scholarly journals Enhancing Student Competencies Through Digital Video Production: A Project-based Learning Framework

2019 ◽  
Vol 5 (1) ◽  
pp. 51-62
Author(s):  
LIM SEH HOE ◽  
Tay Choo Chuan ◽  
Hanipah Hussin ◽  
Pang Yee Jiea
Keyword(s):  
Secondary School ◽  
Design Methodology ◽  
Digital Video ◽  
Project Based Learning ◽  
Video Production ◽  
Learning Framework ◽  
Secondary School Education ◽  
Support Students ◽  
Student Competencies ◽  
Video Project

Purpose: This study purposes to get a demonstration of students’ competencies enhancement through a production of digital video project as a consequence the application of technology through project-based learning (PBL) framework. Thus, PBL is a key to support students to be more competitive in an external environment. Design/Methodology/Approach: The respondents were given 4 weeks to plan and organized the video project. Likert-type questionnaire is developed to identify students’ viewpoint on the PBL method in enhancing student competencies. The data were collected through questionnaire from 63 respondents. Findings: There is a positive significant result in terms of student competencies through PBL framework which provides appropriate structure in determining the level of student competencies. Implications/Originality/Value: Students able to produce an educational based video on the topic they are learning. By integrating technology in Malaysia Education Curriculum through PBL, student competencies, which consist of communication, collaboration, creation and critical thinking was enhanced. PBL framework provides appropriate structure for determining the level of student competencies. This paper gives  a framework which serves as a reference to facilitate the relevant policy- making in the secondary school education trend. This study adds to the comprehension on how PBL should be implemented in the classrooms to encourage students in to pursuing STEAM majors at the higher level.

scholarly journals A mixed project-based learning framework: preparing and developing student competencies in a French Grande Ecole

2006 ◽  
Vol 31 (1) ◽  
pp. 83-93 ◽  
Author(s):  
S. Rouvrais ◽  
J. Ormrod ◽  
G. Landrac ◽  
J. Mallet ◽  
J.-M. Gilliot ◽  
...  
Keyword(s):  
Project Based Learning ◽  
Learning Framework ◽  
Student Competencies

Video Project as a Method of Teaching a Foreign Language in the Department of Linguistics

2019 ◽  
Vol 8 (3) ◽  
pp. 68-74
Author(s):  
А. Федорова ◽  
A. Fedorova ◽  
А. Быстрова ◽  
A. Bystrova
Keyword(s):  
Foreign Language ◽  
Information Transfer ◽  
Communicative Competence ◽  
Critical Evaluation ◽  
Project Based Learning ◽  
Video Production ◽  
Project Method ◽  
Film Making ◽  
Video Project

The article is devoted to project-based learning as a method of forming communicative competence in a foreign language in the department of Linguistics. The pedagogical approach to the student-film making process which allows learners to elicit and develop their explanatory, pragmatic and creative potentials is analysed. This method aims at independent and mutual student research, critical evaluation of information sources and further information transfer to new contexts and ideas. The main benefits of implementing the project method in the contemporary teaching process are considered. The study focuses on the main requirements and rubric of student films. The article shows four stages of filmmaking, the role and functions of a teacher at each stage. It is concluded that during the video production process the role of a teacher is a facilitator who contributes to turning students into active, keen graduates who are able to analyse themselves. The results of a survey conducted among students on the video project are analysed.

Review of Underachievers in Secondary School: Education Off the Mark.

1990 ◽  
Vol 35 (6) ◽  
pp. 620-620
Author(s):  
No authorship indicated
Keyword(s):  
Secondary School ◽  
School Education ◽  
Secondary School Education

ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ СОГЛАСОВАНИЯ ГУМАНИТАРНОГО СТИЛЯ МЫШЛЕНИЯ И ЕСТСТВЕННОНАУЧНОГО ЗНАНИЯ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ ВУЗА// Academy Journal No.5(17), 2019/ Chief Editor Susan Belih /OEAPS Inc.(Open European Academy of Public Sciences). Tallinn, Estonia. 09.05.2019: OEAPS Inc., 2019. - pp. 45-53.

2019 ◽  
Author(s):  
Раиса Николаевна Афонина ◽  
Людмила Константиновна Синцова
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Teaching Methods ◽  
Natural Science ◽  
Chief Editor ◽  
Interactive Teaching ◽  
European Academy ◽  
Secondary School Education ◽  
New Knowledge ◽  
Knowledge Practice

В статье рассматривается проблема согласования гуманитарного стиля мышления и естественнонаучного знания. Практика показывает, что у студентов, выбравших для обучения гуманитарные специальности, преобладает гуманитарное мышление. Оно сформировано условиями профильного обучения в средней школе и продолжает развиваться на этапе получения высшего образования. Гуманитарный тип мышления характеризуется диалогичностью, вариативностью, креативностью, самостоятельностью в освоении новых знаний, способностью к интеллектуальным изобретениям и экспериментам с неизвестными и неочевидными результатами, к рефлексивности и критичности результатов деятельности. Важнейшими условиями повышения эффективности в освоении содержания естественнонаучных дисциплин студентами-гуманитариями являются учет возможностей и познавательных интересов студентов, использование резервов учебной информации, интерактивных методов обучения.The article deals with the problem of harmonizing the humanitarian style of thinking and natural science knowledge. Practice shows that students who choose humanities to study in humanities have humanitarian thinking that prevails. It is shaped by the profile of secondary school education and continues to evolve at the stage of higher education. The humanitarian type of thinking is characterized by dialogue, variability, creativity, autonomy in the development of new knowledge, the ability to intellectual inventions and experiments with unknown and non-obvious results, to reflexivity and criticality of the results of activities. The most important conditions for increasing the effectiveness in mastering the content of natural science disciplines by students of the humanities are taking into account the capabilities and cognitive interests of students, the use of reserves of educational information, interactive teaching methods.

scholarly journals Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors

Sensors ◽  
2020 ◽  
Vol 21 (1) ◽  
pp. 153
Author(s):  
Daniel Amo ◽  
Paul Fox ◽  
David Fonseca ◽  
César Poyatos
Keyword(s):  
Systematic Review ◽  
Secondary Education ◽  
Secondary School ◽  
Learning Analytics ◽  
Secondary School Students ◽  
Project Based Learning ◽  
Educational Robotics ◽  
School Students ◽  
Primary And Secondary Education ◽  
Primary And Secondary School

Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: “In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?”, and “In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students’ behavior in their learning of concepts and skills of sensors in educational robotics?”. To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students’ learning. Finally, future lines of research are identified from this study.

scholarly journals Project-Based Learning in a Transinstitutional Research Setting: Case Study on the Development of Sustainable Food Products

2019 ◽  
Vol 12 (1) ◽  
pp. 233 ◽  
Author(s):  
Hartmut Derler ◽  
Simon Berner ◽  
Daniela Grach ◽  
Alfred Posch ◽  
Ulrike Seebacher
Keyword(s):  
Secondary School ◽  
Food Products ◽  
Research Process ◽  
Project Based Learning ◽  
Sources Of Information ◽  
Research Setting ◽  
School Students ◽  
Sustainable Food ◽  
Problem Solving Skills

Project-based learning (PBL) has been thoroughly integrated in university sustainable development curricula, but has not been well-established in curricula used at pre-university educational levels. Integrating real-world settings into the teaching of secondary school students can help to promote problem-solving skills and competencies at younger ages, which is a crucial task in sustainability education. Therefore, in this article we describe the results of a case study on the development of sustainable food products that involved a university and two secondary schools in Austria. The methods used in this case study were drawn from the transdisciplinary case study (TCS) and the PBL literature. Data were collected by carrying out participatory research methods such as photovoice, focus group discussions, food diaries, student evaluations, and surveys. We divided the study design into three phases: (1) exploration, (2) product ideation, and (3) product prototyping and optimisation. The case study illustrates that the use of PBL research approaches by students at different levels of education provides promising results, if the research process is clearly structured and managed. When a demand for learning is encountered by students, secondary school teachers and university researchers must provide the students with additional sources of information. The establishment and management of a transinstitutional research setting is a promising, yet time-consuming endeavour.

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