scholarly journals DIVERSIFYING THE ENGINEERING VOICES: BRINGING DIVERSE PROFESSIONALS TO THE CLASSROOM THROUGH VIDEO INTERVIEWS

2018 ◽  
Author(s):  
Grace Couper ◽  
Jennifer Long
Keyword(s):  
Communication Skills ◽  
Teaching And Learning ◽  
Young Female ◽  
Engineering Practice ◽  
Common Goal ◽  
Technology Program ◽  
Visible Minorities ◽  
Engineering And Technology ◽  
Professional Environment ◽  
Engineering Classroom

 Abstract – This paper will discuss the importance of using videos in the classroom and the significance of adding diversity to teaching and learning, particularly in engineering and technology. Increasing diversity is a common goal seen in many institutions, including the Faculty of Engineering at McMaster University. Beginning in Fall 2017, instructors from the Bachelor of Technology program, in the School of Engineering Practice and Technology (SEPT) will integrate recorded video interviews of diverse professionals into the classroom, hopefully putting the goal more within reach. These videos will depict professionals in engineering fields who identify as young, female or visible minorities. In these interviews, the participants will discuss a variety of topics including: the importance of communication skills in a professional environment; the advantages of participating in co-op programs; life after graduation; as well as other topical issues. In addition to the proven benefits of learning through videos, students will hear from various professionals of different backgrounds thereby adding diversity to the engineering classroom.

Mathematical Communication Skills of Junior Secondary School Students in Coastal Area

2013 ◽  
Vol 63 (2) ◽  
Author(s):  
Kadir, Jl ◽  
Mayjen S. Parman
Keyword(s):  
Secondary School ◽  
Communication Skills ◽  
Coastal Area ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Learning Activity ◽  
School Students ◽  
Mathematical Communication ◽  
Junior Secondary School ◽  
Junior Secondary

Mathematical communication skills of junior secondary school students in coastal area are still considered low due to the lack of contextual problem technique in the teaching of mathematics. The various potencies of the coastal area have been damaged without any concern. It is interesting to investigate the contextual problem in mathematics teaching because it can be identified, required, and related to everyday life. The objective of this study is to enhance mathematical communication skills of junior secondary school students in the coastal area. Using coastal-based contextual teaching and learning (CCTL) can enhance: (1) students’ mathematical communication skills better than conventional teaching and learning (CVTL); and (2) the students’ learning activity, fluency of argument in problem solving process, advanced question skills, and knowledge of coastal area potencies and problems.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN KOOPERATIF TIPE NHT (NUMBERED HEADS TOGETHER) UNTUK MELATIHKAN KETERAMPILAN BERKOMUNIKASI DAN MENINGKATKAN HASIL BELAJAR PADA MATERI LARUTAN ELEKTROLIT DAN NONELEKTROLIT

2017 ◽  
Vol 5 (1) ◽  
pp. 830
Author(s):  
Hasnawati Hasnawati ◽  
Rudiana Agustini ◽  
Toeti Koestiari
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Communication Skills ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Text Book ◽  
Nonelectrolyte Solution ◽  
Skills Learning ◽  
Readability Level

The aims of this study are to develop a cooperative learning type NHT (Numbered Heads Together). The typeis feasible (valid, practical, and effective) and can to practice communication skills, learning outcomes in the material of electrolyte and nonelectrolyte solution in the second semester students of class X State High School 1 Peso. Development of the learning is done based on the models of four-D. This study use done group pretest posttest design. Based on research data obtain findings: the validity of the research developed a good categorized; text book readability level students the developed a good category; good categorized enforceability of RPP; student’s dominant activity is to communicate information ideas/ opinions, ask questions, and presentations with the percentage of 18.88%; the obstacles encountered during the implementation of the learning device that students are not familiar with the cooperative model type NHT (Numbered Heads Together) and the majority of students are less active in the learning process; students responded positively to the learning process; teaching and learning process using cooperative learning type NHT (Numbered Heads Together) is able to practice the students communication skills; and student learning outcomes after participating in the learning process is completed 100%. The conclusion of this studyis the cooperative learning type NHT (Numbered Heads Together) feasible (valid, practical, andeffective) used to practice communication skills and learning out comes on the material of electrolyte and nonelectrolyte solution. Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran kooperatif tipe NHT (Numbered Heads Together) yang layak (valid, praktis, dan efektif), melatihkan keterampilan berkomunikasi serta mengetahui hasil belajar pada materi larutan elektrolit dan nonelektrolit pada siswa kelas X semester II SMA Negeri 1 Peso. Pengembangan perangkat pembelajaran dilakukan berdasarkan model four-D. Rancangan penelitian menggunakan One Group Pretest-Posttest Design. Berdasarkan data penelitian diperoleh beberapa temuan:validitas perangkat pembelajaran yang dikembangkan berkategori baik; tingkat keterbacaan Buku Ajar Siswa yang dikembangkan berkategori tepat untuk pembelajaran; keterlaksanaan RPP berkategori baik; aktivitas siswa yang dominan adalah mengkomunikasikan informasi ide/pendapat, bertanya, dan presentasi dengan persentase 18,88%; hambatan yang ditemui selama penerapan perangkat pembelajaran yaitu siswa belum terbiasa dengan model kooperatif tipe NHT (Numbered Heads Together) dan sebagian siswa kurang aktif dalam proses pembelajaran; siswa memberikan respon positif terhadap proses pembelajaran; pembelajarankooperatif tipe NHT(Numbered Heads Together) dapat melatihkan keterampilan berkomunikasi siswa; dan hasil belajar siswa setelah mengikuti proses belajar mengajar adalah tuntas 100%.  Kesimpulan dari penelitian ini adalah perangkat pembelajaran kooperatif tipe NHT (Numbered Heads Together) layak (valid, praktis, dan efektif) digunakan untuk melatihkan keterampilan berkomunikasi dan hasil belajar pada materi larutan elektrolit dan nonelektrolit.

scholarly journals استراتيجيات تعليم مهارة الاتصال الشفوي باللغة العربية لغير الناطقين بها: تجارب شخصية / The teaching strategies of oral communication skills in Arabic for non-native Arabic speakers: Personal experience

2016 ◽  
Vol 7 (3) ◽  
Author(s):  
Ismail Hasanein Ahmed Mohammad
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Communication Skills ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Oral Communication ◽  
Arabic Language ◽  
Target Language ◽  
Arabic Speakers ◽  
The Individual

ملخص البحث: يعتبر الاتصال الشفوي (الكلام) الوسيلة الفاعلة في بلورة الفكرة الكامنة لدى الفرد، وإخراجها بصورة صوتية تمثل تلك الفكرة تمثيلاً واضحاً، وإيصالها إلى الطرف الآخر –المستمع-دون لبس أو غموض، ويرى الباحث أن الطلبة غير العرب عند التّحدث باللغة العربية يتعثرون على الرغم من تخصصهم في تعلُّمِها بوصفها لغة ثانية. تهدف هذه الدراسة إلى معرفة أسباب إحجام الطلبة عن التحدث باللغة العربية، ومن ثَمَّ إبراز بعض الاستراتيجيات التي استخدمها الباحث في تعليم مهارة الاتصال الشفوي لطلبة بكالوريوس التربية، تخصص تعليم لغة عربية بوصفها لغة ثانية على مدى الخمس السنوات الماضية بالجامعة الإسلامية العالمية بماليزيا. توصلت الدراسة إلى أن تعليم وتعلم اللغة العربية خارج موطنها يعتريه كثير من العقبات تتمثل في البيئة المحيطة بالدارس، والمناهج والمقررات، والوسائل المعينة اللازمة، وينبغي أن يخصص وقت لممارسة الكلام باللغة العربية داخل الصفوف الدراسية، وإتاحة الفرصة لكل طالب أو طالبة في التعبير الشفوي، مع التشجيع الكامل من المعلم، ويتم تصحيح الخطأ بطريقة محفزة، وترصد لهم مكافآت ولو رمزية، تعزيزاً لدفعهم للكلام، وكسر حاجز الخوف والخجل، وإكسابهم الجسارة والجرأة والثقة. على أن يكون الوقت المخصص للكلام إلزاميا لجميع الطلبة دارسي اللغة العربية، ولكل المقررات المتعلقة باللغة. الكلمات المفتاحية: إحجام الطلبة - التخصص – اللغة الثانية- الاتصال الشفوي - الاستراتيجيات. Abstract: The oral communication (speech) is the effective method in developing the idea of the individual and to present it in clear representation and delivery to the other party — the listener-unambiguously. Since the oral communication is one of major concern of the target language, the teaching and learning requires using a variety of strategies to achieve the goal of language learning. The focus of this paper is the oral communication difficulties faced by non-Arab speaking students despite their specialization in learning Arabic as a second language. Therefore this paper aims to find out reasons why students con not communicate well in Arabic Language, and highlight some of the strategies used by the researcher in the teaching of oral communication skills for the Bachelor of education students, specializing in teaching Arabic as a second Language over the past five years in the International Islamic University-Malaysia, where the strategies used  had great impact in breaking the barrier of shyness of speaking in Arabic, and improved their performance in oral expression in multiple areas. From these strategies; the use of multimedia presentation, questions and answers, the excitement by viewing the strange or fantastic scenes that evoke the students to express them orally, and movements, representation, simulation and other strategies that draw the attention of students and encourages them to speak. As well as the cooperation and interaction between teacher and students and among the students themselves. The descriptive methodology will be applied in this paper to explore the teaching strategies implemented by the researcher in teaching oral communication skill, which shown great impact on students achievements.    Key Words: Motivating student – Major – Second language – Oral communication – strategies.   Abstrak: Pertuturan lisan ialah satu cara berkesan dalam mengembang idea seseorang itu untuk menjelaskan maksud kepada pihak kedua tanpa kesamaran. Memandangkan pertuturan lisan adalah satu aspek fokus bahasa yang dipelajari, pembeljaran dan pengajarannya memerlukan beberapa strategi untuk mencapai tujuan pembelajaran bahasa. Tumpuan kertas ini ialah terhadap permasalahan komunikasi yang dialami oleh pelajar bukan Arab walaupun mereka adalah pelajar pengkhususan Bahasa Arab sebagai bahasa kedua. Perbincangan tertumpuuntuk mencari sebab kelemahan pertuturan komunikasi lisan para pelajar dalam bahasa Arab dan beberapa strategi yang digunakan oleh penulis dalam mengajar kemahiran pertuturan lisan bahasa Arab untuk pelajar Sarjana Muda Bahasa Arab Pendidikan daripada lebih lima tahun pengalaman beliau di Universiti Islam Antarabangsa Malaysia. Startegi tersebut dilihat dapat memberi kesan dalam memecah kebuntuan sikap malu para pelajar bertutur dalam bahasa Arab dan meningkatkan penguasaan mereka dalam pelbagai bidang. Di antara strategi ini ialah: penggunaan multi-media, soal jawab, rasa kagum apabila diperlihatkan gambar yang pelik dan menarik menjadikanpelajar ingin menyatakan pendapat mereka secara lisan. Strategi lain juga termasuk: pergerakan, penampilan, simulasi dan pelbagai strategi yang menggalakkan pelajar bertutur serta sikap saling membantu dan interaksi di antara pensyarah dan pelajar. Kertas ini menggunakan metod deskriptif.   Kata kunci: Menggalakkan pelajar – pengkhususan – bahasa kedua – petuturan lisan – strategi.

Teaching and Learning to Communicate

2013 ◽  
pp. 579-599
Author(s):  
Cynthia J. Benton ◽  
Kathleen A. Lawrence
Keyword(s):  
Preservice Teachers ◽  
Student Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Communication Competence ◽  
College Level ◽  
Education Programs ◽  
Professional Success ◽  
Evaluating Methods ◽  
K 12

Effective presentation skills and communication competence are important developmental qualities for teachers’ professional success and K-12 students’ learning. Yet identifying the definitive qualities and methods to practice and evaluate those skills has had minimal emphasis in current education programs. In addition to traditional abilities such as making clear presentations, speaking well, and articulating an argument, K-20 learners are faced with an explosion of options for accessing, organizing, and presenting information using technology. This study documents methods for college-level instruction and assessment of presentation skills, which serve as evidence of preservice teachers' readiness to demonstrate effective communication skills for K-12 student learning. The report summarized in this chapter tracks two years of creating and evaluating methods for promoting professional presentation and communication skills, and includes rubrics focused on the development and evaluation of those skills.

Engineering Students’ Self-Perceived Communication Competence and Technical Presentation Anxiety

2012 ◽  
pp. 115-131
Author(s):  
Noor Raha Mohd Radzuan ◽  
Sarjit Kaur
Keyword(s):  
Communication Skills ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Undergraduate Research ◽  
Communication Competence ◽  
Global Marketplace ◽  
Speaking Anxiety ◽  
Global Context ◽  
Oral Presentations ◽  
Engineering Undergraduates

To work in a global context, engineering graduates must be competent professionally as well as be proficient communicators in English, the language widely used in international business (Lee, 2003). Increasingly, engineering graduates need to learn and develop skills about existing technical areas in order to enhance their competitiveness in today’s global marketplace. The Malaysian Engineering Accreditation Council Policy (EACP, 2005) has listed effective communication skills as one of the main competencies that all Malaysian engineering graduates need to master. One of the important communication skills that engineers must develop is the ability to communicate ideas and concepts to a group of people through formal and informal oral presentations. In line with the EAC policy, Universiti Malaysia Pahang (UMP) has taken proactive steps in integrating oral English communication skills in their curriculum and co-curriculum activities. This chapter aims to examine the correlation of engineering students’ perceived communication competence and their level of apprehension in giving a technical presentation. Questionnaires, adapted from McCroskey’s (1988) Self-Perceived Communication Competence and Richmond & McCroskey’s (1985) Personal Report of Public Speaking Anxiety, were distributed to 140 final year UMP engineering undergraduates who were preparing for their Undergraduate Research Report presentation. The results of the study have direct and indirect implications to the teaching and learning of oral presentation skills to engineering undergraduates.

New Perspectives on Communication During the COVID-19 Pandemic

2022 ◽  
pp. 76-94
Author(s):  
Nicoleta Duță
Keyword(s):  
Higher Education ◽  
Communication Skills ◽  
Learning Process ◽  
Teaching And Learning ◽  
Research Data ◽  
Learning Activities ◽  
Practical Approach ◽  
Research Findings ◽  
Teaching Learning ◽  
The University

This chapter approaches the problematic of communication in teaching-learning activities in higher education during the crisis generated by the COVID-19 pandemic. The authors have proposed to present a theoretical and practical approach to the effective communication in teaching, with the objective of knowing which are the opinions of students on communication skills and motivation of them in the classroom. The study included a total of 261 students from different faculties at the University of Bucharest, who were a Likert-scale survey in the period May -July 2020. Results of the analysis of research data shows that students have seen their ability to concentrate and motivation to perform tasks affected, but they did not leave university. In this respect, most difficulties were in carrying out teamwork than individual. The adaptations made by the university during confinement have been positively appreciated. The research findings coming according to recent studies confirm that without communication the teaching and learning process will not take place.

Language Skills Training through Mobile Apps

2017 ◽  
pp. 142-167
Author(s):  
Revathi Viswanathan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Language Skills ◽  
Skills Training ◽  
Language Teachers ◽  
English Language Teaching ◽  
Mobile Assisted Language Learning

With the advancement in technological tools and devices, language teachers can foster learning of communication skills through mobile devices. There is a growing interest among students to use the latest gadgets for getting connected with their peers. It must be admitted that the usage of these devices would bring in a real revolution in the teaching and learning process. It has been widely accepted that mobile learning promotes students' active participation. Teachers also now understand that one of their responsibilities is to create more opportunities to make their students practice language skills. Although numerous researches has been done in the field of English Language Teaching in India, research on mobile assisted language learning is still in an infancy stage. In this chapter, the author discusses the possibility of offering training through mobile apps, based on research she conducted recently.

Developing Engineering Students' Communication and Information Retrieval Skills Utilizing Capstone Projects

2015 ◽  
Vol 4 (3) ◽  
pp. 1-20 ◽  
Author(s):  
Aaron S. Blicblau ◽  
Jamal Naser
Keyword(s):  
Information Retrieval ◽  
International Students ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Approaches ◽  
The World ◽  
Computer Based ◽  
Capstone Projects ◽  
Key Aspects

The pedagogy of engineering requires a better understanding of the requirements of students' abilities to learning the skills necessary for working in the engineering community. In many engineering courses around the world, one of the key aspects required of the students is that they complete an independent project in their final year of studies incorporating information retrieval and subsequent communication skills. The current work provides details teaching and learning approaches to enhance student abilities and expertise involving research skills, communication skills, and information retrieval integrated within capstone projects. Findings from this the work indicated that both domestic and international students benefited from the intensive tutorial activities involving computer based information retrieval skills. The implementation of active tutorial sessions resulted in increased grades for the majority of students, highlighting the importance of intensive active learning events for final year capstone engineering students.

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