Learning By Doing: The University As A Curricular Tool For Sustainability And Environmental Security

2008 ◽  
pp. 99-114 ◽  
Author(s):  
Sarah Brylinsky ◽  
Susan Allen-Gil
Keyword(s):  
Learning By Doing ◽  
Environmental Security ◽  
The University

scholarly journals Success factors in the realization of large ice projects in education

2021 ◽  
Vol 36 (1) ◽  
pp. 4-12
Author(s):  
Arno Pronk ◽  
Peng Luo ◽  
Qingpeng Li ◽  
Fred Sanders ◽  
Marjolein overtoom ◽  
...  
Keyword(s):  
Success Factors ◽  
Learning Experience ◽  
Learning By Doing ◽  
University Of Alberta ◽  
The North ◽  
3D Printed ◽  
Good Learning ◽  
The University ◽  
Ice Shell ◽  
Motivation And Learning

There has been a long tradition in making ice structures, but the development of technical improvements for making ice buildings is a new field with just a handful of researchers. Most of the projects were realized by professors in cooperation with their students as part of their education in architecture and civil engineering. The following professors have realized ice projects in this setting: Heinz Isler realized some experiments since the 1950s; Tsutomu Kokawa created in the past three decades several ice domes in the north of Japan with a span up to 25 m; Lancelot Coar realized a number of fabric formed ice shell structures including fiberglass bars and hanging fabric as a mold for an ice shell in 2011 and in 2015 he produced an fabric-formed ice origami structure in cooperation with MIT (Caitlin Mueller) and VUB (Lars de Laet). Arno Pronk realized several ice projects such as the 2004 artificially cooled igloo, in 2014 and 2015 dome structures with an inflatable mold in Finland and in 2016–2019, an ice dome, several ice towers and a 3D printed gridshell of ice in Harbin (China) as a cooperation between the Universities of Eindhoven & Leuven (Pronk) and Harbin (Wu and Luo). In cooperation between the University of Alberta and Eindhoven two ice beams were realized during a workshop in 2020. In this paper we will present the motivation and learning experiences of students involved in learning-by-doing by realizing one large project in ice. The 2014–2016 projects were evaluated by Sanders and Overtoom; using questionnaires among the participants by mixed cultural teams under extreme conditions. By comparing the results in different situations and cultures we have found common rules for the success of those kinds of educational projects. In this paper we suggest that the synergy among students participating in one main project without a clear individual goal can be very large. The paper will present the success factors for projects to be perceived as a good learning experience.

Learning by Doing on Computational Fluid Dynamics

2016 ◽  
Author(s):  
Teresa Parra-Santos ◽  
José M. Molina Jordá ◽  
Gabriel Luna-Sandoval ◽  
Mariano Cacho-Perez ◽  
J. Rubén Pérez
Keyword(s):  
Fluid Dynamics ◽  
Computational Fluid Dynamics ◽  
Engineering Students ◽  
Active Role ◽  
Learning By Doing ◽  
Critical Thought ◽  
Multimedia Material ◽  
Technical Report ◽  
Scale Down ◽  
The University

This work involves the methodology used in the University of Valladolid for Mechanical Engineering students to learn Computational Fluid Dynamics playing an active role. Students pretend to be engineers in a consulting or design office carrying out a fluid mechanics scale down projects. Later they act as reviewers evaluating a project from a colleague. There is a deeper understanding of the topic when they need to discuss the strategies to accomplish the project, to write a technical report and finally to justify the evaluation of other works. Furthermore, they develop their critical thought, writing skills and synthesis capacity. Multimedia material from other institutions that review the concepts learned in the course can be a suitable way to improve the understanding of concepts.

TECHNOLOGY MAJORS’ METHODOLOGY EDUCATION: COMPARING APPROACHES FROM TWO COURSES

2021 ◽  
Author(s):  
Antti Rissanen ◽  
◽  
Kalle Saastamoinen ◽  
Keyword(s):  
Student Evaluation ◽  
Learning By Doing ◽  
National Defense ◽  
Military Technology ◽  
Student Centered ◽  
Student Centered Learning ◽  
Technology Students ◽  
Technical Students ◽  
Master Level ◽  
The University

The National Defense University (NDU) trains officers to develop their academic and professional skills. To accomplish this, the university offers two mandatory courses on methodological training for military technology students for master level education. The first course was theoretically oriented, and the second course was practically oriented. These both master-level methodology courses emphasize practice oriented mathematical skills, which officers use in their operative decision-making and statistical analysis. This study focuses on student-centered learning methodologies linked to teachers’ observations from current and previous course implementations. Results in this study described the outcome from the first run of the revised curriculum. We collected data from students’ course reports and the university’s standard student evaluation of teaching (SET). According to the SET, the course 2 which was practically oriented course, where groups worked on more significant projects gained higher value among students. In conclusion, we recommend that teachers continue using student-centered learning methodologies to technical students as much as possible. Theoretically underscored courses should also contain more practical examples. Keywords: distance education, flipped learning, learning by doing, research methodology, student-centered learning

A Creativity and Innovation Course for Engineers

2016 ◽  
pp. 74-93
Author(s):  
Giovanni Emanuele Corazza ◽  
Sergio Agnoli ◽  
Sara Martello
Keyword(s):  
Creative Thinking ◽  
Engineering Students ◽  
Business Models ◽  
Cognitive Strategies ◽  
Relevant Information ◽  
Learning By Doing ◽  
Theory And Practice ◽  
The University ◽  
Start Ups ◽  
Creativity And Innovation

In this chapter, the teaching methodologies and pedagogical styles adopted within the “Creativity and Innovation”course, offered at the University of Bologna in Italy are described. The main goal of the course is to give students both a theoretical foundation and a hands-on experience about meta-cognitive strategies for the control of the creative thinking process. The students were engaged in the selection of a focus area within the range promoted by a call for new start-ups, creating the playground for team-oriented sessions in which relevant information was collected, divergent modifiers were applied, ideas were generated, business models were sketched and assessed, and finally concluding the course with a team presentation of the generated ideas. The feedback received from the engineering students was very positive. While the ideational part of the class followed a learning-by-doing approach, this was preceded by a specific theoretical part, striking an effective balance between theory and practice.

The Implementation of a University 2.0 Model

2013 ◽  
pp. 1-23 ◽  
Author(s):  
Domenico Consoli
Keyword(s):  
Web 2.0 ◽  
Close Contact ◽  
Learning By Doing ◽  
Teaching And Research ◽  
Funding Sources ◽  
Interactive Tools ◽  
Product Service ◽  
E Learning ◽  
Learning Platforms ◽  
The University

With the advent of Web 2.0 and with the development of interactive tools that allowed users to express opinions and suggestions on different topics, the way to do business, socialize with other people and also the academic environment, both in terms of teaching and research, is changing. In companies, thanks to interactive tools of Web 2.0, managers are in a close contact with end customers to improve the product/service. In the academic world, this technology can be used exploiting e-learning platforms enriched with interactive virtual channels thus promoting the methodology of learning by doing and the constructivist theory of collective participation of students in the knowledge construction. In this context it is also possible to develop a collaborative research between academics and scientists. The number of websites of the science 2.0, with scientific cooperations and the creation and distribution of quality papers in journals, is growing. Also, the ability to manage complex scientific projects and seek funding sources is increasing. In this chapter, the author analyzes different models of e-learning and designs a University 2.0 framework that supports, by advanced Web 2.0 tools, teaching and research in the university.

scholarly journals Learning-by-Doing: The Chem-E-Car Competition® in the University of Cantabria as case study

2019 ◽  
Vol 26 ◽  
pp. 14-23 ◽  
Author(s):  
Antonio Dominguez-Ramos ◽  
Manuel Alvarez-Guerra ◽  
Guillermo Diaz-Sainz ◽  
Raquel Ibañez ◽  
Angel Irabien
Keyword(s):  
Learning By Doing ◽  
The University

scholarly journals Flipped Classroom in Legal Education: Achievements and Challenges of Innovating the Teaching of a Basic Law Course

2020 ◽  
pp. 119-124
Author(s):  
Marcela Castro ◽  
◽  
Sandra Aguirre
Keyword(s):  
Flipped Classroom ◽  
Collaborative Work ◽  
Learning By Doing ◽  
Virtual Learning Environment ◽  
Theory And Practice ◽  
Positive Contribution ◽  
Entry Level ◽  
Student Autonomy ◽  
Basic Law ◽  
The University

Unlike the traditional method of teaching, new educational trends focus on transforming learning environments into spaces where the teacher is a guide and not the provider of information. This article presents a proposal for a flipped classroom approach to teaching an entry level undergraduate law course. The implementation of the flipped approach, which was supported by ICT-based virtual learning environment, took place at the University of the Andes (Bogotá, Colombia). The qualitative and quantitative results of this methodology show its positive contribution to promoting student autonomy in the learning process, collaborative work and articulation between theory and practice (learning by doing) while strengthening lawyering skills.

Optimization of the BIM Authoring Tool in Architectural Practice

2012 ◽  
Vol 1 (2) ◽  
pp. 30-45
Author(s):  
Paul Coates ◽  
Yusuf Arayici
Keyword(s):  
Quantitative Research ◽  
Best Practice ◽  
Learning By Doing ◽  
Authoring Tool ◽  
Architectural Practice ◽  
Construction Companies ◽  
Implementation Approach ◽  
Building Information ◽  
Barriers And Challenges ◽  
The University

Construction companies are facing barriers and challenges in Building Information Modelling (BIM) adoption as there is no clear guidance or best practice studies from which they can learn and build up their capacity for BIM use to increase productivity, efficiency, and quality. One of the key challenges in the BIM adoption is the ability of optimisation of a selected BIM authoring tool according to a company’s needs and requirements. This paper explains the approach for the optimisation of BIM technology selected in a Knowledge Transfer Partnership (KTP) project, undertaken between the University of Salford and John McCall Architects. The BIM implementation approach in the KTP used a socio-technical view that considered both the implementation of technology and its socio-cultural environment. The adoption and optimisation used the action research oriented qualitative and quantitative research for discovery, comparison, and experimentation it provided for “learning by doing.”

Theater School

2013 ◽  
pp. 462-472
Author(s):  
Maria Antonella Perrotta
Keyword(s):  
Learning By Doing ◽  
Traditional Learning ◽  
Second Stage ◽  
The Third ◽  
Whole School ◽  
Theatrical Representation ◽  
History Of ◽  
Theater Workshop ◽  
Theoretical Stage ◽  
The University

The “Teatro a Scuola” (Theater School) project, directed at 14-18 year-old, Real innovation lies in the involvement of students as writers, in a collaborative theatrical storytelling. During the theater workshop the teacher in charge of the project planned and implemented with the participants experimental activity that was inserted within the Italian program. Its purpose is to stimulate participants’ creativity. It aims at to become an integral part of the activities foreseen by the school syllabus and to offer, next to the traditional learning method, a form of learning by doing. The project consists in three distinct, yet interdependent, moments: a first theoretical stage, which foresees a short series of lessons on the history of theater; a second stage dedicated to a theater workshop (elocution, lively reading, mime, song, dance etc.); and a final show, i.e. a genuine theatrical representation for the whole school and all citizens. Characteristics of innovation and experimentation of the project were that: students were not only actors but also authors and screenwriters; also, the project involved elders of the University of the Third Age (NGO)

A Living Case Study

2017 ◽  
pp. 158-178
Author(s):  
Janine M. Pierce ◽  
Donna M. Velliaris ◽  
Jane Edwards
Keyword(s):  
Student Engagement ◽  
Knowledge Acquisition ◽  
Case Studies ◽  
Real World ◽  
Learning By Doing ◽  
Degree Programs ◽  
Business Courses ◽  
Knowledge Practice ◽  
The University

Living Case Studies (LCSs) in the discipline of business provide a bridge from knowledge acquisition to knowledge practice in a real world context. They offer the facilitator a knowledge to application methodology and the student a learning by doing experience, which are oftentimes lacking in business courses. The Eynesbury Institute of Business and Technology (EIBT) offers a Diploma of Business leading to either the University of Adelaide or University of South Australia's degree programs in business-related fields. From 2010-2013, EIBT introduced a simulated LCS in its Diploma of Business program to extend collaborative methods and understanding of how different business courses can work together to achieve heightened student engagement. This chapter provides an overview of the journey from planning to implementation, approaches adapted in different courses, reflections on what was learned, and future recommendations if the LCS were to be re-implemented at EIBT.

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