scholarly journals Inquiry-Guided Learning In A Management Of Technology Environment

2004 ◽  
Vol 1 (5) ◽  
Author(s):  
Helmut H. Hergeth ◽  
Gary W. Smith

Inquiry-guided learning is a teaching technique that encourages active participation of students and, in addition to better retention, such learning is credited with promoting critical thinking, sourcing information, organizing information, promoting self learning and enhancing the life-long learning experience. In applied degree programs where technology and management courses run parallel, different tools must be used to involve students and tie in real life scenarios to prepare students for opportunities in industry, government, and society.  This paper describes how data is sourced, prioritized, organized, and presented in priority and audit tables. It also demonstrates simulation board games as teaching tools in textile management and technology curricula. A simulation board game is used to practice decision making tools and skills in a team environment. Audit tables are used to detect and correct potential sources of quality problems.

2021 ◽  
Author(s):  
Alexandra Xiaoyi Kjorven

Traditional tabletop board games have soared in popularity in recent years, and used often as tools for education and entertainment. Board games are an especially engaging format for studying themes of collective-action problem solving. This study looks at one of the most complex collective-action problems of this generation, climate change, and evaluates how individual attitudes and preferences may be altered by playing a board game specifically designed to influence how people relate to an issue. The board game Wheels was introduced and taught to 18 participants, who engaged in five separate playtesting sessions where observation, survey and interview data were collected. The study evaluates participants' attitudes and preferences toward certain transportation and climate change topics before and after playing the game. The game showed promise in changing players' preferences toward certain modes of transportation - increasing preferences toward electric vehicles and cycling, and decreasing preference towards gas powered cars. These findings indicate that the effective combination of select climate change game mechanics in a highly personalized theme may produce an engaging and entertaining experience that has the potential to transcend the game board and impact players' outlook upon real life choices.


2020 ◽  
Vol 2 (7) ◽  
pp. 180-210
Author(s):  
Shanizan Herman Mohd Radzi ◽  
Hoe Tan Wee ◽  
Amri Yusoff

This study proposes the use of board games for teaching and learning shipping management in higher education and examines its effects on cognition. It employs a game-based learning approach to engage students with real-life experience in shipping management so that students are able to experiment with the causes and effects of their decisions based on the theory they have learned. An instance of a shipping management game was developed from the board game framework which stands on the discreet event simulation of a realistic shipping process and activity. A quasi-experimental research design was adopted to measure the effectiveness of the board game in giving students some understanding of shipping operations. Data were gathered from a sample of 67 undergraduate students, using a non-equivalent control group design. Students who received the game-based method performed better in the post-test assessment. A performance comparison indicated that there was a difference in students’ achievement for the tramp services and liner services contents. The use of board game aims to expose students to the best learning experience when they immerse themselves in solving problems and making decisions in the game. Moreover, the board game provides a transparent learning space, which encourages students to make knowledge discovery at their own pace in a non-threatening environment.


2021 ◽  
Author(s):  
Alexandra Xiaoyi Kjorven

Traditional tabletop board games have soared in popularity in recent years, and used often as tools for education and entertainment. Board games are an especially engaging format for studying themes of collective-action problem solving. This study looks at one of the most complex collective-action problems of this generation, climate change, and evaluates how individual attitudes and preferences may be altered by playing a board game specifically designed to influence how people relate to an issue. The board game Wheels was introduced and taught to 18 participants, who engaged in five separate playtesting sessions where observation, survey and interview data were collected. The study evaluates participants' attitudes and preferences toward certain transportation and climate change topics before and after playing the game. The game showed promise in changing players' preferences toward certain modes of transportation - increasing preferences toward electric vehicles and cycling, and decreasing preference towards gas powered cars. These findings indicate that the effective combination of select climate change game mechanics in a highly personalized theme may produce an engaging and entertaining experience that has the potential to transcend the game board and impact players' outlook upon real life choices.


2021 ◽  
Vol 5 (CHI PLAY) ◽  
pp. 1-24
Author(s):  
Andrey Krekhov ◽  
Katharina Emmerich ◽  
Ronja Rotthaler ◽  
Jens Krueger

Escape rooms exist in various forms, including real-life facilities, board games, and digital implementations. The underlying idea is always the same: players have to solve many diverse puzzles to (virtually) escape from a locked room. Within the last decade, we witnessed a rapidly increasing popularity of such games, which also amplified the amount of related research. However, the respective academic landscape is mostly fragmented in its current state, lacking a common model and vocabulary that would withstand these games' variety. This manuscript aims to establish such a foundation for the analysis and construction of escape rooms. In a first step, we derive a high-level design framework from prior literature. Then, as our main contribution, we establish an atomic puzzle taxonomy that closes the gap between the analog and digital domains. The taxonomy is developed in multiple steps: we compose a basic structure based on previous literature and systematically refine it by analyzing 39 analog and digital escape room games, including recent virtual reality representatives. The final taxonomy consists of mental, physical, and emotional challenges, thereby providing a robust and approachable basis for future works across all application domains that deal with escape rooms or puzzles in general.


2013 ◽  
Vol 8 (1) ◽  
pp. 65-71 ◽  
Author(s):  
Kerry Schwartz ◽  
Darcy Tessman ◽  
Daniel McDonald

Project Based Learning models present authentic learning opportunities with real-life situations, enabling students to set their own learning goals and forge their own relationships (Barab, et al., 2001). The autonomy inherent in this model allows youth to bring their skills and experiences to real situations and to be seen as valued community members. This article describes a project-based learning model involving “externs,” who developed and implemented sustainability projects in their communities. Externs worked with Cooperative Extension professionals on locally relevant community projects during the summer of 2011 in three Arizona counties. The project based learning experience had a positive impact on the lives of our three externs.


2017 ◽  
Vol 5 (10) ◽  
pp. 137 ◽  
Author(s):  
İlknur Özpinar ◽  
Semirhan Gökçe ◽  
Arzu Aydoğan Yenmez

Storytelling is a popular instrument used in every domain of natural and social interaction for human communication and commonly used in classrooms to enrich the learning experience. With the use of technological tools in every field of our daily lives, its use in educational environments has become inevitable and in parallel with the development of these tools, digital stories have started to replace traditional storytelling. Digital storytelling offers advantages such as providing diverse applications in the classroom environment, personalizing the learning experience, being interesting, helping difficult subjects explained, addressing real-life-related situations, supporting active learning, allowing for the creation of costless learning environments, and improving motivation and achievement. Materializing a course such as mathematics in which abstract concepts are given, helping students use the learned information with stories and associate it with daily life, developing activities to make learning environments enjoyable when learning and applying by taking students away from the traditional understanding of instruction are considered some of the most important duties of teachers in this process. In accordance with the related considerations, this study aims to investigate the effects of mathematics courses instructed by association with digital storytelling on 8th-grade students’ academic achievements and the teacher and student opinions on the application process. The study using the quasi-experimental method was conducted with 58 students. The Achievement Test, written opinion forms to receive student opinions and interview form for teacher were prepared by the researchers to this end. At the end of the study, although no statistically significant differences were found between the groups in the posttest and the delayed-posttest in terms of academic achievement score averages of the students in the experimental group were found to be higher than the score averages of the students in the control group. The results achieved in this study show that digital storytelling is a powerful instrument to create more interesting and enjoyable learning environments which facilitate association with daily life, allow for effective learning and participation. It was also stated that the students and the mathematics teacher had positive opinions on use of digital stories in the courses and its contribution to the courses.


2021 ◽  
Vol 26 (1) ◽  
pp. 92-101
Author(s):  
S.V. Yaroshevskaya ◽  
T.A. Sysoeva

Academic success is a popular topic of psychological and pedagogical studies, but such studies usually emphasize factors that affect academic success or variables associated with it.What constitutes academic success remains an open question if at all posited.Researchers tend to use simplified operationalizations, mainly the academic performance, and ignore the students’ point of view.The purpose of this study is to clarify students’ perceptions of academic success.A qualitative analysis of in-depth interviews about learning experience was conducted.The study involved 20 students from various Moscow universities who completed their first academic year (aged 17—42).The technique of reflective thematic analysis was applied.Main themes are the following: “Performance” (learning is considered successful if grades are high and there are no academic troubles), “Knowledge” (learning is successful if the curriculum is being assimilated, or professional knowledge increasing, of one’s horizons are expanding), “Sense of self” (learning is considered successful if there is interest in studying, enthusiasm, as well as internal comfort and/or self-development).Themes are arranged in a sequence, moving from external criteria to internal ones.A number of contradictions are found in the informants’ perceptions of success.In the continuum of themes, different understandings of success are attributed to different instances (university, profession, life activities, Self) and allow us to see the diversity and inconsistency of higher education meanings that explain the observed paradoxes.


2017 ◽  
Vol 11 (1) ◽  
pp. I1-I9
Author(s):  
David J. Hess ◽  
Mark H. Haney ◽  
Carol S. MacPhail

SUMMARY This instructional case, based on a real-life experience, introduces students/professionals to an ethical dilemma faced by a CPA who serves as both an auditor and a tax preparer for related parties. The CPA becomes aware of a large amount of gambling activity undertaken by an individual income tax client who is employed as the executive director of the local branch of a national charitable organization. The local branch also happens to be an audit client of the CPA. Through the case, students/professionals gain an understanding of and appreciation for a realistic ethical dilemma faced by a CPA who also prepares personal income tax returns for related parties. To help the CPA resolve the issues in this case, students/professionals must understand and apply relevant professional standards, including the AICPA Code of Professional Conduct, AU-C Section 240 “Consideration of Fraud in a Financial Statement Audit,” and IRS Circular 230 “Regulations Governing Practice Before the Internal Revenue Service.” A survey questionnaire administered to students who completed the case during an upper-level accounting course suggests that students found the case to be an enjoyable and valuable learning experience that helped them to recognize personal and professional ethical issues facing auditors and tax professionals, as well as to access and apply professional standards to such ethical issues.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Philein Hafidz Al Kautsar ◽  
Nur Budi Mulyono

PurposeThe purpose of this study is to develop an ecosystem-based DRR concept and explore how far the concept can be applied in a disaster-management context.Design/methodology/approachThe authors used the ecosystem concept established by Tsujimoto et al. (2018) as the foundation of this study. They then conducted a literature search to adapt the ecosystem concept to fit the context of disaster management. Thus, they developed an ecosystem-based DRR concept. They used a case study method to test whether the adapted ecosystem concept can be applied to examine a real-life case of disaster management. For data collection, they used qualitative methods; a semi-structured interview with practitioners and other actors involved in disaster-management practice as well as document review. For data analysis, they used thematic analysis to find themes within the data.FindingsBy using this concept, the authors found some actors fulfil their role in the ecosystem toward the DRR effort, some actors are ill-equipped, and some actors are actively working against DRR effort. There are also implementation challenges, as numerous programs are only halfway done due to a lack of resources. However, the main problems of this disaster can be summarized into three categories: technical problems, socio-economic problems and law-enforcement problems. All three problems need to be addressed altogether because even neglecting only one problem would lead to a flawed solution.Research limitations/implicationsOne of the limitations is the respondents' bias. This research aims to find out their part, or more accurately what they are representative of, regarding disaster management for forest and land fire case. As some of the questions may reveal unflattering action or may even hurting their credibility, respondents might not have provided an entirely honest answer. Another limitation is the differing respondents' roles within the disaster. As each of the respondents is a representative of an actor in disaster management, they all have different traits. Thus, this situation makes it challenging to produce similar quality and quantity data for each of them.Practical implicationsAs concluded, the ecosystem-based DRR concept can be used as a framework to examine a real-life case of disaster management. It can be utilized to explain roles, relationships and the whole network of disaster-management actors. The authors hope that this concept could help decision-makers in designing their policies.Social implicationsThe main problems of this disaster can be summarized into three categories: technical problems, socio-economic problems and law-enforcement problems. All three problems need to be addressed altogether for even neglecting only one problem would lead to a flawed solution. However, the yearly reoccurrences of fires and the widespread of illegal and dangerous practice, slash and burn agriculture, are evidence that the government mishandles the other two problems. There is a need for reform within legal institutions and government's treatment regarding local farmers. There is a need for trust, cooperation and synergy between disaster-management actors.Originality/valueThe ecosystem concept has been used widely in the field of management of technology and innovation. However, while ecosystem concept is commonly used in the management of technology and innovation, it is rarely used in a disaster-management context.


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