Teaching introduction to robotics: Using a blend of problem- and project-based learning approaches

2014 ◽  
Author(s):  
Antonio Hernandez-Barrera
Keyword(s):  
Project Based Learning ◽  
Learning Approaches

scholarly journals Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

2021 ◽  
Vol 11 (2) ◽  
pp. 46
Author(s):  
Maki K. Habib ◽  
Fusaomi Nagata ◽  
Keigo Watanabe
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Learning Process ◽  
Laboratory Experiments ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Learning Approaches ◽  
Experimental Systems

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

scholarly journals Advanced Learning Tools for (Non) Formal Education

2013 ◽  
Vol 8-9 ◽  
pp. 65-74 ◽  
Author(s):  
Sanda Porumb ◽  
Cosmin Porumb ◽  
Aurel Vlaicu ◽  
Bogdan Orza
Keyword(s):  
Collaborative Learning ◽  
Teaching And Learning ◽  
Formal Education ◽  
Project Based Learning ◽  
Assessment Process ◽  
Educational Services ◽  
Learning Approaches ◽  
Learning Tools ◽  
Virtual Collaboration ◽  
Generic Framework

An important part of the articles published in the last years highlight teaching and learning approaches and technologies integrated in complex applications and present the concepts used for creating and presenting the educational content. They refer to the methodologies used in self-and collaborative learning, including problem-and project-based learning. The assessment process is also illustrated in several articles but there is no a generic framework that complies with the rules of both formal and non-formal education acts. Our proposal is focused on advanced concepts for improving the educational services and the manner a generic framework for blended learning can be customized for higher education and lifelong learning. In addition, the paper proposes a virtual collaboration prototype that supports interpersonal and inter-process collaborative learning services that can be used as core of any rapidly growing educational community.

scholarly journals Teaching English through Task and Project-Based Learning to Embera Chamí Students

2019 ◽  
Vol 1 (21) ◽  
pp. 78-90
Author(s):  
Luis Ricardo Rojas ◽  
Jenifer Rueda Varon
Keyword(s):  
Public Schools ◽  
English Language ◽  
Project Based Learning ◽  
English For Specific Purposes ◽  
Learning Approaches ◽  
Ministry Of Education ◽  
Indigenous Students ◽  
Conditions For Learning ◽  
Vocabulary Recognition ◽  
Learning English

Bilingual indigenous students who attend public schools around the country are to develop English language skills as part of the suggested curriculum created by the Colombian Ministry of Education. This is the case of the Embera Chamí students in Florencia, Caquetá whose conditions for learning English differ from those of monolingual Spanish students. The purpose of this study is to analyze the difficulties and the advantages of learning English through task- and project-based learning in bilingual indigenous students. The analysis of the study was developed through the method of systematization of experience. Results suggest that the two learning approaches enhanced indigenous students’ speaking skills and facilitated vocabulary recognition. However, the students mentioned being more interesting in learning English for specific purposes.

The Global Warming By Using The Experimental Methods Within Project-Based Learning Approach

2020 ◽  
Author(s):  
Gulperi Selcan Öncü
Keyword(s):  
Climate Change ◽  
Global Warming ◽  
Greenhouse Gases ◽  
Water Temperature ◽  
Forest Fires ◽  
Experimental Methods ◽  
Project Based Learning ◽  
Control Group ◽  
Learning Approaches ◽  
The Impact

<div> <p>In recent times we have often received news such as about melting glaciers, sudden and torrential rain, storms, increased atmospheric temperatures, and forest fires. We have also observed some of these phenomena in our immediate vicinity. There is a frequently used expression among the public, 'the seasons are shifting'. </p> <p>Students have asked the reasons why these changes have been occurring and what about changes between the past and present. In order to understand these changes we all know that they need to understand global warming in the first place. To help them with this as an science teacher I have guided them to be capable of using experimental methods within project-based learning approaches. First they did preliminary literature surveys and then they designed an experiment. In the experiment, they tested the hypothesis that the water inside the bell JAR, which is coated with black cardboard, heats up more than the transparent one. In this way they began to investigate climate change due to greenhouse gases. </p> <p>In the experiment, two bell glasses were used to represent the atmosphere layers. One was intermittently covered with pieces cut out of black cardboard. Black cardboard was used to represent the greenhouse gas due since the black colour absorbs light. Two beakers of the same size were used, filled with water. A thermometer was placed inside and bell jars were turned upside down and put over the beakers. The two thermometers were used to measure the water temperature inside the beakers. </p> <p>The first apparatus is the control group (inside uncovered). The second apparatus is the experimental group (covered with independent black cardboard). In the experimental and observation stage, the independent variable is the bell jar; the dependent variable is the water temperature. The constant variables are the size of the jar, the size of the beaker, the amount of water and the ambient conditions. </p> <p>Having set up the apparatus, the initial temperature of water was measured and recorded. Students carried out the experiment on a sunny day by placing the apparatus in a sun-covered field. They recorded the data in the tables they completed periodically. Then they shared the results with participants at the science festival. </p> <p>In this way they began to investigate the impact of greenhouse gases on climate change.</p> </div>

Telementoring and Project-Based Learning

2010 ◽  
pp. 31-56 ◽  
Author(s):  
Joyce Yukawa
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Information Literacy ◽  
Interdisciplinary Collaboration ◽  
Inquiry Learning ◽  
Project Based Learning ◽  
Full Potential ◽  
Learning Approaches ◽  
New Literacy ◽  
Digital Media Literacy

While common models of telementoring (ask-an-expert services, tutoring, and academic and career telementoring) can serve a variety of learning objectives, these models are limited with respect to sustained inquiry learning such as project-based learning (PBL). To reach the full potential of PBL with telementoring, this chapter proposes a telementoring model that integrates inquiry learning, information literacy, and digital media literacy and is implemented by a team of experts – subject matter experts as telementors, classroom teachers, school librarians, and instructional technology specialists. The model provides for multifaceted learning experiences for students that involve disciplinary knowledge and habits of mind, critical thinking, collaborative problem solving, and information, media, and technology skills. Brief overviews of inquiry learning approaches, information literacy, and digital media literacy are described in relation to telementoring. Design considerations, the benefits and challenges of the model, and broader implications for educational change are also discussed. Using the integrated telementoring model, the PBL team exemplifies the interdisciplinary collaboration and new literacy skills that students need in today’s workplaces and communities.

Fostering Digital Literacy between Schools and the Local Community

2013 ◽  
Vol 4 (3) ◽  
pp. 10-18 ◽  
Author(s):  
Corrado Petrucco
Keyword(s):  
Service Learning ◽  
Student Performance ◽  
Digital Literacy ◽  
Online Community ◽  
Local Community ◽  
Project Based Learning ◽  
Social Software ◽  
Digital Citizenship ◽  
Learning Approaches ◽  
Technical High School

This article proposes the use of a conceptual framework for developing digital skills at school using Service Learning and Project-Based learning approaches. In this context, an important role is played by “digital citizenship” understood as a stimulus for participation in the community also through social software. The author also presents the results of a project carried out by students in technical high school on a very sensitive local issue: the installation of new antennas for mobile phones and the dangers of radiation. The students measured cell phone emissions and created videos that were distributed in a blog, accessed by both the local community and the general online community. The project results were positive on various levels, both at school, evidenced by an improvement in student performance and the motivation to learn, and socially, by satisfying the knowledge needs of the community.

scholarly journals Analyzing effectiveness of active learning through project-based learning approach in university level ICT courses

2021 ◽  
Vol 1 (1) ◽  
pp. 59-69
Author(s):  
Dhiraj Shrestha ◽  
Satyendra Nath Lohani ◽  
Roshan Manjushree Adhikari
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Real Life ◽  
Project Based Learning ◽  
Learning Approaches ◽  
Engineering Project ◽  
Science And Engineering ◽  
University Level ◽  
Teaching Learning

The concept of Active Learning (AL), which has journeyed through multiple research studies over the years, is an important part of the teaching learning process at academic institutions. The present study applies active learning via project-based approaches where students engage in real life projects and solve associated complications with their research, communication, and technical skills. As a case study of effectiveness of project-based learning (PBL), especially in engineering project contexts, the present research is conducted among students studying computer science and engineering at Kathmandu University (KU), Nepal. The key findings of the study suggest that PBL assignments have helped students in their active learning processes. This paper also compares teaching and learning approaches of KU with other IT institutions of Nepal.

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