Evaluation of Mobile Teaching and Learning Projects, an Introduction

2019 ◽  
pp. 1-5
Author(s):  
Raeal Moore
Keyword(s):  
Teaching And Learning ◽  
Learning Projects

Competence-based vocational education and training (VET)

2017 ◽  
Vol 41 (1) ◽  
pp. 28-38 ◽  
Author(s):  
Christoph Bohne ◽  
Friedhelm Eicker ◽  
Gesine Haseloff
Keyword(s):  
Vocational Education ◽  
Digital Media ◽  
Teaching And Learning ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Learning Networks ◽  
Innovative Teaching ◽  
Content Type ◽  
Learning Projects ◽  
And Training

Purpose The purpose of this paper is to develop a vocational scientific constructivist concept meant for shaping competence-based and networked teaching and learning in vocational education and training (VET). Design/methodology/approach VET must enable learners to shape work within the context of conceptions based on the development of society. Refresher trainings cannot realise this. Concepts need a shaping competence-based and networked approach. Teaching and learning networks, learning projects and digital media are the keys to this approach. Findings The focus of the planned concept lies on shaping competence-based teaching and learning. This can be realised with innovative teaching and learning networks. Digital media can support this. The planned concept will be justified. The systematic planning of an exemplary learning project will be discussed. Practical implications This paper lays the ground to evaluate the relevance and range of shaping competence-based and networked teaching and learning. Originality/value The concept was (co-)developed by the University of Rostock. It was tested in first learning projects. These experiences are taken into account. The aim is to emphasise that the intended approach is a justified educational strategy in colleges, companies and other places of learning dealing with VET.

scholarly journals The Pedagogy of Adaptation: Using Specialised Disciplinary Knowledge to Develop Creative Skills

2013 ◽  
Vol 1 (2) ◽  
Author(s):  
James S McKinnon
Keyword(s):  
Teaching And Learning ◽  
Pilot Project ◽  
Adaptation Studies ◽  
Transferable Skills ◽  
Creativity Research ◽  
Critical Problems ◽  
Group Interviews ◽  
Collaborative Skills ◽  
Learning Interventions ◽  
Learning Projects

This study evaluates a pilot project which attempts to use research on ‘adaptive dramaturgy’ to equip students with creative and collaborative skills. Long dismissed as a form of derivative copying, adaptation is now increasingly understood not in opposition to creativity but as its basis. This paper evaluates the effectiveness of two teaching and learning interventions developed by linking creativity research, adaptation studies, and scholarship of teaching and learning (SoTL). Both interventions use strategies identified in research on ‘adaptive dramaturgy’ as the basis of group learning projects that facilitate creative and collaborative skills.The author postulated that using adaptation to solve creative and critical problems would help students recognise creativity as a set of skills they could learn and master, not an innate or inscrutable ‘talent’. This study evaluates the interventions by examining data collected from pre- and post-course questionnaires and group interviews to determine how the participants experienced them. In addition to presenting evidence about the efficacy of the interventions (and their potential for adaptability to other contexts and disciplines), this study provides a model for tackling a problem familiar to scholars across disciplines: how to make specialised disciplinary research both accessible and useful to students seeking general, transferable skills.

scholarly journals Project Work – a Challenge for Learner and Teacher

2015 ◽  
Vol 1 ◽  
pp. 211
Author(s):  
Elga Drelinga ◽  
Lolita Jonāne
Keyword(s):  
Teaching And Learning ◽  
Thinking Skills ◽  
Independent Learning ◽  
Project Work ◽  
Freedom Of Choice ◽  
Educational Aims ◽  
Service Professional ◽  
Evaluation Of Learning ◽  
Pre Service Teacher ◽  
Learning Projects

A topical issue in current sustainable education debate is seeking ways to support inquisitiveness, thinking skills and freedom of choice among learners as well as awaken their responsibility to pursue systematic and independent learning. Projects of various kinds are a plausible means for reaching such educational aims. Project work is essentially focused on achieving a specific result. It welcomes diversity, encourages meaningful learning and promotes comprehension of interconnections. This study explores project work in terms of the philosophical underpinnings of the teaching and learning process, investigates the opportunities of using project work in lower elementary school, appraises teachers’ positive experience and considers relevant solutions for pre-service teacher training and in-service professional development. The study suggests that strategic planning of teaching and learning, teaching and learning through cooperation, and evaluation of learning achievements are most fundamental aspects of project work. The study concludes by emphasising the key importance of creative interaction among the teacher, the learner and the society.

scholarly journals A PHENOMENOLOGICAL STUDY OF THREE UNIVERSITY STUDENTS’ EXPERIENCES IN PROJECT BASED LEARNING

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
University Students ◽  
Teaching And Learning ◽  
English Language ◽  
Phenomenological Study ◽  
Language Education ◽  
Project Based Learning ◽  
English Language Education ◽  
Emerging Themes ◽  
Phenomenological Interview ◽  
Learning Projects

Researchers in the past have explored practices of Project Based Learning (PBL) in various educational contexts. Nevertheless, previous studies that examine project-based learning in English as a Foreign Language (EFL) contexts are still limited in numbers particularlythrough the eyes of Indonesian university students. This study aims to look into meanings of PBL in learningSecond Language Acquisition (SLA) at English Language Education Program, Dunia University Indonesia. The study specifically described how three students in the class felt about PBL as implemented in two main classroom projects, how they experienced doing it, and how they provided meaning to it. The students’experiences were recalled through an in-depth phenomenological interview. The results of the study were the experiences in the form of narratives and myinterpretation of emerging themes in the narratives as the meanings of PBL in learning SLA. The study appeared to continue positive trends of PBL practices in Englishlanguage teaching and learning specifically in content-based instructions.Keywords: Project Based Learning, Projects, SLA,Phenomenological Study

Project Management Maturity and Associated Modeling

2018 ◽  
pp. 1-24 ◽  
Author(s):  
Beverly Pasian
Keyword(s):  
Project Management ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Management Practices ◽  
Management Capability ◽  
Teaching And Learning Strategies ◽  
E Learning ◽  
Process Factors ◽  
Universal Definition ◽  
Learning Projects

A universal definition—much less an understanding—of project management maturity and its achievement does not exist. The issue raises many questions, and a review reveals inconsistencies. One is the disconnect between the use of prescriptive models relying on highly defined processes to measure capabilities that manage projects with undefined elements. Universities represent an organizational model on their own unique path toward project management maturity. Over the last decade, they have—as part of a larger trend where specialized management techniques are being adopted (such as strategic planning and business process re-engineering)—embraced project management practices in an attempt to apply a greater degree of planning and coordination to teaching and learning strategies. The management of e-learning projects has been directly affected by such developments and is presented here as representative of a reliable project management capability using non-process factors. This chapter explores these issues.

Strategies for effective dissemination of the outcomes of teaching and learning projects

2010 ◽  
Vol 32 (1) ◽  
pp. 55-67 ◽  
Author(s):  
Deborah Southwell ◽  
Deanne Gannaway ◽  
Janice Orrell ◽  
Denise Chalmers ◽  
Catherine Abraham
Keyword(s):  
Teaching And Learning ◽  
Effective Dissemination ◽  
Learning Projects

scholarly journals On the MUVE or in decline: Reflecting on the sustainability of the Virtual Birth Centre developed in Second Life

2012 ◽  
Vol 28 (3) ◽  
Author(s):  
Sarah Stewart ◽  
Deborah Davis
Keyword(s):  
New Zealand ◽  
Second Life ◽  
Teaching And Learning ◽  
Real Life ◽  
Clinical Experiences ◽  
Birth Centre ◽  
Clinical Scenarios ◽  
Life Education ◽  
Learning Projects

<span>Pressures in terms of the availability of quality, real-life clinical experiences for students have resulted in increased interest in the use of simulation in a variety of healthcare disciplines. </span><em>Te wahi whanau: The birth place</em><span> is a Virtual Birth Centre (VBC) that was created in </span><em>Second Life</em><span> in 2009 as part of the Second Life Education in New Zealand (SLENZ) initiative. It was introduced to midwifery students at two New Zealand polytechnics, with the aim of exposing the students to a birth centre environment and providing them with an opportunity to practise midwifery through immersion and engagement in a number of clinical scenarios. It has been just over two years since the development of the VBC, yet it is no longer used in the midwifery programs in which it was introduced. Using the VBC as a case study, we recount its development and critically reflect on the factors impacting on its ongoing utilisation. We believe our reflections offer useful insight into issues relating more broadly to the sustainability of MUVE-based teaching and learning projects and initiatives.</span>

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