Project-Based Learning

2020 ◽  
pp. 173-206
Author(s):  
Amy M. Burns
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Design Thinking ◽  
Elementary Classrooms ◽  
Project Based Learning ◽  
Elementary Music ◽  
Music Classroom ◽  
The Core ◽  
Essential Questions ◽  
Problem Solve

Amy M. Burns presents the approach of Project-Based Learning (PBL) in the elementary music classroom. The PBL approach focuses on the students learning the skills of research and problem-solving by answering essential questions over a period of time. Burns and Cherie Herring contributed to the PBL activities. In addition, they also address the process of Design Thinking, where students problem-solve solutions using the method of empathizing, defining, ideating, creating a prototype, testing, and going through the process again to redefine and improve. Burns and Herring demonstrate how PBL and DT can span across the curriculum, while still keeping music at the core of the learning process in the music classroom. The projects are versatile and can be used in young to older elementary classrooms from one device in the classroom to a 1:1 classroom.

scholarly journals Problem-Solving Design-Platform Model Based on the Methodological Distinctiveness of Service Design

2019 ◽  
Vol 5 (4) ◽  
pp. 78 ◽  
Author(s):  
Jeon
Keyword(s):  
Problem Solving ◽  
Participatory Design ◽  
Process Model ◽  
Design Thinking ◽  
Service Design ◽  
Problem Definition ◽  
Cooperative Research ◽  
The Core ◽  
Model Based ◽  
Design Process Model

This study explores the differentiated properties of service design in the context of the final value pursued by this methodology, avoiding the interpretation of pending issues to which service design is applied. First, the following were identified as the core properties of service design, differentiated from other design methodologies: “Design Thinking”, a creative problem-solving process; “User Experience Value”, the pursued goal; “Participatory Design”, a practical research methodology; and “Interaction between Users and Providers”, the core research scope of pending issues. Second, the study proposed a six-step service design process model based on the interrelationships between these properties. The “problem recognition” step identified a decline in the quality of user experiences and forms a self-awareness of dissatisfaction. Next, the “problem understanding” step conducts multidisciplinary cooperative research on dissatisfaction. Subsequently, the “problem deduction” step determines users’ unsatisfied desires through visualization of the core pending issues, and the “problem definition” step performs creative conception activities with problem-solving approaches for the unsatisfied desires. Further, the “problem-solving” step develops service design models, and finally, the “problem-solving strategy check” step confirms the utility of the models in a real-world application.

DESIGN IDEA CREATION AND IMPLEMENTATION IN LEARNING PROCESS: STUDY CASE

2019 ◽  
Vol 4 ◽  
pp. 555
Author(s):  
Lauma Veita
Keyword(s):  
Problem Solving ◽  
Design Process ◽  
Learning Process ◽  
Design Education ◽  
Design Thinking ◽  
Learning Technologies ◽  
Problem Solving Skills ◽  
Practical Action ◽  
Art And Design ◽  
Vocational Orientation

In the 21st century design thinking or problem-solving methodology has obtained a wide response in product development and service provision. It is a way of thinking which takes us to changes. Currently, in Latvia the schools which implement vocational secondary education art and design education programmes and also vocational orientation education programmes in art and design area have obtained the broadest experience in design acquisition. Taking into account the significance of problem-solving in learners’ development, design has been included in the comprehensive education content. Teachers need a new skill – to organize the design process so that their pupils would acquire problem-solving skills in a practical action. How have the teachers organized the design process? What learning methods have been applied? How is the design thinking developed? Goal analyse theoretical knowledge in design thinking and teachers’ experience of learning technologies in design acquisition which has been acquired in art education of vocational orientation. The Latvian National Culture Centre has compiled the experience of art teachers in methodological material “No Tēla līdz dizainam. Putns” (“From Image to Design. Bird”), it can look at 24 individual or pedagogical workgroup design process methodology for primary school pupils. Using designer IDEO group 3 I model – Inspiration, Ideation, Implementation, in the methodological material, development of design thinking has been described with 10 different techniques. The author’s analysis conveys the possible competences, what knowledge and skills pupils acquire in the design process, what techniques and methods the teacher applies in the learning process in design acquisition. The methodological material used in the research is one of the first for elementary school pupils’ design thinking development in Latvia, it enables us to identify problems and needs for school teachers. 

scholarly journals Uso de la metodología de aprendizaje basada en proyectos para la adquisición de competencias transversales con niveles de dominio alto en asignaturas relacionadas con la Bioelectricidad

2020 ◽  
Author(s):  
Beatriz Trenor ◽  
Gema Prats
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Modeling And Simulation ◽  
Learning Process ◽  
Biomedical Engineering ◽  
Project Based Learning ◽  
Teaching Learning ◽  
High Level ◽  
Academic Year ◽  
Competencias Transversales

The the need for greater participation and motivation of university students in the teaching-learning process has led to the concept of project-based learning. By using this methodology, the student works individually and in groups independently, but under the guidance of the teacher. Furthermore, this methodology allows the acquisition of transversal skills with a high level of mastery in subjects of the last year of undergraduate and master degrees. The objective of this work is the design and application of the project-based learning methodology in the subjects of Bioelectronics and Modeling and simulation of bioelectric systems that is capable of integrating the transversal competences "Design and project" (CT05), "Effective communication ”(CT08),“Understanding and integration ”(CT01),“ Analysis and problem solving ”(CT03),“Innovation, creativity and entrepreneurship ”(CT04) and“ Critical thinking ”(CT09), with high levels of mastery. This methodology has been applied throughout the 2019-2020 academic year in these subjects belonging to the Degree in Industrial Electronic and Automatic Engineering and the Master of Biomedical Engineering, respectively, from the Universitat Politècnica de València. The assessment of the students has been very positive and the acquisition of transversal skills has been very satisfactory.

Integrating Apps With the Core Arts Standards in the 21st-Century Elementary Music Classroom

2015 ◽  
Vol 29 (1) ◽  
pp. 24-27 ◽  
Author(s):  
Julia Heath-Reynolds ◽  
Kimberly VanWeelden
Keyword(s):  
21St Century ◽  
Elementary Music ◽  
Music Classroom ◽  
The Core

scholarly journals PENGARUH MODEL PEMBELAJARAN DAN EKOLITERASI TERHADAP KEMAMPUAN PEMECAHAN MASALAH LINGKUNGAN PESERTA DIDIK

2018 ◽  
Vol 19 (02) ◽  
pp. 39-49
Author(s):  
AL Haeriyah Sucia ◽  
Agung Purwanto ◽  
Sucahyanto Sucahyanto
Keyword(s):  
Problem Solving ◽  
Factorial Design ◽  
Experimental Method ◽  
Learning Process ◽  
Significant Interaction ◽  
Problem Based Learning ◽  
Environmental Problems ◽  
Project Based Learning ◽  
Learning Processes ◽  
Problem Solving Environment

The purpose of this study is to determine whether there is a model of learning and ekoliteration on the ability to solve environmental problems. This research used experimental method 2 X 2 factorial design. This study was conducted in February - March 2018. The population in this study were all students of class X SMA Negeri 13 Kabupaten Tangerang which amounted to 176 respondents. The sample in this research is 44 respondents randomly simpling. The conclusion showed that there was no significant interaction between learning model and ekoliteration on the ability of problem solving environment of learners; there is one significant problem between learners that is significant between learners whose learning processes use project-based learning and problem-based learning; no one is able to solve the non-significant environmental problems of learners between learners who have high and low ecoliteration; for groups of learners who have high ecoliteration, there are no factors capable of solving environmental problems that are carried out using learning based on project-based learning (A1B1) and problem-based learning (A2B1); for groups of learners who have low ecoliteration, there are no effective differences in environmental problems of learners whose learning process uses project-based learning (A1B2) and problem-based learning (A2B2)

scholarly journals Peningkatan Kompetensi Guru-Guru IPA dalam Mengimplementasikan Strategi Pembelajaran Penyelesaian Masalah

DEDIKASI ◽  
2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Muhiddin Palennari ◽  
Firdaus Daud ◽  
Saparuddin Saparuddin
Keyword(s):  
Problem Solving ◽  
Science Teachers ◽  
Learning Process ◽  
Professional Competence ◽  
Project Based Learning ◽  
Learning Tools ◽  
Scientific Methods ◽  
Pedagogical Competence ◽  
Questions And Answers ◽  
Service Activity

The purpose of this community service is to improve the competence of science teachers in implementing problem solving strategies. This activity is carried out according to the standard of the learning process which states that learning can be carried out by scientific methods, inquiry, problem-based learning and project-based learning in all subjects. The learning process has been carried out by teachers in Takalar Regency but it still needs to be improved in its implementation. The teachers who are targeted in this service are science teachers in Takalar Regency who are members of the MGMP IPA forum. One of the routine activities that are always carried out by the MGMP is training to improve professional competence and pedagogical competence. The form of this service activity is the delivery of subject matter with lecture methods and questions and answers then carried out the process of preparing the problem solving learning then carried out the process of preparing the problem solving learning package. The product of this activity is the packaging of problem-solving learning tools that will be implemented in the classroom.

Design thinking in the library space: Problem-solving signage like a graphic designer

2020 ◽  
Vol 45 (3) ◽  
pp. 114-121
Author(s):  
Dania Jalees
Keyword(s):  
Problem Solving ◽  
Design Thinking ◽  
User Needs ◽  
Time Process ◽  
Space Problem ◽  
Graphic Designer ◽  
Information Professionals ◽  
Thinking Process ◽  
Problem Solve ◽  
Library User

Librarians and graphic designers have a lot in common. Both are information professionals that offer means or cues to help users navigate, understand and solve a problem within a certain space. Without the librarian, the library space itself becomes the interface where users are offered signage to problem-solve intuitively. Because of this, effective communication via signage and wayfinding becomes imperative to the library user experience. By empathizing with our patrons and clearly articulating what the problem is, it is possible to anticipate user needs, address them by utilizing the design-thinking process, and prototype solutions like a graphic designer. However, this is not a permanent, one-time process, and it will need to be repeated whenever the needs of the patrons evolve and new problems emerge.

Designing Study Abroad With Empathy and Engagement

2021 ◽  
pp. 168-191
Author(s):  
Cathy Cooper ◽  
Dominic DelliCarpini ◽  
David Fyfe ◽  
Annie Nguyen
Keyword(s):  
Problem Solving ◽  
Study Abroad ◽  
Case Studies ◽  
Qualitative Data ◽  
Design Thinking ◽  
Interdisciplinary Collaboration ◽  
Project Based Learning ◽  
Human Centered Design ◽  
Health Agencies ◽  
Parallel Case

This chapter describes results from a student-driven partnership between York College of Pennsylvania and governmental/non-governmental health agencies in Liberia. Presented as two parallel case studies, and narrating research processes and outcomes of the project, it argues that by combining the empathy techniques of “human-centered design” (commonly known as Design Thinking) with principles of project-based learning, this people-centered method can produce richer global experiences for students. This method can also produce qualitative data that is useful for intercultural problem-solving, and therefore can inform ongoing and productive partnerships that employ a human-centered approach to interdisciplinary collaboration.

Using Technology with Elementary Music Approaches

2020 ◽  
Author(s):  
Amy M. Burns
Keyword(s):  
Music Education ◽  
Veteran Teachers ◽  
Music Educators ◽  
Project Based Learning ◽  
Elementary Music ◽  
Orff Schulwerk ◽  
Music Classroom ◽  
Integrated Technology ◽  
Integrating Technology ◽  
Elementary Music Educators

Using Technology with Elementary Music Approaches is a comprehensive guide to how to integrate technology into the popular elementary music approaches of Dr. Feierabend’s First Steps, Kodály, and Orff Schulwerk. It also includes ideas of integrating technology with project-based learning (PBL). It is written for elementary music educators who want to utilize technology in their classrooms, or possibly fear using technology but are looking for ways to try. It can be used by new teachers, veteran teachers, teachers with very limited technology, teachers with 1:1 devices in their music classroom, and undergraduate and graduate students. Edited and authored by Amy M. Burns, this book contains ideas, lessons, a supplemental website for resources, and examples that are field-tested and utilized in her own elementary music classroom. Burns has successfully integrated technology into her elementary music classroom for over two decades. She is a sought-after presenter and keynote speaker for integrating technology into the elementary music classroom and has written three additional books and numerous articles on the subject. She has also won four music education awards at state and national levels. In addition, the summary of each approach was written by four excellent elementary music educators and experts in the approaches: Dr. Missy Strong (Feierabend), Glennis Patterson (Kodály), Ardith Collins (Orff Schulwerk), and Cherie Herring (project-based learning (PBL) with music technology).

scholarly journals INQUIRY AS A KEY TO DEEPER LEARNING

2020 ◽  
Vol 2 (11) ◽  
pp. 195-202
Author(s):  
Alla Fridrikh ◽  
Світозара Анатоліївна Бігунова ◽  
Halyna Nikolaichuk
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Everyday Life ◽  
Learning Process ◽  
Academic Life ◽  
Inquiry Based Learning ◽  
Essential Questions ◽  
Culture Of Inquiry ◽  
Motivate Learning ◽  
Successful Academic

In spite of the fact that critical thinking is a vital skill not only during studying at university but in everyday life either, students are often unprepared for critically thinking when they start their studies. That is why it is so necessary to explain how to use practical strategies for developing these skills for a successful academic life. First of all, teachers should always bear in mind Bloom’s Taxonomy as it helps them to find the correct way for teaching showing the nearest and the furthest goals in their work. The levels start from the simplest and go to the most complicated ones showing that no one can acquire a higher level without mastering the lower ones and that their acquiring is necessary for bringing up critically thinking students. Creating a culture of inquiry is constant work which grows problem-solving learners with deeper understanding of important knowledge. Being convinced that a significant tool for creating a culture of inquiry is essential questions that drive and motivate learning, the authors have designed some recommendations that can encourage inquiry-based learning process and involve students in it. As inquiry-based learning elevates students’ autonomy and collaboration, and helps to create a culture focused on researching rather than reproducing information, the authors consider that teachers should focus on question formulation technique. Besides, four phases of inquiry-based learning have been distinguished and described in details.  

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