scholarly journals LEARNING ENGINEERING DESIGN THROUGH MULTIMEDIA CASE STUDIES

2011 ◽  
Author(s):  
David Effa ◽  
Steve Lambert ◽  
Oscar Nespoli
Keyword(s):  
Learning Styles ◽  
Engineering Design ◽  
Case Studies ◽  
Teaching And Learning ◽  
Real Life ◽  
Case Method ◽  
Current Implementation ◽  
Design Case ◽  
The University ◽  
Multimedia Case Studies

Providing appropriate context is a vital element for teaching and learning. An excellent way of achieving this is through case studies: a description of actual engineering projects carried out in industry. Engineering design case studies could provide students examples of many practical and accessible real-life principles which are representative of situations engineers face in their professional life. The Waterloo Cases in Design Engineering (WCDE) group at the University of Waterloo has been established to promote case methods by generating engineering design case studies, and implementing them throughout the engineering faculty [1]. While the majority of WCDE cases are text-based, cases with multimedia content have been shown to be an effective way of documenting and teaching best design practices. Multimedia cases can add depth and interest to classroom discussions, and better address different student learning styles [2]. Recently, WCDE has placed more emphasis on the power of multimedia, to take advantage of the unique message-carrying ability of video, simulation, and graphics, to enhance the already powerful case method. This paper highlights the current process for updating and enhancing the current implementation of the case method.

Assessment of Challenges of Teaching and Learning Computer Programming in Tanzanian Higher Education

2019 ◽  
pp. 33-50
Author(s):  
Baraka M. Kagombe ◽  
Michael P. J. Mahenge ◽  
Sotco Claudius Komba ◽  
Safari Timothy Mafu ◽  
Camilius Aloyce Sanga
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Styles ◽  
Prior Knowledge ◽  
Research Method ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Experiential Learning Theory ◽  
The University

This chapter emanates from a study which sought to investigate challenges of teaching and learning computer programming in higher education. The study was conducted at Sokoine University of Agriculture. The study had three specific objectives: first, to identify learners' prior knowledge on computer programming at the time of joining the university; second, to investigate learners' self-efficacy in computer programming course; the third objective was to evaluate the learning styles used by learners in the computer programming course. The study adopted a quantitative research method, grounded in experiential learning theory. The data was collected from respondents using questionnaires and the analysis of the data was done using statistical software. The findings indicate that inadequate computer laboratories, lack of competent staff in ICT-based instructional design, inadequate teaching and learning materials, and students' lack of prior knowledge on computer programming at the time of joining the university are the main challenges.

scholarly journals Art of Teaching with Case Studies

2015 ◽  
Vol 10 (9) ◽  
pp. 2488-2494
Author(s):  
Damber Singh Kharka
Keyword(s):  
Case Studies ◽  
Teaching And Learning ◽  
Complex Analysis ◽  
Real Life ◽  
Relevant Information ◽  
Learning System ◽  
Use Case ◽  
Traditional Lecture ◽  
Lecture Method ◽  
Case Based Learning

In this paper I have shared some of my experiences on how to handle case studies in teaching with the intent to facilitate more discussions during our meeting over the two day conference on “research informed teaching” at Samtse College of Education organized by the Royal University of Bhutan in October 2014. We know that case studies are stories used as knowledge and skill transfer vehicles by which a lot of real life scenario is brought into the classroom to be discussed by the students and instructors. How we use case studies dependsuponthe objectives and the format of the course. My experience suggest that if it is a regular university dictated course with astrict timetable (one hour period everyday per subject) with pre-identified contents and has a large class size,it is not normally possible or at least not meaningfully efficient to go beyond the use ofsimple cases that will only help to illustrate the subject concepts and demonstrate afew practical aspects. However, if the class is smaller and the course is more discussion based with properly designed sessions, we choose to use cases through complex analysis thereby guiding the students in a step-wise fashionin the analysis of relevant information, problem identification and option evaluation. Whatever may be the format of the course or the class in which we use case studies, it is important that we, as case teachers, prepare ourselves well and know all the issues involved in the case, prepare questions in advance and prompt discussions and debate in the class, and anticipate where students might run into problems. Needless to mention that we encounter within the class, few or even all students findingthemselves out of place when case studies are used; it particularly true in the Bhutanese situation as our teaching and learning system is historically predominant with the traditional lecture method. To overcome such problems, it is essential to prepare students for case based learning methods. We must know about our students’ backgrounds in advance so that wecan productively draw on their areas of expertise, experiences and personalities to enhance the discussionandenrich learning across the board as facilitators rather than acting as a traditional teacher[1]. 

scholarly journals Editorial: Knowing about communication and media

Seminar.net ◽  
2011 ◽  
Vol 7 (1) ◽  
Author(s):  
Yngve Nordkvelle
Keyword(s):  
Learning Styles ◽  
Teaching Methods ◽  
Information Exchange ◽  
Mass Communication ◽  
Teaching And Learning ◽  
Associate Professor ◽  
Conceptions Of Learning ◽  
Intrinsic Nature ◽  
Media Technologies ◽  
The University

Yngve Nordkvelle, editorThere is a tradition in media history from Plato idealising the communication situation that is person to person. Although several authors have shown that Socrates used many strategies for his communication to his audience, and quite a few of them were far less sincerely other-centred than his followers like to portray. In fact Socrates was using all the tricks of the communication trade: persuading, threatening, ridiculing and joking in addition to the sanctimonious dialogue. However, in the dialogues, we believe we find the true Socrates, or Plato, expressing the potential of self-liberation and self-expansion in the education of the person, in plain talking person to person. Jesus was a practitioner of communicative skills, addressing small groups, as well as larger groups and gatherings. Monty Python showed how difficult it must have been to convey the message to a really large group of followers without using a PA-system, and how creatively listeners compose new meanings from the bits and pieces they do actually hear. Nevertheless, speaking one to many was a necessity for the mass-communication ambitions of the Christians, who boldly went out to baptize the entire world.While Plato nurtured the deepest suspicion of rhetoric as an art of communication, the Christians embraced the knowledge of Rhetoric, and developed it for their purposes in their activities of organizing the Western Mind. Socrates did use drawings and mental visuals: allegories, stories etc. for his purposeful teaching. The Greeks acknowledged that teaching was actually very closely associated with “pointing at”. “Didaskein” was the word they used for the teaching activity of pointing at or highlighting something worth explaining. In the development of mass communication the usefulness of pointing at something apart from what is conceivable here and now has been a significant part of rhetoric and teaching. Metaphors, allegories and stories - and then symbols, signs, icons, drawings, tables and graphs developed over the years and were used in churches, public buildings, lecture halls and schools to assist the preacher, speaker or teacher. Flexible visualizing tools, such as the blackboard, or the more theatrical “laterna magica”, then the “ballopticon”, slidesprojector, overheadprojector etc. arrived and made the tasks of the messenger more and more complex.With the computer even more tools have arrived. Gradually our everyday teaching with media has been overwhelmingly furnished with gadgets that make visualization common - and sometimes grim and confusing, - sometimes enlightening and expanding. In our journal we try to explain, expand on and forward critique on both the media technologies and the way we use them.In this issue we present four articles with different takes on the matter. Professor Theo Hug opens this issue with a deep analysis of what knowing about educational media is all about. From his base at the University of Innsbruck he provides us with a profound insight in the trends and fads that we are surrounded with, and suggest new angels and ways of seeing the problems we encounter of “the visual” in teaching and learning. Professor Halvor Nordby offers a deep exploration of the communication phenomenon related to the use of Internet for teaching and communication. He asks what the essential nature of this communication is and how it differs from ordinary face-to-face communication in a most fundamental sense. He provides us with a conceptual analysis as a philosophical method to explore the intrinsic nature of the concept interactive communication. His aim of this method is to develop a concept definition that matches shared linguistic beliefs about informative examples from Internet based communication and information exchange that is central in e-learning. PhD Ulf Olson, who works at the University of Stockholm offers us insights into the problems of how lecturers from three different universities interpret and apply  certain methods in their blended learning/web-based courses. He compares their teaching methods  to the lecturers' conceptions of learning. He used questionnaires for the survey and compares responses from lecturers in 10 subjects to each other. Olson’s main aims was to compare chosen teaching forms to conceptions of learning, and to compare subject areas with each other according to the lecturers' conceptions of learning. Not surprisingly, he did find important inconsistencies between the lecturers' conceptions of learning and the teaching methods they used. Finally, associate professor Arvid Staupe from the Norwegian University of Technology and Science, present a paper reporting from an experiment trying out new forms of evaluation at his own institution. The article describe how he went about to solve the particular problems of students’ learning in his classes by offering alternative ways of evaluating the students’ work. The article provides evidence of the success of alternative evaluation methods, as well as documenting how conventional learning styles at the university may slow down the pace of change in this important domain.

Case Studies: Stahl's Essential Psychopharmacology

2021 ◽  
Keyword(s):  
Case Studies ◽  
Real Life ◽  
Clinical Encounter ◽  
University Of California ◽  
Clinical Scenarios ◽  
The Everyday ◽  
Representative Selection ◽  
The University ◽  
User Friendly ◽  
Selection Of

Following the success of the first two volumes in Stahl's Case Studies series, a brand new collection of clinical stories have been collated in Volume 3, derived from cases seen by medical students, residents and faculty from the University of California at Riverside (UCR) Department of Psychiatry and Neuroscience. The highly popular and unique user-friendly presentation of previous volumes has been maintained, with extensive use of icons, questions/answers, and tips. The cases address multifaceted issues in an understandable way and with direct relevance to the everyday experience of clinicians. Covering a wide-ranging and representative selection of clinical scenarios, each case is followed through the complete clinical encounter, from start to resolution, acknowledging all the complications, issues, decisions, twists and turns along the way. The book is about living through the treatments that work, the treatments that fail, and the mistakes made along the journey. This is psychiatry in real life.

Effectiveness of Problem Solving Software in Engineering Conceptual Design

2012 ◽  
Author(s):  
Zbigniew M. Bzymek ◽  
Yang Xu
Keyword(s):  
Problem Solving ◽  
Engineering Design ◽  
Conceptual Design ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Graduate Courses ◽  
Software Products ◽  
Software Packages ◽  
Problem Solving Process ◽  
The University

The process of generating the most attractive product concepts in engineering design is still one of the greatest challenges of the 21st century. There are several tools for supporting this extremely uncontrollable phase of engineering design. Except for the method, the problem-solving software is the very important tool. One of the most useful methods in teaching and learning, i.e. Brief Theory of Inventive Problem Solving (BTIPS), is discussed in other papers [1], [2], [3] and [4]. This paper is devoted to the software supporting the problem solving process. There is still no software suitable for a completely satisfactory automation of the conceptual design process. However there are some software packages that could be the most helpful in supporting the process and would greatly influence the quality of the final product, especially in cases of contradicting constraints. In this paper some results of the research on the use and effectiveness of Invention Machine (IM™) software products are described. Four packages are discussed and compared: the IM v. 2 for Windows, TechOptimizer v. 3.5, TechOptimizer v. 4.0 and Goldfire v. 6.5. Goldfire v. 6.5 evaluation is still in the process and is not completely finished yet. The first three packages were used in teaching several junior, senior and graduate courses at the University of Connecticut (UConn) for many years. The experience with Goldfire v. 6.5 is comparatively limited. In the research described in this paper the content and the teaching effectiveness of the software packages in teaching were studied. Data from student feedback was evaluated, conclusions were derived. On the basis of this - recommendations for the future use of the software are offered. This paper concentrates on some instrumental software qualities that could be used in teaching of solving problems of industrial products conceptual design. The user’s experience and its connection with the effectiveness of the packages used are discussed in the paper. Conclusions are derived at the end.

scholarly journals Rethinking Effective Teaching and Learning for the Design of Efficient Curriculum for Technical Teachers

2013 ◽  
Vol 3 (1) ◽  
pp. 44
Author(s):  
Tiia Rüütmann ◽  
Hants Kipper
Keyword(s):  
Teacher Training ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Real Life ◽  
Traditional Teaching ◽  
Engineering Discipline ◽  
Study Programme ◽  
Interactive Lectures ◽  
Common Learning ◽  
Effective Teaching And Learning

Technical teachers need to possess skills in at least two distinct areas: engineering discipline and the art of teaching, balancing these two areas, knowing in-action how to do it in real-life situations and for real professional purposes. Understanding student individualities and their different learning styles is one of the midpoints of teacher training. The newly designed curriculum for technical teachers makes scientifically-founded and practice-oriented teacher training possible. The aim of the study programme described is to abolish mismatches between common learning styles and traditional teaching styles. The implementation of the designed curriculum concentrates on interactive lectures and inductive teaching model. Contemporary teaching models and strategies motivate students to learn more effectively, providing future technical teachers with teaching techniques which address all learning styles.

Issues and challenges of teaching and learning in 3D virtual worlds: real life case studies

2009 ◽  
Vol 46 (3) ◽  
pp. 223-238 ◽  
Author(s):  
Ulrike Pfeil ◽  
Chee Siang Ang ◽  
Panayiotis Zaphiris
Keyword(s):  
Case Studies ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Real Life ◽  
3D Virtual Worlds

scholarly journals Utilizing Video for Technology Integration Support in Indonesian EFL Classroom: Usages and Obstacles

2017 ◽  
Vol 2 (1) ◽  
pp. 15
Author(s):  
Muhamad Nova
Keyword(s):  
Technology Integration ◽  
Learning Styles ◽  
Learning Process ◽  
Teaching And Learning ◽  
Real Life ◽  
Development Program ◽  
Learning Material ◽  
Learning Attitudes ◽  
Efl Teachers ◽  
Teacher Professional

The use of video as a solution in supporting technology integration in EFL teaching and learning process in Indonesia still faces some obstacles in its utilization. Viewing from this issue, this study explored Indonesian EFL teacher’s perceptions on the usages and obstacles in utilizing video in teaching and learning process. Conducting a survey research by distributing questionnaires purposively to 30 EFL teachers, 22 females and 8 males, the results revealed that the Indonesian EFL teachers found that video is very beneficial in teaching and learning process, especially in delivering the learning material, building students’ background knowledge, bringing real-life language context, providing visual and audio input, and serving varieties of language expressions. It also gives positives impacts to students’ learning attitudes, including their interest, motivation, and learning styles. Even though it brings beneficiary effects, many Indonesian EFL teachers also mentioned five obstacles faced in using video in their classroom: limitation of facilities at school, lack of technical support at school, difficulties in finding suitable video, lack of skill in editing video, and less focus students on learning. Reflecting up from these results, it is suggested for EFL teachers to use video in improving the teaching and learning process in the classroom. It is also recommended for the EFL teachers to attend teacher professional development program to enrich their competence and skill in using video in teaching and learning process. Moreover, school principals’ are recommended to support the school facilities to promote technology integration at school.

scholarly journals ALUMNI SURVEY FOR UNIVERSITY OF MANITOBA DEPARTMENT OF BIOSYSTEMS ENGINEERING

2015 ◽  
Author(s):  
M.L. Mackie ◽  
D.D. Mann
Keyword(s):  
Engineering Design ◽  
Communication Skills ◽  
Life Experience ◽  
Real Life ◽  
Team Work ◽  
University Of Manitoba ◽  
The University ◽  
Competency Level ◽  
Alumni Survey

This paper presents the results of a survey of61 alumni from the University of Manitoba Department ofBiosystems Engineering. A three-section survey wasdeveloped to evaluate 12 attributes outlined by theCanadian Engineering Accreditation Board. The surveyrequested that alumni assess the 12 attributes in threeways: the importance of each attribute in their currentemployment, the level of preparedness they had receivedin each attribute from their education in the BiosystemsEngineering program, and the competency level requiredin each attribute by their current employment. Using gapanalysis, the level of preparedness received by BiosystemsEngineering alumni was compared with level ofcompetency required in current employment. The level ofpreparedness exceeded competency required on 10 of 12attributes; only attributes of “communication” and“impact of engineering on society and the environment”were found to be deficient using this analysis.Comparison of the importance of attributes to level ofpreparedness showed that level of preparedness ismeeting industry expectations on attributes of “knowledgebase for engineering”, “design”, “use of engineeringtools” with room for improvement on “problemanalysis”, “investigation” and most of the soft skillattributes. Interestingly, alumni who had participated onan extra-curricular team rated their preparedness on“team work” and “communication skills” lower than theoverall response even though these extra-curricularactivities provide real-life experience with theseattributes.

scholarly journals The Implementation of Multi-sensory Learning at Elementary Schools in Jakarta

2019 ◽  
Vol 13 (1) ◽  
pp. 100-113
Author(s):  
Ratna Dyah Suryaratri ◽  
Eko Hadi Prayitno ◽  
Wuryani Wuryani
Keyword(s):  
New York ◽  
Elementary Schools ◽  
Learning Styles ◽  
International Education ◽  
Teaching And Learning ◽  
Scientific Journal ◽  
Real Life ◽  
Engineering Research ◽  
Sensory Learning ◽  
The Impact

This research aims to identify the implementation of multi-sensory learning at elementary schools in Jakarta. The method used through surveys to 50 elementary schools’ teachers in 5 schools. Data was collected by using questionnaire that revealed the implementation of multi-sensory learning. The result of this study showed that the use of multi-sensory learning could be more effective in maximizing learning. Through multi-sensory learning, teacher can involve students actively in the learning process and facilitate all students with different learning styles. Multi-sensory learning can be used in all lesson that integrated with curriculum and has significant implications in the real-life learning. The obstacle in implementing this learning model is founded about the lack of using of audio-visual technology and many schools do not implement the multi-sensory learning. Keywords:  Multi-sensory learning, Elementary School, Audio-visual Media. References Aja, S. N., Eze, P. I., Igba, D. I., Igba, E. C., Nwafor, C. C., & Nnamani, S. C. (2017). Using multi-sensory instruction in managing classroom for effective teaching and learning. International Journal of Applied Engineering Research, 12(24), 15112–15118. Blomert, L., & Froyen, D. (2010). Multi-sensory learning and learning to read. International Journal of Psychophysiology, 77(3), 195–204. https://doi.org/10.1016/j.ijpsycho.2010.06.025 Jurban, S. (2011). Using Multi Sensory Approach for Teaching English Skills and Its Effect on Students ’ Achievement at Jordanian School. European Scientific Journal, 8(22), 50–61. Komalasari, M. D. (2005). Metode Multisensori untuk Meningkatkan Kemampuan Membaca pada peserta didik Disleksia di Sekolah Dasar. In Proseding Seminar Nasional PGSD UPY (pp. 97–110). Yogyakarta. Kusumaningtyas, D. (2016). Efektivitas Metode Multisensori Terhadap Kemampuan Menulis Anak Berkesulitan Belajarmenulis Kelas Ii Di Muhammadiyah Demangan Yogyakarta. Jurnal Pendidikan Luar Biasa, 3(1), 56. https://doi.org/https://doi.org/10.3929/ethz-b-000238666 Maliki, N. S. B. M., & Yasin, M. H. M. (2017). Application of Multisensory in Learning Alphabets Identification Skills for Special Education Students. Journal of ICSAR, 1(2), 150–154. https://doi.org/10.17977/um005v1i22017p150 Nurjanah, E. (2017). Metode Multisensori Terhadap Kemampuan Mengenal Lambang Bilangan 1-10 Pada Anak Autis. Jurnal Pendidikan Khusus, 1–10. Olivia, P. F. (1992). Developing the Curriculum (Third Edit). New York: Harper Collins Publishers Inc. Praptiningrum, N., & Purwandari. (2009). Metode Multisensori untuk Mengembangkan Kemampuan Membaca Anak Disleksia di SD Inklusi. Jurnal Penelitian Ilmu Pendidikan. Sayyed, O. M. Al. (2013). The Impact of Using Multi-Sensory Approach for Teaching Students with Learning Disabilities. Journal of International Education Research, 9(1), 75–82. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1010855&site=ehost-live http://journals.cluteonline.com/index.php/JIER/article/view/7502 Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411–417. https://doi.org/10.1016/j.tics.2008.07.006 Stoffers, M. (2011). Rowan Digital Works Using a multi-sensory teaching approach to impact learning and community in a second grade classroom. Retrieved from http://rdw.rowan.edu/etd%0Ahttp://rdw.rowan.edu/etd/110 Taljaard, J. (2016). A review of multi - sensory technologies in a Science , Technology , Engineering , Arts and M athematics ( STEAM ) classroom. Journal of Learning Design, 9(2), 46–55.

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