scholarly journals IMPLEMENTING EXPERIENTIAL EDUCATION ON ENGINEERING AND SOCIETY

2015 ◽  
Author(s):  
Matthew Harsh ◽  
Brandiff Caron ◽  
Deborah Dysart-Gale ◽  
Govind Gopakumar ◽  
Ketra Schmitt
Keyword(s):  
Community Engagement ◽  
Learning Outcomes ◽  
Educational Research ◽  
Communication Skills ◽  
Experiential Education ◽  
Technology And Society ◽  
Canadian Universities ◽  
Graduate Attributes ◽  
Impact Of Technology ◽  
Social Components

Recent educational research in engineeringhas examined the challenges Canadian universities arefacing when implementing graduate attributes, especiallythose attributes that involve significant social components(such as ethics and equity, impact of technology onsociety, and communication skills). In response to thesechallenges, this paper asks: how might experientialeducation be used as an approach to teach non-technicalgraduate attributes? Having asked this question at ourown institution, we are in the process of implementingexperienced-based approaches to engineering education.We describe our efforts in curricular and non-curricularspaces which include adding project-based components toour existing courses on technology and society andcommunication, designing a new experiential course oncreativity and innovation, serving as clients for capstonecourses, facilitating reflection for our co-op program,developing a workshop on community engagement, andorganizing design competitions in our innovation centre.We analyze the challenges and the benefits of theseapproaches. Our argument is that experience alone maynot lead to planned learning outcomes, so finding creativeways to promote reflection on experience becomescritical. In our programs, this has meant: playing the roleof both client and facilitator in projects; partnering withfaculty members in other disciplines; and having studentsdirectly interact with users from very differentbackgrounds. Through these approaches, we are findingways to help students visualize the lived context oftechnology use in communities, and ways to help themunderstand the non-technical components of design andco-op work that are essential if we want to create just andsustainable outcomes though technology. The implicationof this preliminary reflexive account is that experientialeducation holds much promise for improving instructionrelated to non-technical graduate attributes.

Fostering self-regulated learners in a community of quality assessment practices

CADMO ◽  
2011 ◽  
pp. 7-20
Author(s):  
Hopfenbeck Therese Nerheim
Keyword(s):  
Quality Assessment ◽  
Learning Outcomes ◽  
Educational Research ◽  
Empirical Research ◽  
Self Regulation ◽  
Assessment Practices ◽  
Metacognitive Skills ◽  
Developing Communities ◽  
Important Field

Self-regulation has become an important field within educational research, but yet there is still little empirical research on the relation between self-regulation and assessment practices. The present paper explores how models of self-regulation and assessment can be linked through the development of metacognitive skills to improve students' learning outcomes. Knowledge from two studies will be used as examples to illustrate how self-regulation can be fostered and linked to developing communities of quality assessment practices in the classroom.

scholarly journals Peningkatan Aktivitas dan Hasil Belajar Fisika Melalui Model Pembelajaran SETS (Science Environment Technology and Society)

2020 ◽  
Vol 11 (1) ◽  
pp. 100-108
Author(s):  
Sarjono Sarjono
Keyword(s):  
Physical Activity ◽  
Learning Outcomes ◽  
Learning Process ◽  
Problem Formulation ◽  
Learning Model ◽  
Technology And Society ◽  
Average Value

Abstract: The objective of this research is to test the effectiveness of Jigsaw learning model for increase activeness and learning outcomes. The research sample was MAN Pemalang Class X MIA semester 1 students in 2019/2020. Tthe problem formulation of the research is how the learning process was, how much the students’ physical activity and the result of learning physics through the models Science Environment Technology and Society (SETS). The results showed there was an increase in the average value of daily tests from 65,17 to 80,75 and the classical completeness from 46.88% to 87,50%, accompanied by the increase of the student’s activity. Keywords: activities and Science Environment Technology and Society (SETS).

scholarly journals Attainment of the Immediate Program Graduate Attributes and Learning Outcomes of Teacher Candidates towards Global Competence Initiatives

2020 ◽  
Vol 19 (12) ◽  
pp. 106-125
Author(s):  
Gilbert C. Magulod ◽  
Leonilo B. Capulso ◽  
Josephine Pineda Dasig ◽  
Micheal Bhobet B. Baluyot ◽  
John Noel S. Nisperos ◽  
...  
Keyword(s):  
Teacher Education ◽  
Learning Outcomes ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
The Philippines ◽  
Global Competence ◽  
Graduate Attributes ◽  
The Difference ◽  
High Level ◽  
Program Graduate

This paper focuses on assessing the immediate program graduate attributes and learning outcomes for the teacher preparation towards global competence initiatives. It describes the students' retrospection, which will serve as a basis for the program's strategic enhancement. This study employed a descriptive survey of 75 teacher candidates in the Philippines. Findings revealed that the top five highest program graduate attributes are lifelong learner, responsive teacher, ethical educator, subject matter expert, and multi-literate educator. Simultaneously, the bottom five are effective communicator, value-laden educator, instructional material developer, classroom manager, assessor and evaluator, and curriculum planner and implementer. Grade in experiential learning courses spelled the difference in the acquisition of graduate attributes. Implying that students with high academic performance perceived themselves to have a high level of acquisition of the Immediate Graduate Attributes (IGA). Retrospection of the respondents showed excellent satisfaction with the research and extension services, educational counseling program, and the instructors and professors' qualities while family and relatives were influential in choosing teaching as career preparation. Finally, parents' satisfaction and geographic locations are important factors that affect the teacher education program enrollment. This study will serve as reference in designing teacher education initiatives towards internationalization.

scholarly journals EFEKTIVITAS PENDEKATAN SCIENCE ENVIRONMENT TECHNOLOGY AND SOCIETY BERBASIS CTL TERHADAP HASIL BELAJAR

2021 ◽  
Vol 2 (1) ◽  
pp. 140-148
Author(s):  
Arif Rahman Hakim ◽  
Muhammad Sururuddin ◽  
Nur Haqiqi
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Hypothesis Test ◽  
Test Results ◽  
Technology And Society ◽  
Validity And Reliability ◽  
Chi Square ◽  
Normality Test ◽  
Before And After ◽  
Post Test

This study aims to determine the effectivenes of the CTL based SETS approach to student science learning outcomes in fourth grade. This type of research used in this study is an experimental research design using one group pretest-posttes. The sample used was 27 peoples who were grade IV. Data collection techniques using observation and test descriptions to determine student learning outcomes that are assessed using an assessment rubric. Before the data were analyzed, the instrument was tested for validity and reliability. After the research was carried out and the data collected, the pre-test and post-test results were analyzed. The pretest result reached an average of 64.98 into the sufficient category. Then at the posttest the average overall score is 71.28 in the good category. For the requirement test, data analysis was carried out by using the chi-square normality test, while the hypothesis testing technique used the t-test. Hypothesis test results obtained tcount>ttable. It means the conclution that there are differences in student science learning outcomes before and after the Science, Environment, Technology, And Society approaches are used based on CTL in grade IV SDN 6 Masbagik Selatan in the 2020/2021 academic year.

scholarly journals Redesigning the advanced pharmacy practice experiential education from hospital to home: A COVID-19 scenario

2021 ◽  
pp. 212-220
Author(s):  
Jisha Myalil Lucca ◽  
Dana Muwafag Alsugeir ◽  
Bashayer Mohmmed Al Shehail ◽  
Veerendra Chandralla ◽  
Dhafer Mahdi Alshayban ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Experiential Education ◽  
Clinical Pharmacy ◽  
Student Assessment ◽  
Pharmacy Practice ◽  
Assessment Method ◽  
Online Questionnaire ◽  
Experiential Training ◽  
Virtual Platform ◽  
Case Presentations

Introduction: During the 2020 COVID-19 pandemic, suspension of many educational activities occurred to mitigate the risks of infection spread. For pharmacy students in their internship year, many efforts have been made to move their experiential training to a virtual platform without compromising learning outcomes. Objectives: Redesign the advanced pharmacy practice experience (APPE) to remote learning without compromising the learning outcomes; Develop an appropriate teaching modality/strategy and assessment method for remote APPE; To drive the change in experiential education by providing guidance for other pharmacy schools dealing with similar situations. Restructured APPE: Eighty-seven interns were switched to an online internship with five specialties based on the availability of the preceptors, namely internal medicine, infectious diseases, oncology, total parenteral nutrition, and psychiatry. Experiential education activities such as drug information questions, case presentations, and clinical pharmacy topic discussions took place on virtual platforms. Student assessment was done using adjusted rubrics to suit the online platforms. Student feedback was taken using an online questionnaire and was mostly positive, indicating that they improved their clinical pharmacy knowledge. Conclusion: The authors highlighted the various restructuring modalities and learning methods used for different clinical rotations to achieve the learning outcomes in difficult situations. In future, the authors plan to work with their colleagues in other health colleges to adapt their practices together.

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 Detecting Emotions through Electrodermal Activity in Learning Contexts: A Systematic Review

Sensors ◽  
2021 ◽  
Vol 21 (23) ◽  
pp. 7869
Author(s):  
Anne Horvers ◽  
Natasha Tombeng ◽  
Tibor Bosse ◽  
Ard W. Lazonder ◽  
Inge Molenaar
Keyword(s):  
Systematic Review ◽  
Learning Outcomes ◽  
Educational Research ◽  
Electrodermal Activity ◽  
Physiological Arousal ◽  
Strong Increase ◽  
Guidelines And Standards ◽  
Methodological Aspects ◽  
Insight Into

There is a strong increase in the use of devices that measure physiological arousal through electrodermal activity (EDA). Although there is a long tradition of studying emotions during learning, researchers have only recently started to use EDA to measure emotions in the context of education and learning. This systematic review aimed to provide insight into how EDA is currently used in these settings. The review aimed to investigate the methodological aspects of EDA measures in educational research and synthesize existing empirical evidence on the relation of physiological arousal, as measured by EDA, with learning outcomes and learning processes. The methodological results pointed to considerable variation in the usage of EDA in educational research and indicated that few implicit standards exist. Results regarding learning revealed inconsistent associations between physiological arousal and learning outcomes, which seem mainly due to underlying methodological differences. Furthermore, EDA frequently fluctuated during different stages of the learning process. Compared to this unimodal approach, multimodal designs provide the potential to better understand these fluctuations at critical moments. Overall, this review signals a clear need for explicit guidelines and standards for EDA processing in educational research in order to build a more profound understanding of the role of physiological arousal during learning.

A Case Study of Authentic Assessment

2011 ◽  
pp. 213-230
Author(s):  
David A. Eubanks
Keyword(s):  
Performance Assessment ◽  
Learning Outcomes ◽  
Communication Skills ◽  
Direct Observation ◽  
Liberal Arts ◽  
Authentic Assessment ◽  
Student Thinking ◽  
Assessment Program ◽  
Philosophical Framework

This chapter describes Coker College’s subjective performance assessment program to rate student thinking and communication skills. It uses a discussion of the epistemology of assessment to motivate an emphasis on direct observation by experts as the basis for “authentic” assessment for complex learning outcomes. Results from Coker College’s experience are given and discussed in the context of this approach. The purpose of this chapter is to give a philosophical framework and practical methods that can help institutions assess liberal arts learning outcomes. Such assessments can provide information crucial to improving programs and pedagogy and form the basis for institutional effectiveness reports to stakeholders.

A Taxonomy of Educational Games

2010 ◽  
pp. 1-23 ◽  
Author(s):  
Dan O’Brien ◽  
Kimberly A. Lawless ◽  
P. G. Schrader
Keyword(s):  
Instructional Design ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Educational Research ◽  
Cognitive Functions ◽  
Theoretical Basis ◽  
Educational Games ◽  
Digital Games ◽  
Educational Objectives ◽  
Different Types

Digital games are a relatively new tool for educators, who often misunderstand their value for education. This is partly since they perceive many very different types of games in the same way. The authors propose a taxonomy of digital games in education based on the features that are relevant to instructional design and educational research. The taxonomy outlines four genres into which games fall, depending on the cognitive functions and skills they engage. The theoretical basis for the taxonomy the authors develop draws from R. M. Gagne’s Five Categories of Learning Outcomes, Bloom’s Taxonomy of Educational Objectives, and D. H. Jonassen’s Typology of Problem Solving. The links between these theories and the educational games taxonomy will allow educators and researchers to understand games in the light of their educational affordances. Instructional design based on these theories can more effectively integrate games into the classroom.

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