An Educational Model for Integrating Game-Based and Problem-Based Learning in Data-Driven Flipped Classrooms

2020 ◽  
pp. 145-154
Author(s):  
Muriel Algayres ◽  
Evangelia Triantafyllou
Keyword(s):  
Problem Based Learning ◽  
Data Driven ◽  
Educational Model ◽  
Flipped Classrooms

Data-driven problem based learning: enhancing problem based learning with learning analytics

2020 ◽  
Vol 68 (6) ◽  
pp. 3393-3424
Author(s):  
Maria Zotou ◽  
Efthimios Tambouris ◽  
Konstantinos Tarabanis
Keyword(s):  
Learning Analytics ◽  
Problem Based Learning ◽  
Data Driven

scholarly journals Evaluation of the Use of Two Teaching Techniques in Engineering

2014 ◽  
Vol 4 (3) ◽  
pp. 4
Author(s):  
Jose Antonio Alvarez Salas ◽  
J. Segundo ◽  
C. Álvarez ◽  
J. C. Arellano ◽  
A. A. Pérez
Keyword(s):  
Cooperative Learning ◽  
Electrical Engineering ◽  
Problem Based Learning ◽  
Meaningful Learning ◽  
Institutional Development ◽  
Practical Implementation ◽  
Traditional Teaching ◽  
Educational Model ◽  
Teaching Techniques ◽  
Strategic Objective

This paper presents an analysis of the practical implementation of two teaching techniques so-called Problem-Based Learning and Cooperative Learning. These techniques were applied to some courses in the Department of Mechanical and Electrical Engineering and evaluated through assessment rubrics. In a sample of students and teachers, the assessment rubrics were applied to numerically evaluate the proportion of each course, in which the teacher uses traditional teaching versus teaching for meaningful learning. The results of the presented analysis allow to verify the use of these teaching techniques by professors of the Department of Mechanical and Electrical Engineering. This activity was developed as a part of the work established by the Institutional Development Plan of the Faculty of Engineering, which includes the strategic objective of developing an innovative educational model in the following ten years.

scholarly journals Over Egging the Pudding? Comments on Ojala and Thorpe

2016 ◽  
Vol 3 (1) ◽  
pp. 90-93 ◽  
Author(s):  
David J. Collins ◽  
Loel Collins ◽  
Tom Willmott
Keyword(s):  
Problem Based Learning ◽  
Present Problem ◽  
Data Driven ◽  
Action Sports ◽  
Positive View ◽  
Cultural Fit ◽  
Culturally Based

In a recent paper in ISCJ, Ojala and Thorpe offered a culturally based observation that questions the role and application of coaching in action sports. Their critique is focused on the action sport of snowboarding which, despite its’ comparatively recent inclusion in the Olympics, retains a different, almost collaborative rather than competitive culture more akin to other action sports such as skateboarding and surfing. Ojala and Thorpe then present Problem Based Learning (PBL) as the solution to many of these perceived ills, describing the positive characteristics of the approach and promoting its cultural fit with action sport environments and performers. In this paper we offer a different perspective, which questions the veracity of the data presented and the unquestioningly positive view of PBL as the answer. Our alternative, data-driven perspective suggests that action sport athletes are increasingly positive, or even desirous of good coaching, of which PBL is a possible approach; suitable for some athletes some of the time.

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