A hands-on experience of the use of active learning and some innovative teaching techniques in a basic engineering subject = Una experiencia práctica del uso de aprendizaje activo y técnicas docentes innovadoras en una asignatura básica de ingeniería

2018 ◽  
Vol 2 ◽  
pp. 14 ◽  
Author(s):  
Efraim Centeno Hernáez
Keyword(s):  
Active Learning ◽  
Teaching Techniques ◽  
Innovative Teaching ◽  
Hands On

Using Student-Led Discussions and Snapshot Lectures to Stimulate Active Learning and Accountability: A Mixed Methods Study on Teaching an Implementation Science Course

2021 ◽  
pp. 237337992110500
Author(s):  
Robert W. S. Coulter ◽  
Lindsay Onufer
Keyword(s):  
Public Health ◽  
Mixed Methods ◽  
Active Learning ◽  
Implementation Science ◽  
Mixed Methods Study ◽  
Graduate Level ◽  
Teaching Techniques ◽  
Class Discussions ◽  
Student Accountability

We theorized that integrating student-led class activities would foster accountability and active learning in a graduate-level public health implementation science course. We used mixed methods to collect students’ feedback about two active-learning teaching techniques, wherein students were randomly selected to lead class discussions and deliver short, informal “snapshot” lectures. Students reported that both activities encouraged student initiative, engagement with the material, and completion of the assigned readings. However, students thought that the student-led discussions were more enjoyable, made the course more interesting, and contributed more to their learning. These techniques can stimulate active learning and student accountability in public health courses.

A Framework for Engineering Dissection Exercise Creation and Implementation

2009 ◽  
Author(s):  
Kathleen M. Hart ◽  
Steven B. Shooter ◽  
Charles J. Kim
Keyword(s):  
Active Learning ◽  
Best Practices ◽  
Reverse Engineering ◽  
Engineering Education ◽  
Learning Outcomes ◽  
Positive Impact ◽  
Rigorous Approach ◽  
Engineering Activity ◽  
Hands On ◽  
Different Levels

Hands-on product dissection and reverse engineering exercises have been shown to have a positive impact on engineering education, and many universities have incorporated such exercises in their curriculum. The CIBER-U project seeks to examine the potential to utilize cyberinfrastructure to enhance these active-learning exercises. We have formulated a framework for product dissection and reverse engineering activity creation to support a more rigorous approach to assessing other exercises for satisfaction of the CIBER-U project goals and adapting the best practices. This framework is driven by the fulfillment of learning outcomes and considers the maturity of students at different levels. Prototype exercises developed with the framework are presented. The approach is sufficiently general that it can be applied to the consideration and adaption of other types of exercises while ensuring satisfaction of the established goals.

Training in Coating Evaluation Techniques - A Unique Approach for Discussion

1996 ◽  
Author(s):  
J.P. Sauer
Keyword(s):  
Teaching Techniques ◽  
Evaluation Procedures ◽  
Hands On ◽  
Course Material ◽  
Unique Approach ◽  
Problem Solvers ◽  
Evaluation Techniques

Abstract The Central Coatings Laboratory (CCL) is a program that deals with training in coating evaluation techniques. The approach uses a combination of both theoretical and hands-on instruction to teach various concepts. The system is educational based, incorporating a philosophy of making the students problem solvers in lieu of following "cookbook" evaluation procedures. Examples of teaching techniques will be discussed and suggested course material reviewed to highlight this training philosophy.

Active learning: “Hands-on” meets “minds-on”

Science ◽  
2021 ◽  
Vol 374 (6563) ◽  
pp. 26-30
Author(s):  
Nesra Yannier ◽  
Scott E. Hudson ◽  
Kenneth R. Koedinger ◽  
Kathy Hirsh-Pasek ◽  
Roberta Michnick Golinkoff ◽  
...  
Keyword(s):  
Active Learning ◽  
Hands On

scholarly journals Use of case-based or hands-on laboratory exercises with physiology lectures improves knowledge retention, but veterinary medicine students prefer case-based activities

2018 ◽  
Vol 42 (2) ◽  
pp. 182-191 ◽  
Author(s):  
Renee M. McFee ◽  
Andrea S. Cupp ◽  
Jennifer R. Wood
Keyword(s):  
Veterinary Medicine ◽  
Active Learning ◽  
Student Performance ◽  
Student Attitudes ◽  
Learning Activities ◽  
Learning Activity ◽  
Hands On ◽  
Case Based Learning ◽  
Survey Responses ◽  
Case Based

Didactic lectures are prevalent in physiology courses within veterinary medicine programs, but more active learning methods have also been utilized. Our goal was to identify the most appropriate learning method to augment the lecture component of our physiology course. We hypothesized that case-based learning would be well received by students and would be more effective at helping them learn physiological concepts compared with more traditional laboratory exercises. In this study, approximately one-half of the laboratory sessions for the two-semester course were dedicated to traditional hands-on laboratory exercises, whereas the remaining one-half of the sessions were dedicated to case-based exercises. The lecture portion of the course was not altered. Student attitudes were evaluated after each session and at the end of each semester via quantitative and qualitative survey questions. Student performance was evaluated using section exams and end-of-semester posttests. The vast majority of survey responses received were positive for both cased-based activities and traditional hands-on laboratories. In addition, participation in both types of active learning activities, but not lecture, was associated with retention of conceptual knowledge based on student performance between the section exams and posttests ( P < 0.002). These results indicate that both case-based learning and laboratory exercises are beneficial learning activities to incorporate into a lecture-based physiology course. However, positive survey responses were significantly greater following case-based activities vs. traditional hands-on laboratories, and only participation in case-based activities resulted in greater student performance on the posttest ( P < 0.04). Therefore, case-based activities may be the preferred supplemental learning activity for veterinary medical physiology.

scholarly journals Forty Years’ Experience in Teaching Fluid Mechanics at Strasbourg University

Fluids ◽  
2019 ◽  
Vol 4 (4) ◽  
pp. 199 ◽  
Author(s):  
Daniel G. F. Huilier
Keyword(s):  
Fluid Mechanics ◽  
Teaching Methods ◽  
Bologna Process ◽  
Teaching Experience ◽  
Teaching Staff ◽  
Innovative Teaching ◽  
Learning And Teaching ◽  
Mechanical Field ◽  
Hands On ◽  
The Bologna Process

A summary of the personal investment in teaching fluid mechanics over 40 years in a French university is presented. Learning and Teaching Science and Engineering has never been easy, and in recent years it has become a crucial challenge for curriculum developers and teaching staff to offer attractive courses and optimized assessments. One objective is to ensure that students acquire competitive skills in higher science education that enable them to compete in the employment market, as the mechanical field is a privileged sector in industry. During the last decade, classical learning and teaching methods have been coupled with hands-on practice for future schoolteachers in a specific course on subjects including fluid mechanics. The hands-on/minds-on/hearts-on approach has demonstrated its effectiveness in training primary school teachers, and fluids are certainly a nice source of motivation for pupils in science learning. In mechanical engineering, for undergraduate and graduate students, the development of teaching material and the learning and teaching experience covers up to 40 years, mostly on fluid dynamics and related topics. Two periods are identified, those prior to and after the Bologna Process. Most recently, teaching instruction has focused on the Fluid Mechanics Concept Inventory (FMCI). This inventory has been recently introduced in France, with some modifications, and remedial tools have been developed and are proposed to students to remove misconceptions and misunderstandings of key concepts in fluid mechanics. The FMCI has yet to be tested in French higher education institutions, as are the innovative teaching methods that are emerging in fluid mechanics.

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