Sustainable Project-Based Learning Methodology Adaptable to Technological Advances for Web Programming

The fast pace of development of the Internet and the Coronavirus Disease (COVID-19) pandemic have considerably impacted the educative sector, encouraging the constant transformation of the teaching/learning strategies and more in technological areas as Educational Software Engineering. Web programming, a fundamental topic in Software Engineering and Cloud-based applications, deals with various critical challenges in education, such as learning continuous emerging technological tools, plagiarism detection, generating innovative learning environments, among others. Continual change and even more change with the current digitization becomes a challenge for teachers and students who cannot depend on traditional educational methods. The article presents a sustainable teaching/learning methodology for web programming courses in Engineering Education using project-based learning adaptable to the continuous web technological advances. The methodology has been developed and improved during 9 years, 15 groups, and 3 different universities. Our results demonstrate that the methodology is adaptable with new technologies that might arise; it also presents the advantages of avoiding plagiarism in students and a personalized induction for every specific student in the learning process.

Download Full-text

Project Based Learning (PBL) as a Promising Challenge of Teaching Mathematics

Studia Edukacyjne ◽

10.14746/se.2016.40.20 ◽

1970 ◽

pp. 379-409

Author(s):

Miri Hilai

Keyword(s):

Cognitive Abilities ◽

Self Regulation ◽

Project Based Learning ◽

Teaching Mathematics ◽

Mathematical Skills ◽

The Past ◽

Innovative Learning ◽

Different Populations ◽

Individualized Teaching ◽

Teaching Learning

Mathematics has always presented a challenge, both for teachers and for pupils, all around the world. Teachers of mathematics of all time periods are interested in having their pupils master the mathematical skills and love math. They deliberate on ways of teaching-learning, because of the tremendous gaps in their pupils’ cognitive abilities and their non-uniform abilities to pay attention and to concentrate. It appears that the main solution in the frontal mathematics lessons is offered to the average pupils, but the main goal is to provide a solution for the entire classroom population. Over the years I have searched for different ways beyond frontal and individualized teaching, so that I could provide a solution for populations with different needs in the mathematics lessons. My search for alternative ways derived also from the need to promote the achievements and to boost the motivation, interest, curiosity, and enjoyment in the learning of mathematics. Contemporary research indicates that there is practical innovative learning which is active and involving; it is called project-based learning (PBL). PBL provides a solution for the improvement of the performances in mathematics, for the motivation of the pupils, and for the inspiration of interest and curiosity in and enjoyment from this field of knowledge. From my experience as a teacher in the past and from the reports of my students in the Gordon Academic College for Education in the PBL course, in such teaching a solution is provided for the different populations in the class. The pupils are engaged in learning in practical and realistic projects that are relevant to their lives. They are more active and autonomous, work cooperatively, and develop patterns of behaviour of independence in learning, self-orientation, and self-regulation. These skills and patterns of behaviour are important to their lives as adults and cultivate the six functions of the learner that are derived from the curriculum in Israel: sensory-motor, self-direction in learning and in its management, intrapersonal and interpersonal, cognitive and meta-cognitive.

Download Full-text

An Augmented Reality Tool for Teaching Application in the Agronomy Domain

Applied Sciences ◽

10.3390/app10103632 ◽

2020 ◽

Vol 10 (10) ◽

pp. 3632 ◽

Cited By ~ 1

Author(s):

Dolores Parras-Burgos ◽

Daniel G. Fernández-Pacheco ◽

Thomas Polhmann Barbosa ◽

Manuel Soler-Méndez ◽

José Miguel Molina-Martínez

Keyword(s):

Augmented Reality ◽

Mobile Devices ◽

Learning Strategies ◽

New Technologies ◽

3D Models ◽

Free Access ◽

Teaching Innovation ◽

Agricultural Engineering ◽

Graphic Representations ◽

Teaching Learning

Nowadays, the combination of new technologies and the use of mobile devices opens up a new range of teaching–learning strategies in different agricultural engineering degrees. This article presents an augmented reality tool that allows for improved spatial viewing for students who have certain difficulties with viewing graphic representations of agronomic systems and devices. This tool is known as ARTID (Augmented Reality for Teaching, Innovation and Design) and consists in a free-access mobile application for devices using the Android operating system. The proposed method provides each exploded drawing or overall drawing with a QR code that can be used by students to view their 3D models by augmented reality in their own mobile devices. An evaluation experience was carried out to assess the validity of the tool on different devices and the acceptance and satisfaction level of this kind of resources in subjects of graphic expression in engineering. Finally, an example of application in the agronomic domain is provided by the 3D virtual model of portable ferticontrol equipment that comprises the different structures and tanks, which, if viewed by conventional graphical representations, may entail a certain level of difficulty. Thanks to this tool, reality can be merged with the virtual world to help favour the understanding of certain concepts and to increase student motivation in agronomy studies.

Download Full-text

Critiquing Playful Project-Based Learning as Pedagogy for Entrepreneurship Education

10.5772/intechopen.100509 ◽

2021 ◽

Author(s):

Adri Du Toit

Keyword(s):

Learning Strategies ◽

Entrepreneurship Education ◽

Analytical Framework ◽

Project Based Learning ◽

The Body ◽

Body Of Knowledge ◽

Teaching Learning ◽

Theoretical Foundations

The need to expand entrepreneurship education in learners’ schooling is a growing concern globally. It is especially pertinent in countries experiencing high levels of unemployment and ways to expand and improve its implementation is continually sought. Abundant research has been published about preferred pedagogies to enable and foster entrepreneurship education. Amongst these, project-based learning has long been recognized as one of the key teaching-learning strategies to enable meaningful entrepreneurship education. Recently, publications on ‘playful’ project-based learning as pedagogy for entrepreneurship education have increased notably. Theoretical foundations for this emerging new pedagogy in entrepreneurship education appear to be underprovided. Hence, the theoretical foundations provided by Biesta’s three functions of education, namely qualification, socialization and subjectification, were used as an analytical framework to explore what ‘good’ entrepreneurship education is (or should be) and how the pedagogy of playful project-based learning can bolster it. The chapter contributes to the body of knowledge by expanding insights into theoretical underpinnings for entrepreneurship education, as well as by critiquing playful project-based learning as pedagogical choice for implementing meaningful entrepreneurship education.

Download Full-text

La didáctica de la geometría en función del desarrollo tecnológico de la pedagogía contemporánea

Revista Bases de la Ciencia. e-ISSN 2588-0764 ◽

10.33936/rev_bas_de_la_ciencia.v1i1.100 ◽

2016 ◽

Vol 1 (1) ◽

pp. 35

Author(s):

Henry Fernández Rodríguez ◽

Michel Enrique Gamboa Graus

Keyword(s):

Teaching And Learning ◽

New Technologies ◽

Computer Application ◽

Practical Implementation ◽

Technological Advances ◽

Palabras Clave ◽

Nuevas Tecnologías ◽

Information And Communication ◽

Attitudinal Changes ◽

Teaching Learning

Las escuelas contemporáneas se dotan de nuevas tecnologías, entre ellas las computadoras, por lo que constituye un reto su utilización en el proceso de enseñanza-aprendizaje. El proceso de enseñanza-aprendizaje de la Geometría es uno de los que presenta mayores dificultades en la Matemática Educativa actual. Estas están relacionadas fundamentalmente con la actualización didáctica necesaria para hacer corresponder dicho proceso con los adelantos tecnológicos existentes en campos como la Informática y la Comunicación. En el trabajo se ofrecen recomendaciones metodológicas a los profesores y se muestran algunas actividades diseñadas donde se utiliza un programa computarizado de aplicación como es el Geogebra, que facilita revelar sus cualidades y potencialidades y transformar el proceso didáctico de la Geometría. En estas se tienen en cuenta los niveles de desarrollo del pensamiento geométrico, la formación por etapas de las acciones mentales y la didáctica para un aprendizaje desarrollador. Su implementación práctica, en el centro de referencia provincial, reveló cambios actitudinales de los estudiantes hacia la asignatura y mejoras significativas en su aprendizaje. Palabras clave: Geometría; enseñanza; aprendizaje; actividades. Abstract: Contemporary schools are provided with new technologies, including computers, so it is challenging its use in the teaching-learning process. The process of teaching and learning of geometry is one of the major difficulties in the current Mathematics Education. These are mainly related to the necessary update of didactics to match the process with existing technological advances in fields such as Information and Communication. At work, methodological recommendations are offered to teachers and some activities designed where a computer application program is used as the Geogebra, which facilitates reveal their qualities and potentials and transform the educational didactic process of geometry. Levels of development of geometrical thinking are taken into account, the stepwise formation of mental actions and teaching for a developer learning .Its practical implementation in the provincial center of reference, revealed attitudinal changes of students towards the subject and significant improvements in their learning. Key words: Geometry; teaching; learning; activities.

Download Full-text

Connectivity in support of student co-design of innovative mathematics curriculum trajectories

ZDM ◽

10.1007/s11858-021-01297-4 ◽

2021 ◽

Vol 53 (6) ◽

pp. 1221-1232 ◽

Cited By ~ 1

Author(s):

Birgit Pepin

Keyword(s):

Learning Strategies ◽

Curriculum Design ◽

New Technologies ◽

Mathematics Curriculum ◽

Future Research ◽

Digital Resources ◽

Digital Curriculum ◽

Research Activities ◽

Innovative Learning ◽

Digital Curriculum Resources

AbstractThe argument of this theoretical paper is that the existence and availability of suitable digital curriculum resources, accelerated by the recent pandemic, have required a revision of the pedagogical landscape in terms of ways in which students can be empowered to (co-)design their own curriculum trajectories. For this purpose, I argue, students need to be supported in considering many connections, to arrive at coherent trajectories. Based on complexity thinking and curriculum design with digital resources, I propose the concept of connectivity as a crucial principle for creating coherent curriculum trajectories. If students are to become the co-designers of their own curriculum, they need a frame that raises their awareness about the many connections to be made and that supports their capability for actually realizing them. Drawing strongly on my own work and related work by others, I analyse and illustrate the connections made by students, teachers and curriculum designers in their design of mathematics tasks, lessons and learning trajectories with digital resources. Results show that connections can be made at several levels, namely, at a social level, at a material level, at programme level, and at a didactical level. Leaning on systems thinking, connections can be systematically considered, which is likely to help students to enhance the coherence of their designs. I contend that a student-designed ‘connected curriculum trajectory’ is likely to become the focus of future research activities in innovative learning environments: this endeavor would connect aspects of curriculum, mathematical content, learning strategies of students, and the use of new technologies.

Download Full-text

New Modalities to Increase the Accessibility of Students with Visually Impaired to Education Using ICT

New Trends and Issues Proceedings on Humanities and Social Sciences ◽

10.18844/prosoc.v4i3.2635 ◽

2017 ◽

Vol 4 (7) ◽

pp. 103-110

Author(s):

Adela Bradea ◽

Valentin Cosmin Blandul

Keyword(s):

Visual Impairment ◽

Social Inclusion ◽

Educational Software ◽

New Technologies ◽

New Technology ◽

People With Disabilities ◽

Educational Process ◽

Learning System ◽

Academic Learning ◽

Teaching Learning

Educational, vocational, and social inclusion is one of the fundamental principles that ensure people with disabilities a chance to have as a normal life as possible. In turn, accessibility is one of the most important components of inclusion and could be defined as the right of people with disabilities to benefit of the same products and services as all other community members. According to government data from 2015, in Romania 752 931 were people with disabilities, 60 289 were children and 13.9% had various forms of visual impairment. For these people, any limitation in accessibility means isolation and discrimination. On the other hand, education and new technologies can increase the accessibility of people with visual impairment to quality products and services in society. Therefore, the purpose of this research was the identification of attitude and training level of teachers in the educational process accessibility for students with visual impairment using ICT. The sample consisted of 210 professors who teach in pre-academic learning system in Bihor, Romania and research tool - a questionnaire composed of 76 multiple choice items – it was administered online by the end of 2016. The results of the research show that, even if they want to support inclusion of people with visual impairment using ICT in teaching/learning, most teachers do not have professional skills in that field and do not know how to use educational software or to adapt a scholar curriculum for this category of students. Keywords: accessibility; educational inclusion; new Technology;

Download Full-text

The Development of Innovation Skills through Project Based Learning

International Dialogues on Education Journal ◽

10.53308/ide.v2i2.191 ◽

2015 ◽

Vol 2 (2) ◽

Author(s):

Douglas J. Asbjornsen

Keyword(s):

Learning Strategies ◽

Problem Based Learning ◽

The United States ◽

Project Based Learning ◽

Constructivist Theory ◽

Risk Propensity ◽

Learning Problem ◽

Teaching Innovation ◽

Teaching Learning ◽

The Impact

Innovation is valued worldwide. Some would argue it has been and continues to be one of the strengths of the United States. Both technical and social innovators are sought after by businesses and other organizations, seeking to invent new products, cure diseases, develop new processes, etc. But how does one become an innovator? How do we as individuals acquire the requisite knowledge, skills, and attitudes that are critical for innovation? Are these directly and/or indirectly taught? If directly taught, are there strategies and methodologies that are more efficient and effective in teaching innovation? Can we measure the learning? Project-based and Problem-based Learning, based upon Constructivist theory, are teaching/learning strategies that may be both effective and efficient in helping students become better innovators. This review asks a number of questions, attempts to answer them, and does a review of the history and empirical research on Project-Based Learning/Problem-Based Learning (PBL). Originally, special emphasis of this study focused on the impact Project-based Learning has on 1) Creativity, 2) Self-Efficacy, 3) Energy, 4) Risk-propensity, and 5) Leadership. After no connections were found due to lack of research focusing on PBL and these constructs, the focus turned to the impact PBL has on overall academic performance.

Download Full-text

Scientific literacy: a key part of school contexts

Revista Tempos e Espaços em Educação ◽

10.20952/revtee.v14i33.15611 ◽

2021 ◽

Vol 14 (33) ◽

pp. e15611

Author(s):

Stefanny Colonia Cerna ◽

Doris Fuster-Guillén ◽

Angélica Sánchez Castro ◽

Hugo Wálter Maldonado Leyva ◽

Teodoro Víctor Cabezas Ramírez

Keyword(s):

Learning Strategies ◽

Scientific Knowledge ◽

Scientific Literacy ◽

Actual World ◽

Project Based Learning ◽

Discovery Learning ◽

School Contexts ◽

Four Dimensions ◽

Learning Research ◽

Teaching Learning

The work conducted a bibliographic review on alphabetization scientific, which is understood as the ability to use scientific knowledge in order to understand and help make decisions about the actual world. It also sought to explain the evolution of the dimensions of scientific literacy and to present theoretical proposals for methodological strategies to help improve it. Articles, doctoral theses and PIS test reports were reviewed to reach two conclusions: 1) it is essential to develop the four dimensions of scientific literacy, because, in this way, scientifically literate students will be trained; that is, they are able to become world that goes through constant scientific and technological and 2) it is necessary to update the teaching-learning strategies by those that are part of the so-called active methodology such as discovery learning, research-based learning and project-based learning.

Download Full-text

PENGARUH MODEL PEMBELAJARAN BERBASIS PROJEK TERHADAP HASIL BELAJAR PEMROGRAMAN WEB DINAMIS KELAS XI REKAYASA PERANGKAT LUNAK DI SMK NEGERI 2 PADANG PANJANG

Voteteknika (Vocational Teknik Elektronika dan Informatika) ◽

10.24036/voteteknika.v6i1.10425 ◽

2018 ◽

Vol 6 (1) ◽

Author(s):

Reza Andrianis ◽

Muhammad Anwar ◽

Zulwisli Zulwisli

Keyword(s):

Software Engineering ◽

Experimental Design ◽

Learning Outcomes ◽

Conventional Method ◽

Project Based Learning ◽

Average Value ◽

Web Programming ◽

Dynamic Web ◽

Post Test ◽

Quasi Experimental

The purpose of this research is to know the effect of Project-Based Learning to student’s learning outcomes on Dynamic Web Programming subject of class XI Software Engineering in SMK Negeri 2 Padang Panjang. The Type of this research is quasi experimental design. By using post-test only design, this experiment has explained that average value of experiment class is about 77.72, better that average value of control class about 70.65. Hypothetic testing has shown that t value of 3.73 is bigger that t table of 1.67. It means that H0 is rejected and yielding of result and conclusion how PjBL can improve student’s learning outcomes. However, this research has proven that PjBL is more effective and significant to increase student’s learning outcomes rather than conventional method, especially on Dynamic Web Programming subject. Keyword : Project-Based Learning, Learning Outcomes, Dynamics Web Programming

Download Full-text

Consumer Studies student teachers’ affective experiences during project-based learning

Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie ◽

10.4102/satnt.v35i1.1362 ◽

2016 ◽

Vol 35 (1) ◽

Author(s):

Adri Du Toit ◽

Marietjie Havenga ◽

Marthie Van der Walt

Keyword(s):

Teacher Preparation ◽

Lifelong Learning ◽

Student Teachers ◽

Learning Strategies ◽

Training Programme ◽

Project Based Learning ◽

Self Directed Learning ◽

Affective Factors ◽

Consumer Studies ◽

Teaching Learning

The implementation of project-based learning has the potential to develop affective factors positively in students, which may foster self-directed lifelong learning. Lifelong learning is a key requirement for teachers to keep current and knowledgeable in their fields of expertise, as well as to satisfy the demands set for learners and teachers in the 21st century. This is especially important for teachers in Consumer Studies ‒ a dynamic and valuable subject in South African schools. Promoting lifelong, self-directed learning as part of the training of Consumer Studies student teachers is therefore essential. Several affective factors, for example motivation, contribute to the promotion of learning and can be developed through the selection of appropriate teaching-learning strategies. Affect can influence learning through memory processes, learning processes, attention span, experiences and motivation. A case study was undertaken to investigate how project-based learning contribute to affective factors within an existing university training programme for Consumer Studies student teachers and how it promotes their learning. Students registered for a Consumer Studies teacher preparation programme were selected as participants and data collected by means of open-ended questionnaires, weekly reflections, as well as focus group and individual interview sessions. Findings indicate that the application of project-based learning promoted affective factors in the student teachers, especially motivation, the value they placed on learning, as well as the development of a positive attitude towards learning ‒ all of which contribute to the promotion and development of positive learning experiences. Developers of preparation programmes for Consumer Studies student teachers could implement this information to enhance such programmes. Possibilities exist for further research regarding the connection between projectbased learning and other affective factors contributing to learning in Consumer Studies student teacher preparation programmes.

Download Full-text