scholarly journals PEDAGOGICAL RESEARCHES CONDUCTED AT UNIVERSITÉ DE SHERBROOKE

2013 ◽  
Author(s):  
Gérard Lachiver
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Computer Engineering ◽  
Faculty Involvement ◽  
Engineering Programs ◽  
Research Activities ◽  
One Year ◽  
Pedagogical Research ◽  
Teaching Learning

The USherbrooke Faculty of Engineering is recognized as a leader in innovation and research in engineering education. The Université de Sherbrooke was the second university in Canada to offer co-op programs for its students in 1966 and is now among the top 10 higher education institutions in North America for the significance of its co-op system. The faculty of engineering was the first in Canada to offer an undergraduate mechanical engineering program based on professional competencies with design as the ultimate competency integration activity - the backbone of the entire program. In 2001, we introduced completely redesigned electrical and computer engineering programs based on two complementary frameworks. The first one is a competency-based framework used to have a better alignment between teaching/learning activities, program objectives and competences development. The second one, called the learning framework, introduces a paradigm shift from passive to active learning methodologies with the deployment of problem and project based learning situations. Over the years, the faculty of engineering has developed many original approaches to both design of curriculum and faculty organisation. We also developed considerable expertise to improve teaching and learning especially integration of curriculum elements, the development of team skills and of a professional culture, the use of design projects extending over more than one year with links to industry, the use of portfolio to track competencies development, active learning environment such as problem and project-based learning and in utilising novel assessment techniques to improve learning. All these initiatives have been made possible by creating winning conditions to involve faculty members in pedagogical research activities and implementation methodologies. To do that we provided institutional financial support (faculty, university), encouragement, teaching load relief, recognition of faculty involvement in tenure and promotion, professional support for CEAB accreditation requirements, etc.

scholarly journals Analyzing effectiveness of active learning through project-based learning approach in university level ICT courses

2021 ◽  
Vol 1 (1) ◽  
pp. 59-69
Author(s):  
Dhiraj Shrestha ◽  
Satyendra Nath Lohani ◽  
Roshan Manjushree Adhikari
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Real Life ◽  
Project Based Learning ◽  
Learning Approaches ◽  
Engineering Project ◽  
Science And Engineering ◽  
University Level ◽  
Teaching Learning

The concept of Active Learning (AL), which has journeyed through multiple research studies over the years, is an important part of the teaching learning process at academic institutions. The present study applies active learning via project-based approaches where students engage in real life projects and solve associated complications with their research, communication, and technical skills. As a case study of effectiveness of project-based learning (PBL), especially in engineering project contexts, the present research is conducted among students studying computer science and engineering at Kathmandu University (KU), Nepal. The key findings of the study suggest that PBL assignments have helped students in their active learning processes. This paper also compares teaching and learning approaches of KU with other IT institutions of Nepal.

Music Composition and Kyosei

2019 ◽  
pp. 194-213
Author(s):  
Michele Ellen Kaschub
Keyword(s):  
Music Education ◽  
Learning Community ◽  
Music Composition ◽  
Teaching And Learning ◽  
Program Planning ◽  
Teacher Educator ◽  
Project Based Learning ◽  
Professional Relationships ◽  
School Students ◽  
Teaching Learning

The spirit of cooperation central to kyosei is a critical component in the creative corners of American music education. This chapter will describe a project that involved the creation of a hybrid space where a music teacher-educator and practitioner worked with pre-service teachers and middle school students to explore teaching and learning music composition. By recasting who is considered an expert, rethinking institutional boundaries, and immersing in project-based learning on multiple levels, teacher education programs and schools can better identify their challenges and explore possible solutions. Though not part of initial program planning, the principles of kyosei were evidenced in the evolution of complex understandings developed prior to and throughout the project, in the inclusive nature of project-based learning by pre-service teachers and music students, and in the professional relationships—and, ultimately, the friendships—that emerged as the teaching-learning community matured.

A Project-Based Learning Approach

2017 ◽  
pp. 107-128 ◽  
Author(s):  
Ismael Osuna Galan ◽  
Alejandro Miguel Rosas-Mendoza
Keyword(s):  
Mathematical Modeling ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Learning Approach ◽  
Learning Method ◽  
Learning Techniques ◽  
Engineering Environment ◽  
General Skills ◽  
Teaching Learning

Mathematical applications have a presence in an engineering environment; in the particular case of mathematical models. A pedagogic theoretical framework that supports various teaching-learning techniques is constructionism; one of these techniques is called Project Based Learning which provides several advantages. This chapter aims to show the experiences during the course of Mathematical Modeling in a context of project-based learning. It will show that students develop general skills of engineering which includes developing the faculties of memory, reasoning and problem solving, teamwork and initiative and of readiness to take risks. Also presents some of the advantages and issues for consideration in relation to its effectiveness as a teaching and learning method.

Practical and Case-Based Methods in Teaching and Learning

2022 ◽  
pp. 148-179
Author(s):  
Laura Elizabeth Hand
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Communicative Language Teaching ◽  
Experiential Knowledge ◽  
The Us ◽  
Case Based Learning ◽  
Environmental Adaptability ◽  
Teaching Learning ◽  
Case Based

This chapter (re)introduces practical learning methods to the reader. Focusing on multimodality, authenticity, engagement, and environmental adaptability, this chapter breaks down practicality in a rapidly changing learning environment and provides a brief overview of three practical approaches. Combining industry-developed knowledge of agile strategies with experiential knowledge of frontline, metric-driven innovations in teaching, learning, and eLearning, this chapter also showcases blueprints for establishing a sustainable foundation for the growing architecture of eLearning in the US and internationally. The chapter is designed to model the chapter's content for the reader, actively involving readers across modalities in the processes of refining an understanding of practical methods and approaches, including (1) case-based learning, (2) active learning, and (3) communicative learning (as a corollary to communicative language teaching).

Perception of Undergraduate Physical Therapy Students of Dual Role of Clinical Educator As A Mentor or Assessor: Influence on The Teaching-Learning Relationship

2021 ◽  
pp. 23-27
Author(s):  
Muhammad Sameer ◽  
Ashfaq Ahmad
Keyword(s):  
Clinical Education ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Survey Design ◽  
Dual Role ◽  
Research Approach ◽  
Clinical Educator ◽  
One Year ◽  
Teaching Learning

Academics clinical education is significant backbone of physiotherapy professionals' schooling and it is express as vital components w h i c h m a k e s r e a d y p r o f e s s i o n a l s o f physiotherapy for experience in clinical set-up.Objective: To investigate understudies' view of how the dual role of CEs as mentor and evaluator affected T-L relationship.Methodology: Self-oriented questionnaire was used using the quantitative research approach. A crosssectional survey design was used in this study. Consenting undergraduate physiotherapy clinical students from university of Lahore, Pakistan who had clinical education for at least one year completed the questionnaire. Consecutive sampling was used to recruit samples of 225 understudies.Results: The difficulties were noticed when CE needed tobehave and acting as the two evaluator and guider to the necessity of understudies. They change their behavior. This affected the relationship of teaching and learning thus affected the studying of undergrad learners. Desires for understudies and CE were frequently not satisfied.Conclusions: Discoveries found out in investigation, based onthe perspectives or the encounters that understudies have of double job of their CEs, become featured. This situation become critical to think about difficulties which are faced by understudies so as to limit possible harmful impacts on understudies' studying environment caused by difficulties

scholarly journals An investigation into the management of online teaching and learning spaces: A case study involving graduate research students

2014 ◽  
Vol 15 (4) ◽  
Author(s):  
Rohan Jowallah
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Discussion Forums ◽  
Web Conferencing ◽  
Online Data ◽  
Learning Space ◽  
Postgraduate Students ◽  
Research Activities ◽  
Research Students ◽  
Teaching Learning

<p>This research evaluates the strategies implemented to support the research activities of postgraduate students pursuing online master’s programs in the University of the West Indies Open Campus, as well as the activities of their supervisors. The three main strategies employed were (1) the use of a web-based ‘teaching-learning space’ to facilitate asynchronous interaction between students and their supervisors; (2) the provision of a scheduling tool to facilitate the planning of one-on-one meetings via a synchronous web-conferencing tool; and (3) the organization of research seminars using the same web-conferencing tool.</p><p>This research used Moore’s theory of transactional distance and social cognitive theoretical framework to guide the project. Moore’s model reemphasizes the need for stronger forms of communicating for online students, whereas the cognitive framework focuses on the need for social interaction among learner and teacher. Participants were graduate students (<em>n</em> = 34). All participants were required to complete a questionnaire online. Data were also collected from postings in discussion forums. Overall, notwithstanding limitations, the data shows there are benefits to be gained from conducting student research activities in an online environment.</p>

scholarly journals Penerapan Model Student-Centered Learning di Lembaga Pendidikan Tenaga Kependidikan

2018 ◽  
Vol 15 (2) ◽  
pp. 7-19
Author(s):  
Elizar Elizar
Keyword(s):  
Active Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Learning Activity ◽  
Training Institution ◽  
Student Centered ◽  
Student Centered Learning ◽  
Active Teaching

Teaching model is important componen in education system. It helps education process in implementing the aim of education effectively an effeciently. So, every education must also be creative in selecting and using education model. Based on the past and todays experiences, quality of education in Indonesia showed that the quality of teaching and learning process done by teachers and students was still low. Learning paradigm still focused on a teacher only (teacher centered learning) that caused learning process unattractive and monotonous. There were some factors that made difficult to change teacher paradigm in teaching and learning activity, namely teacher’s low commitment and skill in implementing active teaching-learning process. Therefore, teachers training institution (LPTK) should prepare the students to have skills in implementing active teaching and learning. One of some efforts that could be done to improve students’ skill, as prospective teachers, in implementing an active learning was that by implementing SCL (Student Centered Learning). It covered modelling a lecturer as a model in implementing active learning in the class and it integrates active learning in small group discussion, role-play and simulation, case study, discovery learning, self-directed learning, cooperative learning, colloborative learning, contextual learning, project based learning, problem based learning and inquiry.

scholarly journals Using of undergraduate student’s feedback, learning process and growth mindset to improve the teaching and learning at university

2018 ◽  
Vol 6 (1) ◽  
pp. 111-118
Author(s):  
Jalberth Fernandes De Araujo ◽  
Izadora Soares Cardoso ◽  
Ariadne Caroline Silva Guedes ◽  
Ianca Rocha Ferreira ◽  
Helvio Rubens Reis De Albuquerque
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Effective Communication ◽  
Growth Mindset ◽  
Feedback Learning ◽  
Teachers And Students ◽  
One Year ◽  
Teaching Learning

Several researches indicate that undergraduate students are unsatisfied with their learning experience at university. One of the reasons is the non-effective communication between teachers and students. The non-effective communication may cause problems in teaching and learning, which are fundamental and professional skills that teachers and students must continually develop. Problems in teaching and learning impact directly the learning experience at university of the students, and improve the communication between teachers and students can solve the problems. The communication and, consequently, the teaching and learning, can be improved using the undergraduate student’s feedback. In this paper, a methodology to improve the teaching and learning is presented. The methodology is based on the use of undergraduate student’s feedback, and it was utilized in an electrical engineering classroom during one year. Based on the results, teaching, learning, communication, motivation, engagement and satisfaction of the teacher and students have improved correlating the methodology with the learning process and growth mindset.

scholarly journals Promoting creative thinking for gifted students in undergraduate mathematics

2020 ◽  
Vol 5 (1) ◽  
pp. 13-25
Author(s):  
Parinya Sa Ngiamsunthorn
Keyword(s):  
Learning Style ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Gifted Students ◽  
Project Based Learning ◽  
Learning Approaches ◽  
Engineering Programs ◽  
Learning Platform ◽  
Challenge Based Learning ◽  
Problem Solving Process

Gifted students need a form of special education through extracurricular and learning experiences because they have extraordinary potential in terms of intelligence, creativity, social and mentality, compared to other students. This study aims to investigate various teaching and learning approaches designed for gifted students, and to constitute appropriate techniques that enhance their creative thinking in mathematics. The participants of this study were first-year gifted students enrolled in fundamental mathematics courses towards their undergraduate engineering programs at a science and technology-based university in Thailand. This study discovered that an adequate use of challenge-based learning, problem solving process, project-based learning, well-designed questions and in-depth learning style in the classroom effectively fostered their insightful and creative thought. Moreover, an online tool such as Facebook could be used as a learning platform outside the classroom to engage them in online discussion and collaboration and to challenge their thinking. Ultimately, based on students’ feedbacks and evaluation, this study found that a combination of these techniques and methods built up a more comfortable and motivating atmosphere that helped them for creative thinking and corresponded to their needs and satisfaction.

Student-Centered Assessment Practices

2021 ◽  
pp. 213-243
Author(s):  
Sandra Fernandes ◽  
Anabela Carvalho Alves ◽  
André Uebe-Mansur
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Successful Implementation ◽  
Assessment Practices ◽  
Learning Approach ◽  
Process Assessment ◽  
Student Centered ◽  
Teaching Learning ◽  
Assessment Procedures

This chapter aims to describe the assessment practices used in a PBL (project-based learning) approach, adopting an integrated view, where teaching, learning, and assessment are student-centered. It explores the assessment methods, moments and participants in the teaching and learning process. Assessment procedures, criteria, and tasks will be carefully presented, as well as the benefits and constraints which they entail. Based on the significant and consolidated experience acquired with the implementation of PBL, since the year 2005, in this context, along with the scientific research produced to continuously evaluate and improve this learning approach, authors will present guidelines for the successful implementation of student-centered assessment practices in the context of PBL approaches in higher education.

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