Project Based Learning for General Education Course

2021 ◽  
Author(s):  
Nurin Dureh
Keyword(s):  
General Education ◽  
Project Based Learning

scholarly journals Assistive Technology for Freshmen Design and K-12 Outreach

2017 ◽  
Author(s):  
Devin R. Berg ◽  
Matthew Wigdahl ◽  
Charis D. Collins
Keyword(s):  
General Education ◽  
Assistive Technology ◽  
Engineering Design ◽  
Project Based Learning ◽  
Qualitative Assessment ◽  
Societal Implications ◽  
Design Project ◽  
K 12 ◽  
The University ◽  
Design Experience

This Work in Progress paper presents on the design of project-based learning approach focused on assistive technology as applied in a freshmen level engineering course which also integrates outreach with the local K12 system. The university course targets general education topics as well as an introductory engineering design experience and includes content on the engineering design process, societal implications of engineering design, and a participatory lab-based design project. A partnering class of 5th graders from a local elementary school made use of a daily block of time set aside for academic interventions and individual project-based work to collaborate with the university class. A qualitative assessment was conducted and has thus far has revealed that the university students found the assistive technology theme of the semester-long design project to be meaningful. For the K12 students, the survey results and anecdotal observations suggest that we were only moderately successful in constructing a meaningful and purposeful design experience, from their perspective.

scholarly journals Human Resources Competency in the Era of Industrial Revolution 4.0

2021 ◽  
Vol 5 (1) ◽  
pp. 13
Author(s):  
Damayanti Damayanti
Keyword(s):  
Human Resources ◽  
General Education ◽  
Industrial Revolution ◽  
Project Based Learning ◽  
Team Work ◽  
Literacy Leadership ◽  
New Literacy ◽  
Mental Maturity ◽  
Workforce Skills ◽  
Hr Function

<p>An era of technological disruption is marked by digitization in various lives. Apart from offering benefits, the industrial revolution 4.0 also has challenges that must be faced. The challenges faced by a country when implementing the 4.0 industrial revolution are the emergence of resistance to changes in demographics and social aspects, instability in political conditions, limited resources, risk of natural disasters and demands for the application of environmentally friendly technology. The PESTEL framework is the basis for considering political, economic, social, technical, environmental and legal factors to analyze challenges in the era of the industrial revolution 4.0. Indonesia needs to improve the quality of workforce skills with digital technology. The relevance of education and work needs to be adjusted to the development of the era and science and technology while still paying attention to aspects of humanities. It is important to identify in competency classification, including: 1) Technical competence consists of all knowledge and skills related to work, 2) Methodological competencies include all skills and abilities for general problem solving and decision making, 3) Social competence includes all skills and abilities as well as attitudes to cooperate and communicate with others, and 4) Personal competence includes social values, motivation, and individual attitudes. New literacy, leadership, team work, mental maturity and character, culture and entrepreneurship make HR function properly in the community. The development of thematic studies in various disciplines is linked to the real world, project-based learning, through general education (extra-curricular) programs, and internships/practical work and the important thing that can support it is foreign language skills. Thus, competent human resources (HR), critical thinking, lateral thinking and entrepreneurship can be realized.</p>

Project-Based Learning for Students With Intellectual Disabilities

2018 ◽  
pp. 196-221 ◽  
Author(s):  
Vardan Mkrttchian
Keyword(s):  
Intellectual Disability ◽  
General Education ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Subject Area ◽  
General Education Teachers ◽  
Project Based Learning ◽  
Learning Method ◽  
Disabled Students ◽  
General Education Classroom

With the push to include all students, despite disability, in the general education classroom, general education teachers need to be trained in ways to adequately educate intellectually disabled students alongside their nondisabled peers. Many students with an intellectual disability are capable of learning in an inclusive environment if provided with proper support, such as through instructional methods like project-based learning. Project-based learning actively involves learners in investigating real-world issues and answering related questions. This chapter focuses on how to use the project-based learning method to teach children with intellectual disabilities within the framework of inclusive education, using biology as an example subject area.

Project Training Influence on Upper School Pupils� Key Competences Formation

10.12737/2644 ◽  
2014 ◽  
Vol 2 (1) ◽  
pp. 17-24
Author(s):  
��������� ◽  
O. Glukhareva
Keyword(s):  
General Education ◽  
Computer Science ◽  
Core Competencies ◽  
Cognitive Activity ◽  
Educational Assessment ◽  
Project Based Learning ◽  
Ability To Work ◽  
Project Method ◽  
Aesthetic Form ◽  
Key Competencies

The paper presents approaches to developing models for the formation of core competencies in science lessons students through project-based learning. The basic stages of the formation of the key competencies of students in teacher activities that include: analysis of regulatory documents to conduct a comprehensive educational assessment, designing the content of educational material, the formation of core competencies in the implementation of the project method. Grounds described in detail a comprehensive educational assessment focused on identifying the educational needs of students, the level of formation of structural components of competencies (knowledge, skills, experience, activities and values), resources of the educational environment. The system of lessons, projects for students 10 - 11th grades, according to an educational Program of main lines (complete) general education in computer science. To the preferred activities for the formation of core competencies in teaching computer science. In order to verify the developed model, an experimental study of the levels of formation of cognitive activity of students. Established that the skills to collect, organize, classify, analyze information, skills to provide information in an accessible, aesthetic form, the ability to express their thoughts, to prove their ideas, ability to work in a group, as a team, ability to work independently, to make choices, to decide on the conditions implementation of the developed models have steadily increased.

scholarly journals IMPLEMENTATION OF PROJECT-BASED TRAINING AT THE DEPARTMENT OF PHYSICS OF SSUGT

2021 ◽  
pp. 59-62
Author(s):  
Igor N. Karmanov
Keyword(s):  
General Education ◽  
Degree Program ◽  
Project Based Learning ◽  
Full Scale ◽  
Educational Process ◽  
Education Department ◽  
Bachelor Degree

The experience of the Department of Physics of SSUGT, as a general education department, in the field of implementing the elements of project-based learning in the educational process is analyzed. The possibilities of transition from micro- and mini-projects to full-scale projects by opening its own bachelor degree program are considered.

scholarly journals Metacognitive Assessment Model for Student Project-Based Learning through the Blended Learning Practice MOOCs

2021 ◽  
Author(s):  
Ridwan Daud Mahande ◽  
Fitrah Asma Darmawan ◽  
Jasruddin Daud Malago
Keyword(s):  
General Education ◽  
Blended Learning ◽  
Vocational Education ◽  
Multiple Choice ◽  
Assessment Method ◽  
Project Based Learning ◽  
Skill Assessment ◽  
Learning Assessments ◽  
And Performance ◽  
Metacognitive Assessment

Online or blended learning assessments through LMS-MOOCs carried out in the world of education today tend to be multiple-choice assessments that are only based on low-level cognitive. In fact, to measure the metacognitive of students is quite difficult, if only using the form of multiple choice questions. Therefore, it takes the form of questions and assessments that allow students to explore their reflective and metacognitive thinking according to the characteristics of the education they are attending. Vocational education tends to apply a project-based learning (PjBL) model that requires authentic and performance-based learning assessment methods. Therefore, it is necessary to develop an appropriate blended metacognitive skill assessment rubric instrument for vocational education. Metacognitive assessment was developed using research and development procedures, with students as subjects in vocational education in Makassar, Indonesia. The integration between elements of metacognitive skills: planning, monitoring, and evaluation with self-peer-teacher assessment can be an assessment method to measure students’ metacognitive thinking skills in PjBL. Especially metacognitive assessment through blended learning practice MOOCs that are in accordance with the characteristics of vocational education and can be adopted by general education.

scholarly journals Training of pedagogical personnel for inclusive education children with disabilities

2021 ◽  
Vol 98 ◽  
pp. 04005
Author(s):  
Irina Yakovleva ◽  
Sergey Yakovlev ◽  
Vera Khitryuk
Keyword(s):  
Teacher Training ◽  
General Education ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
New Technologies ◽  
School Teacher ◽  
Project Based Learning ◽  
Professional Activity ◽  
Special Educational Needs ◽  
General School

With the spread of inclusive education, new requirements are imposed on a teacher, including their readiness to teach, educate, and help with the development of children with special educational needs. Scholars recognize the need to amend the training of general education teachers (primary school teachers and subject teachers) to form their readiness to teach school children with disabilities. The study presents an analysis of modern Russian research on this issue using methods of analysis, systematization, and comparison of modern approaches to teacher training for inclusive education of children with disabilities. The study reveals Russian scholars’ understanding of the term “readiness for inclusive education of children with disabilities” and a list of professional and personal qualities, value-semantic guidelines, and professional competencies that an inclusive education teacher should have. Scientific approaches to the training of such a specialist (competency-based, integrated) and proposed forms of education are critically analyzed, and issues of content and new technologies used in preparing a teacher for this type of professional activity (contextual, project-based learning) are considered. The study reveals the shortcomings of the modern situation in the preparation of a general school teacher for inclusive teaching of children with disabilities, and the authors’ view on changing the form of such training is proposed. As a result of the analysis, prospects for further research in the field of teacher training for inclusive education of children with disabilities are highlighted.

scholarly journals IMPLEMENTATION OF STEM EDUCATION: FOREIGN PRACTICES

2020 ◽  
pp. 64-71
Author(s):  
Л. М. Мусина ◽  
М. М. Салтуганова ◽  
Л. А. Коровникова ◽  
В. А. Полшкова
Keyword(s):  
Big Data ◽  
General Education ◽  
Stem Education ◽  
Rapid Development ◽  
Digital Technologies ◽  
Educational Programs ◽  
Project Based Learning ◽  
Education Programs ◽  
The Subject ◽  
High Technologies

Цифровизация экономики, стремительное развитие технологий, изменения на рынке труда и требования к подготовке кадров ведут к тому, что в будущем самыми востребованными станут профессии, связанные с высокими технологиями: IT специалисты, инженеры big data, программисты. Перед профессиональным и академическим сообществами стоит задача обновления содержания программ общего образования. Основные образовательные программы в части предметного содержания требуют усовершенствования. Для обновления содержания общего образования необходимо использовать не только передовые инновационные российские практики, но и результативный зарубежный опыт. Приведенный в статье анализ зарубежного опыта и практик показывает возрастающие темпы обновления предметного содержания с применением STEAM подхода, ориентированного на применение проектного обучения и освоение цифровых технологий, опираясь на развитие метапредметных навыков. Digitalisation of the economy, rapid development of technologies, changes in the labor market and requirements for personnel training lead to the most demanded future professions which will be related to high technologies, those being: IT specialists, big data engineers, programmers.Professional and academic associations today face the necessity to update general education programs. The main educational programs in terms of subject content require improvement. To update the content of general education, it is necessary to use the advanced innovative Russian practice together with effective foreign experience.The analysis of foreign experience and practices presented in the article demonstrate the increasing pace of updating the subject content using the STEAM approach, focused on the use of project-based learning and the development of digital technologies, supported by the development of meta disciplinary skills.

Practices and forms of organization of inter-subject educational process at school

2020 ◽  
Vol 89-90 (4-5) ◽  
pp. 32-47
Author(s):  
Tatyana Malinnikova ◽  
Keyword(s):  
General Education ◽  
Methodological Approach ◽  
Project Based Learning ◽  
Educational Process ◽  
Case Study Method ◽  
Actual Problem ◽  
Functional Literacy ◽  
The One ◽  
Training Organization

The article examines the actual problem of the discrepancy between, on the one hand, the society's demand for the formation of functional literacy among schoolchildren through cross-subject training for the successful adaptation of school graduates in a complex world, and, on the other hand, the insufficiently developed practice of cross-subject training in general education organizations. In accordance with the identified problem, the purpose of the research proposed in the article is to substantiate the methodological approach to the organization of cross-subject training for the formation of functional literacy of students in schools of general education institutions and its testing on the example of cross-subject tasks. The research was based on a systematic approach that allowed authors to imagine the formation of functional literacy based on cross-subject learning with the performance of certain functions and on the basis of the most suitable forms of organization of the educational process for these tasks. The novelty and peculiarity of current solutions are the development of organizational forms of cross-subject training with reference to functional literacy and using such forms of training organization as project-based training, case-based training, and problem-oriented training. The authors' experience in the development and use of cross-subject tasks is described, and examples of problems that the author's developments are aimed at solving are given. The article also offers a description of the experience in using project-based learning, problem-based learning, and the case study method in developing and solving cross-subject tasks for students. The results of the study may be useful for representatives of general education organizations that implement different forms of functional literacy training using cross-subject tasks.

Project-Based Learning for Students With Intellectual Disabilities

2022 ◽  
pp. 414-434
Author(s):  
Vardan Mkrttchian
Keyword(s):  
Intellectual Disability ◽  
General Education ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Subject Area ◽  
General Education Teachers ◽  
Project Based Learning ◽  
Learning Method ◽  
Disabled Students ◽  
General Education Classroom

With the push to include all students, despite disability, in the general education classroom, general education teachers need to be trained in ways to adequately educate intellectually disabled students alongside their nondisabled peers. Many students with an intellectual disability are capable of learning in an inclusive environment if provided with proper support, such as through instructional methods like project-based learning. Project-based learning actively involves learners in investigating real-world issues and answering related questions. This chapter focuses on how to use the project-based learning method to teach children with intellectual disabilities within the framework of inclusive education, using biology as an example subject area.

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