural Partnership

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    Kate Wenger

    2014-11-01

    Full Text Available Due to student overreliance on search engines and the time constraints of one-shot instruction sessions, librarians struggle to teach many of the information literacy skills that students need to conduct successful research. Problem-based learning (PBL provides a way to integrate information literacy naturally into an assignment or course by guiding students through the research process as they work to find a solution to a problem. This article first explains the PBL process, then describes the design and implementation of a PBL project in a required first-year general education course. Finally, it details the Association of College & Research Libraries’ (ACRL Information Literacy Competency Standards for Higher Education addressed by the project, as well as possible future modifications.

  14. 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

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    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

  15. Nursing students' spiritual talks with patients - evaluation of a partnership learning programme in clinical practice.

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    Strand, Kari; Carlsen, Liv B; Tveit, Bodil

    2017-07-01

    To evaluate the impact of a partnership learning programme designed to support undergraduate nursing students' competence in speaking with patients about spiritual issues. Spiritual care is an oft-neglected and underexposed area of nursing practice. Despite the increasing amount of research on spiritual care in educational programmes, little is known about nursing students' experiences with existential/spiritual talks and the process of learning about spiritual care in the clinical placement. The project used a qualitative evaluation design to evaluate the impact of a partnership-initiated intervention focusing on student learning of spiritual care in a hospital ward. Data were collected through three focus group interviews with bachelor of nursing students from one Norwegian university college and supplemented with notes. Data were analysed by means of qualitative interpretative content analysis. The intervention was found to enhance students' competence in spiritual talks. The students developed an extended understanding of spirituality, became more confident in speaking with patients about spiritual issues and more active in grasping opportunities to provide spiritual care. Participating nurses significantly contributed to the students' learning process by being role models, mentoring the students and challenging them to overcome barriers in speaking with patients about spiritual issues. The partnership learning programme proved to be a useful model in terms of enhancing students' confidence in speaking with patients about spiritual concerns. Collaboration between nursing university colleges and clinical placements could help nursing students and clinical nurses to develop competencies in spiritual care and bridge the gap between academic education and clinical education, to the benefit of both. © 2016 John Wiley & Sons Ltd.

  16. Work Integrated Learning in Higher Education: partnerships: a continuing evolution.

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    PH vd Westhuizen

    2014-01-01

    Full Text Available The aim of this paper is to examine the use of Work Integrated Learning (WIL in higher education and identify the role industry plays in the need for educated workers and citizens who can meet the challenges of a new world economy. WIL allows students to acquire essential practical skills through exposure to the real world. Industry has always been the strong link in this necessary and appropriate instructional component of higher education. A qualitative approach was used in this study on a sample of second level students who participated in a WIL programme at one specific service provider. WIL education in the context of this paper is defined as a unique form of education, which integrates classroom study with, planned, and supervised WIL in the private and public sector (Arnold and Nicholson, 1991; Andrisari and Nestle, 1976. This study was conducted by second year students, (n=37 finishing a 6 months WIL component in industry. The implications of these findings for career development are discussed. In recent years, there has been an increase in research that examines careers and career development in the hospitality industry (Guerrier, 1987; Riley and Turam, 1989; Baum, 1989; Williams and Hunter, 1992; Antil, 1984; Ross, 1995. Some of this research has focused on issues relating to career paths and career development (Riley and Ladkin, 1984; Ladkin and Riley, 1996. A key issue in this research has been to attempt to determine the various factors which influence length and development. This research aims to build on this and explore the student perceptions.

  17. 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

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    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

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

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    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.

  19. 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

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    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…

  20. Reciprocal Learning in Partnership Practice: An Exploratory Study of a Home Visiting Program for Mothers with Depression

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    Fowler, Cathrine; Dunston, Roger; Lee, Alison; Rossiter, Chris; McKenzie, Jo

    2012-01-01

    This paper reports on a small exploratory study that investigates the place and role of reciprocal learning within a partnership-based home visiting program for mothers experiencing depression. The study is one important example of an increased focus on reciprocal learning within practice that has significant implications for the development of…

  1. Parents' Perceptions of E-Learning in School Education: Implications for the Partnership between Schools and Parents

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    Kong, Siu-Cheung

    2018-01-01

    This study aimed to investigate parents' understanding of, support for and concerns about e-learning and proposed a school-parent partnership distributing responsibilities to parents and schools based on the results of the study. A total of 61 parents from 21 schools in an e-learning pilot scheme in Hong Kong responded to a questionnaire survey…

  2. Constructing a Global Learning Partnership in Physiotherapy: An Ireland–Uganda Initiative

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    Cliona O’Sullivan

    2017-06-01

    Full Text Available Background and aimThere is a strong correlation between disability and poverty and it is acknowledged that until disability issues are addressed, the goal of poverty reduction in low-income countries is unlikely to be achieved. Despite the high prevalence of disability in developing countries, there remains a significant shortage of rehabilitation professionals as highlighted by the WHO report, Human resources for Health (2006. The purpose of this project was to develop a collaborative and sustainable partnership to strengthen educational and research capacity in global health, disability, and rehabilitation between two physiotherapy schools; University College Dublin, Ireland, and Mbarara University of Science and Technology, Uganda. This article aims to describe the approach used and initial project outcomes.MethodsThis project involved a bilateral visit to both institutions by two members of staff of respective physiotherapy programs. These visits entailed stakeholder meetings, clinical site visits, and workshops to identify the priorities for the partnership and shape the collaboration going forward. Appreciative inquiry methodology was used during the workshops and the four-dimensional framework for curriculum development was used to guide analysis and underpin findings.FindingsThe key priorities identified were (i development of joint global health learning initiative, (ii to explore the possibility of postgraduate learning and research opportunities for Ugandan colleagues, and (iii to develop joint clinical placements. The rationale and context and a plan of action is described.Discussion and conclusionThe project is ambitious and in order to be sustainable, the importance of long-term interinstitutional commitment and further funding cannot be ignored. This work provides a framework for other universities and institutions wishing to undertake similar activities. Such partnerships provide rich learning opportunities for students and

  3. Constructing a Global Learning Partnership in Physiotherapy: An Ireland-Uganda Initiative.

    Science.gov (United States)

    O'Sullivan, Cliona; Kazibwe, Herman; Whitehouse, Zillah; Blake, Catherine

    2017-01-01

    There is a strong correlation between disability and poverty and it is acknowledged that until disability issues are addressed, the goal of poverty reduction in low-income countries is unlikely to be achieved. Despite the high prevalence of disability in developing countries, there remains a significant shortage of rehabilitation professionals as highlighted by the WHO report, Human resources for Health (2006). The purpose of this project was to develop a collaborative and sustainable partnership to strengthen educational and research capacity in global health, disability, and rehabilitation between two physiotherapy schools; University College Dublin, Ireland, and Mbarara University of Science and Technology, Uganda. This article aims to describe the approach used and initial project outcomes. This project involved a bilateral visit to both institutions by two members of staff of respective physiotherapy programs. These visits entailed stakeholder meetings, clinical site visits, and workshops to identify the priorities for the partnership and shape the collaboration going forward. Appreciative inquiry methodology was used during the workshops and the four-dimensional framework for curriculum development was used to guide analysis and underpin findings. The key priorities identified were (i) development of joint global health learning initiative, (ii) to explore the possibility of postgraduate learning and research opportunities for Ugandan colleagues, and (iii) to develop joint clinical placements. The rationale and context and a plan of action is described. The project is ambitious and in order to be sustainable, the importance of long-term interinstitutional commitment and further funding cannot be ignored. This work provides a framework for other universities and institutions wishing to undertake similar activities. Such partnerships provide rich learning opportunities for students and health professionals and facilitate a deeper understanding of global health

  4. A regional fight against Chagas disease: lessons learned from a successful collaborative partnership.

    Science.gov (United States)

    Salerno, Rosina; Salvatella, Roberto; Issa, Julie; Anzola, Maria Carolina

    2015-01-01

    To identify the intangible elements that characterize the successful effort to fight Chagas disease in the Americas, determine how they contributed to the overall success of the partnership, and learn lessons from the experience that could be applied to other programs. This study was based on the Partnership Assessment Tool (PAT) developed by the Nuffield Institute for Health ("the Institute") at the University of Leeds (London). The PAT draws heavily on scientific literature and the extensive experience of sociologists and health experts working for the Institute. The Pan American Health Organization (PAHO) modified the tool slightly to adapt it to its needs and provide a general structure for the study. The six key principles of the PAT framework were applied in the design of the research questionnaires. The findings show that a successful collaboration requires a clear objective; a good-quality pool of data; and comprehensive qualitative and quantitative knowledge of the problem, its dimensions, and its impact. The collaboration was elaborated from a common idea and a shared, quantified plan based on data gathered by independent scientists plus a strategy with explicit milestones. The clarity of purpose allowed for an improved synergy of efforts and made it possible to resolve differences in opinions and approaches. PAHO's experience with effective collaborations such as the joint initiative to fight Chagas disease provides a rich knowledge base for analysis of the advantages, limitations, and paradigms of community involvement, collaborative practices, and partnerships.

  5. International Civic Engagement: From Development Studies and Service-Learning, to Miami University-Dominica Partnerships

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    Thomas Klak

    2012-04-01

    Full Text Available During the past four years, faculty, students, and staff from Miami University have been cultivating civic engagement relationships with citizens of the Commonwealth of Dominica, in the Eastern Caribbean. For members of the Miami University community, this has been an effort to create opportunities for learning and scholarship through partnerships with people in the Global South who are working for community empowerment, progressive change, and sustainable development. For our Dominican counterparts, benefits include financial inputs, manual labor, relevant research projects, and an outside interest in contributing positively to ameliorating their community challenges. We work to base the Miami University-Dominica relationships on trust, long-term commitment, and mutuality, so that the benefits go back and forth in myriad ways. The result has been a set of relationships across international borders and cultural differences that is more fulfilling for both sides than typical study abroad, research, or ecotourism encounters in the Global South. This paper describes the conceptual underpinnings of this international civic engagement, and recounts three examples of the kinds of community groups and activities that the partnerships involve. We also note where the project has encountered constraints and limitations, and our next steps in the effort. We hope this example can serve as a template and motivation for other university groups to commit to cultivating civic engagement relationships with people and communities in the Global South. KEYWORDScivic engagement; community engagement; community partnerships; sustainability

  6. A regional fight against Chagas disease: lessons learned from a successful collaborative partnership

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    Rosina Salerno

    2015-01-01

    Full Text Available Objective. To identify the intangible elements that characterize the successful effort to fight Chagas disease in the Americas, determine how they contributed to the overall success of the partnership, and learn lessons from the experience that could be applied to other programs. Methods. This study was based on the Partnership Assessment Tool (PAT developed by the Nuffield Institute for Health ("the Institute" at the University of Leeds (London. The PAT draws heavily on scientific literature and the extensive experience of sociologists and health experts working for the Institute. The Pan American Health Organization (PAHO modified the tool slightly to adapt it to its needs and provide a general structure for the study. The six key principles of the PAT framework were applied in the design of the research questionnaires. Results. The findings show that a successful collaboration requires a clear objective; a good-quality pool of data; and comprehensive qualitative and quantitative knowledge of the problem, its dimensions, and its impact. The collaboration was elaborated from a common idea and a shared, quantified plan based on data gathered by independent scientists plus a strategy with explicit milestones. The clarity of purpose allowed for an improved synergy of efforts and made it possible to resolve differences in opinions and approaches. Conclusions. PAHO's experience with effective collaborations such as the joint initiative to fight Chagas disease provides a rich knowledge base for analysis of the advantages, limitations, and paradigms of community involvement, collaborative practices, and partnerships.

  7. Pilot test of cooperative learning format for training mental health researchers and black community leaders in partnership skills.

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    Laborde, Danielle J; Brannock, Kristen; Breland-Noble, Alfiee; Parrish, Theodore

    2007-12-01

    To support reduction of racial disparities in mental health diagnosis and treatment, mental health researchers and black community-based organization (CBO) leaders need training on how to engage in collaborative research partnerships. In this study, we pilot tested a series of partnership skills training modules for researchers and CBO leaders in a collaborative learning format. Two different sets of three modules, designed for separate training of researchers and CBO leaders, covered considering, establishing and managing mental health research partnerships and included instructions for self-directed activities and discussions. Eight CBO leaders participated in 10 sessions, and six researchers participated in eight sessions. The effectiveness of the training content and format was evaluated through standardized observations, focus group discussions, participant evaluation forms and retrospective pre-/posttests to measure perceived gains in knowledge. Participants generally were satisfied with the training experience and gained new partnership knowledge and skills. Although the CBO leaders were more engaged in the cooperative learning process, this training format appealed to both audiences. Pilot testing demonstrated that: 1) our modules can equip researchers and CBO leaders with new partnership knowledge and skills and 2) the cooperative learning format is a well-received and suitable option for mental health research partnership training.

  8. 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

  9. Fostering inclusive, sustainable economic growth and "green" skills development in learning cities through partnerships

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    Pavlova, Margarita

    2018-05-01

    One of the requirements of building a learning city is working to ensure its sustainable development. In 2014, UNESCO developed a framework of the key features of learning cities, at the centre of which there are six pillars or "building blocks" which support sustainable development. This article focuses on the third of these pillars, "effective learning for and in the workplace". The author analyses a number of conditions to address this aspect in the context of "green restructuring" which is geared towards facilitating the sustainable development of learning cities. She argues that, at the conceptual level, an understanding of the nature of "green skills" (what they are) and the reasons for "green skills gaps" (why they exist) are essential for the processes of effective learning and strategy planning in sustainable city development. The specific focus of this article is at the policy level: the conceptualisation of partnerships between technical and vocational education and training (TVET) providers, industry, government and other stakeholders with the aim of fostering the production, dissemination and usage of knowledge for the purpose of sustainable economic development and the "greening" of skills. The author proposes a new model, based on the quintuple helix approach to innovation combined with a policy goals orientation framework to theorise the ways in which learning cities can foster sustainable economic growth through green skills development.

  10. Reciprocal Learning between Canada and China in Teacher Education and School Education:Partnership Studies of Practice in Cultural Context

    Institute of Scientific and Technical Information of China (English)

    Shijing XU; F.Michael CONNELLY

    2017-01-01

    In this introduction we describe the purpose and structure of the Canada-China Reciprocal Learning in Teacher Education and School Education Partnership Grant Project sponsored by the Social Sciences and Humanities Council of Canada (SSHRC) in 2013-2020,and describe the project's practice-based methodology along with a discussion of selected preliminary results.The papers presented in this special issue of Frontiers of Education in China animate our discussion by bringing forward important school-based activities and results.The heart of this work is the collaborative activity and voices of Chinese and Canadian educators.We illustrate our concept of reciprocal learning and how we apply this concept in our Partnership Grant Project.We believe that we have heavily benefited from the productive work and impact that has been made in the field of comparative education and we have put our emphasis on Reciprocal Learning as Collaborative Partnership throughout our project.

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

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    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

  12. Governmental partnerships for language learning: A commercial language platform for young workers in Colombia

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    Gustavo Garcia Botero

    2017-10-01

    Full Text Available In June 2015, the Colombian government via the Labor Ministry announced a project for young workers called 40.000 Primeros Empleos. In the framework of this project, the Ministry of Labor signed an alliance with the language platform Duolingo as a strategy to provide participants with English learning opportunities and a free language certificate. With the help of a monitoring and evaluation perspective, this study describes Colombian English language learning policies and their relationship with the labour market. The discussion presented here intends to maximize the outcomes of these kinds of agreements and to provide insights for researchers and national stakeholders willing to carry out similar projects in their countries. Certification is also thoroughly analyzed as a means of estimating the possible impact of this partnership.

  13. 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…

  14. Partnerships for clinical learning: A collaborative initiative to support medical imaging technology students and their supervisors

    International Nuclear Information System (INIS)

    Thompson, A.; Smythe, L.; Jones, M.

    2016-01-01

    Introduction: The involvement of practitioners in the teaching and supervision of medical imaging technology students is central to students' learning. This article presents an overview of a learning partnership initiative, reinforced by an online platform to support students' learning and their medical imaging technologist supervisors' (MITs) teaching within a clinical learning environment in a New Zealand context. Methodology: Data were generated through a series of fourteen collaborative action research focus group meetings with MITs and student MITs. Results: The findings revealed that a robust relationship between a student and their MIT partner gave students an ‘anchor’ for learning and a sense of belonging. The online platform supported the relationship and provided an effective means for communication between students and their MIT partners. The relationship was not one-directional as it also supported the enhancement of MITs' practice. Conclusions: The recommendations from the study suggest learning partnerships between MITs and student MITs will be valuable in supporting teaching and learning respectively. MITs need to be better supported in their teaching role to enable them to make a greater investment in students' learning. A redistribution of funding for clinical education needs to be considered to support the MITs' central role in teaching medical imaging students. - Highlights: • Learning partnerships within a clinical setting support students' learning. • An online platform can provide online support when face-to-face support is not possible. • Learning partnerships can enhance MITs' practice.

  15. Identifying key areas for active interprofessional learning partnerships: A facilitated dialogue.

    Science.gov (United States)

    Steven, Kathryn; Angus, Allyson; Breckenridge, Jenna; Davey, Peter; Tully, Vicki; Muir, Fiona

    2016-11-01

    Student and service user involvement is recognised as an important factor in creating interprofessional education (IPE) opportunities. We used a team-based learning approach to bring together undergraduate health professional students, early career professionals (ECPs), public partners, volunteers, and carers to explore learning partnerships. Influenced by evaluative inquiry, this qualitative study used a free text response to allow participants to give their own opinion. A total of 153 participants (50 public partners and 103 students and professionals representing 11 healthcare professions) took part. Participants were divided into mixed groups of six (n = 25) and asked to identify areas where students, professionals, and public could work together to improve health professional education. Each group documented their discussions by summarising agreed areas and next steps. Responses were collected and transcribed for inductive content analysis. Seven key themes (areas for joint working) were identified: communication, public as partners, standards of conduct, IPE, quality improvement, education, and learning environments. The team-based learning format enabled undergraduate and postgraduate health professionals to achieve consensus with public partners on areas for IPE and collaboration. Some of our results may be context-specific but the approach is generalisable to other areas.

  16. 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

  17. Teachers' Transformation as Learning: Teaching Cantonese Opera in Hong Kong Schools with a Teacher-Artist Partnership

    Science.gov (United States)

    Leung, Bo Wah

    2014-01-01

    The Hong Kong Government has advocated teaching Cantonese opera in the school music curriculum to promote Chinese culture education. This longitudinal study aims to examine how and why teachers transform within 3 years in learning and teaching Cantonese opera with a teacher-artist partnership approach in schools. Five primary and two secondary…

  18. Increasing Employability by Implementing a Work-Integrated Learning Partnership Model in South Africa--A Student Perspective

    Science.gov (United States)

    Taylor, Susanne; Govender, Cookie M.

    2017-01-01

    In South Africa, 70 per cent of the population is under 35 years old. South Africa has a vision to increase youth employment by focusing on education, training and skills development that will promote employment opportunities. A work-integrated learning (WIL) partnership model was developed to provide students with work experience and to increase…

  19. Developing an urban community-campus partnership: lessons learned in infrastructure development and communication.

    Science.gov (United States)

    Parker, Dorothy F; Dietz, Noella A; Hooper, Monica Webb; Byrne, Margaret M; Fernandez, Cristina A; Baker, Elizabeth A; Stevens, Marsha S; Messiah, Antoine; Lee, David J; Kobetz, Erin N

    2012-01-01

    A low-income, African American neighborhood in Miami, Florida, experiences health disparities including an excess burden of cancer. Many residents are disenfranchised from the healthcare system, and may not participate in cancer prevention and screening services. We sought to describe the development of a partnership between a university and this community and lessons learned in using a community-based participatory research (CBPR) model. To better understand the community's health behaviors and status, a randomized door-to-door survey was conducted in collaboration with a community partner. This collaboration helped foster a mutual understanding of the benefits of CBPR. We also describe challenges of adhering to study protocols, quality control, and sharing fiscal responsibility with organizations that do not have an established infrastructure. Understanding the organizational dynamics of a community is necessary for developing a CBPR model that will be effective in that community. Once established, it can help to inform future collaborations.

  20. The development of Sonic Pi and its use in educational partnerships: Co-creating pedagogies for learning computer programming

    OpenAIRE

    Aaron, S; Blackwell, Alan Frank; Burnard, Pamela Anne

    2017-01-01

    Sonic Pi is a new open source software tool and platform originally developed for the Raspberry Pi computer, designed to enable school children to learn programming by creating music. In this article we share insights from a scoping study on the development of Sonic Pi and its use in educational partnerships. Our findings draw attention to the importance of collaborative relationships between teacher and computer scientist and the value of creative pedagogies for learning computer programming...

  1. Lessons Learned From a Community–Academic Partnership Addressing Adolescent Pregnancy Prevention in Filipino American Families

    Science.gov (United States)

    Javier, Joyce R.; Chamberlain, Lisa J.; Rivera, Kahealani K.; Gonzalez, Sarah E.; Mendoza, Fernando S.; Huffman, Lynne C.

    2014-01-01

    Background Filipino Americans have more adolescent pregnancies than other Asian-Pacific Islanders (APIs). Few community–academic collaborations have addressed adolescent pregnancy prevention in this community. Objectives We sought to describe the lessons learned from and impact of a community-based teen pregnancy prevention program for Filipino Americans implemented by a Filipina pediatrics resident. Methods We formed a community–academic partnership between the Filipino Youth Coalition, a community-based organization (CBO) in San Jose, California, and the Stanford School of Medicine’s Pediatric Advocacy Program. We developed a culturally tailored parent–teen conference addressing adolescent pregnancy prevention in Filipino Americans. We qualitatively and quantitatively evaluated this intervention by collecting both pre- and post-conference data using a convenience sample design. Lessons Learned Engaging particular aspects of Filipino culture (i.e., religion and intergenerational differences) helped to make this community–academic partnership successful. For physicians-in-training who are conducting community-based participatory research (CBPR), project challenges may include difficulties in building and maintaining academic–community relationships, struggles to promote sustainability, and conflicting goals of “community insiders” and “academic outsiders.” Authors offer insights and implications for residents interested in practicing CBPR. Conclusion CBPR is a key tool for exploring health issues in understudied populations. CBPR experiences can provide meaningful educational opportunities for physicians-in-training and can build sustained capacity in CBOs. They can also help residents to develop analytic skills, directly affect the health of the communities they serve, and, for minority physicians, give back to the communities they call home. PMID:21169708

  2. The Effects of Situated Learning Through a Community Partnership in a Teacher Preparation Program

    Directory of Open Access Journals (Sweden)

    Shelly Meyers

    2013-08-01

    Full Text Available This article examines the value of using an alternative approach to college course instruction in an off-campus location, an agency for individuals with developmental disabilities. The situated learning model is an alternative to the traditional college course instructional approach for preservice teachers. This model immerses students in the actual setting where they can practice the skills and apply the concepts emphasized in the curriculum. Through a partnership between the college, the community agency, and a public school, graduate students in the special education program developed and implemented a life-skills curriculum for individuals with developmental disabilities, at the same time learning essential principles of delivering instruction. The school-aged students who participated in the study were from a racially mixed urban school district, while the adult clients from the community agency attended the program at the end of their community-based workday. Based on the results of surveys and focus group discussions, participants in the study indicated that the situated learning model of instruction in a community setting better prepared them in the acquisition and application of their teaching skills, and built their competence in developing educational programs for individuals with disabilities.

  3. Physics & Preservice Teachers Partnership Project (P4): An interdisciplinary peer learning tool

    Science.gov (United States)

    Simmonds, Paul J.; Wenner, Julianne A.

    Physics graduate students (PGs) and teacher candidates (TCs) often graduate with specific weaknesses. PGs frequently lack training in teaching and effective communication. TCs are typically underprepared for teaching science, and physics in particular. In response to these challenges, we created P4 . P4 is an innovative model for peer learning, creating interdisciplinary partnerships that help college physics instructors train their students in the ``soft skills'' prized in both academia and industry, while helping teacher educators infuse more content knowledge into science methods courses. In P4, PGs plan a lesson and deliver physics content to TCs. TCs then use this content to design and execute a 15-minute elementary science lesson. Framed by the concept of peer learning, we expected P4 would help PGs develop their teaching and communication skills, and TCs learn more physics. We studied the affordances and constraints of P4 to inform future iterations. Overall, P4 was successful, with both PGs and TCs reporting benefits. Affordances for PGs included the chance to plan and teach a class; TCs benefitted from working with experts to increase content knowledge. We will share the full findings and implications of our study, and outline next steps for P4.

  4. Experiential Learning in Accounting Work-Integrated Learning: A Three-Way Partnership

    Science.gov (United States)

    Elijido-Ten, Evangeline; Kloot, Louise

    2015-01-01

    Purpose: Work-integrated learning (WIL) helps improve the work readiness of accounting graduates. The purpose of this paper is to explore the role played by large and small-to-medium enterprise (SME) employers in providing experiential learning opportunities to accounting students in an Australian higher education context.…

  5. Research on Risk Allocation of Public-private Partnership Projects based on Rough Set Theory%基于粗糙集理论的PPP项目风险分担研究

    Institute of Scientific and Technical Information of China (English)

    巴希; 乌云娜; 胡新亮; 李泽众

    2013-01-01

      公私合作制将私人资本、技术和管理经验引入基础设施建设及运营项目,发挥了巨大的经济效益和社会效益。在我国公私合作项目的实践过程中,风险分担不明确始终是阻碍该模式在基础设施投融资领域进行广泛推广的关键因素,严重时甚至导致项目的失败。针对承担风险的主体不确定这一影响公私双方持久稳定合作的问题,通过案例分析和文献研究识别出风险分担主体不明确的风险因素,在此基础上利用粗糙集方法对风险分担评价指标体系中指标进行属性约简,以剔除对于分担结果影响较小的因素。理想点法能够对具有不同风险分担偏好的评价人做出的风险承担选择进行评价,以确定合理的风险分担方案。评价结果为公私双方制定合理的风险分担方案提供参考。%Public-Private-Partnership introduces private capital, technology and management experience into infrastructure con-struction and operation of projects, which brings huge economic and social benefits. In the practice of public-private partnership pro-ject, the unclear risk-sharing is always the key factor hindering the PPP pattern to widely promote in infrastructure investment and fi-nancing, even lead to project failure. Aimed at the uncertainty of main body bearing risk, which affects the lasting stability of Public-Private-Partnership. Through case studies and literature research, this paper identified the risk factors which has unclear risk-sharing body. On this basis, using Rough Set method to evaluate the risk-sharing index system and reduce the attributes which affect the risk-sharing result least. The TOPSIS method can evaluate the program by the people with different risk-sharing preferences that will deter-mine the most reasonable one. Meantime, the evaluation results provide a reference for both public and private to develop a reasonable risk-sharing scheme.

  6. Learning together, working together: an evaluation of experiences of a pilot programme for partnership between unions and management in the health service.

    Science.gov (United States)

    Young, Pat; Moule, Pam; Evans, David; Simmons, Sue; Crack, Meg; Mayo, Gillian

    2012-07-01

    This article describes an innovative initiative to support partnership working between trade unions and management in three National Health Service Trusts, by means of shared participation in a series of learning and development days. Although there is existing evidence, within the literature on partnership, of the benefits of partnership working for employees and employers, there is little discussion of processes by which effective partnership is developed. More specifically, there is no current academic literature on the role of education in enabling improved partnership working between trade unions and managers. The findings of the evaluation suggest that the pilot provided a successful learning experience as well as a number of pointers for improving future developments of this nature. The recommendations include embedding of partnership work within existing staff development processes. Copyright © 2011 Elsevier Ltd. All rights reserved.

  7. Community Partner Perspectives on Benefits, Challenges, Facilitating Factors, and Lessons Learned from Community-Based Participatory Research Partnerships in Detroit.

    Science.gov (United States)

    Caldwell, Wilma Brakefield; Reyes, Angela G; Rowe, Zachary; Weinert, Julia; Israel, Barbara A

    2015-01-01

    There is an extensive body of literature on community-based participatory research (CBPR) and the role of community-academic partnerships, much of which has involved community partners in the conceptualization and preparation of publications. However, there has been a relative dearth of solely community voices addressing these topics, given the other roles and responsibilities which community members and leaders of community-based organizations (CBOs) have. The purpose of this article is to share the perspectives of three long-time (>20 years) community partners involved in the Detroit Community-Academic Urban Research Center and its affiliated partnerships. In this article, we community partners provide our assessment of the benefits and challenges in using a CBPR approach at the personal, organizational, and community levels; the factors that facilitate effective partnerships; and our lessons learned through engagement in CBPR. We also present specific recommendations from a community perspective to researchers and institutions interested in conducting CBPR.

  8. Project-Based Management Development: "The Volvo Story."

    Science.gov (United States)

    Branch, John; Smith, Bryan

    1992-01-01

    A modular group project-based approach to management development was implemented by Volvo Concessionaires (United Kingdom) in partnership with training consultants. Ingredients of its success included top-level commitment, investment in diagnosis and tailoring, and use of company-specific case studies. (SK)

  9. 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.

  10. Urban partnership agreement and congestion reduction demonstration programs : lessons learned on congestion pricing from the Seattle and Atlanta household travel behavior surveys.

    Science.gov (United States)

    2014-04-01

    This paper presents lessons learned from household traveler surveys administered in Seattle and Atlanta as part of the evaluation of the Urban Partnership Agreement and Congestion Reduction Demonstration Programs. The surveys use a two-stage panel su...

  11. Academe-Industry Partnership: Basis for Enhanced Learning Guide in the New Science General Education Course

    Directory of Open Access Journals (Sweden)

    Alma D. Agero

    2016-11-01

    Full Text Available This study explores the academe-industry partnership of Cebu Technological University Bachelor of Science in Hospitality Management and Bachelor of Science in Industrial Technology major in Food Preparation and Services courses, SY 2014-2015 to improve the quality of course offering. It takes on the feedback received from supervisors of 50 different hotels and restaurants of Cebu province, as well as the self-rating of 185 OJTs of the two courses as regard to OJTs' level of functional and science-based core competencies. This descriptive research utilizes Likert-type research-made survey questionnaire which was previously tested for validity and reliability. The findings revealed that industry supervisors evaluated the trainees as Competent in core competencies (Bartending, Bread and pastry products, Cookery, Customer services, Front office services, food and beverages as well as functional skills (Problem solving, Leadership, Communication, Independent work, Creativity, Negotiation, Teamwork, Time management and Initiative. However, they found the students need of strengthening their problem solving and communication skills. The researchers therefore developed an enhanced learning guide for the New Science GE course to address the gaps based on the industry feedback.

  12. Partnership in Learning between University and School: Evidence from a Researcher-in-Residence

    Science.gov (United States)

    Young, Ann-Marie; O'Neill, Amy; Mooney Simmie, Geraldine

    2015-01-01

    The status of school placement in the Republic of Ireland has recently been elevated in importance within a reconceptualisation of initial teacher education (ITE). This paper shares the findings from one case study of a school--university partnership enacted in this regard. The partnership involved a researcher-in-residence at the school…

  13. A National Partnership-Based Summer Learning Initiative to Engage Underrepresented Students with Science, Technology, Engineering and Mathematics

    Science.gov (United States)

    Melvin, Leland

    2010-01-01

    In response to the White House Educate to Innovate campaign, NASA developed a new science, technology, engineering, and mathematics (STEM) education program for non-traditional audiences that also focused on public-private partnerships and nationwide participation. NASA recognized that summer break is an often overlooked but opportune time to engage youth in STEM experiences, and elevated its ongoing commitment to the cultivation of diversity. The Summer of Innovation (SoI) is the resulting initiative that uses NASA's unique missions and resources to boost summer learning, particularly for students who are underrepresented, underserved and underperforming in STEM. The SoI pilot, launched in June 2010, is a multi-faceted effort designed to improve STEM teaching and learning through partnership, multi-week summer learning programs, special events, a national concluding event, and teacher development. The SoI pilot features strategic infusion of NASA content and educational resource materials, sustainability through STEM Learning Communities, and assessments of effectiveness of SoI interventions with other pilot efforts. This paper examines the inception and development of the Summer of Innovation pilot project, including achievements and effectiveness, as well as lessons learned for future efforts.

  14. Establishing community partnerships to support late-life anxiety research: lessons learned from the Calmer Life project.

    Science.gov (United States)

    Jameson, John Paul; Shrestha, Srijana; Escamilla, Monica; Clark, Sharonda; Wilson, Nancy; Kunik, Mark; Zeno, Darrell; Harris, Toi B; Peters, Alice; Varner, Ivory L; Scantlebury, Carolyn; Scott-Gurnell, Kathy; Stanley, Melinda

    2012-01-01

    This article outlines the development of the Calmer Life project, a partnership established between researchers and faith-based and social service organizations to examine the effectiveness of cognitive behavioral therapy (CBT) incorporating religious/spiritual components for older African Americans in low-income communities. The program was designed to bypass several barriers to delivery of CBT within the specified community; it allows multimodal delivery (in person or by telephone) that occurs outside traditional mental health settings through faith-based organizations and neighborhood community centers. It includes religion/spirituality as an element, dependent upon the preference of the participant, and is modular, so that people can select the skills they wish to learn. Established relationships within the community were built upon, and initial meetings were held in community settings, allowing feedback from community organizations. This ongoing program is functioning successfully and has strengthened relationships with community partners and facilitated increased availability of education and services in the community. The lessons learned in establishing these partnerships are outlined. The growth of effectiveness research for late-life anxiety treatments in underserved minority populations requires development of functional partnerships between academic institutions and community stakeholders, along with treatment modifications to effectively address barriers faced by these consumers. The Calmer Life project may serve as a model.

  15. Benefits of Green Power Partnership

    Science.gov (United States)

    The U.S. EPA's Green Power Partnership is a voluntary partnership program designed to reduce the environmental impact of electricity generation by promoting renewable energy. Learn about the benefits of becoming a Green Power Partner.

  16. Partnership for Sustainable Communities: Five Years of Learning from Communities and Coordinating Federal Investments

    Science.gov (United States)

    This report commemorating the fifth anniversary of the HUD-DOT-EPA Partnership for Sustainable Communities shows how the three agencies are changing their policies and removing barriers to help communities.

  17. 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…

  18. Re-Engaging 'Youth at Risk' of Disengaging from Schooling through Rugby League Club Partnership: Unpacking the Pedagogic Practices of the Titans Learning Centre

    Science.gov (United States)

    Whatman, Susan L.; Main, Katherine

    2018-01-01

    The youth learning re-engagement program known as the Titans Learning Centre (or TLC) is an approved alternative schooling program, developed in partnership with state education and a local National Rugby League (NRL) club, the 'Titans'. Students typically in Grade Three or Four complete a 10 week program, interacting with professional A grade NRL…

  19. Nottingham Trent University and Makerere University School of Public Health partnership: experiences of co-learning and supporting the healthcare system in Uganda.

    Science.gov (United States)

    Musoke, David; Gibson, Linda; Mukama, Trasias; Khalil, Yesmean; Ssempebwa, John C

    2016-03-28

    Partnerships between developed and developing country institutions are increasingly becoming important in addressing contemporary global health challenges faced by health systems. Inter-university health collaboration such as the Nottingham Trent University (UK) and Makerere University School of Public Health (Uganda) partnership provide opportunities for working together in training, research and service delivery while strengthening health systems. This paper shares the experiences, achievements and opportunities of this partnership in co-learning and supporting the health system in Uganda. This includes a project being implemented to strengthen the training, supervision and motivation of community health workers in rural Uganda. Training and research are a key focus of the partnership and have involved both staff and students of both institutions including guest lectures, seminars and conference presentations. The partnership's collaboration with stakeholders such as the Ministry of Health (Uganda) and local health authorities has ensured participation necessary in supporting implementation of sustainable interventions. The partnership uses several channels such as email, telephone, Skype, Dropbox and WhatsApp which have been useful in maintaining constant and effective communication. The challenges faced by the partnership include lack of funding to support student mobility, and varying academic schedules of the two institutions. The experiences and prospects of this growing partnership can inform other collaborations in similar settings.

  20. Building a community of practice for sustainability: strengthening learning and collective action of Canadian biosphere reserves through a national partnership.

    Science.gov (United States)

    Reed, Maureen G; Godmaire, Hélène; Abernethy, Paivi; Guertin, Marc-André

    2014-12-01

    Deliberation, dialogue and systematic learning are now considered attributes of good practice for organizations seeking to advance sustainability. Yet we do not know whether organizations that span spatial scales and governance responsibilities can establish effective communities of practice to facilitate learning and action. The purpose of this paper is to generate a framework that specifies actions and processes of a community of practice designed to instill collective learning and action strategies across a multi-level, multi-partner network. The framework is then used to describe and analyze a partnership among practitioners of Canada's 16 UNESCO biosphere reserves, and additional researchers and government representatives from across Canada. The framework is a cycle of seven action steps, beginning and ending with reflecting on and evaluating present practice. It is supported by seven characteristics of collaborative environmental management that are used to gauge the success of the partnership. Our results show that the partnership successfully built trust, established shared norms and common interest, created incentives to participate, generated value in information sharing and willingness to engage, demonstrated effective flow of information, and provided leadership and facilitation. Key to success was the presence of a multi-lingual facilitator who could bridge cultural differences across regions and academia-practitioner expectations. The project succeeded in establishing common goals, setting mutual expectations and building relations of trust and respect, and co-creating knowledge. It is too soon to determine whether changes in practices that support sustainability will be maintained over the long term and without the help of an outside facilitator. Copyright © 2014 Elsevier Ltd. All rights reserved.

  1. 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...

  2. 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

  3. Building Pipelines for Information: Developing Partnerships Between Scientists, Educators, and Community Groups to Learn More About Hydraulic Fracturing in Colorado

    Science.gov (United States)

    Hafich, K. A.; Hannigan, M.; Martens, W.; McDonald, J. E.; Knight, D.; Gardiner, L. S.; Collier, A. M.; Fletcher, H.; Polmear, M.

    2015-12-01

    Hydraulic fracturing is a highly contentious issue, and trusted sources of information about the impacts and benefits are difficult to find. Scientific research is making strides to catch up with rapidly expanding unconventional oil and gas development, in part, to meet the need for information for policy, regulation, and public interest. A leader in hydraulic fracturing research, the AirWaterGas Sustainability Research Network is a multi-institution, multi-disciplinary team of researchers working to understand the environmental, economic, and social tradeoffs of oil and gas development. AirWaterGas recently restructured and implemented our education and outreach program around a partnership with the CU-Boulder Office for Outreach and Engagement that leverages existing campus infrastructure, networks, and expertise to disseminate research results and engage the public. The education and outreach team is working with formal and informal K-12 educators through several programs: a yearlong teacher professional development program, a rural classroom air quality monitoring program, and a community partnership grant program. Each program brings together scientists and educators in different environments such as the classroom, online learning, in-person workshops, and community lectures. We will present best practices for developing and implementing a viable outreach and education program through building and fostering mutually beneficial partnerships that bridge the gap between scientists and the public.

  4. Findings of, and reflections on, the Gender, Lifelong Learning and Social Class (GLAS project. A UK partnership based perspective.

    Directory of Open Access Journals (Sweden)

    Sue Betts

    2014-06-01

    Full Text Available This paper describes the main findings of GLAS, a two-year, EC co-funded project to address potential barriers to lifelong learning. In considering the genesis of the project, its structure and partnership, we will discuss findings from the perspective of UK partners, Linking London. We will show that tackling complex issues of social inclusion requires the creative use of processes and strategies which already exist within higher education, and conclude by making recommendations for future research and action.

  5. Legitimizing knwoledge of the workplace? Exploring critical perspectives on learning partnerships between universities and corporate organizations

    NARCIS (Netherlands)

    Gustavs, J.; Clegg, S.R.

    2005-01-01

    As a result of changing conditions of funding, emanating in a sense of crisis about viability and the need to find new sources of revenue, many universities in Australia and elsewhere are moving into new areas of application in novel partnerships with corporate organizations, to deliver 'work-based

  6. Sharing Resources: Benefits of University Partnerships to Improve Teaching, Learning and Research

    Science.gov (United States)

    Hilliard, Ann

    2012-01-01

    Today, many higher educational institutions are forward thinking about promoting strategic initiatives by establishing partnerships with other universities nationally and internationally. Being financial and academically savvy, universities are reaching out to meet the demands of public interests in different types of college programs and…

  7. BEGIN Partnership: Using Problem-Based Learning to Teach Genetics & Bioethics

    Science.gov (United States)

    Markowitz, Dina; DuPre, Michael J.; Holt, Susan; Chen, Shaw-Ree; Wischnowski, Michael

    2008-01-01

    A science education center at a university medical school had grant funding to develop a genetics curriculum unit, but needed a dissemination plan. A statewide science teacher organization that provided professional development training was facing decreased funding. These two groups combined their efforts, and created a unique partnership, called…

  8. Collaborative learning in local partnerships for public value : a multiple case study

    NARCIS (Netherlands)

    Bos, Eltje; de Zeeuw, Anna; van Vliet, Pieter; de Kreek, Mike

    2017-01-01

    In our recently started multiple case study - funded by the Netherlands Scientific Board (NWO) - on these processes of collaboration, we focused on the dynamics in growing partnerships between citizens, community social workers and civil servants. Three cases of social neighbourhood initiatives are

  9. Best Practices in University-Community Partnerships: Lessons Learned from a Physical-Activity-Based Program

    Science.gov (United States)

    Walsh, David

    2006-01-01

    Universities have the potential to make significant contributions to their neighboring schools and youth agencies through university-community partnerships and the programs they spawn. However, even with proven goals, trained staff, and eager students, collaborative physical-activity-based youth development programs can fail despite the best…

  10. An Action Learning Approach to Partnership in Community Development: A Reflection on the Research Process

    Science.gov (United States)

    Richardson, Janet; Grose, Jane

    2013-01-01

    Green space offers a significant environmental resource that can improve the individual experience of health and quality of life. However, barriers exist that prevent the use of green space, and partnership (multi-agency) working has the potential to overcome these. Current public health policy aims to broaden the range of environmental public…

  11. Shared Vulnerability in Professional Learning: Growing Instructional Coaches in a Culture of PDS Partnership

    Science.gov (United States)

    Corkery, Jill; Hall, Kris; Jeffries, Jess; Laskowski, Kristen; Romig, Gail; Tranell, Jennifer; Peters, Brian; Whitney, Anne Elrod

    2015-01-01

    In a school district context where a well-developed district-wide PDS partnership had been in operation for more than 15 years, a team of instructional coaches was formed of district teachers who left their classrooms for two to four years under the leadership of a curriculum coordinator. In this article, members of the coaching team offer…

  12. 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

  13. 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

  14. 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.

  15. Implementation of a Project-Based Telecommunications Engineering Design Course

    Science.gov (United States)

    Aliakbarian, Hadi; Soh, Ping Jack; Farsi, Saeed; Xu, Hantao; Van Lil, Emmanuel H. E. M. J. C.; Nauwelaers, Bart K. J. C.; Vandenbosch, Guy A. E.; Schreurs, Dominique M. M.-P.

    2014-01-01

    This paper describes and discusses the implementation of a project-based graduate design course in telecommunications engineering. This course, which requires a combination of technical and soft skills for its completion, enables guided independent learning (GIL) and application of technical knowledge acquired from classroom learning. Its main…

  16. Using Local Data to Address Abandoned Property: Lessons Learned From a Community Health Partnership.

    Science.gov (United States)

    Teixeira, Samantha; Kolke, Demi

    A growing body of research highlights the role of the built environment in promoting or impeding health. This research suggests that environmental issues like abandoned properties exact a toll on physical and mental health. We describe a community partnership aimed at improving community health through equitable land use policies and blight remediation. A collaboration between the University of Pittsburgh and Operation Better Block, Inc. (OBB), a community development corporation in Pittsburgh, was formed. We implemented an intervention to address property abandonment using data-driven techniques. In addition to successful advocacy for city-wide policies addressing abandonment, 80% of the properties that were part of our intervention were improved or addressed by the city. Balancing the needs of community and academic partners can be challenging, but our experiences suggest that community health partnerships to address built environmental issues may be an important conduit to health promotion.

  17. Partnership Among Peers: Lessons Learned From the Development of a Community Organization-Academic Research Training Program.

    Science.gov (United States)

    Jewett-Tennant, Jeri; Collins, Cyleste; Matloub, Jacqueline; Patrick, Alison; Chupp, Mark; Werner, James J; Borawski, Elaine A

    2016-01-01

    Community engagement and rigorous science are necessary to address health issues. Increasingly, community health organizations are asked to partner in research. To strengthen such community organization-academic partnerships, increase research capacity in community organizations, and facilitate equitable partnered research, the Partners in Education Evaluation and Research (PEER) program was developed. The program implements an 18-month structured research curriculum for one mid-level employee of a health-focused community-based organization with an organizational mentor and a Case Western Reserve University faculty member as partners. The PEER program was developed and guided by a community-academic advisory committee and was designed to impact the research capacity of organizations through didactic modules and partnered research in the experiential phase. Active participation of community organizations and faculty during all phases of the program provided for bidirectional learning and understanding of the challenges of community-engaged health research. The pilot program evaluation used qualitative and quantitative data collection techniques, including experiences of the participants assessed through surveys, formal group and individual interviews, phone calls, and discussions. Statistical analysis of the change in fellows' pre-test and post-test survey scores were conducted using paired sample t tests. The small sample size is recognized by the authors as a limitation of the evaluation methods and would potentially be resolved by including more cohort data as the program progresses. Qualitative data were reviewed by two program staff using content and narrative analysis to identify themes, describe and assess group phenomena and determine program improvements. The objective of PEER is to create equitable partnerships between community organizations and academic partners to further research capacity in said organizations and develop mutually beneficial research

  18. The portuguese partnership in an OLD european project : the benefits of e-learning

    OpenAIRE

    Menezes, Helena; Gil, Henrique

    2002-01-01

    The paper aims to present the data collected on the Portuguese participation in a European project (Comenius) related to distance learning. In particular, we present the main advantages of using e-learning platforms in the educational context.

  19. Lessons learned: Evaluating the program fidelity of UNWomen Partnership for Peace domestic violence diversion program in the Eastern Caribbean.

    Science.gov (United States)

    Jeremiah, Rohan D; Quinn, Camille R; Alexis, Jicinta M

    2018-08-01

    To date, there have been a plethora of punitive and diversion programs to address domestic violence around the world. However, the evaluative scholarship of such programs overwhelmingly reflects studies in developed countries while barely showcasing the realities of addressing domestic violence in developing countries. This paper features a multi-year (2008-2011) evaluation study that measured the fidelity of the United Nations Partnership for Peace (PfP) domestic violence diversion program in the Eastern Caribbean country of Grenada. Our findings illuminate organic engagement strategies that were built within existing multi-sectoral partnerships that included magistrate court judges, law enforcement officials, and social service agencies. Furthermore, we documented how the locally-devised implementation strategies ensured the program's fidelity within a resource-limited context. This paper contributes to the global evaluative scholarship, highlighting the lessons learned about implementing culturally-adapted and theoretically-driven domestic violence diversion within a developing country. Copyright © 2018 Elsevier Ltd. All rights reserved.

  20. Addressing Potential Challenges in Co-Creating Learning and Teaching: Overcoming Resistance, Navigating Institutional Norms and Ensuring Inclusivity in Student-Staff Partnerships

    Science.gov (United States)

    Bovill, C.; Cook-Sather, A.; Felten, P.; Millard, L.; Moore-Cherry, N.

    2016-01-01

    Against a backdrop of rising interest in students becoming partners in learning and teaching in higher education, this paper begins by exploring the relationships between student engagement, co-creation and student-staff partnership before providing a typology of the roles students can assume in working collaboratively with staff. Acknowledging…

  1. Best practices for effective partnerships with Aboriginal groups : lessons learned from major Canadian projects in mining and forestry

    Energy Technology Data Exchange (ETDEWEB)

    Andersen, C. [Labrador Inuit Association, NF (Canada)

    2004-07-01

    This PowerPoint presentation provided an update on effective partnerships and best practices reported in Canadian mining, forestry and energy projects. The forestry and mining industries have provided most of the models and best practices for natural resource projects. This presentation described the approach to negotiations for the Voisey's Bay Nickel Project and future steps for commercial success. The lessons learned were also discussed with particular reference to corporate agendas that help advance Aboriginal participation. The presentation outlined the expected results from Voisey's Bay Nickel Company Impact Benefit Agreement with the Labrador Inuit Association and the Innu Nation. The issue of responsible environmental management was also discussed along with long-term opportunities for jobs, education and business opportunities for Newfoundland and Labrador residents. figs.

  2. 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…

  3. 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.

  4. 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...

  5. Partnership in Knowledge Creation: Lessons Learned from a Researcher-Policy Actor Partnership to Co-Produce a Rapid Appraisal Case Study of South Australia's Social Inclusion Initiative

    Science.gov (United States)

    Newman, Lareen; Biedrzycki, Kate; Patterson, Jan; Baum, Fran

    2011-01-01

    This paper describes a partnership between researchers and policy actors that was developed within a short timeframe to produce a rapid appraisal case study of a government policy initiative--South Australia's "Social Inclusion Initiative"--for the Social Exclusion Knowledge Network of the international Commission on Social Determinants…

  6. Fostering Inclusive, Sustainable Economic Growth and "Green" Skills Development in Learning Cities through Partnerships

    Science.gov (United States)

    Pavlova, Margarita

    2018-01-01

    One of the requirements of building a learning city is working to ensure its sustainable development. In 2014, UNESCO developed a framework of the key features of learning cities, at the centre of which there are six pillars or "building blocks" which support sustainable development. This article focuses on the third of these pillars,…

  7. Teaching and Learning Scientific Literacy and Citizenship in Partnership with Schools and Science Museums

    DEFF Research Database (Denmark)

    Dolin, Jens; Evans, Robert Harry; Quistgaard, Nana

    2010-01-01

    The purpose of this paper is to bring together research on learning and teaching in science – especially for scientific literacy and citizenship – with new insights into museum didactics in order to inform innovative ways of creating museum exhibits and visits and develop new ways of linking formal...... and informal learning environments. Knowledge from different domains that have evolved substantially over the past few decades is brought together with the intention of setting up some relatively concrete guidelines for arranging visits to science museums. First we examine new understandings of science...... learning in relation to the questions of why young people should learn science and what kind of science they should learn. We touch upon issues of scientific literacy and citizenship, dialogical processes, the nature of science, and inquiry-based teaching among others. Secondly, we relate our reflections...

  8. Value-Added Clinical Systems Learning Roles for Medical Students That Transform Education and Health: A Guide for Building Partnerships Between Medical Schools and Health Systems.

    Science.gov (United States)

    Gonzalo, Jed D; Lucey, Catherine; Wolpaw, Terry; Chang, Anna

    2017-05-01

    To ensure physician readiness for practice and leadership in changing health systems, an emerging three-pillar framework for undergraduate medical education integrates the biomedical and clinical sciences with health systems science, which includes population health, health care policy, and interprofessional teamwork. However, the partnerships between medical schools and health systems that are commonplace today use health systems as a substrate for learning. Educators need to transform the relationship between medical schools and health systems. One opportunity is the design of authentic workplace roles for medical students to add relevance to medical education and patient care. Based on the experiences at two U.S. medical schools, the authors describe principles and strategies for meaningful medical school-health system partnerships to engage students in value-added clinical systems learning roles. In 2013, the schools began large-scale efforts to develop novel required longitudinal, authentic health systems science curricula in classrooms and workplaces for all first-year students. In designing the new medical school-health system partnerships, the authors combined two models in an intersecting manner-Kotter's change management and Kern's curriculum development steps. Mapped to this framework, they recommend strategies for building mutually beneficial medical school-health system partnerships, including developing a shared vision and strategy and identifying learning goals and objectives; empowering broad-based action and overcoming barriers in implementation; and generating short-term wins in implementation. Applying this framework can lead to value-added clinical systems learning roles for students, meaningful medical school-health system partnerships, and a generation of future physicians prepared to lead health systems change.

  9. Advancing Graduate Limnology Education through Active Learning and Community Partnerships: A Pilot Program at the Large Lakes Observatory

    Science.gov (United States)

    Schreiner, K. M.; Katsev, S.; Steinman, B. A.; Sterner, R.; Williams, J.; Zak, K.

    2017-12-01

    At the Large Lakes Observatory at the University of Minnesota Duluth, we designed a flipped-classroom, interdisciplinary limnology course sequence that incorporates partnerships with industry, meaningful field and analytical work, and integrated skills learning for our graduate students. This new curriculum is co-taught by four instructors with different research backgrounds and is meant to teach incoming graduate students with a wide range of undergraduate preparation. The courses we developed include lecture and practice classes each semester in the graduate students' first year and are built around a course website, www.studywater.org, which will go public in fall of 2018 and contains new, interdisciplinary limnology curriculum applicable to both upper level undergraduate and graduate students. Because the lecture and practice sections were co-taught by the same instructor group, we had the opportunity to fully integrate meaningful skills training directly into the course, including laboratory and analytical training, sample collection in the field and ship work, and professional skills like working in teams, oral and written communication, and project management. Another important component of this project was the cultivation of community partnerships in order to teach our graduate students applicable skills for a variety of careers. In our first year of implementation we partnered with two environmental consulting companies who have local ongoing projects, and they designed and led capstone projects for the students, including advising them on the production of project deliverables and helping them to relay their results to the consulting companies' clients. While this pilot project was designed specifically for graduate limnology students, the principles we employed would be applicable to any interdisciplinary graduate program that attracts students from a variety of undergraduate majors who still must all be taught in the same classroom.

  10. Engaging Students and Teachers in Immersive Learning Experiences Alongside NASA Scientists and With Support from Institutional Partnerships

    Science.gov (United States)

    Jones, A. P.; Bleacher, L.; Glotch, T. D.; Heldmann, J. L.; Bleacher, J. E.; Young, K. E.; Selvin, B.; Firstman, R.; Lim, D. S. S.; Johnson, S. S.; Kobs-Nawotniak, S. E.; Hughes, S. S.

    2015-12-01

    The Remote, In Situ, and Synchrotron Studies for Science and Exploration (RIS4E) and Field Investigations to Enable Solar System Science and Exploration (FINESSE) teams of NASA's Solar System Exploration Research Virtual Institute conduct research that will help us more safely and effectively explore the Moon, Near Earth Asteroids, and the moons of Mars. These teams are committed to making their scientific research accessible and to using their research as a lens through which students and teachers can better understand the process of science. In partnership with the Alan Alda Center for Communicating Science at Stony Brook University, in spring of 2015 the RIS4E team offered a semester-long course on science journalism that culminated in a 10-day reporting trip to document scientific fieldwork in action during the 2015 RIS4E field campaign on the Big Island of Hawaii. Their work is showcased on ReportingRIS4E.com. The RIS4E science journalism course is helping to prepare the next generation of science journalists to accurately represent scientific research in a way that is appealing and understandable to the public. It will be repeated in 2017. Students and teachers who participate in FINESSE Spaceward Bound, a program offered in collaboration with the Idaho Space Grant Consortium, conduct science and exploration research in Craters of the Moon National Monument and Preserve. Side-by-side with NASA researchers, they hike through lava flows, operate field instruments, participate in science discussions, and contribute to scientific publications. Teachers learn about FINESSE science in the field, and bring it back to their classrooms with support from educational activities and resources. The second season of FINESSE Spaceward Bound is underway in 2015. We will provide more information about the RIS4E and FINESSE education programs and discuss the power of integrating educational programs within scientific programs, the strength institutional partnerships can

  11. Translating Partnerships: How Faculty-Student Collaboration in Explorations of Teaching and Learning Can Transform Perceptions, Terms, and Selves

    Directory of Open Access Journals (Sweden)

    Alison Cook-Sather

    2016-09-01

    Full Text Available Linguistic, literary, and feminist studies define translation as a process of rendering a new version of an original with attention to context, power, and purpose. Processes of translation in the context of student-faculty co-inquiry in the Scholarship of Teaching and Learning offer examples of how this re-rendering can play out in the realm of academic development. In this article, translation serves as a conceptual framework that allows us to bring a fresh interpretation to the collaborative work of participants in a student-faculty pedagogical partnership program based at two colleges in the mid-Atlantic United States. We argue that faculty members and student consultants who participate in this program engage in processes of translation that lead to transformed perceptions of classroom engagement, transformed terms for naming pedagogical practices, and, more metaphorically, transformed selves. Drawing on data from an ongoing action research study of this program and on articles and essays we and other participants in the program have published, we use a form of narrative analysis as it intersects with the conceptual framework offered by translation to illustrate how, through their collaboration, faculty and students engage in never-finished processes of change that enable mental perceptions, linguistic terms, and human selves to be newly comprehended, communicated, and expressed. We touch upon what is lost in translation as well and the necessity of ongoing efforts to make meaning through collaborative explorations, analyses, and re-renderings. Finally, we provide examples of how the changes participants experience and effect endure beyond the time of partnership and in other realms of their lives.

  12. Orthogonality Measurement for Homogenous Projects-Bases

    Science.gov (United States)

    Ivan, Ion; Sandu, Andrei; Popa, Marius

    2009-01-01

    The homogenous projects-base concept is defined. Next, the necessary steps to create a homogenous projects-base are presented. A metric system is built, which then will be used for analyzing projects. The indicators which are meaningful for analyzing a homogenous projects-base are selected. The given hypothesis is experimentally verified. The…

  13. Growing health partnerships in rural and remote communities: what drives the joint efforts of primary schools and universities in maintaining service learning partnerships?

    Science.gov (United States)

    Kirby, Sue; Held, Fabian P; Jones, Debra; Lyle, David

    2018-01-10

    Aim This study explored the partnership between universities and local primary schools to deliver a classroom-based paediatric communication impairment service provided by undergraduate speech pathology students. It aimed to understand how partnerships work to facilitate programme replication. The partners included universities sending students on rural clinical placement, local host academic units and primary schools who worked together to provide paediatric speech and language services in primary schools in three sites in Australia. Rural and remote communities experience poorer health outcomes because of chronic workforce shortages, social disadvantage and high Aboriginality, poor access to services and underfunding. The study was in twofold: qualitative analysis of data from interviews/focus group with the partners in the university and education sectors, and quantitative social network analysis of data from an electronic survey of the partners. Findings Factors supporting partnerships were long-term, work and social relationships, commitment to community, trust and an appetite for risk-taking. We postulate that these characteristics are more likely to exist in rural communities.

  14. Integrated complex care model: lessons learned from inter-organizational partnership.

    Science.gov (United States)

    Cohen, Eyal; Bruce-Barrett, Cindy; Kingsnorth, Shauna; Keilty, Krista; Cooper, Anna; Daub, Stacey

    2011-01-01

    Providing integrated care for children with medical complexity in Canada is challenging as these children are, by definition, in need of coordinated care from disparate providers, organizations and funders across the continuum in order to optimize health outcomes. We describe the development of an inter-organizational team constructed as a unique tripartite partnership of an acute care hospital, a children's rehabilitation hospital and a home/community health organization focused on children who frequently use services across these three organizations. Model building and operationalization within the Canadian healthcare system is emphasized. Key challenges identified to date include communication and policy barriers as well as optimizing interactions with families; critical enablers have been alignment with policy trends in healthcare and inter-organizational commitment to integrate at the point of care. Considerations for policy developments supporting full integration across service sectors are raised. Early indicators of success include the enrolment of 34 clients and patients and the securing of funds to evaluate and expand the model to serve more children.

  15. Results and Lessons Learned From the DOE Commercial Building Partnerships: Preprint

    Energy Technology Data Exchange (ETDEWEB)

    Hirsch, A.; Deru, M.; Langner, R.; Stark, G.; Doebber, I.; Scheib, J.; Sheppy, M.; Bonnema, E.; Pless, S.; Livingood, B.; Torcellini, P.

    2014-09-01

    Over the course of 5 years, NREL worked with commercial building owners and their design teams in the DOE Commercial Building Partnerships (CBP) to cut energy consumption by 50% in new construction (versus code) and by 30% in existing building pilot projects (versus code or pre-retrofit operational energy use depending on the preference of the Partner) using strategies that could be replicated across their building portfolios. A number of different building types were addressed, including supermarket, retail merchandise, combination big box (general merchandise and food sales), high rise office space, and warehouse. The projects began in pre-design and included a year of measurement data to evaluate performance against design expectations. Focused attention was required throughout the entire process to achieve a design with the potential to hit the energy performance target and to operate the resulting building to reach this potential. This paper will report quantitative results and cover both the technical and the human sides of CBP, including the elements that were required to succeed and where stumbling blocks were encountered. It will also address the impact of energy performance goals and intensive energy modeling on the design process innovations and best practices.

  16. MULTI-SECTOR PARTNERSHIPS FOR SUSTAINABLE BUSINESS DEVELOPMENT: LESSONS LEARNED FROM ROUND TABLE INDONESIA

    Directory of Open Access Journals (Sweden)

    Huub Mudde

    2012-09-01

    Full Text Available Over a period of three years, Bogor Agricultural University/Institut Pertanian Bogor (IPB and Maastricht School of Management (MsM have been executing the multi-annual project Round Table Indonesia, www.roundtableindonesia.net. This project aimed at contributing to the improvement of a sustainable business and investment climate in the Indonesian agricultural sector, by strengthening the knowledge capacity, formulating concrete investment opportunities, and facilitating partnerships. As a result, IPB and MsM have developed courses on sustainable business development and facilitated business projects in poultry, mangosteen, palm oil, shrimps, and tourism. All projects are based on in-depth value chain analyses and roundtable meetings with key stakeholders of government, private sector, academia, and civil society. Linking education and applied research with business development will lead to a stronger and more sustainable Indonesian agricultural sector, being of crucial importance for the Indonesian development as a whole.Keywords: Round Table Indonesia, Sustainable Business Development, Value Chain, Agricultural Sector, IPB, MSM

  17. In Light of Visual Arts – A knowledge transfer partnership project as experiential learning

    Directory of Open Access Journals (Sweden)

    Ming-hoi Lai

    2013-10-01

    Full Text Available Knowledge transfer between universities and the commercial sector is becoming more prevalent, and different processes have been adopted to facilitate the transfer of knowledge. The ‘In Light of Visual Arts’ project aimed to facilitate knowledge exchange in relation to an innovative concept, the ‘eco-philosophy of light’, between the lighting industry and the arts and cultural sector through an Informal Learning approach. Young visual artists, light designers and lighting technicians were encouraged to explore and exchange experiences in the areas of visual communication, art appreciation and art archiving to create practical lighting solutions. This project offers a feasible framework for the enhancement of artistic training through knowledge sharing, for the benefit of the participants themselves and, in turn, academia, industry and the community. Keywords: informal learning, experiential learning, knowledge transfer, art education, interdisciplinary study

  18. Case Study of a Service-Learning Partnership: Montana Tech and the Montana State Prison.

    Science.gov (United States)

    Amtmann, John; Evans, Roberta; Powers, Jack

    2002-01-01

    As a service learning project, Montana Tech students deliver a wellness program for older inmates in Montana State Prison. Outcomes identified in student interviews included improved interpersonal skills (tact, diplomacy, communication, assertiveness) and opportunities to apply knowledge. Students recognized the value of the program for…

  19. Grappling with Globalization, Partnership, and Learning: A Look inside Oxfam America.

    Science.gov (United States)

    Offenheiser, Raymond; Holcombe, Susan; Hopkins, Nancy

    1999-01-01

    Oxfam America is an international development and relief organization that is grappling with building a learning organization, creating constructive labor-management relations, and trying to position itself as one of the most effective, forward-looking nongovernmental organizations of the next century. (JOW)

  20. Opening the Classroom Door: Professional Learning Communities in the Math and Science Partnership Program

    Science.gov (United States)

    Hamos, James E.; Bergin, Kathleen B.; Maki, Daniel P.; Perez, Lance C.; Prival, Joan T.; Rainey, Daphne Y.; Rowell, Ginger H.; VanderPutten, Elizabeth

    2009-01-01

    This article looks at how professional learning communities (PLCs) have become an operational approach for professional development with potential to de-isolate the teaching experience in the fields of science, technology, engineering, and mathematics (STEM). The authors offer a short synopsis of the intellectual origins of PLCs, provide multiple…

  1. A Learning Partnership: Exploring Preceptorship through Interviews with Registered and Novice Nurses

    Science.gov (United States)

    Ockerby, Cherene M.; Newton, Jennifer M.; Cross, Wendy M.; Jolly, Brian C.

    2009-01-01

    Novice nurses encounter numerous factors that impact on their learning in the complex healthcare workplace. Registered nurses often work one-on-one with novices as preceptors to facilitate the development of novices' clinical skills and socialisation into the profession. This paper explores the concept of preceptorship from novice nurses' and…

  2. Using a Corporate Partnership to Enhance Learning in a Sourcing Negotiation Role-play

    Science.gov (United States)

    Hartley, Janet L.; Eboch, Karen; Gilberg, Jonathan

    2017-01-01

    Although role-plays can be effective teaching tools for buyer-supplier negotiation, learning can be somewhat limited because typically novices are negotiating with each other. We describe how we collaborated with a corporate partner, CACI International, to develop and implement a repeatable sourcing and negotiation role-play that helps to address…

  3. Building Partnerships in Pakistan: Meeting the Learning Needs of Vulnerable Children through Interdependency

    Science.gov (United States)

    Jamil, Baela Raza; Saeed, Saba

    2018-01-01

    Achieving the Sustainable Development Goals by 2030 is ambitious and tests national governments' capacity to address human development challenges, such as access to quality education. Collaborative initiatives that leverage the capacity of diverse stakeholders will be essential to meet the education and learning needs of the world's children,…

  4. Exploring Partnerships in Early Childhood Teacher Education through Scenario-Based Learning

    Science.gov (United States)

    Sorin, Reesa

    2013-01-01

    Belonging to "a family, a cultural group, a neighbourhood and a wider community" (Department of Education, Employment and Workplace Relations [DEEWR], 2009, p. 7) is integral to children's early development and learning. Acknowledging families as "children's first and most influential educators" (DEEWR, 2009, p. 7), DEEWR notes…

  5. A Case Study of Partnerships in International Service Learning: Exploring Reciprocity and Bi-Directional Benefits

    Science.gov (United States)

    Healey-Walsh, Judith

    2016-01-01

    Based on demographic shifts toward more diversity and increasing health care disparities in the United States, nursing educators have been called upon to find innovative pedagogies to teach cultural competence and social justice concepts. International service-learning programs (ISL) are proliferating, as there is evidence that these experiences…

  6. 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

  7. Implementing an Alcohol and Other Drug Use Prevention Program Using University-High School Partnerships: Challenges and Lessons Learned

    Science.gov (United States)

    Milroy, Jeffrey J.; Orsini, Muhsin Michael; Wyrick, David L.; Fearnow-Kenney, Melodie; Wagoner, Kimberly G.; Caldwell, Rebecca

    2015-01-01

    Background: School-based alcohol and other drug use prevention remains an important national strategy. Collaborative partnerships between universities and high schools have the potential to enhance prevention programming; however, there are challenges to sustaining such partnerships. Purpose: The purpose of this commentary is to underscore…

  8. From Innovation to Impact at Scale: Lessons Learned from a Cluster of Research-Community Partnerships

    Science.gov (United States)

    Schindler, Holly S.; Fisher, Philip A.; Shonkoff, Jack P.

    2017-01-01

    This paper presents a description of how an interdisciplinary network of academic researchers, community-based programs, parents, and state agencies have joined together to design, test, and scale a suite of innovative intervention strategies rooted in new knowledge about the biology of adversity. Through a process of co-creation, collective pilot-testing, and the support of a measurement and evaluation hub, the Washington State Innovation Cluster is using rapid cycle, iterative learning to elucidate differential impacts of interventions designed to build child and caregiver capacities and address the developmental consequences of socioeconomic disadvantage. Key characteristics of the Innovation Cluster model are described and an example is presented of a video-coaching intervention that has been implemented, adapted, and evaluated through this distinctive, collaborative process. PMID:28777436

  9. ‘Third generation’ conversations – A partnership approach to embedding research and learning skills development in the first year. A Practice Report

    Directory of Open Access Journals (Sweden)

    Anne Taib

    2013-08-01

    Full Text Available This Practice Report offers a strategic approach to making research and learning skills explicit within the curriculum of first year core units, by enabling a systematic process of pedagogical conversations between teaching faculty, learning skills advisers and librarians. It reports on a collaborative project between staff of Monash Library and academic staff of the faculties of Business and Economics and Information Technology. It offers tools and protocols for the review and renewal of curricula and co-curricula practice within a partnership model, informed by the Research Skills Development (RSD Framework. It takes into account teaching and learning approaches, intervention and support strategies, assessment, and feedback mechanisms.  It also responds to emerging trends in higher education delivery such as blended learning and the flipped classroom model (Baker, 2000.

  10. 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…

  11. Managing Movement as Partnership

    Science.gov (United States)

    Kimbrell, Sinead

    2011-01-01

    The associate director of education at Hubbard Street Dance Chicago recounts her learning and teaching through managing the Movement as Partnership program. Included are detailed descriptions of encounters with teachers and students as they create choreography reflective of their inquiry into integrating dance and literacy arts curriculum in the…

  12. Developing Elementary Science PCK for Teacher Education: Lessons Learned from a Second Grade Partnership

    Science.gov (United States)

    Bradbury, Leslie U.; Wilson, Rachel E.; Brookshire, Laura E.

    2017-06-01

    In this self-study, two science educators partnered with two elementary teachers to plan, implement, and reflect on a unit taught in second grade classrooms that integrated science and language arts. The researchers hoped to increase their pedagogical content knowledge (PCK) for elementary science teaching so that they might use their experiences working in an elementary context to modify their practices in their elementary science method instruction. The research question guiding the study was: What aspects of our PCK for elementary science teaching do we as science educators develop by co-planning, co-teaching, and reflecting with second grade teachers? Data include transcripts of planning meetings, oral reflections about the experience, and videos of the unit being enacted. Findings indicate that managing resources for science teaching, organizing students for science learning, and reflecting on science teaching were themes prevalent in the data. These themes were linked to the model of PCK developed by Park and Oliver (Research in Science Education, 38, 261-284, 2008) and demonstrate that we developed PCK for elementary science teaching in several areas. In our discussion, we include several proposed changes for our elementary science methods course based on the outcomes of the study.

  13. Lessons learned from community-based participatory research: establishing a partnership to support lesbian, gay, bisexual and transgender ageing in place.

    Science.gov (United States)

    Wright, Leslie A; King, Diane K; Retrum, Jessica H; Helander, Kenneth; Wilkins, Shari; Boggs, Jennifer M; Portz, Jennifer Dickman; Nearing, Kathryn; Gozansky, Wendolyn S

    2017-06-01

    Due to a history of oppression and lack of culturally competent services, lesbian, gay, bisexual and transgender (LGBT) seniors experience barriers to accessing social services. Tailoring an evidence-based ageing in place intervention to address the unique needs of LGBT seniors may decrease the isolation often faced by this population. To describe practices used in the formation of a community-based participatory research (CBPR), partnership involving social workers, health services providers, researchers and community members who engaged to establish a LGBT ageing in place model called Seniors Using Supports To Age In Neighborhoods (SUSTAIN). A case study approach was employed to describe the partnership development process by reflecting on past meeting minutes, progress reports and interviews with SUSTAIN's partners. Key partnering practices utilized by SUSTAIN included (i) development of a shared commitment and vision; (ii) identifying partners with intersecting spheres of influence in multiple communities of identity (ageing services, LGBT, health research); (iii) attending to power dynamics (e.g. equitable sharing of funds); and (iv) building community capacity through reciprocal learning. Although the partnership dissolved after 4 years, it served as a successful catalyst to establish community programming to support ageing in place for LGBT seniors. Multi-sector stakeholder involvement with capacity to connect communities and use frameworks that formalize equity was key to establishing a high-trust CBPR partnership. However, lack of focus on external forces impacting each partner (e.g. individual organizational strategic planning, community funding agency perspectives) ultimately led to dissolution of the SUSTAIN partnership even though implementation of community programming was realized. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  14. Chesapeake Bay Climate Study Partnership: Undergraduate Student Experiential Learning on Microclimates at the University of Hawai'i, Hilo

    Science.gov (United States)

    Ozbay, G.; Sriharan, S.; Fan, C.; Adolf, J.

    2015-12-01

    Undergraduate student experiential learning activities focused on microclimates of Hawai'i Island, Hawai'i. Six students from Virginia State University, three students from Delaware State University and faculty advisors were hosted by the University of Hawai'i at Hilo (UHH) Department of Marine Science. This partnership provided integrated, cohesive, and innovative education and research capabilities to minority students on climate change science. Activities included a summer course, instrumentation training, field and laboratory research training, sampling, data collection, logging, analysis, interpretation, report preparation, and research presentation. Most training activities used samples collected during students' field sampling in Hilo Bay. Water quality and phytoplankton data were collected along a 220 degree line transect from the mouth of the Wailuku River to the pelagic zone outside of Hilo Bay into the Pacific Ocean to a distance of 15.5 km. Water clarity, turbidity, chlorophyll, physical water quality parameters, and atmospheric CO2 levels were measured along the transect. Phytoplankton samples were collected for analysis by Scanning Electron Microscopy and Flow Cytometry. Data showed the extent of anthropogenic activity on water quality, with implications for food web dynamics. In addition, atmospheric CO2 concentration, island vegetation, and GPS points were recorded throughout the island of Hawai'i to investigate how variations in microclimate, elevation, and land development affect the amount of CO2 in the atmosphere, vegetation, and water quality. Water quality results at locations near rivers were completely different from other study sites, requiring students' critical thinking skills to find possible reasons for the difference. Our data show a correlation between population density and CO2 concentrations. Anthropogenic activities affecting CO2 and ocean conditions in Hawaiian microclimates can potentially have deleterious effects on the life

  15. A Conceptualization of Knowledge Governance in Project-based Organizations

    DEFF Research Database (Denmark)

    Pemsel, Sofia; Wiewiorac, Anna; Müller, Ralf

    2014-01-01

    This paper conceptualizes and defines knowledge governance (KG) in project-based organizations (PBOs). Two key contributions towards a multi-faceted view of KG and an understanding of KG in PBOs are advanced, as distinguished from knowledge management and organizational learning concepts. The con......This paper conceptualizes and defines knowledge governance (KG) in project-based organizations (PBOs). Two key contributions towards a multi-faceted view of KG and an understanding of KG in PBOs are advanced, as distinguished from knowledge management and organizational learning concepts....... The conceptual framework addresses macro- and micro-level elements of KG and their interaction. Our definition of KG in PBOs highlights the contingent nature of KG processes in relation to their organizational context. These contributions provide a novel platform for understanding KG in PBOs....

  16. Some partnership

    International Nuclear Information System (INIS)

    Stein, Graham.

    1994-01-01

    The nuclear industry claims that it wants a partnership with renewable energy as part of a balanced energy programme. The author looks at information on renewables supplied by the nuclear industry and finds it economical with the truth. (author)

  17. Lights and Shadows of Business-Nonprofit Partnerships: The Role of Nonprofit Learning and Empowerment in this Ethical Puzzle

    Directory of Open Access Journals (Sweden)

    María José Sanzo

    2017-08-01

    Full Text Available Business-nonprofit partnerships have gained increased relevance in the context of the evolution of corporate social responsibility strategies and the existence of extremely complex societal and environmental challenges. However, these collaborations are also associated with important ethical concerns. Under such a scenario, this study attempts to shed light on the effects of high value-added partnerships—i.e., those characterized by a process of nonprofit empowerment—on two potential risks of business-nonprofit partnerships: co-optation and loss of personnel’s identification with the nonprofit’s social mission. Based on a two-step survey to a representative sample of Spanish nonprofits involved in social partnerships with firms, results reveal the existence of a mixed influence in both cases, positive and negative. Several implications for practitioners are drawn, specifically about how firms and nonprofits can reduce the negative ethical consequences of partnering.

  18. Social Media in Adult Education: Insights Gained from Grundtvig Learning Partnership Project “Institutional Strategies Targeting the Uptake of Social Networking in Adult Education (ISTUS”

    Directory of Open Access Journals (Sweden)

    Vilhelmina Vaičiūnienė

    2013-02-01

    Full Text Available Purpose—the focus of this article is the role of social media in adult education and their impact on adult students in regards to their educational needs and specific personal situations within the frame of the learning partnership project. The Grundtvig learning partnership project “Institutional Strategies Targeting the Uptake of Social Networking in Adult Education (ISTUS is an international partnership that includes partners from 7 EU countries. The aim of the research presented in this paper is to define cases of the uptake of technologies and applications by MRU students; thus, the objectives of the research are 1 to review literature pertaining to the field of social media in adult education context and 2 to analyse the respondents’ insights as regards learning/teaching practices, resources, and facilities that affect their learning in relation to social networking and media use (taking into consideration both personal and educational perspectives. Design/methodology/approach—the research paper adopts qualitative research approach. Findings—students perceive SM mainly as online communication means (usually informal communication is implied. SM is firstly associated by learners with pastime venue, not educational resource. Thus, methods of teaching/learning in SM and with the help of SM have to be developed and improved. They have to be considered in line with the necessity to develop critical and reflexive thinking skills and media and information literacy skills. The respondents have pointed out both positive and negative aspects of social media use for learning/teaching. Creation of an inner institutional SM type involving qualified people with expertise in SM use for education has been suggested. Research limitations/implications—this article is focused only on the attitudes of MRU students though 105 interviews in total have been conducted within the framework of the project and not only students, but also teachers and

  19. Social Media in Adult Education: Insights Gained from Grundtvig Learning Partnership Project “Institutional Strategies Targeting the Uptake of Social Networking in Adult Education (ISTUS”

    Directory of Open Access Journals (Sweden)

    Vilhelmina Vaičiūnienė

    2012-12-01

    Full Text Available Purpose—the focus of this article is the role of social media in adult education and their impact on adult students in regards to their educational needs and specific personal situations within the frame of the learning partnership project. The Grundtvig learning partnership project “Institutional Strategies Targeting the Uptake of Social Networking in Adult Education (ISTUS is an international partnership that includes partners from 7 EU countries. The aim of the research presented in this paper is to define cases of the uptake of technologies and applications by MRU students; thus, the objectives of the research are 1 to review literature pertaining to the field of social media in adult education context and 2 to analyse the respondents’ insights as regards learning/teaching practices, resources, and facilities that affect their learning in relation to social networking and media use (taking into consideration both personal and educational perspectives.Design/methodology/approach—the research paper adopts qualitative research approach.Findings—students perceive SM mainly as online communication means (usually informal communication is implied. SM is firstly associated by learners with pastime venue, not educational resource. Thus, methods of teaching/learning in SM and with the help of SM have to be developed and improved. They have to be considered in line with the necessity to develop critical and reflexive thinking skills and media and information literacy skills. The respondents have pointed out both positive and negative aspects of social media use for learning/teaching. Creation of an inner institutional SM type involving qualified people with expertise in SM use for education has been suggested.Research limitations/implications—this article is focused only on the attitudes of MRU students though 105 interviews in total have been conducted within the framework of the project and not only students, but also teachers and

  20. Global Competition and Learning Organizations: Goals and Motivations of Corporate Leaders and Employees Who Participate in Corporate/University Partnerships

    Science.gov (United States)

    Zolfo, Elana; Mann, Deborah

    2007-01-01

    The purpose of this study was to determine executive and employee attitudes regarding benefits and difficulties accruing to employees and their corporations who participate in on-site MBA programs for 11 corporate partners. Because so many corporations embrace partnerships with colleges to advance the knowledge base of their employees, it seems…

  1. Evolution of a Social Media-Driven Campus-Community Partnership: Collaborative Learning at the Knowledge Café

    Science.gov (United States)

    Baim, Susan A.

    2017-01-01

    This article describes an early-stage collaborative partnership between a local community foundation and a regional campus of a major university to increase dialogue on the strategic importance and practical execution of advanced social media best practices for small- to medium-sized businesses. Started through a grant won by the author, an…

  2. Organizational Diagnosis in Project-Based Companies

    Directory of Open Access Journals (Sweden)

    Behrouz Zarei

    2014-05-01

    Full Text Available The purpose of this article is to develop a new method for corporate diagnosis (CD. To this end, a method is developed for the diagnosis process of project-based companies. The article presents a case study in a large company where data have been collected through focus groups. Project delay, high project cost, and low profitability are examples of project deficiency in project-based companies. Such issues have made managers pay special attention to find effective solutions to improve them. Prominent factors are inappropriate strategy, structure, system, human resource management, and PMBOK(Project Management Body of Knowledge processes. Thus, CD and analysis is an important task in improvement of corporate performance. The CD model that is developed in this article could be used for project-based companies. The proposed method can be used for CD in any project-based company. This article provides an emphatic application of CD as a prerequisite for restructuring in project-based companies.

  3. How transformational learning promotes caring, consultation and creativity, and ultimately contributes to sustainable development: Lessons from the Partnership for Education and Research about Responsible Living (PERL) network

    Science.gov (United States)

    Thoresen, Victoria Wyszynski

    2017-12-01

    Oases of learning which are transformative and lead to significant behavioural change can be found around the globe. Transformational learning has helped learners not only to understand what they have been taught but also to re-conceptualise and re-apply this understanding to their daily lives. Unfortunately, as many global reports indicate, inspirational transformational learning approaches for sustainable development are rare and have yet to become the norm - despite calls for such approaches by several outstanding educators and organisations. This article examines three learning approaches developed by the network of the Partnership for Education and Research about Responsible Living (PERL). These approaches are structured around core elements of transformative learning for sustainable development, yet focus particularly on the ability to care, consult with others and be creative. They seem to depend on the learners' ability to articulate their perceptions of sustainable development in relation to their own values and to identify how these are actualised in their daily life. Together with other core elements of transformative learning, an almost magical (not precisely measurable) synergy then emerges. The intensity of this synergy appears to be directly related to the individual learner's understanding of the contradictions, interlinkages and interdependencies of modern society. The impact of this synergy seems to be concurrent with the extent to which the learner engages in a continual learning process with those with whom he/she has contact. The findings of this study suggest that mainstreaming transformational learning for sustainable development in ways that release the "magic synergy of creative caring" can result in the emergence of individuals who are willing and able to move from "business as usual" towards more socially just, economically equitable, and environmentally sensitive behaviour.

  4. 'I wouldn't get that feedback from anywhere else': learning partnerships and the use of high school students as simulated patients to enhance medical students' communication skills.

    Science.gov (United States)

    Cahill, Helen; Coffey, Julia; Sanci, Lena

    2015-03-07

    This article evaluates whether the use of high school students as simulated patients who provide formative feedback enhances the capacity of medical students in their fifth year of training to initiate screening conversations and communicate effectively with adolescents about sensitive health issues. Focus group interviews with medical students (n = 52) and school students aged 15-16 (n = 107) were conducted prior to and following involvement in Learning Partnerships workshops. Prior to workshops focus groups with school students asked about attitudes to help-seeking in relation to sensitive health issues, and following workshops asked whether the workshop had made a difference to their concerns. Prior to workshops focus groups with medical students asked about their needs in relation to initiating conversations with adolescents about sensitive health issues, and following workshops asked whether the workshop had made a difference to their concerns. Surveys were also completed by 164 medical students and 66 school students following the workshops. This survey featured 19 items asking participants to rank the usefulness of the workshops out of 10 (1 = not at all useful, 10 = extremely useful) across areas such as skills and understanding, value of learning activities and overall value of the workshop. SPSS software was used to obtain mean plus standard deviation scores for each item on the survey. The Learning Partnerships workshops assisted medical students to improve their skills and confidence in communicating with adolescents about sensitive health issues such as mental health, sexual health and drug and alcohol use. They also assisted young people to perceive doctors as more likely potential sources for help. These findings suggest that the innovative methods included in Learning Partnerships may assist in broader education programs training doctors to be more effective helping agents and aid the promotion of adolescent friendly health care

  5. North-South Knowledge Partnerships : Promoting the Canada-Latin ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Phase I (104033) sought to foster learning partnerships between Canadian and Latin American research and ... I. The idea is to support ongoing North-South and South-South knowledge partnerships based on participatory, ... Project status.

  6. Towards a Theoretical Framework for Understanding PGCE Student Teacher Learning in the Wild Coast Rural Schools' Partnership Project

    Science.gov (United States)

    Pennefather, Jane

    2016-01-01

    This article focuses on a theoretical model that I am developing in order to understand student teacher learning in a rural context and the enabling conditions that can support this learning. The question of whether a supervised teaching practice in a rural context can contribute to the development of student teacher professional learning and…

  7. Meta-Assessment in a Project-Based Systems Engineering Course

    Science.gov (United States)

    Wengrowicz, Niva; Dori, Yehudit Judy; Dori, Dov

    2017-01-01

    Project-based learning (PBL) facilitates significant learning, but it poses a major assessment challenge for assessing individual content knowledge. We developed and implemented an assessment approach and tool for a mandatory undergraduate systems engineering PBL-based course. We call this type of assessment "student-oriented"…

  8. A New Project-Based Curriculum of Design Thinking with Systems Engineering Techniques

    NARCIS (Netherlands)

    Haruyama, S.; Kim, S.K.; Beiter, K.A.; Dijkema, G.P.J.; De Weck, O.L.

    2012-01-01

    We developed a new education curriculum called "ALPS" (Active Learning Project Sequence) at Keio University that emphasizes team project-based learning and design thinking with systems engineering techniques. ALPS is a 6 month course, in which students work as a team and design and propose

  9. A collection of research reporting, theoretical analysis, and practical applications in science education: Examining qualitative research methods, action research, educator-researcher partnerships, and constructivist learning theory

    Science.gov (United States)

    Hartle, R. Todd

    2007-12-01

    Educator-researcher partnerships are increasingly being used to improve the teaching of science. Chapter 1 provides a summary of the literature concerning partnerships, and examines the justification of qualitative methods in studying these relationships. It also justifies the use of Participatory Action Research (PAR). Empirically-based studies of educator-researcher partnership relationships are rare despite investments in their implementation by the National Science Foundation (NSF) and others. Chapter 2 describes a qualitative research project in which participants in an NSF GK-12 fellowship program were studied using informal observations, focus groups, personal interviews, and journals to identify and characterize the cultural factors that influenced the relationships between the educators and researchers. These factors were organized into ten critical axes encompassing a range of attitudes, behaviors, or values defined by two stereotypical extremes. These axes were: (1) Task Dictates Context vs. Context Dictates Task; (2) Introspection vs. Extroversion; (3) Internal vs. External Source of Success; (4) Prior Planning vs. Implementation Flexibility; (5) Flexible vs. Rigid Time Sense; (6) Focused Time vs. Multi-tasking; (7) Specific Details vs. General Ideas; (8) Critical Feedback vs. Encouragement; (9) Short Procedural vs. Long Content Repetition; and (10) Methods vs. Outcomes are Well Defined. Another ten important stereotypical characteristics, which did not fit the structure of an axis, were identified and characterized. The educator stereotypes were: (1) Rapport/Empathy; (2) Like Kids; (3) People Management; (4) Communication Skills; and (5) Entertaining. The researcher stereotypes were: (1) Community Collaboration; (2) Focus Intensity; (3) Persistent; (4) Pattern Seekers; and (5) Curiosity/Skeptical. Chapter 3 summarizes the research presented in chapter 2 into a practical guide for participants and administrators of educator-researcher partnerships

  10. Knowledge Governance in Project-Based Organizations

    DEFF Research Database (Denmark)

    Pemsel, Sofia; Wiewiora, Anna; Müller, Ralf

    This paper conceptualizes knowledge governance (KG) in project-based organizations (PBOs) and its methodological approaches for empirical investigation. Three key contributions towards a multi-faceted view of KG and an understanding of KG in PBOs are advanced. These contributions include a defini......This paper conceptualizes knowledge governance (KG) in project-based organizations (PBOs) and its methodological approaches for empirical investigation. Three key contributions towards a multi-faceted view of KG and an understanding of KG in PBOs are advanced. These contributions include...... a definition of KG in PBOs, a conceptual framework to investigate KG and a methodological framework for empirical inquiry into KG in PBO settings. Our definition highlights the contingent nature of KG processes in relation to their organizational context. The conceptual framework addresses macro- and micro...

  11. Creating a Learning Environment to Promote Food Sustainability Issues in Primary Schools? Staff Perceptions of Implementing the Food for Life Partnership Programme

    Directory of Open Access Journals (Sweden)

    Judy Orme

    2013-03-01

    Full Text Available There is increasing interest in the role that schools can play in promoting education for sustainable development (ESD, and evidence is emerging that schools can be influential in the emerging agenda around the ecological, ethical and social aspects of food, diet and nutrition. With regard to such food sustainability issues, this paper analyses the role of the Food for Life Partnership national programme in supporting garden and farm-based learning activities in 55 primary schools in England, UK. Using a mixed methods approach, the study examined the programme’s implementation through staff perceptions and a range of school change indicators. The study found that the programme delivery was associated with widespread institutional reforms. According to staff, implementation of the programme provided a range of opportunities for pupils to learn about food production and sustainability, but addressing these issues was challenging for teachers and raised a number of questions concerned with effective, equitable and on-going implementation. At a pedagogical level, teachers also reflected on conceptually challenging aspects of food sustainability as a topic for primary school education. The study identified ways that ESD programmes could support schools to think about and implement learning opportunities as well as identifying significant barriers related to resourcing such programmes.

  12. Visualizing Practices in Project-based Design

    DEFF Research Database (Denmark)

    Whyte, Jennifer; Tryggestad, Kjell; Comi, Alice

    2016-01-01

    Project-based design involves a variety of visual representations, which are evolved to make decisions and accomplish project objectives. Yet, such mediated and distributed ways of working are difficult to capture through ethnographies that examine situated design. A novel approach is developed t...... representations enabled participants in project-based design to develop and share understanding. The complexity of projects and their distributed and mediated nature makes this approach timely and important in addressing new research questions and practical challenges.......Project-based design involves a variety of visual representations, which are evolved to make decisions and accomplish project objectives. Yet, such mediated and distributed ways of working are difficult to capture through ethnographies that examine situated design. A novel approach is developed...... of situated design. This allows the researcher to be nimble, tracing connections across complex engineering projects; reconstructing practices through their visual representations; and observing their effects. Second, it articulates how, in these empirical cases, interaction with a cascade of visual...

  13. Technology Partnership Agreements | NREL

    Science.gov (United States)

    Partnership Agreements Technology Partnership Agreements Looking for Funding? We do not fund any projects under a technology partnership agreement. The partner provides the necessary resources and, in using technology partnership agreements. See a summary of our Fiscal Year 2017 technology partnership

  14. The partnership of parents, educators and principles in creating a ...

    African Journals Online (AJOL)

    We investigated the partnership of parents, educators, and principals in creating a culture of teaching and learning in schools. To this end, a Culture of Learning and Teaching Partnership Scale (COLTPS) and Factors Contributing to the Decline of a Culture of Learning and Teaching Scale (FCDCOLTS) were used.

  15. Public-private Partnerships

    DEFF Research Database (Denmark)

    Hodge, Graeme A.; Greve, Carsten; Boardman, Anthony E.

    2017-01-01

    more to seeking economic growth and political success rather than demonstrating ‘one-best-way’ to deliver efficient infrastructure. This article traces where the infrastructure PPP idea has come from and what it is now becoming. It takes a global perspective and places Australian and international...... experience in this context, particularly through the global financial crisis. It concludes that PPP can become an integrated part of infrastructure development around the world, assuming learning occurs from past experience. It presents several lessons on deepening partnerships; on the multiplicity...

  16. Science Teachers' Views and Stereotypes of Religion, Scientists and Scientific Research: A call for scientist-science teacher partnerships to promote inquiry-based learning

    Science.gov (United States)

    Mansour, Nasser

    2015-07-01

    Despite a growing consensus regarding the value of inquiry-based learning (IBL) for students' learning and engagement in the science classroom, the implementation of such practices continues to be a challenge. If science teachers are to use IBL to develop students' inquiry practices and encourage them to think and act as scientists, a better understanding of factors that influence their attitudes towards scientific research and scientists' practices is very much needed. Within this context there is a need to re-examine the science teachers' views of scientists and the cultural factors that might have an impact on teachers' views and pedagogical practices. A diverse group of Egyptian science teachers took part in a quantitative-qualitative study using a questionnaire and in-depth interviews to explore their views of scientists and scientific research, and to understand how they negotiated their views of scientists and scientific research in the classroom, and how these views informed their practices of using inquiry in the classroom. The findings highlighted how the teachers' cultural beliefs and views of scientists and scientific research had constructed idiosyncratic pedagogical views and practices. The study suggested implications for further research and argued for teacher professional development based on partnerships with scientists.

  17. The use of technology enhanced learning in health research capacity development: lessons from a cross country research partnership.

    Science.gov (United States)

    Byrne, E; Donaldson, L; Manda-Taylor, L; Brugha, R; Matthews, A; MacDonald, S; Mwapasa, V; Petersen, M; Walsh, A

    2016-05-10

    With the recognition of the need for research capacity strengthening for advancing health and development, this research capacity article explores the use of technology enhanced learning in the delivery of a collaborative postgraduate blended Master's degree in Malawi. Two research questions are addressed: (i) Can technology enhanced learning be used to develop health research capacity?, and: (ii) How can learning content be designed that is transferrable across different contexts? An explanatory sequential mixed methods design was adopted for the evaluation of technology enhanced learning in the Masters programme. A number of online surveys were administered, student participation in online activities monitored and an independent evaluation of the programme conducted. Remote collaboration and engagement are paramount in the design of a blended learning programme and support was needed for selecting the most appropriate technical tools. Internet access proved problematic despite developing the content around low bandwidth availability and training was required for students and teachers/trainers on the tools used. Varying degrees of engagement with the tools used was recorded, and the support of a learning technologist was needed to navigate through challenges faced. Capacity can be built in health research through blended learning programmes. In relation to transferability, the support required institutionally for technology enhanced learning needs to be conceptualised differently from support for face-to-face teaching. Additionally, differences in pedagogical approaches and styles between institutions, as well as existing social norms and values around communication, need to be embedded in the content development if the material is to be used beyond the pilot resource-intensive phase of a project.

  18. Factors Influencing Donor Partnership Effectiveness

    International Development Research Centre (IDRC) Digital Library (Canada)

    For example, the Centre's support has helped Tanzania reduce child ... how it was developed and applied and what was learned from it. ... case study research. The first was ... into play. 3 For the purpose of the study, a partnership is effective.

  19. Multicultural Learning Partnerships in The Cafe: Integrating ICT into Transnational Tertiary Education in Australia Using the Collaborative Application for Education

    Directory of Open Access Journals (Sweden)

    Josh Mccarthy

    2014-10-01

    Full Text Available This paper reports on using the Cafe: the Collaborative Application for Education as an online learning environment within the Facebook framework, for integrating international students into first year university in Australia. The Cafe, a new e-learning application, has been designed and developed not only to take advantage of Facebook's popularity and social qualities,but also to provide institutions with a dedicated e-learning environment that meets the needs of modern-day tertiary students and teaching staff. During two courses in 2013, 91 first year design students, including 24 international students participated within the e-learning environment in combination with traditional face-to-face classes. Students submitted work-in-progress imagery related to assignments, and provided critiques to their peers. The evaluation process of the e-learning application involved pre and post semester surveys providing participating students with the opportunity to critically reflect on the experience during the year. The findings of the study are discussed in light of the growing use of social media within learning and teaching in tertiary education, and the importance of providing first year students, particularly international students, with multiple means of communication with staff and peers.

  20. Research Awards: Canadian Partnerships Program Deadline: 12 ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Jean-Claude Dumais

    2012-09-12

    Sep 12, 2012 ... IDRC's Canadian Partnerships (CP) Program offers a Research ... For this, they may consider quantitative and qualitative methods, case studies, ... What types of processes do Canadian organizations use to learn about their ...

  1. What's Next? Beyond the Basics of a Partnership

    Science.gov (United States)

    Wasielewski, Laura M.; Terrell, Dianna Gahlsdorf

    2014-01-01

    Much has been written about school-university partnerships including their general intent to positively impact student learning through the continuous professional development of classroom teachers. This article, which offers an in-depth description of the growth of a school-college partnership, follows the development of a partnership between a…

  2. School-Community Partnership Models: Implications for Leadership

    Science.gov (United States)

    Valli, Linda; Stefanski, Amanda; Jacobson, Reuben

    2018-01-01

    School-community partnerships have shown promise as an educational reform effort. In these partnerships, schools expand their traditional educational mission to include health and social services for children and families and to involve the broader community. Such partnerships have been found to enhance student learning, strengthen schools and…

  3. The Role of Social Capital in Sustaining Partnership

    Science.gov (United States)

    Dhillon, Jaswinder K.

    2009-01-01

    Partnership is a dominant theme in education policy and practice in England and in other western countries but remains relatively under-researched, especially with respect to what sustains a partnership. This article draws on a study of partnership working in the field of post-16 learning that revealed the role of dimensions of social capital in…

  4. Registered partnerships

    CERN Multimedia

    Staff Association

    2015-01-01

    In recent decades, family patterns have changed significantly. National laws have taken these changes into account, recognizing new forms of unions, different to heterosexual marriage. Indeed, recently some countries have given the possibility to same-sex couples to enter into various forms of unions. Staff regulations of international organizations are not directly affected by national laws, but in the context of diversity policies, the lack of recognition of these new forms of unions, may appear to discriminate based on sexual orientation and to limit the freedom of choosing marital status. A study by the International Service for Remunerations and Pensions (iSRP) of the OECD in January 2015 (PROS Report (1015) 04) shows that in comparison with other international organizations, CERN offers the least favorable social conditions for its Staff with in a registered partnership. As part of the Five-year review in 2015, it is important that CERN aligns itself with the practice of these other organizations...

  5. Model Wind Turbine Design in a Project-Based Middle School Engineering Curriculum Built on State Frameworks

    Science.gov (United States)

    Cogger, Steven D.; Miley, Daniel H.

    2012-01-01

    This paper proposes that project-based active learning is a key part of engineering education at the middle school level. One project from a comprehensive middle school engineering curriculum developed by the authors is described to show how active learning and state frameworks can coexist. The theoretical basis for learning and assessment in a…

  6. University-Preschool Partnership and Workplace-Based Learning: A Collaborative "Third Space" or No Space at All?

    Science.gov (United States)

    Jónsdóttir, Arna H.

    2015-01-01

    The article examines the aims of the workplace-based learning of prospective preschool teachers in Iceland and associated cooperative practices between the University of Iceland and preschools. A "third space" of collaboration between these two sites is considered necessary if the education of preschool student teachers is to be…

  7. Towards New Learning Partnerships in Bilingual Educational Contexts--Raising "Learner Awareness" and Creating Conditions for "Reciprocity" and "Pedagogic Attention"

    Science.gov (United States)

    Ruiz de Zarobe, Yolanda; Coyle, Do

    2015-01-01

    This article addresses the need to develop new pedagogic approaches which promote learner independence in contexts where learning takes place through the medium of more than one language. The challenges of responding to a rapidly changing educational landscape to ensure that our learners become pluriliterate global citizens are presented through…

  8. Engaging youth in food activism in New York City: lessons learned from a youth organization, health department, and university partnership.

    Science.gov (United States)

    Tsui, Emma; Bylander, Kim; Cho, Milyoung; Maybank, Aletha; Freudenberg, Nicholas

    2012-10-01

    Research indicates that insufficient emphasis on community collaboration and partnership can thwart innovative community-driven work on the social determinants of health by local health departments. Appreciating the importance of enhancing community participation, the New York City Department of Health and Mental Hygiene (DOHMH) helped lead the development of the Health Equity Project (HEP), an intervention aimed at increasing the capacity of urban youth to identify and take action to reduce food-related health disparities. DOHMH partnered with the City University of New York School of Public Health and several local youth organizations to design and implement the intervention. HEP was conducted with 373 young people in 17 cohorts at 14 unique sites: six in Brooklyn, six in the Bronx, and two in Harlem. Partnered youth organizations hosted three stages of work: interactive workshops on neighborhood health disparities, food environments, and health outcomes; food-focused research projects conducted by youth; and small-scale action projects designed to change local food environments. Through these activities, HEP appears to have been successful in introducing youth to the social, economic, and political factors that shape food environments and to the influence of food on health outcomes. The intervention was also somewhat successful in providing youth with community-based participatory research skills and engaging them in documenting and then acting to change their neighborhood food environments. In the short term, we are unable to assess how successful HEP has been in building young leaders who will continue to engage in this kind of activism, but we suspect that more extended interactions would be needed to achieve this more ambitious goal. Experiences at these sites suggest that youth organizations with a demonstrated capacity to engage youth in community service or activism and a commitment to improving food or other health-promoting community resources make the

  9. 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.

  10. A Project-Based Course on Newton's Laws for Talented Junior High-School Students

    Science.gov (United States)

    Langbeheim, Elon

    2015-01-01

    Research has shown that project-based learning promotes student interest in science and improves understanding of scientific content. Fostering student motivation is particularly important in accelerated science and technology programmes for talented students, which are often demanding and time-consuming. Current texts provide little guidance on…

  11. Project-Based Social Justice Mathematics: A Case Study of Five 6th Grade Students

    Science.gov (United States)

    McHugh, Maighread L.

    2015-01-01

    The purpose of this qualitative multiple case study was to explore how five sixth grade female students navigated the process of project-based learning as they designed and implemented their own project centered on mathematics while using a social justice lens. The theoretical frameworks of Authentic Intellectual Work and Social Justice…

  12. How to Make Reminiscence Movies: A Project-Based Gerontology Course

    Science.gov (United States)

    Yancura, Loriena A.

    2013-01-01

    One key to successful gerontological education lies in teaching students to integrate information from diverse academic disciplines into practical contexts. This article describes a project-based course within which students learn to integrate theories by working with older adult partners to make reminiscence movies based on an important event or…

  13. "Does Hope Change? Testing a Project-Based Health Intervention among Urban Students of Color"

    Science.gov (United States)

    Zusevics, Kaija L.; Johnson, Sheri

    2014-01-01

    Hope is positively correlated with educational attainment and health. Interventions based on project-based learning (PBL) may increase youth hope. This study examined how a PBL intervention affected hope among urban students of color. Students in health classes were invited to participate. A PBL health class was implemented in four classrooms. The…

  14. Neuroscience and education: an ideal partnership for producing evidence-based solutions to Guide 21(st) Century Learning.

    Science.gov (United States)

    Carew, Thomas J; Magsamen, Susan H

    2010-09-09

    Neuro-Education is a nascent discipline that seeks to blend the collective fields of neuroscience, psychology, cognitive science, and education to create a better understanding of how we learn and how this information can be used to create more effective teaching methods, curricula, and educational policy. Though still in its infancy as a research discipline, this initiative is already opening critical new dialog between teachers, administrators, parents, and brain scientists. 2010 Elsevier Inc. All rights reserved.

  15. Ingredients for successful partnerships

    NARCIS (Netherlands)

    S.M. Pfisterer (Stella)

    2011-01-01

    textabstractFor the development of new cross-sector partnerships it is required to know what the essence of successful partnership projects is. Which factors influence success or failure of partnerships is highly related to the specific context where partnerships operate. The literature on critical

  16. Annual Partnership Report, 2016

    Science.gov (United States)

    Wyoming Community College Commission, 2016

    2016-01-01

    The "Annual Partnership Report" catalogs partnerships that Wyoming community colleges established and maintained for each fiscal year. This partnership report fulfills statutory reporting requirement W.S. 21-18-202(e)(iv) which mandates the development of annual reports to the legislature on the outcomes of partnerships between colleges…

  17. A faith-based community partnership to address HIV/AIDS in the southern United States: implementation, challenges, and lessons learned.

    Science.gov (United States)

    Abara, Winston; Coleman, Jason D; Fairchild, Amanda; Gaddist, Bambi; White, Jacob

    2015-02-01

    Though race and region are not by themselves risk factors for HIV infection, regional and racial disparities exist in the burden of HIV/AIDS in the US. Specifically, African Americans in the southern US appear to bear the brunt of this burden due to a complex set of upstream factors like structural and cultural influences that do not facilitate HIV/AIDS awareness, HIV testing, or sexual risk-reduction techniques while perpetuating HIV/AIDS-related stigma. Strategies proposed to mitigate the burden among this population have included establishing partnerships and collaborations with non-traditional entities like African American churches and other faith-based organizations. Though efforts to partner with the African American church are not necessarily novel, most of these efforts do not present a model that focuses on building the capacity of the African American church to address these upstream factors and sustain these interventions. This article will describe Project Fostering AIDS Initiatives That Heal (F.A.I.T.H), a faith-based model for successfully developing, implementing, and sustaining locally developed HIV/AIDS prevention interventions in African American churches in South Carolina. This was achieved by engaging the faith community and the provision of technical assistance, grant funding and training for project personnel. Elements of success, challenges, and lessons learned during this process will also be discussed.

  18. Development and implementation of FRESH--a post-secondary nutrition education program incorporating population strategies, experiential learning and intersectoral partnerships.

    Science.gov (United States)

    Matthews, June I; Zok, Anne V; Quenneville, Emily P M; Dworatzek, Paula D N

    2014-07-11

    The FRESH (Food Resources and Education for Student Health) peer nutrition education program engages undergraduate and graduate students in experiential learning to improve the campus food and nutrition environment and promote healthy behaviours among university students. University students in general, and graduate and undergraduate food and nutrition students as program designers and peer educators, respectively. Large university campus in southwestern Ontario. A peer nutrition education program, utilizing multiple population strategies and intersectoral partnerships, was created by and for university students with faculty and food service personnel as mentors. The population health strategies employed were building awareness and program branding; developing personal skills through peer nutrition education and hands-on cooking demonstrations; and creating supportive environments through incentive programs for fruit and dairy as well as point-of-purchase menu labelling. The program has reached students, staff and faculty through over 60 interactive FRESH displays and education sessions. Website and social media have also had a significant reach with over 4,000 website visits and 277 Facebook "likes". FRESH has also improved the food environment for over 5,000 students in residence, e.g., 1,931 FRESH Fruit/Dairy Cards have been returned for free fruit/milk cartons. Graduate students in Foods and Nutrition continue to participate every year (cumulative n=60) in ongoing program development. Peer educators have developed enhanced leadership, public speaking and group facilitation skills, and the ability to creatively apply what they have learned in the classroom to new contexts. Increased nutrition knowledge and an improved food environment could, over the long term, support improved university student health.

  19. Success in Student-Faculty/Staff SoTL Partnerships: Motivations, Challenges, Power, and Definitions

    Science.gov (United States)

    Acai, Anita; Akesson, Bree; Allen, Meghan; Chen, Victoria; Mathany, Clarke; McCollum, Brett; Spencer, Jennifer; Verwoord, Roselynn E. M.

    2017-01-01

    Partnerships with students are considered one of the principles of good Scholarship of Teaching and Learning (SoTL) practice. However, not all partnerships are equally successful. What characteristics are common to successful partnerships and what preparatory elements can lead toward more successful partnerships? In this article, our team of…

  20. Collaborative Partnerships

    DEFF Research Database (Denmark)

    Greve, Carsten

    2013-01-01

    that was a result of a government reform - the Quality Reform - agreed upon by the Danish Parliament in 2008. The second part of the paper describes the organization and purpose of the program. The third part presents the content of the program. The article ends by pointing to lessons learned. Four lessons...