scholarly journals Teaching Translation Using Project-Based-Learning: Saudi Translation Students Perspectives

2017 ◽  
Author(s):  
AWEJ for Translation & Literary Studies ◽  
Mubarak Alkhatnai
Keyword(s):  
Qualitative Methods ◽  
Project Based Learning ◽  
Team Work ◽  
Work Skills ◽  
Computer Aided ◽  
Positive Experiences

In the last few years, interest in improving the teaching of translation increased immensely. Proposals of introducing many methods to raise students’ involvement and centeredness in the process evolved and many concepts from other disciplines were implemented. One of these evolving concepts was Project Based Learning (PBL) which was popular across many education fields: the main essence of it is involving the students in an authentic and practical translation project. This article investigates the experiences of Saudi under-preparation-translators in a Computer Aided Translation (CAT) course that was introduced using the PBL method. Using qualitative methods (mainly interviews and observations), students’ receptions were collected and analyzed and themes were elicited to report the students’ attitude to PBL method. Although many positive experiences such as autonomy and team work skills were reported, some indicated the concerns of the practicality of the procedure as well as time issues.

scholarly journals Industrial Projects in a Project-Based Learning Environment

2015 ◽  
Author(s):  
Calin Stoicoiu ◽  
Karen Cain
Keyword(s):  
Project Based Learning ◽  
Team Work ◽  
Individual Growth ◽  
Work Skills ◽  
Industrial Project ◽  
Industry Partner ◽  
Life Long Learning ◽  
Industrial Projects ◽  
The Many ◽  
Development And Management

Industry is progressively moving at a faster pace with complicated problems and projects that require increasingly rapid turn-around. Newly graduated engineers are often required to work on projects having, in many cases, poorly defined scope, constraints and outcomes. In addition to their technical knowledge, employers expect enhanced communication, entrepreneurial and managerial skills.Project-based learning (PBL) enhances engineering education, providing students with a setting that closely simulates their post-graduation work environment. The addition of projects into the engineering curriculum creates avenues towards improving communication, individual growth, life-long learning and team-work; skills that industry desires. The key has always been to present students with problems and projects that are as open-ended and realistic as possible, creating situations that closely resemble those encountered in industrial settings, such as: project requirements that are not well structured, changes to project scope and timelines and the need to address a customer’s changing needs or expectations.The addition of a real project in cooperation with an industry partner may be the ultimate method of achieving these goals. The development and management of the project is complex involving students, faculty, and the industry partner, but generates tangible advantages for all three parties. This paper will discuss the many benefits and challenges of incorporating a real industrial project into the educational environment.

scholarly journals The technology of formation of teamwork skills in terms of project-based learning students

2021 ◽  
Vol 18 (1) ◽  
pp. 57-70
Author(s):  
Svetlana D. Lipatova ◽  
Evgeniya A. Khokholeva
Keyword(s):  
University Students ◽  
Educational Environment ◽  
Project Based Learning ◽  
Team Work ◽  
Test Method ◽  
Human Potential ◽  
Work Skills ◽  
Mathematical Methods ◽  
Project Activity ◽  
Teamwork Skills

Each era has its own requirements for the level of competence formation of employees. The fourth industrial revolution focuses on the development of human potential. One of the forms that allow us to reveal the potential capabilities of the individual is project activity. This paper presents the experience of developing team work skills among university students. The paper analyzes the possibility of using project activities for the development and improvement of team work skills in order to implement a modern competence-based approach in higher education. The paper describes the technology of forming team work skills. On the basis of the conducted research, promising opportunities for the implementation of teamwork in the educational environment were identified, as well as problematic aspects of this type of activity were identified. The purpose of this paper is to describe the experience of implementing the technology of forming students teamwork skills in the format of project training. Methodology. The study was conducted using the test method of V. Stefanson Q-sorting, a formative experiment in the format of students project activities and the authors questionnaire Students attitude to teamwork in the conditions of project activities, mathematical methods of analysis. Results. The technology of forming team work skills in the framework of project training of university students has been tested. As a result, it was revealed that project training has a complex impact on the formation of teamwork skills, this was noted by 83.5% of respondents. Conclusion. Project activity in the educational environment not only forms the skills of teamwork, but also is a tool for creating positive attitudes of students to team activities, which indicates the wide resource possibilities of this form of work.

scholarly journals Implementing Project-Based Learning (PBL) in Final Collection to Improve the Quality of Fashion Design Student

2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Indarti Indarti
Keyword(s):  
Design Education ◽  
Research Literature ◽  
Project Based Learning ◽  
Theory And Practice ◽  
Team Work ◽  
Fashion Design ◽  
Educational Approach ◽  
Soft Skill ◽  
Literature Searches ◽  
Student Motivations

Fashion design education is one of education that prepares students to work in fashion design field. Students research future fashion trends, sketch designs, select colors, fabrics and patterns, and give instructions on how to make the products they designed. Fashion design education not only nurture and develop student’s creative skills, it also teaches essential practical skills such as production techniques and material properties, to create a final product. According to this, new educational methods and strategies are needed in order engage students in the learning process and guarantee higher quality. Project-based learning (PBL) is example of educational approach that takes in account student-center learning. Project based learning (PBL) provides opportunities for students to build these qualities, as well as more deeply learn traditional academic content and understand how it applies to the real world. The methods of Literature review will apply in this research. Literature searches process through journal, proceeding and book. Literature searches are also undertaken most using computer and electronic databases. PBL methodology enhances students learning and improves students’ confident, technical skill, soft skill and prepare graduate for professional practice. The benefit of implementing PBL are increase team work skill and student motivations, articulation between theory and practice, inquiry and problem solving.

scholarly journals Goal Setting, Values of Binus, dan Pembelajaran Character Building di Binus University

Humaniora ◽  
2013 ◽  
Vol 4 (1) ◽  
pp. 387
Author(s):  
Yustinus Suhardi Ruman
Keyword(s):  
Goal Setting ◽  
Social Action ◽  
Education Institution ◽  
Team Work ◽  
Work Skills ◽  
Soft Skill ◽  
Good Person ◽  
Ethical Decisions ◽  
Character Building ◽  
And Behavior

Character Building Education in this era has become concerning by so many institutions of education. Institution of education is not only preparing the student to have knowledge or become smart, cleaver, but also preparing them to become good person. Of course, there are so many definitions about good person. But in this paper, author means  that the good person is they who are not only having soft skill like communication skills, leadership skills, team work skills, initiative & enterprise skills, organization skills, problem solving and ethical decisions making skills. All these skills are very important for every people on this era. It is difficult to think about people will gain a success without mastering these skill. According to author, all the skills above, although important, they are not enough. All the skills must be built on certain values.  In this context both hard skills and soft skills should be based on certain values. As an institution of education, Binus University has certain values. They consist of trust in God, farsighted, freedom to innovate, embrace diversity and tenacious focus. The attitude and behavior of all binusian has to reveal these values. Character Building learning on this point is not only coaching the student in mastering the soft skill above, but also to internalize the values of Binus. So, Values of Binus will inspire all binusian. This paper explains the position of character building learning as a goal setting to internalize the values of binus. To describe the position of character building learning, author uses the concept social action of Talcott Parson. 

scholarly journals IMPACT OF TEAM WORK ON EMPLOYEE SATISFACTION

2014 ◽  
Vol 10 (2) ◽  
Author(s):  
Sobia Shujaat ◽  
Keyword(s):  
Higher Education ◽  
Group Work ◽  
Work Experience ◽  
Employee Satisfaction ◽  
Team Work ◽  
Future Research ◽  
Work Experiences ◽  
Work Skills ◽  
Organizational Goals ◽  
Practical Implications

Purpose: The current study was based on analyzing effect of team work on employee satisfaction, as team work is considered to be a crucial factor for achieving organizational goals. Methodology/Sampling: A survey was conducted among 384 employees from different organization to analyze their team work experience. Regression analysis was applied to access the significance of linear relationship on data under study. Findings: It was found that team work has a significant impact on employee satisfaction. Future research should investigate the ways in which teamwork interest can be moderated by characteristics of the task and the group, preferably those characteristics that instructors have some control over to facilitate group work experiences. Practical Implications: Employers value team work skills from incoming employees with higher education. Hence it is critical that instructors in higher education institutions understand the importance of teamwork and the factors that contribute to positive teamwork environment. The study will be helpful for HR departments to understand the importance of team work and for devising better work groups.

scholarly journals Human Resources Competency in the Era of Industrial Revolution 4.0

2021 ◽  
Vol 5 (1) ◽  
pp. 13
Author(s):  
Damayanti Damayanti
Keyword(s):  
Human Resources ◽  
General Education ◽  
Industrial Revolution ◽  
Project Based Learning ◽  
Team Work ◽  
Literacy Leadership ◽  
New Literacy ◽  
Mental Maturity ◽  
Workforce Skills ◽  
Hr Function

<p>An era of technological disruption is marked by digitization in various lives. Apart from offering benefits, the industrial revolution 4.0 also has challenges that must be faced. The challenges faced by a country when implementing the 4.0 industrial revolution are the emergence of resistance to changes in demographics and social aspects, instability in political conditions, limited resources, risk of natural disasters and demands for the application of environmentally friendly technology. The PESTEL framework is the basis for considering political, economic, social, technical, environmental and legal factors to analyze challenges in the era of the industrial revolution 4.0. Indonesia needs to improve the quality of workforce skills with digital technology. The relevance of education and work needs to be adjusted to the development of the era and science and technology while still paying attention to aspects of humanities. It is important to identify in competency classification, including: 1) Technical competence consists of all knowledge and skills related to work, 2) Methodological competencies include all skills and abilities for general problem solving and decision making, 3) Social competence includes all skills and abilities as well as attitudes to cooperate and communicate with others, and 4) Personal competence includes social values, motivation, and individual attitudes. New literacy, leadership, team work, mental maturity and character, culture and entrepreneurship make HR function properly in the community. The development of thematic studies in various disciplines is linked to the real world, project-based learning, through general education (extra-curricular) programs, and internships/practical work and the important thing that can support it is foreign language skills. Thus, competent human resources (HR), critical thinking, lateral thinking and entrepreneurship can be realized.</p>

Peer Evaluation System in Team Work Skills Assessment

2016 ◽  
pp. 603-616
Author(s):  
Nur’Ain Ismail ◽  
Asniza Hamimi Abdul Tharim ◽  
Thuraiya Mohd ◽  
Nor A’aini Othman ◽  
Nur Hasni Nasrudin ◽  
...  
Keyword(s):  
Evaluation System ◽  
Team Work ◽  
Skills Assessment ◽  
Peer Evaluation ◽  
Work Skills

APPRAISAL OF EMPLOYABILITY SKILLS OF UNIVERSITY UNDERGRADUATES: THE 21ST CENTURY KEY TO FUNCTIONAL EDUCATION

2021 ◽  
Vol 8 (1) ◽  
pp. 1-10
Author(s):  
Mary Ezeamagu ◽  
◽  
Henry Owolabi ◽  
Keyword(s):  
Team Work ◽  
Employability Skills ◽  
University Management ◽  
Work Skills ◽  
Problem Solving Skills ◽  
Research Instrument ◽  
North West ◽  
Life Long Learning ◽  
Learning Skill ◽  
University Undergraduates

Research evidence revealed that the quality of graduates in Nigeria is on a rapid decline especially in the area of valuable and complementary life skills. Also, researchers have established that subject-specific knowledge and skills alone are unlikely to secure a graduate occupation in which they can be both successful and satisfied. Hence, this study evaluated the extent to which university undergraduates in North West Nigeria possessed employability skills. This study employed a survey research design. The population comprises all 2018/2019 final year university undergraduates in North West Nigeria. Multi-stage sampling approach using Simple Random and Proportional Sampling technique was employed to select 697 respondents from Usmanu Danfodiyo University, 350 respondents from Federal University Gusau and 330 respondents from Federal University Birnin Kebbi. The research instrument was a researcher-developed questionnaire entitled “Employability Indices Questionnaire”. The research instrument was validated by seven experts. The instrument was trial tested on a population that is similar but not among the sampled population; and Cronbach’s Alpha was used to estimate a reliability coefficient of 0.82 and 0.96 for Employability Perception Scale and Employability Skills Scale respectively. Three research questions guided the study; while data collected were analyzed using summated scale. The major findings of the study revealed that majority of university undergraduates in North West Nigeria perceived themselves to have high knowledge of employability, yet further finding revealed that majority of the respondents perceived themselves to have high need of Life-long Learning Skill and Team-work Skills. This implies that the respondents have low level of Life-long Learning and Team-work Skills. As such, it was recommended that University Management should improve standard by making Employability Skills a development priority area for its undergraduates before their graduation. Both instruction and assessment of undergraduates should challenge and develop students’ Life-long learning skill, Team-work skills and other relevant skills before their graduation. University Management should encourage her students to develop and demonstrate employability skills like Life-long learning skill, Team-work skills, information and communication technology knowledge, numeracy skill, communication skill, creativity and problem solving skills.

Peer evaluation system in team work skills assessment: Technical perspective

2015 ◽  
Author(s):  
Nur Hasni Nasrudin ◽  
Nor A'aini Othman ◽  
Nur'Ain Ismail ◽  
Asniza Hamimi Abdul Tharim ◽  
Noraidawati Jaffar ◽  
...  
Keyword(s):  
Evaluation System ◽  
Team Work ◽  
Skills Assessment ◽  
Peer Evaluation ◽  
Work Skills

Motivating Language Learners during Times of Crisis through Project-based Learning: Filming Activities at the Arab International University (AIU)

2018 ◽  
Vol 8 (12) ◽  
pp. 1649 ◽  
Author(s):  
Dareen Assaf
Keyword(s):  
Language Learning ◽  
Study Data ◽  
Project Based Learning ◽  
Team Work ◽  
Critical Conditions ◽  
Traditional Teaching ◽  
Negative Effects ◽  
Intermediate Students ◽  
Self Evaluation ◽  
International University

Times of crisis and the critical conditions that Syrian students have experienced during the last six years have a significant influence on their level of motivation, their academic performance and their attitudes towards their study in general and language learning in specific. This study explores the effects of project-based learning through video making on students' motivation and attitudes towards English courses in comparison to the negative effects produced by the traditional teaching which is mainly based on textbooks. This research is carried out at Arab international university, Foreign Language Center. A total of 24 intermediate students from three different majors participated in the study. Data were drawn from a number of resources including group discussions and informal notes, student self-evaluation questionnaire, and students' performance results. The learning outcomes were remarkable. The motivational level and the attitudes of the experimental group in the second part of the course in which project-based learning sessions were held improved and witnessed a difference in performance comparing it to the first eight weeks of the course in which traditional teaching approach was implemented. Moreover, the learners have improved their linguistic skills when attempting to write the video scripts in addition to developing their oral presentation skills, team work, and their organization and planning skills.

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