scholarly journals Preparing Sustainable Engineers: A Project-Based Learning Experience in Logistics with Refugee Camps

2020 ◽  
Vol 12 (12) ◽  
pp. 4817 ◽  
Author(s):  
María-José Terrón-López ◽  
Paloma J. Velasco-Quintana ◽  
Silvia Lavado-Anguera ◽  
María del Carmen Espinosa-Elvira
Keyword(s):  
Developing Economies ◽  
Learning Experience ◽  
Project Based Learning ◽  
Refugee Camps ◽  
Socially Responsible ◽  
Supply Chain Logistics ◽  
Development Goals ◽  
Research Questions ◽  
Personal Behavior

This article describes an intrinsic case study of project-based learning (PBL) experience involving an NGO as an external client to promote sustainability competencies. Two research questions are posed: (1) How did this experiential PBL approach impact students learning to develop sustainability competencies by incorporating a responsible engineering perspective? (2) How did college students become engaged with social and sustainable PBL projects when external clients of developing economies were involved? The project-based design involved two subjects in the second year of an Industrial engineering degree. The client was an NGO with an existing project to improve the supply chain logistics of three refugee camps managed by women. Students had to cooperatively develop a sustainable proposal for the NGO with a global mindset. Findings obtained from the analysis of the reflections of students and teachers indicate that this methodology helps students to acquire comprehensively learning outcomes and to develop sustainability competencies. Sustainable and socially responsible engineering were achieved through a methodology that considers the UN Sustainable Development Goals (SDGs) and engages students in real projects. This approach promotes student awareness on the importance of their actions and their personal behavior as engineers, including a gender perspective, while training them to move towards SDG4 and 5.

“I Found Myself Retweeting”

2019 ◽  
pp. 88-108 ◽  
Author(s):  
Julie A. Delello ◽  
Annamary L. Consalvo
Keyword(s):  
Student Learning ◽  
Social Presence ◽  
Learning Experience ◽  
University Student ◽  
Professional Networks ◽  
Teacher Relationships ◽  
Multiple Case ◽  
Development Goals ◽  
Student Teacher Relationships

This chapter describes a mixed-method, multiple case study that examined ways in which synchronous educational Twitter chats were used, first, to enhance graduate and undergraduate university student learning, second, to build professional networks, and third, to provide a loosely regulated means to achieving self-determined professional development goals. Findings suggest that while difficult at the onset, participation in Twitter educational chats was an enhancement to students' overall course learning experience. Specifically, university students' use of chats for educators helped them achieve social presence in this virtual environment, as well as to better understand the connections between positive student-teacher relationships and K12 student learning. Included are recommendations for use of Twitter synchronous educational chats in the college classroom as well as future directions in research.

“I Found Myself Retweeting”

2021 ◽  
pp. 366-381
Author(s):  
Julie A. Delello ◽  
Annamary L. Consalvo
Keyword(s):  
Student Learning ◽  
Social Presence ◽  
Learning Experience ◽  
University Student ◽  
Professional Networks ◽  
Teacher Relationships ◽  
Multiple Case ◽  
Development Goals ◽  
Student Teacher Relationships

This chapter describes a mixed-method, multiple case study that examined ways in which synchronous educational Twitter chats were used, first, to enhance graduate and undergraduate university student learning, second, to build professional networks, and third, to provide a loosely regulated means to achieving self-determined professional development goals. Findings suggest that while difficult at the onset, participation in Twitter educational chats was an enhancement to students' overall course learning experience. Specifically, university students' use of chats for educators helped them achieve social presence in this virtual environment, as well as to better understand the connections between positive student-teacher relationships and K12 student learning. Included are recommendations for use of Twitter synchronous educational chats in the college classroom as well as future directions in research.

scholarly journals PROJECT BASED LEARNING IN TRANSLATION CLASS

2019 ◽  
Vol 7 (2) ◽  
pp. 101
Author(s):  
Apandi Apandi ◽  
Devi Siti Sihatul Afiah
Keyword(s):  
English Translation ◽  
English Language ◽  
Learning Experience ◽  
Learning Experiences ◽  
Language Education ◽  
Project Based Learning ◽  
English Language Education ◽  
Study Approach ◽  
Collection Methods

PROJECT BASED LEARNING IN TRANSLATION CLASSApandiProdi Pendidikan Bahasa Inggris, FKIP Unswagati CirebonEmail: [email protected] Siti Sihatul AfiahProdi Pendidikan Bahasa Inggris, FKIP Unswagati Cirebon  AbstractThis study aims to identify student learning experiences in the Indonesian-English translation class. This study uses a case study approach with data collection methods in the form of observations, interviews and questionnaires. Observations are made to obtain data sources from direct sources. Interviews were conducted to find out whether the places visited had historical stories, legends or folktales that could be translated into English, and also to find out the obstacles or challenges faced during learning using PBL. A questionnaire was used to identify learning experiences in the Indonesian-English translation class using PBL. Respondents were students of the 6th semester of the English language education program who took part in the English-Indonesian translation course. Data is presented in the form of descriptive explanations and also supported by graph data to facilitate the presentation. This study shows that the use of PBL provides benefits in forming independent learners, improving critical thinking and can improve attitudes in collaboration with peers. However, there are still obstacles and challenges in translation courses using PBL, namely at the beginning of the lecture in the form of less preparation time, adaptation with group mates and also the location of observations that are located some distance from the campus or where students are, and there are difficulties in translating cultural words found.Key words: PBL, Translation, Learning Experience

scholarly journals Against Cyberbullying Actions: An Italian Case Study

2021 ◽  
Vol 13 (4) ◽  
pp. 2055
Author(s):  
Patrizia Grifoni ◽  
Alessia D’Andrea ◽  
Fernando Ferri ◽  
Tiziana Guzzo ◽  
Maurizio Angeli Felicioni ◽  
...  
Keyword(s):  
Primary Schools ◽  
Sustainable Development Goals ◽  
Management Strategies ◽  
Italian Case ◽  
2030 Agenda ◽  
Cyber Safety ◽  
Development Goals ◽  
Research Questions ◽  
Teachers And Parents

The paper aimed to analyse cyberbullying knowledge and awareness among students, teachers, and parents of 22 Italian primary schools to extract elements to consider for defining successful cyberbullying prevention and management strategies in coherence with some sustainable development goals defined in the 2030 Agenda. Four different research questions have been addressed to analyse: what the level of cyberbullying diffusion is, its triggering factors, its knowledge and awareness, and how the problem is addressed. The study highlighted both the importance of adopting a collaborative perspective among the students, teachers and parents, and to prevent and solve cyberbullying problems stimulating a collective awareness about cyber safety in schools. Some generalisable lessons emerged from the study.

scholarly journals CASE STUDY OF A PROJECT-BASED LEARNING EXPERIENCE AT THE POLYTECHNIC OF VISEU, PORTUGAL

2020 ◽  
Author(s):  
Véronique Delplancq ◽  
Susana Amante ◽  
Cristina Amaro Costa ◽  
Ana Costa Lopes ◽  
Emília Coutinho ◽  
...  
Keyword(s):  
Learning Experience ◽  
Project Based Learning

Bridging the Agriculture Credit Gap: A Case Study of the Farmer Entrepreneurship Program of Jollibee Group Foundation

2021 ◽  
Vol 2021 ◽  
Author(s):  
Jane Lynn Capacio ◽  
Emmanuel de Dios ◽  
Rob van Tulder
Keyword(s):  
Rural Areas ◽  
Fast Food ◽  
Developing Economies ◽  
The Philippines ◽  
Inclusive Development ◽  
Government Interventions ◽  
Access To Credit ◽  
Development Goals ◽  
Credit Gap

Access to credit presents a distinct problem for smallholding farmers and lenders alike. As a consequence, in the Philippines—as in many other developing economies—a sizable “agriculture credit gap” exists. This paper explores whether it is possible to rethink existing credit arrangements to support inclusive development goals. Our observations are based on a unique in-depth case study of an interlinked financing arrangement in the Farmer Entrepreneurship Program (FEP). This program is managed by the corporate foundation of Asia’s biggest fast-food chain, Jollibee Foods Corporation (JFC). The lenders in this program are FEP partner-cooperatives that interlink credit, crop buying, and other interventions to enable smallholders to sell their products to JFC and other buyers. For inclusive interlinking to materialize, significant social investments are required from program partners. Using a progressive case study method, three subunits within the study explain how financing can be made available. We use these observations to draw out possible generalizations of financing mechanisms that may be used in other commodity chains. We identify partnerships, particularly long-term relationships, as indispensable requisites for institutional voids to be filled and financing to flow into rural areas. We recommend key government interventions, especially since some of the requisites are in the nature of collective or public goods.

scholarly journals Assessing the Authenticity of the Student Learning Experience

2019 ◽  
Vol 1 (1) ◽  
pp. 449-458
Author(s):  
Katherine Mary Bissett-Johnson ◽  
David F Radcliffe
Keyword(s):  
Engineering Students ◽  
Learning Experience ◽  
Research Question ◽  
Real Life ◽  
Authentic Learning ◽  
Project Based Learning ◽  
Socially Responsible ◽  
Global Projects ◽  
Authentic Learning Experiences ◽  
Socially Responsible Design

AbstractAuthentic learning is an approach to teaching where the learning is embedded in a real world context, in real situations or simulations, and offers students opportunities for problem solving challenges much like they will encounter in real life. This paper discusses and reflects upon the development a course designed to teach Socially Responsible Design approaches, methods and tools to Product Design Engineering students using global projects. Our research question was to investigate if this Socially Responsible Design course, it's structure, delivery, learning activities and assessments combined to deliver an authentic learning experience. Through informal interviews with staff, review of student reflections, review of university student feedback comments and consideration of final outcomes, all within the framework of Herrington and Oliver's nine elements of authentic learning, we found that this course did provide an authentic learning experience for many reasons. This study offers academics a frame work for reviewing existing and future courses with a view to creating or enhancing authentic learning experiences using project based learning

scholarly journals The praxis of project-based learning at PIKA Vocational Secondary School Semarang

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Wahyu Noviansyah ◽  
Putu Sudira
Keyword(s):  
Secondary School ◽  
Qualitative Case Study ◽  
Participant Observation ◽  
Learning Experience ◽  
Project Based Learning ◽  
Contextual Learning ◽  
Operational Costs ◽  
Depth Interview ◽  
Interview Participant

The aims of this study is to find out the praxis of project-based learning at PIKA Vocational Secondary School Semarang and to identify the advantages and the disadvantages. The design of this research is qualitative case study. The data collection techniques were in-depth interview, participant observation, and document analysis. The informants of this study were: principal, viceprincipal, teachers, employees, and students. The results of this study showed that: (1) there were two patterns of project-based learning at PIKA VSS Semarang. The first pattern was learning  for  internal  internship  program  and  the second  was  learning  productive practice program. (2) The advantages of project-based learning were: (a) it trained the students’ sense of entrepreneurship; (b) it developed’ learning motivation; (c) it gave a complete, real and contextual learning experience; and (d) it developed the students’hardskills and softskills. The disadvantages of Project-based Learning were: (a) it required the acquisition competencies to perform project assignments; (b) it took times; (c) it required high operational costs; (d) it required adequate facilities.

Developing design literacy through brand-based artefacts

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Catarina LELIS
Keyword(s):  
Empirical Study ◽  
Focus Groups ◽  
Design Process ◽  
Basic Design ◽  
Willingness To Participate ◽  
Socially Responsible ◽  
Interaction Structure ◽  
Functional Prototype ◽  
High Willingness

The brand is a powerful representational and identification-led asset that can be used to engage staff in creative, sustainable and developmental activities. Being a brand the result of, foremost, a design exercise, it is fair to suppose that it can be a relevant resource for the advancement of design literacy within organisational contexts. The main objective of this paper was to test and validate an interaction structure for an informed co-design process on visual brand artefacts. To carry on the empirical study, a university was chosen as case study as these contexts are generally rich in employee diversity. A non-functional prototype was designed, and walkthroughs were performed in five focus groups held with staff. The latter evidenced a need/wish to engage with basic design principles and high willingness to participate in the creation of brand design artefacts, mostly with the purposeof increasing its consistent use and innovate in its representation possibilities, whilst augmenting the brand’s socially responsible values.

Sign in / Sign up

Export Citation Format

Share Document