Linking Research and Teaching: Two Design Courses Orchestrated Around a Rotary Diesel Engine Patent

2007 ◽  
Author(s):  
Dirk Schaefer ◽  
Jitesh H. Panchal
Keyword(s):  
Deep Learning ◽  
Diesel Engine ◽  
Student Learning ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
Undergraduate Research ◽  
Teaching Activities ◽  
Constructive Alignment ◽  
Research And Teaching ◽  
Educational Framework

It is well known and widely accepted that the integration of research and teaching in a problem-based setting helps to foster deep learning among students. In this paper, we describe how a patent of a rotary diesel engine, that had failed to work in practice, was used to link undergraduate research and teaching activities by orchestrating two design courses around this patent. Learning outcomes, course goals, content as well as assignments and projects were defined based on constructive alignment. Students’ performance was assessed using so-called assessment rubrics based on Bloom’s taxonomy, which were specifically developed for both courses. After introducing the educational framework for this approach to enhancing student learning, we explain how both courses were designed and delivered in order to meet the higher level educational outcomes envisaged. The paper closes with an overview of both our experiences and those of our students.

Incorporating Research into Undergraduate Design Courses: A Patent-Centered Approach

2009 ◽  
Vol 37 (2) ◽  
pp. 98-110 ◽  
Author(s):  
Dirk Schaefer ◽  
Jitesh H. Panchal
Keyword(s):  
Deep Learning ◽  
Diesel Engine ◽  
Student Learning ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
Undergraduate Research ◽  
Educational Setting ◽  
Teaching Activities ◽  
Research And Teaching ◽  
Educational Framework

It is well known and widely accepted that the integration of research and teaching in a problem-based educational setting helps to foster deep learning among students. In this paper, we describe how a patent on a rotary diesel engine, which had failed to work in practice, was used to link undergraduate research and teaching activities by orchestrating two design courses around this patent. Learning outcomes, course goals, content as well as assignments and projects were defined based on constructive alignment. Students' performance was assessed using so-called assessment rubrics, based on Bloom's taxonomy, which were specifically developed for both courses. After introducing the educational framework for this approach to enhancing student learning, we explain how both courses were designed and delivered in order to meet the higher-level educational outcomes envisaged. The paper closes with an overview of both our experiences and those of our students.

scholarly journals Pengaruh Model Pembelajaran dan Gaya Berpikir Terhadap Hasil Belajar Mata Kuliah Filsafat Pendidikan

2018 ◽  
Vol 20 (3) ◽  
pp. 218-233
Author(s):  
Hamlan Andi Baso Malla ◽  
Herlina Herlina ◽  
Misnah Misnah
Keyword(s):  
Deep Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Educational Philosophy ◽  
Divergent Thinking ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Thinking Style ◽  
Convergent Thinking ◽  
Deep Learning Model

This study aims at revealling the effect of instructional models and students thinking styles on the students learning outcomes of the educational philosophy course at the IAIN Palu. The research method used in this research was quasi experiment with a 2 x 2 factorial design, data were analyzed statistically using ANAVA. The result of research shows that 1) the students learning outcomes who learned through deep learning model is higher than the students who learned through surface learning; 2) there is an interaction effect between instructional model with thinking style on the learning outcomes of educational philosophy course; 3) student learning outcomes using deep learning model and have divergent thinking style is higher than student learning outcomes that have convergent thinking style; 4) student learning outcomes using surface learning model and have the convergent thinking style is higher than student learning outcomes that have divergent thinking style.

scholarly journals DYNAMICS OF LEARNING MOTIVATION/ DE-MOTIVATION IN THE CONTEXT OF TEACHERS’ COMPETENCIES IN LEARNING MOTIVATION

2020 ◽  
Vol 1 ◽  
pp. 26
Author(s):  
Birutė Anužienė ◽  
Rūta Marija Andriekienė ◽  
Marina Voropajeva
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Empirical Analysis ◽  
Teacher Support ◽  
Point Of View ◽  
Learning Motivation ◽  
Teaching Activities ◽  
Motivation Factors ◽  
Education College

This article presents findings of the study of students’ attitude toward the dynamics of learning motivation/de-motivation and teachers’ competencies in learning motivation. The study is based on the assumption that students’ motivation in higher education (college or university) is to be supported and enhanced throughout their studies, while positive dynamics of it is subject to the use of learning motivation competencies by teachers in their teaching activities. It is highly important to identify the interrelation between teachers’ competencies in learning motivation and students’ motivation/de-motivation factors so that to establish tools for refining the objects under study, to enable a purposeful action, to make a focused intervention in the ongoing teaching processes for improvement thereof and obtaining better learning outcomes for students. Analysis of students’ attitude might help to respond more comprehensively the following problematic questions: What are motivation/de-motivation factors for student learning? What do teachers’ competencies in learning motivation consist of? In what ways can a teacher support the positive dynamics of learning motivation in students? Thus, this article is aimed to analyse factors for the dynamics of students’ motivation/de-motivation, a content of teachers’ competencies in learning motivation, and their practice from the students’ point of view. The article consists of an introduction and two parts: the first part provides theoretical discourse, the second part is dedicated to an empirical analysis of students’ attitude toward the learning motivation/de-motivation factors, teachers’ competencies in learning motivation, a content thereof, and dynamics of learning motivation. The article ends with a discussion and conclusions, followed by references. 

Designing a Unit Assessment Using Constructive Alignment

2019 ◽  
Vol 2 (1) ◽  
pp. 30-51
Author(s):  
Japhet E. Lawrence
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Assessment Methods ◽  
Assessment Criteria ◽  
Good Teaching ◽  
Design Assessment ◽  
Constructive Alignment ◽  
Quality Of Teaching ◽  
Teaching Learning

Constructive alignment is an outcomes-based approach for teaching, in which the learning outcomes that students are intended to achieve are defined before teaching takes place. Teaching and assessment methods are then designed to best achieve those outcomes and to assess the standard at which they have achieved. It provides a framework for adjusting teaching and assessment to address the attainment of those outcomes and standards. Constructive alignment is effective in designing teaching and assessment that enable students to learn, rather than to leave them guessing as to what is involved in the course of study or on what they will be assessed. The paper highlights the importance of using constructive alignment to enhance the quality of teaching, learning, and assessment. It reports on a study that applied the principles of constructive alignment to promote good teaching and deep student learning. It discusses the application of constructive alignment to design assessment criteria and rubric for a curriculum unit.

CONSTRUCTIVE ALIGNMENT: A JOURNEY FOR NEW EYES

2006 ◽  
Vol 14 (04) ◽  
pp. 291-306 ◽  
Author(s):  
COLIN JONES
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Education Programs ◽  
Knowledge And Skills ◽  
Constructive Alignment ◽  
Enterprise Education ◽  
Approach To Teaching

The needs of students engaged in enterprise education programs are of ever growing importance. This paper considers the pedagogical challenges that confront the designers of such-programs. It is argued that it is the designer's mindset that will most likely determine the program's outcomes. That, regardless of where such programs reside, their development should be guided by a learner-centred approach. The recently developed hic et nunc framework, provides an example of such a student-centred approach. The process through which student learning outcomes occur is argued to be essentially Darwinian in nature. Taking into account both knowledge and skills, it is also argued that assessment of desirable learning outcomes should occur in visible interaction spaces. That the failure to eliminate invisible interaction spaces from such programs is an invitation for criticism from those who favour a more traditional lecturer-centred approach to teaching and learning.

scholarly journals Meningkatkan Hasil Belajar Dengan Penggunaan Media Peta Pada Materi Pengetahuan Dasar Pemetaaan Siswa Kelas X IPS-2 SMAN 1 Wangi-Wangi

LaGeografia ◽  
2019 ◽  
Vol 18 (1) ◽  
pp. 9
Author(s):  
Chindy Citra Dewi ◽  
Surdin Surdin ◽  
La Ode Amaluddin
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Basic Knowledge ◽  
Average Score ◽  
Knowledge Mapping ◽  
Teaching Activities ◽  
A Value

SMAN 1 Wangi-Wangi is one of the schools in Wakatobi Regency which is the location of research because the learning outcomes are still low. The purpose of this study is(1) To find out student learning activities by using map media on basic knowledge mapping materials. (2) To find out the teaching activities of teachers by using map media on basic knowledge mapping materials.(3) To find out the geography learning outcomes of students of cl ass X IPS-2 of SMA Negeri 1 Wangi-Wangi by using map media on mapping basic knowledge material. This research is a classroom action research (CAR) and the data of this study using activity observation sheets that contain student learning activities and teacher teaching activities, while to obtain student geography learning outcomes by conducting tests as a research method.From the results of the study showed that: (1) student learning activities obtained an average score of 3.5 which is categorized as good.(2) teacher teaching activities obtained an average score of 3.4 which is categorized as good. (3) the geography learning outcomes of students of class X IPS-2 SMAN 1 obtained an average score of 79, with 81% completeness or there were 26 students from 32 students with a value of ≥ 70 according to the KKM of geography subjects.So, it can be concluded that after the implementation of cycle 1 and cycle 2 by using map media on student learning activities, teacher teaching activities, and student learning outcomes have increased.SMAN 1 Wangi-Wangi is one of the schools in Wakatobi Regency which is the location of research because the learning outcomes are still low. The purpose of this study is(1) To find out student learning activities by using map media on basic knowledge mapping materials. (2) To find out the teaching activities of teachers by using map media on basic knowledge mapping materials.(3) To find out the geography learning outcomes of students of cl ass X IPS-2 of SMA Negeri 1 Wangi-Wangi by using map media on mapping basic knowledge material. This research is a classroom action research (CAR) and the data of this study using activity observation sheets that contain student learning activities and teacher teaching activities, while to obtain student geography learning outcomes by conducting tests as a research method.From the results of the study showed that: (1) student learning activities obtained an average score of 3.5 which is categorized as good.(2) teacher teaching activities obtained an average score of 3.4 which is categorized as good. (3) the geography learning outcomes of students of class X IPS-2 SMAN 1 obtained an average score of 79, with 81% completeness or there were 26 students from 32 students with a value of ≥ 70 according to the KKM of geography subjects.So, it can be concluded that after the implementation of cycle 1 and cycle 2 by using map media on student learning activities, teacher teaching activities, and student learning outcomes have increased.

MENINGKATKAN HASIL BELAJAR SEJARAH MELALUI PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH PADA SISWA KELAS 〖XI〗^B IPS DI SMA NEGERI 2 PARIGI

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Nurfadila Indomanan ◽  
H. Mursidin T ◽  
Pendais Hak
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Activities ◽  
Male Students ◽  
Public High School ◽  
Teaching Activities ◽  
Model Type

ABSTRAK: Tujuan dari penelitian ini yaitu Untuk meningkatkan aktivitas mengajar guru Sejarah kelas IPS di SMA Negeri 2 Parigi melalui model pembelajaran kooperatif Tipe Make A Match. Untuk meningkatkan aktivitas belajar siswa pada mata pelajaran Sejarah di kelas IPS di SMA Negeri 2 Parigi model pembelajaran kooperatif Tipe Make A Match. Untuk meningkatkan hasil belajar siswa pada mata pelajaran Sejarah di kelas IPS di SMA Negeri 2 Parigi melalui model pembelajaran kooperatif Tipe Make A Match. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK) dengan menerapkan model pembelajaran kooperatif Make A Match. Penelitian ini dilaksanakan dua siklus. Penelitian ini terdiri dari beberapa tahap, yaitu: (1) Perencanaan, (2) Pelaksanaan, (3) Pengamatan, (4) Refleksi. Subyek penelitian ini adalah guru dan siswa kelas IPS SMA Negeri 2 Parigi dengan jumlah siswa 21 peserta didik, yang terdiri dari 15 peserta didik laki-laki dan 6 peserta didik perempuan. Berdasarkan hasil penelitian menunjukkan peningkatan pada aktivitas mengajar guru, aktifitas belajar siswa dan hasil belajar siswa dari siklus I ke siklus II. Aktivitas mengajar guru pada siklus I mencapai persentase keberhasilan 64,28% meningkat pada siklus II menjadi 92,85%, aktifitas belajar siswa dari siklus I mencapai persentase keberhasilan 54,54% meningkat pada siklus II dengan persentase keberhasilan mencapai 90,90%, kemudian hasil belajar siswa dari siklus I mencapai persentase ketuntasan yang diperoleh 47,61%, pada siklus II meningkat dengan persentase ketuntasan 85,71% atau sebanyak 18 dari 21 siswa yang tuntas (mencapai nilai KKM) secara individual dengan mendapat nilai ≥75. Kata Kunci: Kooperatif Tipe Make A Match, Hasil Belajar SiswaABSTRAC: The purpose of this study is to improve teaching activities of the class history teacher (XI) ^ B IPS in SMA Negeri 2 Parigi through the cooperative learning model Type Make A Match. To increase student learning activities on the history subject in class (XI)^ B IPS in SMA Negeri 2 Parigi Cooperative learning model Type Make A Match. To improve student learning outcomes in the subject of History in the class (XI) ^ B IPS in SMA Negeri 2 Parigi through the cooperative learning model Type Make A Match. This type of research is Classroom Action Research (CAR) by applying the Make A Match cooperative learning model. This research was conducted in two cycles. This research consists of several stages, namely: (1) Planning, (2) Implementation, (3) Observation, (4) Reflection. The subjects of this study were the teacher and students of class XI IPS B Public High School 2 Parigi with a total of 21 students, consisting of 15 male students and 6 female students. Based on the results of the study showed an increase in teacher teaching activities, student learning activities and student learning outcomes from cycle I to cycle II. Teacher teaching activities in the first cycle reached a percentage of success 64.28% increased in the second cycle to 92.85%, student learning activities from the first cycle reached a percentage of success 54.54% increased in the second cycle with a percentage of success reaching 90.90%, then student learning outcomes from the first cycle reached the percentage of completeness obtained 47.61%, in the second cycle increased with a percentage of completeness 85.71% or as many as 18 of 21 students who completed (reaching KKM scores) individually by getting a value of ≥75. Keywords: Cooperative Type Make A Match, Student Learning Outcomes

Effect of Type of Curriculum on Educational Outcomes and Motivation Among Marketing Students With Different Learning Styles

2011 ◽  
Vol 33 (3) ◽  
pp. 273-284 ◽  
Author(s):  
David S. Ackerman ◽  
Jing Hu
Keyword(s):  
Active Learning ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
Learning Approach ◽  
Positive Outcomes ◽  
Teaching Activities ◽  
Student Autonomy ◽  
Passive Learning ◽  
Marketing Educators

Using an active learning approach to motivate students to learn has been advocated by many educators. It has been an ongoing discussion on whether marketing educators should customize their teaching activities based on the learning styles found in their classes recently. This study uses a scale of learning styles that includes a measure of the degree of student autonomy from the instructor. Results from an experiment of marketing students indicate that courses using an active learning approach consistently receive significant higher ratings on learning outcomes and motivation measures than those using a passive learning approach for autonomous learners, but that there are few benefits for students who are low in autonomy. This suggests that though active learning assignments are very effective, they will not necessarily lead to positive outcomes for all types of learners.

scholarly journals Meningkatkan Hasil Belajar Geografi Siswa di Kelas X IPS 3 MAN 1 Kendari dengan Menerapkan Model Pembelajaran Probing Prompting pada Bahan Utama Dinamika Atmosfer dan Dampaknya pada Kehidupan

2020 ◽  
Vol 3 (1) ◽  
pp. 56
Author(s):  
Putriani Putriani ◽  
La Ode Amaluddin
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Quantitative Data ◽  
Learning Model ◽  
Atmospheric Dynamics ◽  
Learning Activities ◽  
Average Score ◽  
Learning Models ◽  
Teaching Activities ◽  
Qualitative And Quantitative

MAN 1 Kendari is one of the schools in Kendari city that is the object of research because its learning outcomes are still low, this is because only 64% of them meet the KKM. The purpose of this study: (1) describes the description of student learning activities taught through the application of probing learning models prompting class X IPS 3 MAN 1 Kendari on the material dynamics of the atmosphere and its effect on life (2) describing the description of teacher teaching activities through the application of probing learning models prompting class X IPS 3 MAN 1 Kendari in the matter of atmospheric dynamics and its effect on life (3) describing an increase in geography learning outcomes of class X IPS 3 MAN 1 Kendari taught through the application of probing learning models prompting the material dynamics of the atmosphere and its effect on life. The data in this study are qualitative and quantitative data obtained from observation sheets and learning outcomes tests. The results of the study showed that by applying the Probing Prompting learning model: (1) student learning activities increased with an average score of 3.4 in good category. (2) teacher teaching activities increased with an average score of 3.5 in good category. (3) the geography learning outcomes of students of Class X IPS 3 MAN 1 Kendari increased from an average score of 71 to an average score of 81, with learning completeness of 86.1% which was ≥ 75 according to the KKM determined by the school.MAN 1 Kendari adalah salah satu sekolah di kota Kendari yang menjadi objek penelitian karena hasil belajarnya yang masih rendah, hal ini dikarenakan hanya 64% yang memenuhi KKM. Tujuan penelitian ini :(1) mendeskripsikan gambaran aktivitas belajar siswa yang diajar melalui penerapan model pembelajaran probing prompting kelas X IPS 3 MAN 1 Kendari pada materi dinamika atmosfer dan pengaruhnya terhadap kehidupan (2) mendeskripsikan gambaran aktivitas mengajar guru melalui penerapan model pembelajaran probing prompting kelas X IPS 3 MAN 1 Kendari pada materi dinamika atmosfer dan pengaruhnya tehadap kehidupan (3) mengetahui gambaran peningkatan hasil belajar geografi siswa kelas X IPS 3 MAN 1 Kendari yang diajar melalui penerapan model pembelajaran probing prompting pada materi dinamika atmosfer dan pengaruhnya terhadap kehidupan. Data dalam penelitian ini adalah data kualitatif dan kuantitatif yang diperoleh dari lembar observasi dan tes hasil belajar. Hasil penelitian diperoleh bahwa dengan menerapkan model pembelajaran Probing Prompting: (1) aktivitas belajar siswa meningkat dengan skor rata-rata 3,4 berkategori baik. (2) aktivitas mengajar guru meningkat dengan skor rata-rata 3,5 berkategori baik. (3) hasil belajar geografi siswa Kelas X IPS 3 MAN 1 Kendari  meningkat dari rata-rata skor 71 menjadi rata-rata skor 81, dengan ketuntasan belajar 86,1% yang ≥ 75 sesuai dengan KKM yang ditentukan sekolah.

scholarly journals Inventory of Constructive Alignment Evaluation (ICAE) In Teacher Education Institute: A Literature / Inventori Penilaian Penjajaran Konstruktif (IPPK) Di Institut Pendidikan Guru: Satu Analisis Literatur

2020 ◽  
Vol 12 (2-2) ◽  
Author(s):  
Md Daud Md Jani ◽  
Adibah Abdul Latif ◽  
Rohaya Talib Latif
Keyword(s):  
Teacher Education ◽  
Learning Outcomes ◽  
Theory Of Measurement ◽  
Reliability And Validity ◽  
Development Stage ◽  
Assessment System ◽  
Learning System ◽  
Literature Analysis ◽  
Teaching Activities ◽  
Constructive Alignment

This study was conducted for the purpose of developing an inventory which assess the implementation of constructive alignment in the teaching and learning system at the Teacher Education Institute (TEI). In this literature analysis, several concepts related to learning outcomes, teaching activities and assessment were discussed. This literature analysis also described in detail the concept of constructive alignment based on few theories and models. Besides, it was also supported by previous studies, assignments and assessments, syllabus, number of hours of student learning, factors that influenced the implementation of constructive alignment, assessment concepts, reliability, the validity and theory of measurement used as a guide and reference in the study. The development of the inventory was carried out in accordance with a basic procedure that involved 11 steps and it was divided into 3 stages, namely the actual stage of inventory development, validation and actual study. During the development stage of the inventory, the researcher divided it into 4 steps: conducting literature review, interviewing expert panels, conducting meta-analysis and producing items. Meanwhile, during the inventory validation stage, the researcher divided it into 5 steps: expert panel judgment, item review, pilot study, data analysis (reliability and validity) and final step of item review and final formatting. Then, at the actual study stage, 2 steps have been identified by conducting research on selected TEIs and analysing the data. This inventory will be used to build a profile of knowledge and practice of constructive alignment among lecturers of Teacher Education Institutes as well as a source of reference in strengthening the assessment system and teaching activities at the TEI in order to maintain the MQA Malaysian accreditation standards that require the assessment system to be based on learning outcomes (Malaysian Qualifications Agency (MQA), 2010). In addition, it is also a source of information for TEI in building the inventory to enhance the level of implementation of constructive alignment. Thus, it will help TEI in grasping the inspiration of the first shift of Malaysia Education Blueprint or PPPM in producing holistic, entrepreneur and balanced graduates.

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