Development of Problem-Based Learning Modules for Engineering Thermodynamics

2004 ◽  
Author(s):  
Karim J. Nasr ◽  
Bassem Ramadan ◽  
Prashant Ahire
Keyword(s):  
Knowledge Construction ◽  
Real Life ◽  
Problem Based Learning ◽  
Assessment Tools ◽  
Just In Time ◽  
Student Centered ◽  
Inquiry Based Learning ◽  
Practical Applications ◽  
Learning Modules ◽  
Curricular Materials

Problem-Based Learning (PBL) is an instructional approach that fosters active learning, supports knowledge construction, integrates disciplines, and naturally combines classroom learning with real-life applications. This approach can be described as student-centered and concept-embedded. This paper presents the development of curricular materials in Engineering Thermodynamics that are founded on PBL, supported by technology through simulations, and target higher levels of Bloom’s Taxonomy of Learning. Thermodynamics is restructured as modules presenting practical applications first whereas principles are introduced just-in-time and as encountered. Theoretical information is presented to support the understanding of knowledge as students apply inquiry-based learning. These modules are carefully designed to reflect traditional concepts but made more exciting as students discover the need for the laws and principles. The classroom format is interactive, cooperative and revolves around students’ needs. Formative and summative assessment tools are designed to examine the effectiveness of created modules.

“Reflective of my best work”: Promoting inquiry-based learning in a hybrid graduate history course

2019 ◽  
Vol 19 (3) ◽  
pp. 285-303
Author(s):  
Nate Sleeter ◽  
Kelly Schrum ◽  
Amy Swan ◽  
Justin Broubalow
Keyword(s):  
Skill Acquisition ◽  
Graduate Course ◽  
Intended Audience ◽  
Student Centered ◽  
Authentic Inquiry ◽  
Inquiry Based Learning ◽  
Learning Modules ◽  
Group Data ◽  
History Learning ◽  
Focus Group Data

This article discusses authentic inquiry-based learning in a hybrid graduate course, Teaching Hidden History, taught in 2015 and 2016. Students in this course created online history learning modules based on their own scholarly research. They defined their intended audience and crafted modules tailored specifically for those learners. The authors draw on course assignments, student modules, interviews, and focus group data to present a model of how inquiry-based learning can be scaffolded to promote the benefits of student-centered inquiry – namely the intrinsic motivation associated with the creation of authentic projects and practical skill acquisition.

scholarly journals Implementasi Pendidikan Karakter di Sekolah dan Perguruan Tinggi Melalui Pembelajaran Aktif

2018 ◽  
Vol 11 (1) ◽  
Author(s):  
Abdul Latif Samal
Keyword(s):  
Collaborative Learning ◽  
Problem Based Learning ◽  
Learning To Learn ◽  
Student Centered ◽  
Student Centered Learning ◽  
Inquiry Based Learning ◽  
Self Regulated Learning ◽  
Regulated Learning

Berbagai pendekatan dan metode digunakan dalam pembelajaran aktif sehingga melahirkan istilah-istilah seperti pembelajaran berpusat pada siswa (student-centered learning), pembelajaran yang diatur sendiri (self-regulated learning), pembelajaran kolaboratif (collaborative learning), pembelajaran untuk belajar (learning to learn), pembelajaran berbasis masalah (problem based learning), pembelajaran berbasis inkuiri (inquiry based learning) yang kesemuanya mengharapkan siswa terlibat secara aktif dalam pembelajaran mereka sendiri.Kata Kunci: Pendidikan Karakter, sekolah, perguruan tinggi

scholarly journals PEMBELAJARAN BERBASIS RISET MEWUJUDKAN PEMBELAJARAN YANG INSPIRATIF

Satya Widya ◽  
2015 ◽  
Vol 31 (2) ◽  
pp. 102
Author(s):  
Slameto Slameto
Keyword(s):  
Problem Based Learning ◽  
Peer Instruction ◽  
Learning Problem ◽  
Student Centered ◽  
Inquiry Based Learning

<p>Tuntutan terhadap proses pembelajaran yang berkualitas semakin tinggi seiring dengan perkembangan dan perubahan zaman. Proses pembelajaran pada setiap satuan pendidikan harus inspiratif; Kuncinya adalah bagaimana proses pembelajaran lebih bersifat kontekstual dan saintifik sehingga membentuk karakter peserta didik yang berjiwa saintis (ilmuwan). Sayangnya guru yang siap untuk itu adalah guru yang inspiratif yang menurut Rhenald Kasali (2007) jumlanya kurang dari 1%. Setelah setengah abad melakukan advokasi, Paul A. Kirschner, John Sweller, dan Richard E. Clark (2006) menemukan banyak kelemahan pembelajaran kunstruktif yang <em>student centered </em>sehingga tidak efektif; tidak ada penelitian yang mendukung efektifitas teknik ini. Sejauh ini tidak ada bukti dari studi yang terkendali, yang menunjukan pembelajaran berbasis konstruktivistik yang berhasil; biasanya kurang efektif; bahkan negatif. Seiring gencarnya semangat pemerintah menerapkan pembelajaran saintifik melalui kurikulun nasional muncul permasalahan bagaimana menghasilkan pengajaran yang inspiratif, apakah pembelajaran saintifik atau berbasis riset yaitu: <em>Aktive Learning, Inquiry-Based Learning, Problem-Based Learning, </em>dan <em>Peer Instruction </em>mampu mewujudkan pembelajaran efektif yang inspiratif? Penelitian ini menggunakan studi dokumen atas hasil-hasil penelitian sebelumnya. Pengumpulan data dilakukan dengan menelusuri jurnal elektronik melalui Google Cendekia. Dari hasil penelusuran yang diperoleh, masing-masing model dipilih 2 hasil penelitian untuk dianalisis lebih lanjut dalam bentuk %. Berdasarkan hasil analisis ternyata 4 pembelajaran berbasis riset (yang inspiratif secara implisit) mampu meningkatkan hasil belajar, mulai dari yang terendah 8% sampai yang tertinggi 35% dengan rata-rata 18,45%.</p>

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

Promoting Hybrid Learning through an Open Source EBook Approach

2010 ◽  
Vol 14 (3) ◽  
Author(s):  
Xin Bai ◽  
Michael B. Smith
Keyword(s):  
Open Source ◽  
Building Blocks ◽  
Educational Technologies ◽  
Just In Time ◽  
Learning Modules ◽  
Learning Content ◽  
Long Run ◽  
E Learning ◽  
Teaching Efficiency ◽  
Content Design

Educational technology is developing rapidly, making education more accessible, affordable, adaptable, and equitable. Students now have the option to choose a campus that can provide excellent blended learning curriculum with minimal geographical restraints. We proactively explore ways to maximize the power of educational technologies to increase enrollment, reduce failure rates, improve teaching efficiency, and cut costs without sacrificing high quality or placing extra burden on faculty. This mission is accomplished through open source learning content design and development. We developed scalable, shareable, and sustainable e-learning modules as book chapters that can be distributed through both computers and mobile devices. The resulting e-learning building blocks can automate the assessment processes, provide just-in-time feedback, and adjust the teaching material dynamically based upon each student’s strengths and weaknesses. Once built, these self-contained learning modules can be easily maintained, shared, and re-purposed, thus cutting costs in the long run. This will encourage faculty from different disciplines to share their best teaching practices online. The end result of the project is a sustainable knowledge base that can grow over time, benefit all the discipline, and promote learning.

RELEVANSI PEMBELAJARAN IPA DAN PAI HUMANIS

Edupedia ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 13-21
Author(s):  
Subyanto ◽  
Kurniyatul Faizah
Keyword(s):  
Social Interaction ◽  
Real Life ◽  
Problem Based Learning ◽  
Role Playing ◽  
Natural Sciences ◽  
Discovery Learning ◽  
Islamic Education ◽  
Transfer Of Knowledge ◽  
The Real ◽  
Team Research

In Natural Sciences (IPA) there are three aspects of learning, they arenatural sciences as product, process, and strengthening attitudes. This natural sciences learning classification found relevance with Islamic education learning in the aspect of fiqh, theseare fiqh as a product and fiqh as a process. The types of humanistlearning arelearning other than as a product, because this learning is not just transfer of knowledge without rationality, so that the lesson is not able to take part in the real life of humanity. In the implementation, humanist learning can be carried out using several scientific approaches such as problem based learning, discovery learning, social interaction, role playing, team research, and other forms that are oriented to students involvementdirectly.

IPM—A Problem-based Learning Approach

HortScience ◽  
1998 ◽  
Vol 33 (3) ◽  
pp. 509e-509
Author(s):  
Robert P. Rice
Keyword(s):  
Pest Control ◽  
Test Performance ◽  
Management Strategies ◽  
Ornamental Plants ◽  
Real Life ◽  
Problem Based Learning ◽  
Control Measures ◽  
Learning Approach ◽  
Pest Monitoring ◽  
Use Of Resources

The Cal Poly philosophy of “Learn and Understand by Doing” has been integrated with problem-based learning and the use of the latest technology to produce a class that closely simulates real-life pest control situations. Goals of the class, Disease and Pest Control Systems for Ornamental Plants, are to teach students pest monitoring, control and problem solving techniques, the use of resources including the internet and journals, and the use of the latest pest control equipment and application techniques. Students are shown pest situations and then work in groups to diagnose the problem, investigate management strategies, apply control measures, and monitor results. Weekly class presentations inform the class of the various projects and help to teach the class organization and presentation skills. Student evaluations and test performance have demonstrated that students achieve class objectives substantially better with the problem-based learning approach than with the previous lecture-based approach to the class.

scholarly journals Issues Related to Late-Life Sexuality: Sex in Long-Term Care

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 602-602
Author(s):  
Rachael Spalding ◽  
Peter Lichtenberg
Keyword(s):  
Best Practice ◽  
Long Term Care ◽  
Social Stigma ◽  
Late Life ◽  
Assessment Tools ◽  
Geographical Differences ◽  
Term Care ◽  
Practical Applications ◽  
Ethical And Legal Issues

Abstract Despite surrounding social stigma and stereotypes of the “asexual older adult,” older adults, including those residing in long-term care facilities, indicate that expressing their sexuality continues to be important to them (Doll, 2013). This presentation will feature presentations regarding recent research and perspectives relevant to late-life sexuality with a focus on how issues of sexual expression may particularly emerge in long-term care settings. Dr. Maggie Syme will present findings from mixed-methods, consumer-based approaches that elucidate how current and future long-term care residents view late-life sexuality, with a focus on the practical applications of these findings to inform facility administration and policies. Ethical and legal issues surrounding sexuality in long-term care will be discussed by Dr. Pamela Teaster, who will present ethical models that can translate into potential best-practice recommendations and strategies. Rachael Spalding will discuss the paucity of psychometrically sound assessment tools for measuring attitudes towards late-life sexuality and discuss their development of such a measure. Finally, Dr. Lilanta Bradley and Dr. Pamela Payne-Foster will present a framework for sexual agency in late-life and identify relevant gaps in the literature regarding gender, ethnicity/race, and geographical differences. Ultimately, this presentation will offer a forum for lively discussion among attendees regarding these pertinent topics.

scholarly journals An expandable approach for design and personalization of digital, just-in-time adaptive interventions

2018 ◽  
Vol 26 (3) ◽  
pp. 198-210 ◽  
Author(s):  
Suat Gonul ◽  
Tuncay Namli ◽  
Sasja Huisman ◽  
Gokce Banu Laleci Erturkmen ◽  
Ismail Hakki Toroslu ◽  
...  
Keyword(s):  
Real Life ◽  
Personal Data ◽  
Just In Time ◽  
Intervention Design ◽  
Intervention Delivery ◽  
Life Conditions ◽  
Triggering Conditions ◽  
Delivery Strategies ◽  
Design Mechanism ◽  
Personalized Intervention

AbstractObjectiveWe aim to deliver a framework with 2 main objectives: 1) facilitating the design of theory-driven, adaptive, digital interventions addressing chronic illnesses or health problems and 2) producing personalized intervention delivery strategies to support self-management by optimizing various intervention components tailored to people’s individual needs, momentary contexts, and psychosocial variables.Materials and MethodsWe propose a template-based digital intervention design mechanism enabling the configuration of evidence-based, just-in-time, adaptive intervention components. The design mechanism incorporates a rule definition language enabling experts to specify triggering conditions for interventions based on momentary and historical contextual/personal data. The framework continuously monitors and processes personal data space and evaluates intervention-triggering conditions. We benefit from reinforcement learning methods to develop personalized intervention delivery strategies with respect to timing, frequency, and type (content) of interventions. To validate the personalization algorithm, we lay out a simulation testbed with 2 personas, differing in their various simulated real-life conditions.ResultsWe evaluate the design mechanism by presenting example intervention definitions based on behavior change taxonomies and clinical guidelines. Furthermore, we provide intervention definitions for a real-world care program targeting diabetes patients. Finally, we validate the personalized delivery mechanism through a set of hypotheses, asserting certain ways of adaptation in the delivery strategy, according to the differences in simulation related to personal preferences, traits, and lifestyle patterns.ConclusionWhile the design mechanism is sufficiently expandable to meet the theoretical and clinical intervention design requirements, the personalization algorithm is capable of adapting intervention delivery strategies for simulated real-life conditions.

A problem-based learning course in physiology for undergraduate and graduate basic science students.

1998 ◽  
Vol 275 (6) ◽  
pp. S16 ◽  
Author(s):  
S Mierson
Keyword(s):  
Small Group ◽  
Professional Education ◽  
Basic Science ◽  
Clinical Laboratory ◽  
Team Building ◽  
Real Life ◽  
Problem Based Learning ◽  
Laboratory Research ◽  
Science Students ◽  
Organ Systems

In small-group problem-based learning (PBL), students work cooperatively to solve complex, real-world problems. The problems lead the students to learn basic concepts rather than being presented as applications of concepts they have already learned. The goals are for students to learn and be able to apply the disciplinary content, develop critical thinking abilities, and acquire skills of life-long learning, communication, and team building. PBL has been widely used in recent years in medical and related areas of professional education. In those settings each small group typically has its own faculty facilitator. PBL can be successfully adapted for teaching undergraduate and graduate basic science students, in part by having multiple groups meet in one room with a roving facilitator. This report describes a two-semester PBL sequence in organ-systems physiology. To keep the interest of a diverse group of seniors and graduate students, several types of problems were used: clinical, laboratory research-based, real-life scenarios, and published research articles. The majority of students have responded enthusiastically.

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