scholarly journals TEACHING THE FUNDAMENTALS OF CIVIL ENGINEERING MATERIALS THROUGH EXPERIENTIAL LEARNING

2017 ◽  
Author(s):  
Joshua Woods ◽  
Natalie Mazur ◽  
John Gales
Keyword(s):  
Experiential Learning ◽  
Environmental Sustainability ◽  
Civil Engineering ◽  
Experimental Testing ◽  
Learning Experience ◽  
Reinforced Concrete Beam ◽  
Learning Activity ◽  
Hands On ◽  
Hands On Learning ◽  
Engineering Materials

This study presents an overview of a civil engineering materials course curriculum at Carleton University developed by the authors. The curriculum aims to move away from traditional civil engineering materials courses, which focus heavily on concepts related to material science, and instead concentrate on concepts that are more relevant to today’s practicing civil engineers. The rationale, application, and analysis of the integration of these concepts through an advanced application of case-based and experiential learning is discussed. Central to this new course curriculum is a hands-on experiential learning activity on the construction and experimental testing of reinforced concrete beam specimens in lab sections of approximately 25 students. The goal of the lab is to provide students with a hands-on learning experience and use this as a tool to cover advanced topics related to civil engineering; for example, environmental sustainability and resilience. The assessment of the students’ understanding of the concepts taught in class were performed through the use of an anonymous questionnaire distributed at the end of the course and through traditional examination and assignments. Results of the survey were compared between classes who engaged in the advanced experiential learning laboratory and those who did not. The results demonstrate that after introducing experiential learning into the course curriculum, students were more likely to form an educated opinion on the potential sustainability of a material. Experiential learning is shown to be a valuable tool for engineering education that, when used efficiently, can seamlessly incorporate newly emerging engineering concepts to ensure that graduating students are equipped with the knowledge and tools they require to be competitive in the job market. The relation of the course to contemporary accreditation of Graduate attributes is discussed at length along with critical information regarding the effectiveness of balancing student engagement in STEM subjects.

scholarly journals Alienating students: Marxist theory in action

2016 ◽  
Vol 9 (1) ◽  
pp. 4-28
Author(s):  
Megan Thiele ◽  
Yung-Yi Diana Pan ◽  
Devin Molina
Keyword(s):  
Experiential Learning ◽  
Marxist Theory ◽  
Learning Activity ◽  
Classroom Activity ◽  
University Campuses ◽  
Wage Labour ◽  
Hands On ◽  
The World ◽  
Hands On Learning ◽  
Quasi Experimental

Karl Marx’s revolutionary call, ‘Workers of the World Unite’, resonates with many in today’s society. This article describes and assesses an easily reproducible classroom activity that simulates both alienating, and perhaps more importantly, non-alienating states of production as described by Marx. This hands-on learning activity gives students the opportunity to experience and process these divergent states. In reflecting, students connect their classroom experience to societal forces surrounding wage labour. A quasi-experimental design implemented across eight sociology classes at two U.S. university campuses – one two-year and one four-year college – points to the effectiveness of the activity. Evidence suggests that students are better able to grasp Marx’s theory of alienation, retain the knowledge over time and apply it to their own lives with this experiential learning activity.

Experiential Learning

2020 ◽  
pp. 145-159
Author(s):  
Robert DiYanni ◽  
Anton Borst ◽  
Robert DiYanni ◽  
Anton Borst
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Experiential Learning ◽  
Learning Experience ◽  
Educational Experiences ◽  
Learning By Doing ◽  
Additional Element ◽  
Hands On ◽  
Hands On Learning ◽  
Learning Through Experience

This chapter takes a look at experiential learning. The central idea of “experiential learning,” as the term suggests, is the process of learning through experience. The “learning” part requires an additional element: reflection. Thus, a fuller concept of experiential learning includes reflection about the learning experiences in which students participate. The teacher's responsibility is to create worthwhile educational experiences so that students will have something of value on which to reflect. Like active learning, experiential learning involves many different forms of student engagement. Experiential learning is learning by doing. In this kind of hands-on learning, students assume responsibility for their learning, taking control of both the learning experience and their reflection on it.

Blockchains:  An Experiential Accounting Learning Activity

2021 ◽  
Author(s):  
Lorraine S. Lee ◽  
Deniz Appelbaum ◽  
Richard Mautz III
Keyword(s):  
Conceptual Understanding ◽  
Emerging Technologies ◽  
Accounting Students ◽  
Learning Activity ◽  
Learning Approach ◽  
Technology Change ◽  
Accounting Curriculum ◽  
Hands On ◽  
Hands On Learning ◽  
Rapid Pace

Organizations such as the AASCB and the Pathways Commission (2012) recommend that emerging technologies be included in the accounting curriculum.  Yet the inclusion of emerging technologies represents a challenge for accounting educators due to the complexity and uncertainty associated with many technologies, as well as the rapid pace of technology change and innovation.  This paper answers the call by the Pathway Commission (2012) for additional research focused on enhancing learning experiences to better reflect current and emerging technologies. Using an experiential learning approach (Butler, Church, and Spencer (2019), we create a hands-on, learning activity focused on blockchains in order for accounting students to gain a conceptual understanding of blockchains and its applications and implications beyond bitcoins.

29 Pin the part on the dinoflagellate: a hands on learning activity

2003 ◽  
Vol 39 (s1) ◽  
pp. 11-11
Author(s):  
D. Dalpra ◽  
B. Kirkpatrick ◽  
L. E. Fleming
Keyword(s):  
Learning Activity ◽  
Hands On ◽  
Hands On Learning

scholarly journals Re-orientation of Science and Mathematics Teachers Instructional Strategies for Information Communication Technology Integration

2015 ◽  
Vol 7 (3) ◽  
pp. 1338-1346
Author(s):  
Rose Atieno Mutende
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Information Communication ◽  
Qualitative Research Design ◽  
Hands On ◽  
Hands On Learning ◽  
Service Training ◽  
Ict Infrastructure ◽  
And Mathematics ◽  
Science And Mathematics Teachers

This article reports on a study which explored teachers re-conceptualization and re-orientation process during their in-service training for ICT-pedagogy integration in teaching and learning. The qualitative research design was used for the study. It was found that there was a limited ICT infrastructure as well as inadequate technological access and reliability, the participating teachers were engaged in authentic hands-on learning experience and that the teachers engagement in the learning activities demonstrated they had not developed expertise in ICT usage for teaching and learning. It was therefore recommended that opportunities to acquire professional ICT integration skills for both teachers and trainers be expanded. 

Structure and Delivery for Mobile Learning Experiences

2020 ◽  
Vol 10 (1) ◽  
pp. 15-33 ◽  
Author(s):  
Hugh Kellam
Keyword(s):  
Mobile Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Design Stage ◽  
Learning Context ◽  
Effective Feedback ◽  
Hands On ◽  
Hands On Learning ◽  
Informal Structure ◽  
And Control

The purpose of this article was to identify, implement, and evaluate the effectiveness of best practices from the mobile learning literature for the structure and delivery of mobile learning. Mobile learning activities were deployed in a videoconference equipment training course which was accessed by physicians, nurses, and healthcare professionals at medical organizations across Ontario. With regards to mobile learning delivery, user flexibility and control were identified as critical when utilizing a mobile learning experience to apply knowledge in a specific learning context. Avatar hosts were also identified as effective feedback and guidance mechanisms. The informal structure of mobile learning proved to be ideal for contextual, hands-on learning of specific workplace skills, supported by the baseline and summative knowledge provided by the online learning course. This study found that the structure and delivery of mobile learning must be considered during the instructional design stage in order to provide practical learning experiences and reliable learning outcomes.

Development and Outcomes of Teaching PID Control in Classroom with Hands on Learning Experience

2019 ◽  
Author(s):  
Long Quang Tran ◽  
Yifeng Sun ◽  
Robin Guan ◽  
Junaid Saeed ◽  
Liuping Wang ◽  
...  
Keyword(s):  
Pid Control ◽  
Learning Experience ◽  
Hands On ◽  
Hands On Learning
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