A hybrid strategy to develop real-life competences combining flipped classroom, jigsaw method and project-based learning.

2020 ◽  
pp. 1-12
Author(s):  
Raul Sanchez-Muñoz ◽  
Mar Carrió ◽  
Gemma Rodríguez ◽  
Nora Pérez ◽  
Elisabeth Moyano
Keyword(s):  
Flipped Classroom ◽  
Real Life ◽  
Project Based Learning ◽  
Hybrid Strategy ◽  
Jigsaw Method

Flipping Out and Digging in: Combining the Flipped Class and Project-Based Learning to Teach Adult Development

2020 ◽  
Vol 91 (4) ◽  
pp. 362-372
Author(s):  
Clare M. Mehta
Keyword(s):  
Learning Strategies ◽  
Adult Development ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Group Formation ◽  
Real Life ◽  
Project Based Learning ◽  
Novel Approach ◽  
Geriatrics Education ◽  
Traditional Lectures

The urgent need for a worldwide workforce trained in gerontology (Silverstein, N. M., & Fitzgerald, K. G. (2017). Educating a new generation of professionals in agingworldwide. Gerontology & Geriatrics Education, 38, 1-4) has lead for a call by gerontology educators to employ creative, innovative, novel, and engaging pedagogy in gerontological education (Brown,P. P. (2016). From pedagogy to practice: Adventures in student engagement. Gerontology & Geriatrics Education, 37, 105-107; Niles-Yokum, K., & Howe, J. L. (2015). Making aging real through reflective teaching and learning strategies. Gerontology & Geriatrics Education, 36, 107–108; Siegal, B., & Kagan, S. (2012). Teaching psychological and social gerontology to millennial undergraduates. Educational Gerontology, 38, 20–29). This article outlines a novel approach to teaching—combining the flipped classroom with project-based learning—that not only fosters deep learning but also fosters the development of skills applicable to real life. This article describes how to turn traditional lectures into online lectures to “flip” the classroom and also provides a guide for setting up project-based learning, providing suggestions for group formation, project topics, and examples of project contracts and evaluation sheets. When employed together, these powerful teaching tools can provide students with an active, participatory, class experience with the potential to inspire a lifelong interest in adult development and gerontology.

Modern teaching methods in action in statistical classes

2021 ◽  
pp. 1-21
Author(s):  
Peter Kovacs ◽  
Eva Kuruczleki ◽  
Klara Kazar ◽  
Lilla Liptak ◽  
Tamas Racz
Keyword(s):  
Teaching Methods ◽  
Flipped Classroom ◽  
Statistical Data ◽  
Teaching Method ◽  
Practical Knowledge ◽  
Real Life ◽  
Modern Technology ◽  
Project Based Learning ◽  
Life Problems ◽  
Applicable Knowledge

To act as a responsible member of a democratic society, everybody needs statistical literacy and practical knowledge on how to use statistical data, visualization, and methods. In the case of professions that use or produce statistical data the correct use of statistics and statistical thinking are also important. Practice and knowledge applicable in real life are also needed. To reach these requirements, using real-life problems, modern technologies (digital solutions, online tools) and up-to-date teaching methods tailored to the target audiences is crucial. Several papers show that the use of real problems, technology and modern teaching methods are more efficient than the traditional frontal teaching method. In this study, we describe some new teaching methods, for instance problem-based learning, project-based learning, thinking-based learning, flipped classroom, gamification, new technological devices. We also discuss the combination of different methods and modern technology in action in the field of Statistics. The paper shares our developments, experiences, and lessons we learnt from classes. One of our main results is the idea that the use of modern teaching approaches leads to more practical and applicable knowledge; however, their success also depends on both the educators’ and the students’ time expenditure and attitude.

Project-based learning in human–computer interaction: a service‐dominant logic approach

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Amela Karahasanović ◽  
Alma Leora Culén
Keyword(s):  
Human Computer Interaction ◽  
Real Life ◽  
Project Based Learning ◽  
Service Dominant Logic ◽  
Teaching Innovation ◽  
Content Type ◽  
Research Education ◽  
Dominant Logic ◽  
Service Ecosystem ◽  
Computer Interaction

Purpose This study aims to propose a service-dominant logic (S-DL)-informed framework for teaching innovation in the context of human–computer interaction (HCI) education involving large industrial projects. Design/methodology/approach This study combines S-DL from the field of marketing with experiential and constructivist learning to enable value co-creation as the primary method of connecting diverse actors within the service ecology. The approach aligns with the current conceptualization of central university activities as a triad of research, education and innovation. Findings The teaching framework based on the S-DL enabled ongoing improvements to the course (a project-based, bachelor’s-level HCI course in the computer science department), easier management of stakeholders and learning experiences through students’ participation in real-life projects. The framework also helped to provide an understanding of how value co-creation works and brought a new dimension to HCI education. Practical implications The proposed framework and the authors’ experience described herein, along with examples of projects, can be helpful to educators designing and improving project-based HCI courses. It can also be useful for partner companies and organizations to realize the potential benefits of collaboration with universities. Decision-makers in industry and academia can benefit from these findings when discussing approaches to addressing sustainability issues. Originality/value While HCI has successfully contributed to innovation, HCI education has made only moderate efforts to include innovation as part of the curriculum. The proposed framework considers multiple service ecosystem actors and covers a broader set of co-created values for the involved partners and society than just learning benefits.

PROJECT BASED LEARNING AND ITS USE IN TEACHING

2020 ◽  
pp. 119-123
Author(s):  
Zh.T. Kayinbayev ◽  
◽  
О.К. Nurbavliyev ◽  
Keyword(s):  
High School ◽  
Educational Research ◽  
High School Graduates ◽  
Real Life ◽  
Project Based Learning ◽  
Topical Issue ◽  
Chinese Philosopher ◽  
Design Activities ◽  
The Ancient Chinese ◽  
Research And Design

This article discusses the features and benefits of teaching based on the works of both foreign and domestic scientists and methods of project based learning used in the field of pedagogy. Today's society places new demands on high school graduates. "I forget what I hear, I remember what I see, I master what I do," said the ancient Chinese philosopher Confucius. Project Based Learning – is the knowledge that students acquire through the planning and independent performance of increasingly complex tasks. Preparing children for a real life by encouraging them to see the fruits of their labour is a topical issue for today. Graduates of schools are in demand in the context of innovation, have the skills of cognitive, educational, research and design activities, the ability and ability to independently seek methods for solving practical problems, the ability to use various methods of cognition.

scholarly journals The Value of Relevant, Project-Based Learning to Youth Development

2013 ◽  
Vol 8 (1) ◽  
pp. 65-71 ◽  
Author(s):  
Kerry Schwartz ◽  
Darcy Tessman ◽  
Daniel McDonald
Keyword(s):  
Youth Development ◽  
Positive Impact ◽  
Learning Experience ◽  
Real Life ◽  
Learning Opportunities ◽  
Project Based Learning ◽  
Learning Goals ◽  
Community Members ◽  
Community Projects ◽  
Relevant Community

Project Based Learning models present authentic learning opportunities with real-life situations, enabling students to set their own learning goals and forge their own relationships (Barab, et al., 2001). The autonomy inherent in this model allows youth to bring their skills and experiences to real situations and to be seen as valued community members. This article describes a project-based learning model involving “externs,” who developed and implemented sustainability projects in their communities. Externs worked with Cooperative Extension professionals on locally relevant community projects during the summer of 2011 in three Arizona counties. The project based learning experience had a positive impact on the lives of our three externs.

scholarly journals Students’ perception of a flipped classroom approach to facilitating online project-based learning in marketing research courses

2016 ◽  
Author(s):  
Wen-Ling Shih ◽  
Chun-Yen Tsai
Keyword(s):  
Mixed Methods Research ◽  
Flipped Classroom ◽  
Teaching Strategy ◽  
Marketing Research ◽  
Teaching Quality ◽  
Project Based Learning ◽  
Online Discussions ◽  
Structured Interviews ◽  
Combined Strategy ◽  
Learning Interest

This study investigated students’ perception of a flipped classroom approach to facilitating online project-based learning (FC-OPBL) in a marketing research course at a technical university. This combined strategy was aimed at improving teaching quality and learning efficiency. Sixty-seven students taking a marketing research course were surveyed. Mixed methods research was adopted along with questionnaire, semi-structured interviews, online learning notes, and online discussions to understand the students’ perception of the teaching strategy used during the learning process. Results showed that FC-OPBL may enhance students’ learning effectiveness, learning motivation, and learning interest, as well as encourage diverse development and teamwork. Finally, suggestions are proposed related to flipped classroom research and instruction.

scholarly journals Sustainable Development Planning: Master’s Based on a Project-Based Learning Approach

2019 ◽  
Vol 11 (22) ◽  
pp. 6384 ◽  
Author(s):  
Cazorla-Montero ◽  
de los Ríos-Carmenado ◽  
Pasten
Keyword(s):  
Sustainable Development ◽  
Success Factors ◽  
Learning Strategy ◽  
Real Life ◽  
Development Planning ◽  
Project Based Learning ◽  
Management Skills ◽  
Staff Perceptions ◽  
Sustainable Rural Development ◽  
Learning Platforms

The educational subject of Sustainable Development Planning in Europe is evolving due to the implementation of the Bologna Agreement across the European Higher Education Area (EHEA). This paper analyses a project-based learning strategy for training Sustainable Development Planning in postgraduate programs, in Spain (Universidad Politécnica de Madrid, UPM). This project-based learning strategy is applied to an International Postgraduate Program for Sustainable Rural Development—Erasmus Mundus, Master’s of Science—with the participation of five European Union universities that formed the Agris Mundus Alliance for Sustainable Development. Using a mixed methods approach, the research examined the program’s implementation through student and staff perceptions, from the technical, behavioral and contextual project management skills. The paper argues that the “Practical Learning platforms” used in the Master’s demonstrate the correct approach of the learning strategy based on teaching–research linked to the professional sphere. The findings that were identified can be categorized as follows: (1) Perspective: holistic thinking and intellectual coherence, defining the contextual skills that must be navigated within and across the broader environment, (2) Practice: experiential learning by reconnecting to real-life situations, and (3) People: Personal and interpersonal skills required to succeed in sustainable projects, programs and portfolios. Reflections on the experience and main success factors in the learning strategy are discussed.

scholarly journals Teaching as coaching: Experiences with a video-baed flipped classroom combined with project-based approach in technology and physics higher education

2019 ◽  
Vol 9 (3) ◽  
pp. 404 ◽  
Author(s):  
Herena Torio
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Project Based Learning ◽  
Teaching Approach ◽  
Knowledge Dissemination ◽  
Traditional Teaching ◽  
Digital Society ◽  
Knowledge Appropriation ◽  
High Level

The role of faculty in higher education as knowledge disseminators within the knowledge and digital society can be completely redefined. This paper presents results from a video-based flipped classroom approach combined with a project-oriented learning arrangement. I show that videos combined with a project-based learning setting can be a powerful tool to facilitate the shift from knowledge dissemination to knowledge appropriation. Besides, results show a high level of student's satisfaction and achievement during the course. The competences obtained by the students during the course reach far beyond those possible in a similar course with a traditional teaching approach.

scholarly journals Project Based Learning (PjBL) Model on the Mathematical Representation Ability

2018 ◽  
Vol 3 (1) ◽  
pp. 47 ◽  
Author(s):  
Nining Ratnasari ◽  
Nilawati Tadjudin ◽  
Muhamad Syazali ◽  
Mujib Mujib ◽  
Siska Andriani
Keyword(s):  
Real Life ◽  
Project Based Learning ◽  
T Test ◽  
Mathematical Representation ◽  
Control Group ◽  
Cluster Sampling ◽  
Conventional Model ◽  
Control Group Design ◽  
Significance Level ◽  
Quasi Experimental

This study aims to determine the comparison of students 'mathematical representation ability through the Project Based Learning (PjBL) Model and the students' mathematical representation ability through the conventional model. The PjBL model is a student-centered, innovative, project-based learning model and positioned teachers as effective facilitators in the contextual learning related to real life situation. This research employed quasi-experimental design. The research applied the posttest only non-equivalent control group design through randomized cluster sampling. The data collection technique used was test. The instrument used to collect the data was the essay test. Data analysis was conducted using independent sample t-test. The result of the data calculation through the Independent-Sample T-Test test obtained the significance level of 0.913 means that the students’ mathematical representation ability was better after the learning through Project Based Learning (PjBL) model was conducted compared to the students' mathematical representation ability through a conventional model. This means that the PjBL model is more influential on students' mathematical representation ability.

scholarly journals From Contact to Enact: Reducing Prejudice Toward Physical Disability Using Engagement Strategies

2022 ◽  
Vol 12 ◽  
Author(s):  
Kristian Moltke Martiny ◽  
Helene Scott-Fordsmand ◽  
Andreas Rathmann Jensen ◽  
Asger Juhl ◽  
David Eskelund Nielsen ◽  
...  
Keyword(s):  
Social Psychology ◽  
Physical Disability ◽  
Real Life ◽  
Prejudice Reduction ◽  
Second Person ◽  
Indirect Contact ◽  
Hybrid Strategy ◽  
Engagement Strategies ◽  
Prejudicial Attitudes ◽  
People With Physical Disabilities

The contact hypothesis has dominated work on prejudice reduction and is often described as one of the most successful theories within social psychology. The hypothesis has nevertheless been criticized for not being applicable in real life situations due to unobtainable conditions for direct contact. Several indirect contact suggestions have been developed to solve this “application challenge.” Here, we suggest a hybrid strategy of both direct and indirect contact. Based on the second-person method developed in social psychology and cognition, we suggest working with an engagement strategy as a hybrid hypothesis. We expand on this suggestion through an engagement-based intervention, where we implement the strategy in a theater performance and investigate the effects on prejudicial attitudes toward people with physical disabilities. Based on the results we reformulate our initial engagement strategy into the Enact (Engagement, Nuancing, and Attitude formation) hypothesis. To deal with the application challenge, this hybrid hypothesis posits two necessary conditions for prejudice reduction. Interventions should: (1) work with engagement to reduce prejudice, and (2) focus on the second-order level of attitudes formation. Here the aim of the prejudice reduction is not attitude correction, but instead the nuancing of attitudes.

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