A Design of Self-Assessment Environment in Project-based Learning: Monitoring and Reorganizing Tasks and Division of Labor

2005 ◽  
Author(s):  
T. Mochizuki ◽  
H. Kato ◽  
T. Nishimori ◽  
S.-i. Hisamatsu ◽  
K. Yaegashi ◽  
...  
Keyword(s):  
Division Of Labor ◽  
Project Based Learning ◽  
Self Assessment ◽  
Assessment Environment

scholarly journals Education 4.0: Robotics Projects to Encourage 21st Century Skills

RENOTE ◽  
2021 ◽  
Vol 18 (2) ◽  
pp. 450-459
Author(s):  
Deivid Eive dos S. Silva ◽  
Aline De Oliveira Sousa ◽  
Marcela R. Oliveira ◽  
Marialina Corrêa Sobrinho ◽  
Eduardo Todt ◽  
...  
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Mobile Robotics ◽  
Project Based Learning ◽  
Self Assessment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Grounded Theory Method ◽  
Creativity And Innovation

Education 4.0 is defined as a student-centered learning model that prepares young for the challenges of the 21st Century, how to deal with emerging technological resources and processes. This case study aimed to encourage 21st Century skills and competencies seen as relevant to Education 4.0, such as teamwork, communication, autonomy, creativity, and innovation. In this study, we analyzed the feedbacks collected to identify which skills were encouraged in undergraduate and graduate students during one semester of the Mobile Robotics discipline, using Project-Based Learning (PBL). Students carried out projects and answered a self-assessment questionnaire about their skills. The qualitative analysis of the case study followed the procedures of the Grounded Theory method. The results indicated that learning based on robotics projects could encourage teamwork, communication, and organization skills.

scholarly journals Implementasi Model Project Based Learning Mata Pelajaran Geografi di Kelas X SMA Negeri 8 Luwu Timur

2019 ◽  
Vol 2 (2) ◽  
pp. 130
Author(s):  
Syarifuddin Syarifuddin ◽  
Ramli Umar ◽  
Rosmini Maru
Keyword(s):  
Project Based Learning ◽  
Learning Assessment ◽  
Skills Assessment ◽  
Learning Design ◽  
Learning Models ◽  
Self Assessment ◽  
Project Completion ◽  
Assessment Of Learning ◽  
Model Project ◽  
Written Test

 This study aims to describe the implementation of Project-Based Learning models in geography learning. The type of research is survey research. The subjects in this study were the teacher of geography, the deputy head of the curriculum, and the principal. Data collection techniques are interviews, observation, and documentation. The results showed that the form of Project-Based Learning implementation in learning geography with details: learning planning, learning implementation, and learning assessment. In learning planning is done by analyzing the contents of the 2013 curriculum content and learning design planning. Furthermore, the implementation of learning is done by determining the project, designing project completion steps, preparing project implementation schedules, completing projects, preparing reports, presenting project results, and evaluating project processes and results. Meanwhile, the assessment of learning is carried out on the aspect of attitude using observation techniques, self-assessment, and assessment between friends. Assessment of aspects of knowledge using written test techniques and assignments, as well as skills assessment using project results assessment techniques.Penelitian ini bertujuan untuk mendeskripsikan implementasi  model Project-Based Learning pada pembelajaran geografi. Jenis penelitian ini adalah penelitian survei. Subjek pada penelitian ini adalah guru mata pelajaran geografi, wakil kepala bidang kurikulum, dan kepala sekolah. Teknik pengumpulan data adalah wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa bentuk implementasi Project-Based Learning pada pembelajaran geografi dengan rincian: perencanaan pembelajaran, pelaksanaan pembelajaran, dan penilaian pembelajaran. Pada perencanaan pembelajaran dilakukan dengan menganilisis standar isi kurikulum 2013 dan desain  pembelajaran. Selanjutnya, pelaksanaan pembelajaran dilakukan dengan penentuan proyek, perancangan langkah-langkah penyelesaian proyek, penyusunan jadwal pelaksanaan proyek, penyelesaian proyek, penyusunan laporan, presentasi hasil proyek, dan evaluasi proses serta hasil proyek. Sementara, penilaian pembelajaran dilakukan pada aspek sikap dengan menggunakan teknik observasi, penilaian diri, dan penilaian antar teman. Penilaian pada aspek pengetahuan dengan menggunakan teknik  tes tertulis dan penugasan, serta penilaian keterampilan dengan menggunakan teknik penilaian hasil proyek.

scholarly journals A Useful Chart for Providing Self-Assessment Opportunities to Students

2017 ◽  
Vol 4 (2) ◽  
pp. 11
Author(s):  
Julio César Núñez García ◽  
Marisela Alfaro Tamayo
Keyword(s):  
English Language ◽  
Self Assessment ◽  
And Performance ◽  
And Control ◽  
Assessment Environment ◽  
Learning And Performance

When learning something, it is of paramount importance to evaluate our progress during the several steps involved inthe process. Providing an assessment environment helps our students to reflect constantly about their performanceand the things they should avoid or do as to attain better results. It is also a necessary activity for helping them tolearn effectively the English language. As they become aware of the possibilities that offers using a tool allowingthem to assess their learning and performance, their proficiency, monitored in this type of environment, shapes theexpected results.This article presents an experience based on the use of an assessment chart provided to students to help themassessing themselves when learning the English language. Professors involved in the application of the chart referredto the changes occurred in the students´ performance and their awareness about certain elements that they were notable to identify and control previously to the implementation of the chart. After that, they considered them as of greatimportance for evaluating their performance when learning the English language both as learners and as professors tobe.

Development of Cellular Phone Software to Prompt Learners to Monitor and Reorganize Division of Labor in Project-Based Learning

2011 ◽  
pp. 381-393
Author(s):  
Toshio Mochizuki ◽  
Kazaru Yaegashi ◽  
Hiroshi Kato ◽  
Toshihisa Nishimori ◽  
Yusuke Nagamori ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Division Of Labor ◽  
Social Facilitation ◽  
Cellular Phone ◽  
Project Based Learning ◽  
Current Status ◽  
Web Based ◽  
Mutual Awareness ◽  
Classroom Evaluation

The authors have developed a cellular phone application called ProBoPortable that displays information regarding the progress and achievement of tasks and division of labor in project-based learning (PBL) for higher education. ProBoPortable works as wallpaper on the screen of the learner’s cellular phone, and it cooperates with Web-based groupware. When a learner activates his/her phone, ProBoPortable immediately retrieves the current status of the appropriate project from the groupware database and displays it on the screen. A classroom evaluation was performed in an undergraduate course; the evaluation confirmed that ProBoPortable enhanced mutual awareness of the division of labor among learners, who modified their own tasks by monitoring the overall status of the PBL. Using ProBoPortable increasingly fostered the sense of a learning community among the subjects. Moreover, social facilitation encouraged the learners to proceed with their own task due to the presence of others who are mutually aware of each member’s status.

scholarly journals Developing students’ soft skills in the context of teaching foreign languages at higher education institutions

2020 ◽  
Keyword(s):  
Higher Education ◽  
Classroom Management ◽  
Soft Skills ◽  
Peer Assessment ◽  
Methodological Issue ◽  
Real Life ◽  
Project Based Learning ◽  
Foreign Languages ◽  
Self Assessment ◽  
Grouping Students

The article deals with the methodological issue of building soft skills in the context of teaching modern foreign languages to students of higher institutions. The analysis of the available scientific and methodological research works devoted to the problem of developing students’ soft skills, especially in the process of teaching foreign languages, reveals that even though soft skills are crucial for securing employment of graduates they are still underdeveloped in the system of higher education, which results in a growing need for institutions of higher education to address the defined gap. The paper suggests some ways capable of bridging the gap and fostering the development of personal and interpersonal XXI century skills in the process of teaching foreign languages. It focuses on intra-curricular approaches to classroom management (e.g., pairing or grouping students) and methods and content of classroom activities (case study, debates, discussions, project-based learning, etc.), which have the potential to equip students with the core skills through real-life scenarios and different learning experiences. The author emphasizes that speaking and listening activities, being undoubtedly highly beneficial for soft skills development, are not the only ones that can be used to enhance learners’ soft skills. Students’ soft skills can be significantly improved while reading or writing, so the key point is to organically integrate diverse activities and teaching strategies. Therefore, before planning a class, teachers have to understand how soft skills are developed, choose what soft skills they want their students to learn, and select corresponding instructional methods and tools to model a situation in which soft skills could be naturally acquired. Particular emphasis is also placed on the question of how and what soft skills can be developed during self-assessment or peer-assessment practices. The article finishes with a few recommendations regarding possible aspects of further research.

scholarly journals PENGINTEGRASIAN CHARACTER BUILDING PADA MATA KULIAH PRONUNCIATION MELALUI PROJECT-BASED LEARNING

2016 ◽  
Author(s):  
Jamilah Jamilah
Keyword(s):  
Lesson Study ◽  
Learning Model ◽  
Project Based Learning ◽  
Self Assessment ◽  
Learning Improvement ◽  
Self Confidence ◽  
Evaluation Phase ◽  
Preparatory Stage ◽  
Three Stages ◽  
Character Building

Abstrak: Penelitian ini bertujuan untuk memperbaiki proses pembelajaran mata kuliah Pronunciationdan untuk mengintegrasikan character building ke dalam mata kuliah tersebut. Project-based learningadalah model pembelajaran yang dipilih untuk mencapai kedua tujuan tersebut, dan proyek yang diambil adalah pertunjukan drama. Perbaikan pembelajaran dilakukan dengan model lesson studyyang diterapkan pada kelas Pronunciation IB yang terdiri dari 20 mahasiswa. Kegiatan ini dilakukanmelalui tiga tahap, yaitu tahap persiapan (plan), tahap pelaksanaan (do) dan tahap evaluasi (see). Datadikumpulkan melalui observasi, dokumentasi, diskusi, dan self assessment. Hasil penelitian menunjukkanbahwa project-based learning adalah model pembelajaran yang tepat untuk mengintegrasikan characterbuilding ke dalam mata kuliah Pronunciation. Dengan project-based learning mahasiswa dapatbelajar dengan gembira, mampu menerapkan kemampuan pronunciation dalam karya nyata, yaitu bermaindrama. Mahasiswa juga memahami orang lain dan bertenggang rasa, bekerja sama dalam tim,bertanggung jawab, menghargai karya orang lain, mengembangkan rasa percaya diri, bersikap kritis,dan terbuka terhadap saran dan pendapat orang lain. Kata Kunci: character building, pronounciation, project based learning  INTEGRATING CHARACTER BUILDING IN PRONUNCIATION COURSE THROUGHPROJECT-BASED LEARNING Abstract: This study is aimed at improving the learning process Pronunciation course  and integratingcharacter building into the course. Project-based learning is a learning model chosen to achieve theseobjectives, and the project taken is drama performance. The learning improvement was achievedthrough lesson study carried out with a model applied to the IB Pronunciation class consisting of 20students. These activities are carried out through three stages, namely the preparatory stage (plan), theimplementation phase (do) and the evaluation phase (see). Data were collected through observation,documentation, discussions, and self-assessment. The results showed that the project-based learningwas a learning model appropriate for integrating character building into the Pronunciation course. Bythe use of project-based learning, the students could learn joyfully and be able to apply the pronunciationability in the real work, in a drama performance. The students also understood others, developedtolerance, worked together in teams, develiped responsibility, respected the work of others,developed self-confidence, was critical as well as open to suggestions and opinions of others. Keywords: character building, pronunciation, project based learning

scholarly journals Design and validation of a music technology course for initial music teacher education based on the TPACK framework and the project-based learning approach

2019 ◽  
Vol 12 (3) ◽  
pp. 225-246 ◽  
Author(s):  
Jesús Tejada ◽  
Tomás Thayer Morel
Keyword(s):  
Teacher Education ◽  
Course Design ◽  
Real Life ◽  
Product Evaluation ◽  
Education Programme ◽  
Primary Objective ◽  
Music Technology ◽  
Project Based Learning ◽  
Initial Teacher Education ◽  
Self Assessment

This project outlines a design for, and presents an evaluation and validation of, an information and communication technology (ICT) training course on an initial teacher education programme for pre-service music teachers at a Spanish University. The primary objective was to improve initial teacher education in music technology through a course design with two key components: (1) constructivist learning through collaborative projects (PBL) and (2) the technological pedagogical content knowledge (TPACK) integration framework. The course saw students carry out four real-life projects, three of which involved the elaboration of educational material through the exclusive use of musical technology, and one of which involved an ICT research project. Results were obtained through an end-product evaluation and a self-assessment questionnaire and indicated that the course was well received and highly valued by the participants. In their self-assessment responses, students spoke of the academic value of the course, a confidence in their own skills, their willingness to use ICTs in future teaching contexts, the importance of ICTs in their degree programme, the fact that the course surpassed their expectations in terms of achievement (a fact corroborated through data triangulation in the end-product evaluation) and the transferability of the knowledge acquired to the music classroom. Finally, they provided suggestions for potential improvements to the course.

scholarly journals Students’ Self-Assessment in Project-Based Work

2014 ◽  
Vol 22 (2) ◽  
pp. 105-111 ◽  
Author(s):  
Alvyda LIUOLIENĖ ◽  
Regina METIŪNIENĖ
Keyword(s):  
Critical Thinking ◽  
Lifelong Learning ◽  
Language Proficiency ◽  
Critical Reflection ◽  
Project Based Learning ◽  
Self Assessment ◽  
Self Evaluation ◽  
Audience Development

The article aims at exploring the benefits of self-assessment as it is an important skill for lifelong learning and for critical reflection on one’s own performance. The authors of the article focus on students’ self-assessment of their language proficiency skills and achievements in working on projects. Students’ reflection on their learning has numerous benefits, such as motivation, self-direction, greater responsibility, decreased intimidation and fear of the audience, development of critical thinking, etc. The paper presents the analysis of a questionnaire based on the research of respondents’ self-evaluation of working on the project. The study has aimed at finding out the students’ attitude towards project-based learning and their assessment of their personal progress in respect of the development of their language proficiency skills.

Tools to Mediate Learning and Self-Assessment in a STEAM Unit of Work

2020 ◽  
pp. 24-50
Author(s):  
Kate Thompson ◽  
Susan Narelle Chapman ◽  
Harry Kanasa
Keyword(s):  
High School ◽  
Problem Solving ◽  
Learning Environments ◽  
Interdisciplinary Collaboration ◽  
Boundary Objects ◽  
Teacher Assessment ◽  
Project Based Learning ◽  
Self Assessment ◽  
Design Based Research ◽  
School Learning

In some high school learning environments, hundreds of students engage in collaborative, term-long, project-based learning STEM or STEAM units of work. In this chapter, the authors report on an ongoing design-based research project in which researchers and teachers collaborate to design, teach, and assess STEAM units of work. They draw on research on project-based learning and interdisciplinary collaboration to inform the analysis drawing on Jonassen's typology of problem solving. The purpose of this chapter is to present two tools that functioned as boundary objects mediating learning and self-assessment: (1) a ‘STEAM slider' used by students in groups to reach consensus on the use of the tools, knowledge, and processes employed in their project and (2) a criteria sheet developed to mediate students' and teachers' engagement in self- and teacher-assessment. The authors use these results to make recommendations for the next iteration of the project.

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