scholarly journals Hands-on Learning for Classics: Building an Effective, Long-term Project

2017 ◽  
Vol 18 (36) ◽  
pp. 1-7
Author(s):  
Kyle Alexander Jazwa
Keyword(s):  
Critical Thinking ◽  
Group Work ◽  
Learning Activities ◽  
Work Skills ◽  
Ancient Greek ◽  
Hands On ◽  
Roman Culture ◽  
Hands On Learning ◽  
Development Of Students

AbstractIn this paper, I explore the use of long-term, hands-on learning activities for Classics courses. I will show that a carefully designed project can complement classroom lectures on Greek and Roman culture and contribute towards the development of students’ critical thinking and group work skills. As an example, I describe a successful hands-on learning project that I designed for my Ancient Greek Cities course at Monmouth College (USA). The students were tasked with researching and building an historically faithful, ancient Greek mudbrick building for the college's annual Classics Day event. With the success of this project in my class, I will show that Classics instructors can pursue similar long-term, hands-on learning activities for engaging students in ancient Greek and Roman culture and teaching essential skills.

Formative Assessment in Hands-On STEM Education

2020 ◽  
pp. 165-193
Author(s):  
Bryanne Peterson ◽  
Britton T. Hipple
Keyword(s):  
Formative Assessment ◽  
Stem Education ◽  
Learning Opportunities ◽  
Qualitative Assessment ◽  
Elementary Level ◽  
Hands On ◽  
Hands On Learning ◽  
Competency Based ◽  
Development Of Students ◽  
Better Than

This chapter serves as an introduction to transdisciplinary learning, Integrative STEM Education, and current methods for infusing formative assessment into hands-on instruction at the elementary level. Subscribing to the approach that formative assessment is a process that takes place in the classroom to enable learning, the chapter discusses the use of engineering notebooks, competency-based assessment, and qualitative assessment (rubrics and portfolios) in the context of formative assessment while facilitating hands-on learning opportunities. In addition to introducing each of these topics from a research and literature perspective, examples are provided and discussed from a practical perspective. No one formative assessment is better than another, however, one type may be more practical due to the teacher's willingness to try new things, development of students, standards teacher is measuring, type of lesson/unit, time, available resources, and associated costs.

scholarly journals AN OPEN-ENDED DESIGN-BASED LAB EXERCISE FOR A FIRST THERMOFLUIDS COURSE

2017 ◽  
Author(s):  
Michele Hastie ◽  
Jan Haelssig
Keyword(s):  
Creative Thinking ◽  
Engineering Students ◽  
Team Work ◽  
Work Skills ◽  
Theoretical Concepts ◽  
First Semester ◽  
Design Project ◽  
Hands On ◽  
Hands On Learning ◽  
The Many

The Thermo-Fluid Engineering I course provides all first-semester second-year engineering students at Dalhousie University with a basic introduction to thermodynamics and fluid mechanics. In the past three years, we have used a combination of six traditional laboratory exercises and a short four-week design project to provide students with hands-on learning experiences in this course. In general, these projects have been well-received by students as a welcome break from the many abstract theoretical concepts that are normally associated with introductory thermodynamics. However, two of the continuing challenges with these projects have been the students’ limited engineering design experience and the availability of time to perform a design project. To address these challenges, in the fall 2015 offering of Thermo-Fluid Engineering I, the four-week design project was replaced by an open-ended design-based lab exercise.The open-ended lab exercise required groups of students to develop specific laboratory experiments related to thermodynamics and fluid dynamics, given a limited quantity of resources. While the focus shifted away from a traditional short design project, the open-ended lab exercise continues to allow students to develop their creative thinking, critical analysis, hands-on, communication, and team work skills, which was the primary purpose of the short design projects in the first place.

scholarly journals OPEN PEDAGOGY: INDEPENDENCE AND INTERDEPENDENCE IN TEACHING ABOUT NEW MEDIA

2021 ◽  
Author(s):  
Cheryl Cuillier ◽  
Diana Daly
Keyword(s):  
New Media ◽  
Learning Activities ◽  
Traditional Learning ◽  
Traditional Media ◽  
Educational Value ◽  
Hands On ◽  
Hands On Learning ◽  
Active Nature ◽  
The Creation ◽  
Academic Content

In the quest for independence from traditional media constraints, open pedagogy — involving students in the creation of openly licensed materials — offers training in open culture practices alongside deeper learning. Our research builds upon an exploratory study by Hilton et al. (2019). We collected quantitative and qualitative data about the experiences of 85 students participating in an open pedagogy course project: creating content for the open textbook Humans R Social Media (HRSM). We asked students to compare their experiences working on HRSM with traditional learning activities (e.g., writing papers, taking quizzes). About 66% of students said the HRSM project had greater educational value than traditional learning activities. Most students (54.1%) also reported that HRSM helped them master more core academic content, and 51.8% said the project helped them become more collaborative learners. Although a small percentage preferred traditional learning activities, most students reported that open pedagogy’s focus on agency and choice enabled them to share their individuality and creativity. We also found that students valued knowing their work could be shared beyond the classroom; and that publishing, in the words of one student, “gave me more incentive to make sure my assignments were my best product.” This study tentatively reinforces the benefits of independent, hands-on learning as well as collaborative interdependence in an online environment. These findings suggest the active nature of open pedagogy holds rich possibilities for cultivating participatory learning activities, involving students in the creation of knowledge as they learn, and cultivating interdependent connection and community.

Teaching an Introductory Course in Human Factors Engineering: A Successful Learning Experience

1993 ◽  
Vol 37 (6) ◽  
pp. 456-460 ◽  
Author(s):  
Russell J. Sojourner ◽  
Anthony J. Aretz ◽  
Kristen M. Vance
Keyword(s):  
Critical Thinking ◽  
Human Factors ◽  
Learning Experience ◽  
The United States ◽  
Thinking Skills ◽  
Learning Material ◽  
Human Factors Engineering ◽  
Introductory Course ◽  
Hands On ◽  
Hands On Learning

The ideal structure for an introductory human factors engineering course has received widespread interest. A common issue involves the need to supply students with hands-on experience in design and applications. Such experience was provided by a recently revised course at the United States Air Force Academy. Course objectives stressed critical thinking through collaborative and interactive learning. Material was taught at a general conceptual level, and in-class exercises were extensively incorporated. To facilitate hands-on learning and critical thinking, the course was structured around a series of design projects, performed both individually and in groups. To measure success, standardized student critique data were collected and compared with the previous year. Results showed strong student agreement in the belief that the course stimulated both human factors knowledge and thinking skills. In addition, there was a significant increase in overall student evaluations from the previous year. These findings appear to validate the use of hands-on collaborative learning to augment the teaching of human factors concepts and theory.

The Abilities Related to Organizing Experiential Learning Activities for Vietnamese Undergraduate Teacher Training Students

2021 ◽  
Vol 20 (9) ◽  
pp. 222-235
Author(s):  
Huong Thanh Ngo ◽  
Thanh Dac Nguyen
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Best Practice ◽  
Learning Activities ◽  
Ho Chi Minh City ◽  
Experimental Learning ◽  
Hands On ◽  
Educational Programmes ◽  
Hands On Learning ◽  
Teacher Training Students

Experimental learning, often known as hands-on learning, is a kind of active learning that takes place in the classroom. Many institutions globally have utilized it to build educational programmes, and it is widely regarded as a best practice in the field. Specifically, the purpose of this research was to examine the feasibility and efficacy of improving students' capacity to design experiential learning events in order to better prepare them for the job. Participants in this research included a total of 470 participants, including 420 students, 50 lecturers and representatives from the Ho Chi Minh City University of Education's Youth Union and Students Association. They responded to seven questions regarding their ability to organize experiential learning activities for undergraduate students, as part of a broader questionnaire they completed. However, while both lecturers and students recognized the critical importance of abilities related to the organization of experiential learning activities, the findings of the study revealed that these abilities were not well designed or efficiently purposed for undergraduate students in the context of experiential learning. In order for students to improve their professional skills and gain more useful experience in the area of event planning, they should be encouraged and taught accordingly.

scholarly journals Improving Student's Critical Thinking Ability Through The Jigsaw Learning Model

2021 ◽  
Vol 9 (2) ◽  
pp. 242
Author(s):  
Zahratul Azizah
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Class Action ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Critical Thinking Ability ◽  
Lecture Material ◽  
Thinking Ability ◽  
Development Of Students

Problems that are often encountered in learning activities include students having difficulty expressing ideas and opinions related to lecture material, when their discussions are more fixated on explaining the reading sources they get either through books or through other electronic media without being able to develop and explain rationally, analysis, as well as critical of the source of the reading. In terms of lecturers as educators, in providing learning to students, on average, they still use conventional patterns, namely the lecture model where students only act as recipients of information from the lecturers. All of this will certainly lead to the development of students' critical thinking skills during lectures. The ability to think critically, of course cannot be obtained just like that without a process in education, and not everyone can easily get it. This study aims to determine how to improve students' thinking skills through a jigsaw learning model. The method used in this research is class action with two cycles. The results showed that there was an increase in students' critical thinking skills after using the jigsaw learning model in learning activities.Key words : Learning, Model of Jigsaw Learning, Critical Thinking Ability

Improvement Of The Method Of Winter Concreting With The Use Of Heating Wires

2019 ◽  
pp. 51-58
Keyword(s):  
Harmful Effect ◽  
Electric Heating ◽  
Strength Development ◽  
Construction Sites ◽  
Dominant Position ◽  
Heating Wire ◽  
Hands On ◽  
Basic Parameters ◽  
Monolithic Structures

Long-term experience of application of a method of electric heating by heating wires of the monolithic concrete and reinforced concrete structures erected in winter conditions is analyzed. This method, developed by the author of the article, took a dominant position on the construction sites due to the simplicity and efficiency in comparison with the mass applied in those years, the method of electric heating of concrete with steel round and strip electrodes. The data on labor intensity, material and energy costs in comparison with the method of rod electric heating are presented. Step-by-step technological operations on preparatory works and electric heating of monolithic structures with the use of extensive hands-on material, which formed the basis for the development of technological regulations, supplemented by a number of new proposals to improve the technology of works, are concretized. In order to work out the optimal mode of heat treatment, the studies of the concrete thermal conductivity factor in the process of its heating and strength development were carried out. The method for calculation of the basic parameters of concrete electric heating is presented. For simplification of calculations, for a wide contingent of masters, superintendents and technical personnel, the nomogram , making it possible with sufficient accuracy under the construction conditions to calculate the necessary heating parameters, was developed. The necessity of grounding the heating wire remaining in the concrete to reduce the harmful effect of magnetic radiation from various appliances and household appliances on the human body is noted.

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