scholarly journals Is It Possible for Young Students to Learn the AI-STEAM Application with Experiential Learning?

2021 ◽  
Vol 13 (19) ◽  
pp. 11114
Author(s):  
Ting-Chia Hsu ◽  
Hal Abelson ◽  
Natalie Lao ◽  
Shih-Chu Chen
Keyword(s):  
Experiential Learning ◽  
Image Recognition ◽  
Interface Design ◽  
Learning Effectiveness ◽  
Experiential Learning Theory ◽  
Interdisciplinary Learning ◽  
Learning Framework ◽  
Teaching Content ◽  
Young Students ◽  
And Mathematics

This study attempted to evaluate the learning effectiveness of using the MIT App Inventor platform and its Personal Image Classifier (PIC) tool in the interdisciplinary application. The instructional design was focused on applying PIC in the integration of STEAM (i.e., Science, Technology, Engineering, Art, and Mathematics) interdisciplinary learning, so as to provide sustainable and suitable teaching content based on the experiential learning theory for 7th grader students. Accordingly, the sustainable AI-STEAM course with the experiential learning framework has been implemented and verified, so as to confirm that the AI-STEAM course is not too difficult for young students. Many basic concepts involved in the AI-STEAM course, regarding programming logic, electromechanical concepts, interface design, and the application of image recognition, were measured in this study. The results showed that the students not only made significant progress in learning effectiveness, but also in particular made significant improvements in two parts: electromechanical concepts and image recognition knowledge. In the end, this study further provides some advice on the sustainable AI-STEAM course based on the survey of some important factors including active learning, and self-efficacy after confirming that it is not a barrier for the young students to learn the sustainable AI-STEAM course developed in this study.

Computational Participation as a Portal to Collaborative STEM

2019 ◽  
pp. 334-347
Author(s):  
Ramya Sivaraj
Keyword(s):  
Experiential Learning ◽  
Real World ◽  
Stem Learning ◽  
Experiential Learning Theory ◽  
Digital Platforms ◽  
Sociocultural Perspectives ◽  
Innovative Solution ◽  
Problem Solving Strategies ◽  
Solution Design ◽  
And Mathematics

This chapter explores computational participation as an integrative portal, offering a model for integration across individual disciplines, with an emphasis on the transformative potential of innovative digital practices to engage learners in collaborative science, technology, engineering, and mathematics (hereafter “STEM”) learning. Drawing on sociocultural perspectives and Dewey's experiential learning theory, computational participation in STEM is examined with respect to how learners meaningfully engage with problem-solving strategies, innovative solution design, and multiple iterations of testing. Utilizing examples of interactive digital platforms, such as Scratch and Hypothes.is, this chapter makes a case for how computational participation in STEM creates opportunities for collaborative learning in the virtual and real world, while maintaining a central focus on real world issues. Integrating computational participation in STEM, consequently, supports active, experiential learning, where STEM learners are able to develop transferable conceptual understandings, along with application of skills, such as creativity, critical thinking, communication, and collaboration.

Appreciating Large Classes: Using Appreciative Inquiry to Foster a Hospitable Learning Space for Experiential Learning

2021 ◽  
pp. 105256292098012
Author(s):  
Mai P. Trinh ◽  
Chantal van Esch ◽  
Hector A. Martinez ◽  
Tracey Messer
Keyword(s):  
Experiential Learning ◽  
Organizational Development ◽  
Appreciative Inquiry ◽  
Experiential Learning Theory ◽  
Learning Space ◽  
Large Classes ◽  
Development Methodology ◽  
Large Enrollment ◽  
Large Groups ◽  
Kolb's Experiential Learning Theory

Experiential learning has been documented as an effective method for student learning, yet its use in large-enrollment classes remains limited. Kolb’s experiential learning theory emphasizes that experiential learning requires a hospitable learning space (HLS) that is conducive to learning. In this article, we reframe the challenges to experiential learning in large classes as a failure to create and maintain an HLS, and we propose Appreciative inquiry as one solution to this problem. Appreciative inquiry is an organizational development methodology that practitioners have successfully used to engage large groups to leverage their strengths and resources. First, we describe the HLS as an overarching theoretical framework to address the lack of engagement when conducting experiential learning in large classes. Second, we use the principles of Appreciative inquiry to provide actionable suggestions to instructors facing these challenges. Finally, through the use of appreciative inquiry, we argue that some characteristics of large classes can instead be viewed in an appreciative way as available resources to generate an engaging experiential learning process for students.

Developing marketing curriculum to make students workforce ready

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Diane Edmondson ◽  
Lucy Matthews
Keyword(s):  
Experiential Learning ◽  
Experiential Learning Theory ◽  
Workforce Readiness ◽  
Content Type ◽  
Approach To Learning ◽  
Self Reflection ◽  
Academic Knowledge ◽  
Advantages And Disadvantages ◽  
Quantitative Results ◽  
Reflective Prompts

PurposeThe purpose of this paper is to investigate how to overcome the dilemma of the lack of student workforce readiness upon graduation. Based on experiential learning theory, the authors propose an innovative three-step approach to marketing curriculum to help address this dilemma.Design/methodology/approachThis study examines both quantitative and qualitative data. First, quantitative results were obtained from 5,222 end-of-course surveys of students taking an experiential learning course at a southeastern United States public university. Results were also obtained from 111 end-of-course surveys of students taking experiential learning courses in marketing. Second, qualitative results were obtained through a critical review of self-reflection assignments from over 1,000 students taking a variety of experiential learning marketing courses.FindingsThe authors identify a three-step process that can be used to develop curriculum that will better prepare students for entering the workforce. The advantages and disadvantages associated with this type of curriculum are also discussed. The outcomes indicate that an entire curriculum focused on experiential learning, self-reflection and ePortfolios will allow students to not only be better prepared for the workforce but also will help them be better communicators on what they have learned.Originality/valueIn this paper, the authors contribute to the literature by providing a curriculum-based approach to learning in order to minimize the gap between academic knowledge and workforce preparedness. Sample course projects, reflective prompts and grading rubrics are provided to aid others in the implementation of this type of curriculum.

An Experiential Education Approach to Teaching the Mind-Body Problem

2021 ◽  
Vol 44 (1) ◽  
pp. 11-27
Author(s):  
Alexandru Manafu ◽  
Keyword(s):  
Experiential Learning ◽  
Experiential Education ◽  
Body Problem ◽  
Learning Activity ◽  
Experiential Learning Theory ◽  
Olfactory Experience ◽  
Length Width ◽  
Approach To Teaching ◽  
Mind Body Problem ◽  
The Mind

This article shows how the mind-body problem can be taught effectively via an experiential learning activity involving a couple of classroom props: a brick and a jar of ground coffee. By experiencing the physical properties of the brick (shape, weight, length, width) and contrasting them with the olfactory experience of coffee (seemingly dimensionless, weightless, etc.), students are introduced in a vivid way to the well-known difficulty of explaining the mental in physical terms. A brief overview of experiential learning theory and its connection to philosophy is also provided.

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