scholarly journals Design of an Experiential Learning Course in Sensors, Measurement and Instrumentation

2012 ◽  
Author(s):  
Vincent Chan ◽  
Ahmad Ghasempoor ◽  
Devin Ostrom
Keyword(s):  
Experiential Learning ◽  
Digital Data ◽  
Data Conversion ◽  
Approach To Learning ◽  
Labview Software ◽  
Engineering Program ◽  
Experiential Approach ◽  
Hands On ◽  
Analogue To Digital ◽  
Modern Instrumentation

Recently a new course in Sensors and Measurement was introduced to the Mechatronics Option in the Mechanical Engineering Program at Ryerson University. In order to enhance the learning and comprehension of fundamental concepts in measurement and instrumentation, experiential learning was introduced through the extensive use of “hands-on” laboratories to demonstrate the theory taught in the lectures. In the course, the application of modern instrumentation and measurement of both static and dynamic mechanical systems are covered through the use of interfacing of hardware sensors with Labview software. Students learn about transducers, signal conditioning, and analogue to digital data conversion through the writing of their own Labview programs which is used to collect and perform preliminary analysis of the data. These labs are designed to follow Kolb’s experiential learning cycle, where students learn the theory, are introduced to the physical equipment, plan how they are going to program the Labview software to collect the data that they require, and then test their programs in the laboratory. Finally, after the lab, students are required to analyse the data they collected and write a lab report. By taking this experiential approach to learning, the course was successful in teaching and reinforcing the required principles to students.

Experiential Learning of Networking Technologies: Understanding Web Security

2018 ◽  
Author(s):  
Ram P. Rustagi ◽  
Viraj Kumar
Keyword(s):  
Experiential Learning ◽  
Web Security ◽  
Web Based ◽  
Security Issues ◽  
Hands On ◽  
Networking Technologies

With the rapid increase in the volume of e-commerce, the security of web-based transactions is of increasing concern. A widespread but dangerously incorrect belief among web users is that all security issues are taken care of when a website uses HTTPS (secure HTTP). While HTTPS does provide security, websites are often developed and deployed in ways that make them and their users vulnerable to hackers. In this article we explore some of these vulnerabilities. We first introduce the key ideas and then provide several experiential learning exercises so that readers can understand the challenges and possible solutions to them in a hands-on manner.

Taking a Hands-on Approach to Learning

2018 ◽  
Vol 5 (2) ◽  
pp. 163-170 ◽  
Author(s):  
Susan Goldin-Meadow
Keyword(s):  
Social Inequalities ◽  
Approach To Learning ◽  
Hands On ◽  
Learning Language ◽  
Insight Into ◽  
Teaching Situations

When people talk, they gesture. These gestures often convey substantive information that is related, but not always identical, to the information conveyed in speech. Gesture thus offers listeners insight into a speaker’s unspoken cognition. But gesture can do more than reflect cognition—it can play a role in changing cognition and, as a result, contribute to learning. This article has two goals: (a) to make the case that gesture can promote growth early in development when children are learning language and also later in development when children learn about math, and (b) to explore the implications of these findings for practice—how gesture can be recruited in everyday teaching situations by parents and teachers. Because our hands are always with us and require little infrastructure to implement in teaching situations, gesture has the potential to boost learning in all children and thus perhaps reduce social inequalities in achievement in language and math.

Developing marketing curriculum to make students workforce ready

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Diane Edmondson ◽  
Lucy Matthews
Keyword(s):  
Experiential Learning ◽  
Experiential Learning Theory ◽  
Workforce Readiness ◽  
Content Type ◽  
Approach To Learning ◽  
Self Reflection ◽  
Academic Knowledge ◽  
Advantages And Disadvantages ◽  
Quantitative Results ◽  
Reflective Prompts

PurposeThe purpose of this paper is to investigate how to overcome the dilemma of the lack of student workforce readiness upon graduation. Based on experiential learning theory, the authors propose an innovative three-step approach to marketing curriculum to help address this dilemma.Design/methodology/approachThis study examines both quantitative and qualitative data. First, quantitative results were obtained from 5,222 end-of-course surveys of students taking an experiential learning course at a southeastern United States public university. Results were also obtained from 111 end-of-course surveys of students taking experiential learning courses in marketing. Second, qualitative results were obtained through a critical review of self-reflection assignments from over 1,000 students taking a variety of experiential learning marketing courses.FindingsThe authors identify a three-step process that can be used to develop curriculum that will better prepare students for entering the workforce. The advantages and disadvantages associated with this type of curriculum are also discussed. The outcomes indicate that an entire curriculum focused on experiential learning, self-reflection and ePortfolios will allow students to not only be better prepared for the workforce but also will help them be better communicators on what they have learned.Originality/valueIn this paper, the authors contribute to the literature by providing a curriculum-based approach to learning in order to minimize the gap between academic knowledge and workforce preparedness. Sample course projects, reflective prompts and grading rubrics are provided to aid others in the implementation of this type of curriculum.

scholarly journals Cyber Business Law and Project-Based Learning

2017 ◽  
Vol 5 (11) ◽  
pp. 62-73
Author(s):  
Jason Powell ◽  
Carmella Parker ◽  
Margaret Kilcoyne
Keyword(s):  
Learning Style ◽  
Project Based Learning ◽  
Business Law ◽  
Approach To Learning ◽  
Individual Level ◽  
Computer Information Systems ◽  
Hands On ◽  
Group Environment ◽  
The Individual ◽  
Legal Concepts

This article describes a project-based learning pedagogical approach to learning legal concepts that transforms these concepts into managerial propositions for students, especially for computer information systems and business administration majors.  This pedagogy provides opportunities and experiences for students to become sensitive enough to real-world topics that they can posit a question to a legal professional regarding cyber business laws.  The hands-on project-based learning method is an engaging and interactive way to learn the information in a group environment, and then it requires the student to demonstrate knowledge at the individual level.  The data collected for this study suggests that the project-based learning style is effective for learning legal concepts.

scholarly journals Experiential Learning in Management Education

2017 ◽  
Vol 15 (1) ◽  
pp. 42-56 ◽  
Author(s):  
Eyal Eckhaus ◽  
Galit Klein ◽  
Jeffrey Kantor
Keyword(s):  
Experiential Learning ◽  
Management Education ◽  
The Novel ◽  
Management Skills ◽  
Business World ◽  
Final Grade ◽  
Hands On ◽  
Course Material ◽  
Game Simulation ◽  
The Impact

Management studies have been criticized for lagging behind the actual needs of organizations, ignoring experiential dimensions. We address this issue by applying experiential learning theory using an accountancy-oriented board game designed to help participants learn about cost management. The game was played in a pricing course with an enrolment of 104 accountancy students. We examined the impact levels of game entertainment and comprehensibility on the course material comprehension as well as the game’s impact on the final grade in the course. Results show that game participants had significantly higher grades than students that did not participate in the game, and that entertainment and comprehensibility of the game predict the understanding of course material. We also found that managerial employment capability can be predicted by level of challenge participants derive from the game. This study addresses the gap between traditional management education and practice. It provides empirical evidence of the value of hands-on gameplay experience for assimilation of course concepts and strategies. The results confirmed the importance of exposing players through an entertaining game simulation to challenges that arise in the business world. In addition, we lay the ground for future studies on the novel usage of the game as a tool to assess management skills.

Plurilingual STEAM and School Lunches for Learning?

2021 ◽  
Vol 6 (2) ◽  
pp. 33-57
Author(s):  
Daniel Roy Pearce ◽  
Mayo Oyama ◽  
Danièle Moore ◽  
Yuki Kitano ◽  
Emiko Fujita
Keyword(s):  
Elementary School ◽  
Experiential Learning ◽  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Cultural Artifacts ◽  
School Lunches ◽  
English Only ◽  
Hands On ◽  
Western Japan

In Japan, where there is a bias toward English-only in foreign language education, there are also grassroots efforts to introduce greater plurality in the classroom. However, introducing diverse languages and cultures into the classroom can lead to folklorization, the delivering of essentialized information in pre-packaged formats, which can potentially delegitimize other languages and cultures. This contribution examines a collaborative integrative plurilingual STEAM practice at an elementary school in Western Japan. In the ‘school lunches project,' the children experience various international cuisine, leading up to which they would engage with related languages and cultures through collaboratively produced plurilingual videos and museum-like exhibits of cultural artifacts. The interdisciplinary, hands-on, experiential learning within this project helped the children to develop an investigative stance toward linguistic and cultural artifacts, nurture a deeper awareness of languages and openness to diversity, foster reflexivity, and encourage interdisciplinary engagement.

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