scholarly journals Hands‐on horticulture: Lessons learned teaching online experiential horticulture during COVID‐19

2021 ◽  
Author(s):  
Claire Luby ◽  
Emily Tepe ◽  
Laura Irish ◽  
Thomas Michaels ◽  
Emily Hoover
Keyword(s):  
Lessons Learned ◽  
Teaching Online ◽  
Hands On

scholarly journals Loss of brick-and-mortar schooling: how elementary educators respond

2020 ◽  
Vol 121 (5/6) ◽  
pp. 411-418
Author(s):  
Emma Anderson ◽  
Avneet Hira
Keyword(s):  
Elementary School ◽  
Elementary Educators ◽  
School Students ◽  
Content Type ◽  
Teaching Online ◽  
Face To Face ◽  
Web Technologies ◽  
Distant Learning ◽  
Hands On ◽  
Brick And Mortar

Purpose This paper aims to understand how elementary school educators who teach subjects that traditionally require hands-on work in schools are rising to the challenge of losing brick-and-mortar facilities in the wake of the Coronavirus disease 2019 (COVID-19) crisis. Design/methodology/approach The authors interviewed six elementary school educators and developed iterative grounded codes from the interviews to understand how the teachers are rising to the challenge of teaching online, what supports they need, and how they are viewing their roles and student learning in the present landscape. Findings In response to losing brick-and-mortar schools, teachers are rising to the challenge by creating creative assignments and communicating with students and parents via multiple platforms. They are learning to use technology to create meaningful, socially distant learning experiences and, in the process, blurring their own boundaries between work and life. They exercise compassion for their students while providing the best education they can in these circumstances. Practical implications This work provides administrators, educators, policymakers and technology developers insight into the challenges teachers are facing. Originality/value In addition to the timeliness of this study in light of the COVID 19 crisis, the focus on elementary school students, who often need support from parents or guardians to use Web technologies, and subjects traditionally requiring face-to-face interactions and hands-on work contribute to the originality of the study.

scholarly journals A CASE STUDY ON BLENDED LEARNING IN ENGINEERING EDUCATION

2017 ◽  
Author(s):  
Jeffrey Harris ◽  
Charles Park
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Lessons Learned ◽  
Learning Problem ◽  
Thermal Energy Conversion ◽  
Classroom Space ◽  
Online Lectures ◽  
Hands On ◽  
Hands On Learning

This paper explores a case study of implementing blended learning in a third-year engineering course. In “Mechanical and Thermal Energy Conversion Processes”, blended learning was implemented by flipping the classroom (i.e. reversing the roles of lectures and homework) for selected units of the course. While flipping an entire course can be a significant undertaking, it can be much easier to take a blended approach and only flip lectures on selected topics. Many studies on flipped classroom learning have focused on the production of online lectures and active learning methods; often these case studies have overlooked the mechanisms to bring homework into the classroom. In this case study, homework was adapted into a variety of in-class activities, composed of hands-on learning, problem solving, and classroom discussions. In addition, a variety of classroom space types were used to conduct these activities. In this paper, the successes, challenges, and lessons learned for each type of activity and classroom space are discussed. Strategies for student engagement and acceptance of blended learning are also discussed.

Fostering Secondary Students' STEM Career Awareness through IoT Hands-On Educational Activities: Experiences and Lessons Learned

2020 ◽  
Vol 58 (2) ◽  
pp. 86-92 ◽  
Author(s):  
Natalia Spyropoulou ◽  
Dimitrios Glaroudis ◽  
Athanasios Iossifides ◽  
Ioannis D. Zaharakis
Keyword(s):  
Secondary Students ◽  
Lessons Learned ◽  
Career Awareness ◽  
Educational Activities ◽  
Hands On ◽  
Stem Career

scholarly journals Marine Plastic Pollution in Asia: All Hands on Deck!

2019 ◽  
Vol 3 (1) ◽  
pp. 11-46 ◽  
Author(s):  
Beatriz Garcia ◽  
Mandy Meng Fang ◽  
Jolene Lin
Keyword(s):  
Case Studies ◽  
Local Governments ◽  
The Philippines ◽  
Lessons Learned ◽  
Asia Pacific ◽  
Policy Recommendations ◽  
Plastic Pollution ◽  
Hands On ◽  
Regulatory Measures ◽  
Multi Level

Abstract Marine plastics pollution (MPP) is an alarming problem affecting many countries, particularly in the Asia-Pacific region, and generated mostly from land-based sources. Five Asian countries (i.e. China, Indonesia, the Philippines, Vietnam and Sri Lanka) have been identified as the largest sources of MPP globally. This article presents two cases studies focused on the two largest polluters: China and Indonesia. Both countries face similar challenges in dealing with plastic pollution. They have weak legal and institutional frameworks in place to deal with MPP. The two case studies also show that there have been more creative and effective measures taken at the domestic level by local governments and non-state actors, many of which involve partnerships among different stakeholders. This article argues that governance efforts to address MPP require an ‘all hands-on deck’ approach, involving multi-level and multi-actor strategies and targeted regulatory and non-regulatory measures. However, our findings also suggest that most efforts should be directed at the subnational level, from which the problem mainly originates. This article proposes a number of legal and policy recommendations, based on the lessons learned from the case studies, which can be instrumental in reducing the global MPP crisis.

Cooperation and Consumerism: Lessons Learned at a Kindergarten Mini Mall

2002 ◽  
Vol 9 (3) ◽  
pp. 179-183
Author(s):  
Robin R. Smith
Keyword(s):  
Real World ◽  
Team Member ◽  
Lessons Learned ◽  
Real World Application ◽  
Boa Constrictor ◽  
Hands On ◽  
Hands On Learning ◽  
Exciting Project

Sophie drapes a six-foot-long boa constrictor over her shoulders and smiles widely, pleased with her new purchase from Jimmy, the shopkeeper at the toy store. Zoë helps Joseph count out a nickel and three pennies to buy a coveted Santa Bear, and Morgan is excited about the slightly worn plaid tie he bought for his dad. These images of children engaged in hands-on learning come to mind when I think about the kindergarten mini-mall: an interactive, real-world application of many skills and concepts. Students work cooperatively to create storefronts, collect and classify items to sell at their stores, and use money as both customers and shopkeepers to make purchases. My team member, Lou Toscano, and I look forward to the start of this exciting project each spring.

scholarly journals Lessons learned from complex hands-on defence exercises in a cyber range

2017 ◽  
Author(s):  
Jan Vykopal ◽  
Martin Vizvary ◽  
Radek Oslejsek ◽  
Pavel Celeda ◽  
Daniel Tovarnak
Keyword(s):  
Lessons Learned ◽  
Hands On ◽  
Cyber Range

Incorporating Practical Laboratory Experiments to Reinforce Dynamic Systems and Control Concepts

2009 ◽  
Author(s):  
Melody L. Baglione
Keyword(s):  
Dynamic Systems ◽  
Laboratory Experiments ◽  
Pressure Control ◽  
Lessons Learned ◽  
Student Groups ◽  
Modeling And Control ◽  
Faculty Interaction ◽  
Hands On ◽  
Systems And Control ◽  
And Control

The Cooper Union is developing a new simultaneous lecture and laboratory approach to address the pedagogical challenge of finding the appropriate balance between theory and hands-on experimentation in teaching dynamic systems and control concepts. The new approach dedicates one hour each week to laboratory experiments with the class subdivided into small student groups having greater faculty interaction. Bench top experiments from National Instruments and Quanser include DC motor and inverted pendulum modeling and control workstations. Process control test rigs from Feedback Inc. include level, flow, temperature, and pressure control trainers. Devoting significant time to laboratory experiments gives students the opportunities to fully appreciate feedback control concepts and to acquire valuable practical skills. This paper discusses the new instructional approach, preliminary results, lessons learned, and future plans for improving the systems and control curriculum.

scholarly journals A LAB TASK GROUP FOR REVIEW AND CONTINUOUS IMPROVEMENT OF THIRD AND FOURTH-YEAR LABORATORY COURSES

2021 ◽  
Author(s):  
David Torvi ◽  
Scott Noble ◽  
Doug Bitner ◽  
Melanie Fauchoux ◽  
Rob Peace ◽  
...  
Keyword(s):  
Continuous Improvement ◽  
Lessons Learned ◽  
Task Group ◽  
Laboratory Courses ◽  
Use Of Data ◽  
Hands On ◽  
Remote Labs ◽  
Set Up ◽  
The University ◽  
First Time

Since the mid-1980’s, the mechanical engineering program at the University of Saskatchewan has included three core third and fourth-year lab courses, each of which consists of 9-10 individual labs. In 2015 a task group was set up to review these courses, including deliverables, scheduling and links to material in corecourses. Since this time, the task group has taken on the major responsibility for continuous improvement of the lab program, including reviewing student evaluations, making changes to labs, and recommending equipment purchases.  The task group has also been responsible for a major redesign of the lab program, which will improve delivery and scheduling of labs, alignment with core courses, workload of students, and experience gained by graduate teaching assistants. Smaller apparatus have been designed and built in-house to allow students to gain additional hands-on experience. Labs have been designed to build on one another in order to systematically improve students’ general laboratory skills, including the use of data acquisition systems and experimental design. This new approach was used for the first time in ME 328 in 2019-20.  This paper will focus primarily on the role of the task group in continuous improvement, and the lab program redesign.  The new ME 328 course is described, along with lessons learned from the first offering. The task group’s role in moving to remote labs during COVID-19 is also discussed.

Using Multimodal Pedagogy to Teach Languages Online

2022 ◽  
pp. 247-268
Author(s):  
Lou Tolosa-Casadont
Keyword(s):  
Teacher Candidates ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Learning Experience ◽  
Lessons Learned ◽  
School Level ◽  
Face To Face ◽  
Multimodal Pedagogy ◽  
Hands On ◽  
Pros And Cons

The onset of the COVID-19 pandemic in March 2020 immediately exposed inequities among students and teachers in terms of technological access and pedagogical skill. Educators responded to this new reality by modifying their teaching and interactions with learners and by seeking opportunities for introspection, reflection, and transformation. The field of teacher education was also affected by the pandemic. This chapter presents the transformation of an in-school face-to-face pre-clinical language teaching and learning experience at the elementary school level into an innovative virtual hands-on online one-on-one language pre-clinical teaching and learning experience. It also includes how teacher candidates (TCs) participating in this program designed and taught highly engaging multimodal virtual lessons, the pros and cons of teaching in this type of setting, and the lessons learned though this experience.

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