scholarly journals Fostering Environmental Awareness with Smart IoT Planters in Campuses

Sensors ◽  
2020 ◽  
Vol 20 (8) ◽  
pp. 2227
Author(s):  
Bernardo Tabuenca ◽  
Vicente García-Alcántara ◽  
Carlos Gilarranz-Casado ◽  
Samuel Barrado-Aguirre
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Irrigation System ◽  
Environmental Awareness ◽  
Project Based Learning ◽  
Learning Processes ◽  
Lessons Learned ◽  
Multidisciplinary Teams ◽  
Perception Of Quality ◽  
Educational Need

The decrease in the cost of sensors during the last years, and the arrival of the 5th generation of mobile technology will greatly benefit Internet of Things (IoT) innovation. Accordingly, the use of IoT in new agronomic practices might be a vital part for improving soil quality, optimising water usage, or improving the environment. Nonetheless, the implementation of IoT systems to foster environmental awareness in educational settings is still unexplored. This work addresses the educational need to train students on how to design complex sensor-based IoT ecosystems. Hence, a Project-Based-Learning approach is followed to explore multidisciplinary learning processes implementing IoT systems that varied in the sensors, actuators, microcontrollers, plants, soils and irrigation system they used. Three different types of planters were implemented, namely, hydroponic system, vertical garden, and rectangular planters. This work presents three key contributions that might help to improve teaching and learning processes. First, a holistic architecture describing how IoT ecosystems can be implemented in higher education settings is presented. Second, the results of an evaluation exploring teamwork performance in multidisciplinary groups is reported. Third, alternative initiatives to promote environmental awareness in educational contexts (based on the lessons learned) are suggested. The results of the evaluation show that multidisciplinary work including students from different expertise areas is highly beneficial for learning as well as on the perception of quality of the work obtained by the whole group. These conclusions rekindle the need to encourage work in multidisciplinary teams to train engineers for Industry 4.0 in Higher Education.

EL PENSAMIENTO CRÍTICO EN LA EDUCACIÓN DE POSGRADO: PROPUESTA DE UN MODELO PARA SU INTEGRACIÓN AL PROCESO EDUCATIVO

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Carlos Manosalvas Vaca ◽  
Luis Manosalvas Vaca ◽  
Ruth Barba
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Detailed Analysis ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educación Superior ◽  
Educacion Superior ◽  
Educational Processes ◽  
Palabras Clave

La presente investigación, analiza los conceptos más importantes del pensamiento Crítico, así como su importancia y utilidad en los procesos de formación profesional a nivel de Posgrado. Se hace un análisis detallado de los conceptos más ampliamente aceptado y de los factores inmersos en el desarrollo y aplicación de este tipo de pensamiento. Finalmente se propone un modelo que engloba los conceptos y factores analizados y como se interrelacionan entre ellos; el objetivo final es brindar a los docentes y directivos de Instituciones de Educación Superior, una herramienta que posibilite la inclusión de este tipo de pensamiento en sus procesos enseñanza-aprendizaje con el fin último de mejorar la calidad de los procesos de formación. Palabras Clave: Pensamiento Crítico, Educación Superior, Educación ABSTRACT This research analyzes the most important concepts of critical thinking as well as their importance and usefulness for the educational processes at graduate level. A detailed analysis of the most widely accepted concepts and factors involved in the development and application of this kind of thinking has been made. Finally, a model that includes the concepts and analyzed factors and their interrelations is proposed; the ultimate goal is to provide teachers and directors of Institutions in Higher Education, a tool that enables the inclusion of this type of thinking in their teaching and learning processes with the ultimate intention of improving the quality of the training processes. Keywords: Critical thinking, Higher Education, Education Recibido: mayo de 2016Aprobado: septiembre de 2016

Project-Based Learning

2020 ◽  
pp. 161-178
Author(s):  
María Pache-Durán ◽  
Esteban Pérez-Calderón ◽  
Alicia Fernanda Galindo-Manrique
Keyword(s):  
University Students ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Project Based Learning ◽  
Learning Processes ◽  
University Teachers ◽  
Quality Of Learning ◽  
The University ◽  
Academic Year

This study focuses on the results obtained from the teacher's assessment of Project-Based Learning, a methodological approach that implies a change in the university pedagogical paradigm that affects both the teaching and learning processes. To this end, a study is carried out taking as a sample university teachers during the academic year 2018-2019. Among the results obtained, it is worth mentioning that the teacher considers the Project-Based Learning a methodology that favours in the classroom, constituting a valid alternative to improve the quality of learning in university students.

‘It’s about dismantling power’: Reflections on co-producing a PGR-led feminist pedagogy workshop

2020 ◽  
Author(s):  
Madeleine Pownall ◽  
Rumana Hossain
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Teaching And Learning ◽  
Feminist Pedagogy ◽  
Lessons Learned ◽  
The Future ◽  
Personal Reflections

Accepted for publication in the Journal of Student Engagement in Higher Education. In this paper, we provide an overview of the Feminist Pedagogy workshop format and use delegate feedback to frame and inform our own personal reflections of the day. We conclude with a look to the future, considering how the themes and lessons learned from this day-long workshop can inform future teaching and learning practice and conversation.

Project-Based Learning for Building Work and Life Skills in Line With TGC and Purpose Learning

2018 ◽  
pp. 109-125 ◽  
Author(s):  
Wee Jing Tee
Keyword(s):  
Higher Education ◽  
Life Skills ◽  
Teaching And Learning ◽  
Social Impact ◽  
Project Based Learning ◽  
Academic Learning ◽  
Successful Case ◽  
Research Findings ◽  
Work And Life

In this chapter, the author has conducted a research project to examine student learning experiences and outcomes in higher education with project-based learning (PBL) approach in order to assist the students to acquire work and life skills. A successful case study of PBL has been implemented at Taylor's University. The problem statement here is there is a gap between the academic learning outcomes at university and actual demands in industry. Thus, Taylor's University is redefining teaching and learning in higher education through implementation of blended learning, purpose learning, and Taylor's graduate capabilities (TGC) in order to meet the ever-changing and rigorous demands of industry, society, and globalization. The research findings provided insight into how faculty conceptualization of PBL in line with TGC and purpose learning drove implementation and showed that purpose learning via PBL in higher education could contribute to the effectiveness in students' learning of work and life skills and achieve greater social impact.

Emerging EdTechs Amidst the COVID-19 Pandemic

2021 ◽  
pp. 93-107
Author(s):  
Trevor Wood-Harper
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Learning Processes ◽  
Faculty Members ◽  
Learning Engagement ◽  
Optimal Learning ◽  
Role Of Information

The role of information technology (IT) transforming higher education (HE) institutions is flourishing. Students, lecturers, and faculty staff adopt overarching platforms and applications that are driven by ubiquitous technology such as big data and cloud computing to support their teaching and learning activities. In this chapter, the authors analysed cases of EdTechs (apps) used in the higher education institutions (HEIs) and their impact on teaching and learning processes. They draw the benefits, challenges, and appropriate cases pertaining to the apps used in HEIs in supporting such processes. They find that EdTechs have a high potential to provide better education for students, easier teaching process for lecturers, and clearer managerial process for administrators and faculty members. The chapter concludes that while EdTechs used during the pandemic can provide an alternative learning experience, it still lacks in providing optimal learning engagement.

E-Learning Methodologies in Higher Education

2011 ◽  
pp. 175-186
Author(s):  
Alicia Mateos Ronco ◽  
Mar Marín Sánchez
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Statistical Treatment ◽  
Problem Based Learning ◽  
Business Administration ◽  
Learning Processes ◽  
European Higher Education Area ◽  
E Learning ◽  
The Subject ◽  
European Higher Education

The Spanish educational system will require certain changes in order to achieve the Bologna objectives for the European Higher Education Area, including with new activities and roles for both students and teachers, who must assume new skills that will affect concepts and attitudes related to the teaching and learning processes. This chapter describes the authors’ experience in designing E-learning methodologies for the teaching of accountancy in the Business Administration Degree Course at the Polytechnic University of Valencia. The chapter’s methodology designed for teaching accounting, is based on PBL (Problem Based Learning), compiled with Internet based technologies. The authors analyze its use and evolution in two accounting subjects in the first and the fourth year of the degree. The conclusions obtained from the statistical treatment of the results show that there is a direct correlation between the use of an active E-learning model and obtaining satisfactory exam results in the subject.

scholarly journals Desarrollo de las políticas de uso de un repositorio digital para una institución de nivel superior en situación de desventaja tecnológica

2016 ◽  
Vol 24 ◽  
pp. 10
Author(s):  
José Alonso Fernández López ◽  
María Manuela Pintor Chávez ◽  
Marcela Georgina Gómez Zermeño
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Information Access ◽  
Internet Access ◽  
Learning Objects ◽  
Learning Processes ◽  
Geographic Isolation ◽  
Cross Sectional ◽  
Technological Infrastructure ◽  
Sectional Analysis

This study presents a qualitative cross-sectional analysis about the conditions of an educational center of higher education in disadvantaged conditions due to the geographic isolation and lack of technological infrastructure and internet access. To reduce this information access gap, it is proposed to implement a repository of learning objects, taking into account the needs of the institution. Through the use of interviews, information was gathered on the experiences and perspectives of students, teachers and principals about the use and adoption of a repository of learning objects. The results show that the participants have positive opinion about the implantation of a virtual repository; the policies derived from this research are shown. However, the process must continue to develop in relation to the election and creation of the content to determine if it contributes positively to the teaching and learning processes.

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