Abruptly Transitioning an In-Person Hands-on Prototyping Course to Fully Online Instruction: The Creative Tension Between Maintaining a Positive Experience and Achieving Learning Outcomes

Towards modeling of human skilling for electrical circuitry using augmented reality applications

International Journal of Educational Technology in Higher Education ◽

10.1186/s41239-021-00268-9 ◽

2021 ◽

Vol 18 (1) ◽

Author(s):

Ana Villanueva ◽

Ziyi Liu ◽

Yoshimasa Kitaguchi ◽

Zhengzhe Zhu ◽

Kylie Peppler ◽

...

Keyword(s):

Augmented Reality ◽

Learning Outcomes ◽

Cognitive Assessment ◽

Teaching And Learning ◽

Stem Learning ◽

Educational Value ◽

Learning Content ◽

Hands On ◽

Specific Learning

AbstractAugmented reality (AR) is a unique, hands-on tool to deliver information. However, its educational value has been mainly demonstrated empirically so far. In this paper, we present a modeling approach to provide users with mastery of a skill, using AR learning content to implement an educational curriculum. We illustrate the potential of this approach by applying this to an important but pervasively misunderstood area of STEM learning, electrical circuitry. Unlike previous cognitive assessment models, we break down the area into microskills—the smallest segmentation of this knowledge—and concrete learning outcomes for each. This model empowers the user to perform a variety of tasks that are conducive to the acquisition of the skill. We also provide a classification of microskills and how to design them in an AR environment. Our results demonstrated that aligning the AR technology to specific learning objectives paves the way for high quality assessment, teaching, and learning.

‘It is a different type of learning’. A survey-based study on how simulation educators see and construct observer roles

BMJ Simulation and Technology Enhanced Learning ◽

10.1136/bmjstel-2020-000634 ◽

2020 ◽

pp. bmjstel-2020-000634

Author(s):

Stephanie O’Regan ◽

Elizabeth Molloy ◽

Leonie Watterson ◽

Debra Nestel

Keyword(s):

Learning Outcomes ◽

Qualitative Data ◽

Small Sample ◽

Learning Objectives ◽

Learning Spaces ◽

Scenario Design ◽

Hands On ◽

Exploratory Survey ◽

Chi Squared ◽

Frequency Counts

BackgroundSimulation is reported as an appropriate replacement for a significant number of clinical hours in pregraduate programmes. To increase access for learners, educators have looked to understanding and improving learning in observer roles. Studies report equivalent learning outcomes and less stress in observer roles. However, reports on the prevalence, use and perceived value of observer roles from the educator’s perspective are lacking.MethodsAn exploratory survey for Australian and New Zealand (ANZ) simulation educators based on literature findings was developed and piloted with a small sample (n=10) of like subjects for language, clarity, skip logic and completion time. The final survey comprised 36 questions. Quantitative data were analysed using Pearson’s chi-squared test, Welch’s ANOVA and exploratory factor analysis. Select qualitative data were analysed using content analysis and summarised with frequency counts and categorisation.ResultsTwo hundred and sixty-seven surveys were completed, with 221 meeting criteria for analysis. The observer role is widely used in ANZ and most learners experience both hands-on and observer roles. The location of observers is dependent upon several factors including facility design, learner immersion, scenario design and observer involvement. Verbal briefings and/or other guides are provided to 89% of observers to direct their focus and 98% participate in the debrief. Educators value observer roles but tend to believe the best learning is hands-on.ConclusionsThe learning in observer roles is less valued by educators than hands-on roles. Focused observation provides opportunities for noticing and attributing meaning, an essential skill for clinical practice. Learning spaces require consideration of scenario design and learning objectives. Scenario design should include objectives for observer roles and incorporate the observer into all phases of simulation. Attention to these areas will help promote the value of the different type of learning available in observer roles.

A Framework for Engineering Dissection Exercise Creation and Implementation

Volume 8: 14th Design for Manufacturing and the Life Cycle Conference; 6th Symposium on International Design and Design Education; 21st International Conference on Design Theory and Methodology, Parts A and B ◽

10.1115/detc2009-87032 ◽

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.

ABC LD – A new Toolkit for Rapid Learning Design

EDEN Conference Proceedings ◽

10.38069/edenconf-2020-ac0041 ◽

2020 ◽

pp. 426-437

Author(s):

Nataša Perović ◽

Clive P.L. Young

Keyword(s):

Learning Outcomes ◽

Tertiary Education ◽

High Energy ◽

Virtual Learning Environment ◽

Learning Design ◽

Creative Commons ◽

Hands On ◽

University College London ◽

Rapid Transition ◽

Institutional Contexts

ABC Learning Design (ABC LD) is a high-energy, hands-on curriculum development workshop from University College London (UCL). In just 90 minutes teaching teams work together to create a visual “storyboard”. The storyboard is made up of pre-printed cards representing the type and sequence of learning activities (both online and offline) required to meet the module or programme learning outcomes. All the resources have been released under Creative Commons licenses and are free to download, adapt and use.ABC LD is now popular across European tertiary education and beyond. Participants have found the workshop-based “sprint” approach to be quick, engaging and productive. The original UCL or “base” ABC LD is built around a collaborative and intensive 90’ workshop in which module teams work together to produce a paper-based storyboard describing the student journey.Over the last two years UCL has led an Erasmus+ project to develop and evaluate the ABC LD method with 12 partners (https://abc-ld.org). We have focused on localisation to institutional contexts and have explored the important link between storyboard designs and the Virtual Learning Environment. The main output is a freely downloadable Toolkit of resources and guides, enabling any college or university to adapt and adopt the method.Although developed to promote blended learning, during the COVID emergency, some institutions have now modified ABC LD to be facilitated remotely to support their need for a rapid transition to online learning. ABC LD is proving an effective method in this new format, too.

Effects of Incorporating AR into a Board Game on Learning Outcomes and Emotions in Health Education

Electronics ◽

10.3390/electronics9111752 ◽

2020 ◽

Vol 9 (11) ◽

pp. 1752

Author(s):

Hao-Chiang Koong Lin ◽

Yu-Hsuan Lin ◽

Tao-Hua Wang ◽

Lun-Ke Su ◽

Yueh-Min Huang

Keyword(s):

High School Students ◽

Health Education ◽

Augmented Reality ◽

Learning Outcomes ◽

Teaching Experiment ◽

Board Game ◽

Flow State ◽

School Students ◽

Hands On ◽

Research Findings

In traditional school education, the content of health education courses cannot be easily linked to daily life experiences. This results in the low application of acquired knowledge and hinders students from gaining hands-on experience and a sense of accomplishment through courses, thereby lowering the learners’ engagement and willingness to learn. This study designed a board game integrated with augmented reality (AR) for health education; incorporated the card-game, slides, and learning-sheets (CSLS) gamification teaching model into the learning process; and discussed the effectiveness of board games with augmented reality in improving learning outcomes and emotions. The research participants were 52 senior high school students, who were assigned to the experimental (AR health education board game) or control (health education board game) group in the teaching experiment. The research findings reveal the following. The two groups were significantly different in terms of (1) learning outcomes, (2) negative emotions, (3) flow state in the game.

Penerapan Model Pembelajaran Kooperatif Berbasis Hands on Activity untuk Meningkatkan Keterampilan Proses Sains

Jurnal Ilmiah Pendidikan Fisika ◽

10.20527/jipf.v3i3.1036 ◽

2019 ◽

Vol 3 (3) ◽

pp. 94

Author(s):

Nanda Avisya ◽

Sarah Miriam ◽

Suyidno Suyidno

Keyword(s):

Cooperative Learning ◽

Student Learning ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Learning Model ◽

Process Skills ◽

Science Process Skills ◽

Hands On ◽

Complete Category ◽

Class Viii

Keterampilan proses sains peserta didik khususnya dalam hal memprediksi, menyimpulkan dan mengomunikasikan data hasil percobaan masih rendah. Oleh karena itu, diterapkan model pembelajaran kooperatif berbasis hands on activity untuk meningkatkan keterampilan proses sains peserta didik. Tujuan penelitian ini adalah untuk mendeskripsikan peningkatan keterampilan proses sains peserta didik setelah diterapkan model pembelajaran kooperatif berbasis hands on activity. Adapun tujuan secara khusus, yaitu untuk mendeskripsikan: 1) keterlaksanaan rencana pelaksanaan pembelajaran, 2) keterampilan proses sains dan, 3) hasil belajar siswa. Jenis penelitian ini adalah penelitian tindakan kelas model Hopkins yang terdiri atas 3 siklus. Teknik pengumpulan data diperoleh melalui observasi dan tes. Hasil penelitian menunjukkan: 1) keterlaksanaan RPP pada siklus I, II, dan III terlaksana dengan baik, 2) keterampilan proses sains pada siklus I dengan kriteria baik (mengobservasi), kriteria cukup (menyimpulkan dan mengomunikasikan) dan kriteria kurang baik (memprediksi) mengalami peningkatan pada siklus II dan III menjadi kriteria baik dan sangat baik, 3) hasil belajar siswa meningkat dari siklus I (18,75%) dan siklus II (56,25%) dengan kategori tidak tuntas menjadi (87,50%) dengan kategori tuntas pada siklus III. Diperoleh simpulan bahwa keterampilan proses sains siswa di kelas VIII-E SMPN 25 Banjarmasin meningkat setelah penerapan model pembelajaran kooperatif berbasis hands on activity Science process skills of students, especially in terms of predicting, concluding and communicating experimental results data is still low. Therefore, a hands-on-based cooperative learning model is applied to improve students' science process skills. The purpose of this study is to describe the improvement of science process skills of students after applying a cooperative learning model based on hands on activity. The specific objectives, namely to describe: 1) the implementation of the learning implementation plan, 2) science process skills and, 3) student learning outcomes. This type of research is a Hopkins model action research consisting of 3 cycles. Data collection techniques obtained through observation and tests. The results showed: 1) the implementation of lesson plans in cycles I, II, and III were carried out well, 2) science process skills in cycle I with good criteria (observing), sufficient criteria (inferring and communicating) and unfavorable criteria (predicting ) experienced an increase in the second and third cycles into good and very good criteria, 3) student learning outcomes improved from cycle I (18.75%) and cycle II (56.25%) with the incomplete category being (87.50%) with complete category in cycle III. It was concluded that the science process skills of students in class VIII-E SMPN 25 Banjarmasin increased after the application of hands-on-based cooperative learning models.

Improving Science Learning Outcomes with Hands-On-Minds-On Learning Model on The Third Graders Of Elementary School

JPP (Jurnal Pendidikan dan Pembelajaran) ◽

10.17977/um047v26i12019p010 ◽

2019 ◽

Vol 26 (1) ◽

pp. 10-21

Author(s):

Ike Rohaenah ◽

Ngadiyem Ngadiyem ◽

Dinan Hasbudin ◽

Fauzi Fauzi ◽

Prahasinta Dewie

Keyword(s):

Elementary School ◽

Learning Outcomes ◽

Science Learning ◽

Learning Model ◽

Third Graders ◽

The Third ◽

Hands On

MENINGKATKAN KEMAMPUAN MINDS-ON DAN HANDS-ON SISWA MATERI BANGUN DATAR DENGAN MENGGUNAKAN METODE TALKING STICK

At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah ◽

10.30736/atl.v3i1.198 ◽

2020 ◽

Vol 3 (1) ◽

pp. 1

Author(s):

Musaadatul Fithriyah

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Class Ii ◽

Learning Methods ◽

Average Value ◽

Research Activities ◽

Lecture Method ◽

Diverse Learning ◽

Hands On ◽

The Impact

Learning materials in two-dimentional figure in class II at MI Sunan Giri Merjosari Malang there are several problems namely students tend to be passive and the learning atmosphere is less pleasant because the teacher is more dominant using the lecture method so that the impact on student learning outcomes is less than the specified KKM 75 amounting to 60% of the 20 overall total students. One of the ways to improve the quality of student learning is to apply learning methods that later learning objectives can also be maximally achieved. Very diverse learning methods adapted to the material and objectives to be achieved include talking stick method including one of the learning methods carried out with the help of a stick and in turn will be held by students and who hold the mandatory answer questions from the teacher. Learning with the talking stick method is very suitable to be applied in elementary, because it can train students cognitive and psychomotor abilities, besides that the learning atmosphere is also fun and active students. This talking stick method is very appropriate to be used in the development of students' minds-on and hands-on. The purpose of this study was to determine the application of the talking stick method and the improvement of the minds-on and hands-on abilities of students in the Flat Build Class II MI Sunan Giri Merjosari Lamongan after using the talking stick method. Researchers conducted using a qualitative approach to the type of classroom action research (CAR). Analysis of the data used is descriptive qualitative techniques. The sequence of research activities includes 4 stages including: (1) Planning, (2) Implementation, (3) Observation, and (4) Reflection. The results of the study obtained the results of the assessment of learning outcomes of the two-dimentional figure material both cycle I and cycle II of Minds-on ability in cycle I amounted to 82.25 compared to the value of Minds-on in cycle II amounted to 85.5 an increase of 3.25. Likewise with the Hans-On ability assessment there was also an increase between Cycle I an average value of 75.45 and a second cycle of 80.95 an increase of 5.5. Based on the results of the analysis of the research data it can be concluded that the use of the talking stick method can improve the minds-on and hands-on abilities of thematic learning in Class II theme 4 Flat Build Material and its properties in MI Sunan Giri Merjosari Malang and its implementation can run effectively and efficient.

Putting Bling In The Classroom

Journal of Business & Economics Research (JBER) ◽

10.19030/jber.v8i1.664 ◽

2010 ◽

Vol 8 (1) ◽

Author(s):

Nicole Stegemann ◽

Catherine Sutton-Brady

Keyword(s):

Active Learning ◽

Learning Outcomes ◽

Point Of View ◽

Student Feedback ◽

Consumer Experience ◽

Font Size ◽

Class Participation ◽

Hands On ◽

Class Room

This paper showcases the innovative use of a case study in action.  It initially introduces a case study on the bottled water ‘bling’ and its phenomenal success in recent times.  From a marketing educator’s point of view it provides an example of how to bring reality to the class room and gives students hands on consumer experience through active learning.  Details are provided on the in-class activity consisting of the case study, questions and guidelines for conducting the practice-orientated exercise.  The paper concludes with student feedback on the activity, which highlights the level of student engagement and motivation to learning and class participation.  It clearly shows that immersing students in the experience through active learning improves learning outcomes through concretisation of the concepts discussed in class. It also provides educators with recommendations for replicating this exercise.

Mobile Robot Design in an Introductory Engineering Course

Volume 7: Engineering Education and Professional Development ◽

10.1115/imece2007-42270 ◽

2007 ◽

Author(s):

Georg F. Mauer

Keyword(s):

Learning Outcomes ◽

Engineering Students ◽

Student Learning Outcomes ◽

Engineering Practice ◽

Engineering Profession ◽

Course Structure ◽

Freshmen Students ◽

Student Teams ◽

Hands On ◽

Team Assignment

The course ‘Introduction to Engineering Design’ is aimed at freshmen students entering Mechanical and Aerospace engineering. The course was restructured from its previous 3-credit lecture format to a 2 credit lecture coupled with a new 1 credit design laboratory. The laboratory project aims at giving the students experience in professional design, engineering practice, and teamwork. While the lecture presents an overview of the engineering profession and its practices, small student teams conduct a structured hands-on design project in the lab. The team assignment is the design, programming, and testing of autonomous mobile ‘Sumo’ robots. Each team develops and builds an autonomous robot, which will compete against the other teams’ robots at the end of the semester. Students find the robot project highly motivating and spend voluntarily several afternoons weekly working in the lab. Student enrollment has increased more than five-fold since course inception six years ago. The course is also being taught regularly to seniors at local high schools through distance education, further broadening the pool of future engineering students. The paper describes the lab course structure, organization, and student learning outcomes.