scholarly journals Effective Strategies for Integrating Project Based Learning into Woodwork Technology Education and Understanding at Tertiary Institutes in Nigeria

2019 ◽  
Vol 14 (20) ◽  
pp. 120
Author(s):  
Muhammad Umar Isa ◽  
Yusri Bin Kamin
Keyword(s):  
Technology Education ◽  
Quantitative Information ◽  
Project Based Learning ◽  
Vocational Education And Training ◽  
Subjective Data ◽  
Instructional Methodologies ◽  
Effective Strategies ◽  
Educational Plan ◽  
Lecture Demonstration ◽  
Instructional Procedures

The purpose of this examination is to research viable methodologies for in-corporating Project-based Learning (PoBL) in instructing and learning Woodwork Technology Education (WTE) at tertiary foundations in Nige-ria. A mixed-method approach including both quantitative and subjective technique was utilized for the investigation. The example of the examination involved 50 in-administration postgraduate understudies from Nigerian tertiary foundations concentrating Technical Vocational Education and Training (TVET) in University Teknologi Malaysia for the quantitative perspective and 9 in-administration postgraduate understudies for the subjective part. A 16-thing organized poll was utilized for quantitative information accumulation while semi-organized meeting convention was utilized for subjective information gathering. Quantitative information was investigated utilizing SPSS programming variant 24 to process the rate and intend to demonstrate the degree of understanding or difference on things of the survey. NVIVO 12 was utilized for subjective data examination. Mem-ber check and pear questioning were utilized to build up the reliability of the interview convention. The principal discoveries of the examination un-covered that PoBL has not been embraced in WTE educating and learning at tertiary establishments of Nigeria, and the conventional instructional methodology including lecture, demonstration and task have been the instructional methodologies received. It was additionally uncovered from the discoveries that rebuilding of WTE educational plan at tertiary organizations in Nigeria to concentrate on a student-focused methodology, just as sorting out courses and workshops for WTE speakers to be familiar with the utilization of PoBL in WTE instructing and learning as a component of the successful techniques for incorporating PoBL in instructing and learn-ing WTE at tertiary establishments in Nigeria. PoBL is appropriate in the instructional procedures of courses like WTE which include intellectual and psychomotor aptitude procurement. At long last, the deficiencies of studies identifying with PobL in Nigeria illuminates the need to attempt this examination in WTE at tertiary organizations.

scholarly journals Integrating Project Based Learning into Woodwork Technology Education in Nigerian Tertiary Institutions

2019 ◽  
Vol 4 (3) ◽  
pp. 59-61
Author(s):  
Muhammad Umar Isa ◽  
Yusri Bin Kamin ◽  
Yusri Bin Kamin
Keyword(s):  
Data Collection ◽  
Technology Education ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Project Based Learning ◽  
Vocational Education And Training ◽  
Quantitative Aspect ◽  
Tertiary Institutions ◽  
Effective Strategies

Project based learning (PoBL) is a constructivism learning approach that focuses around student centred learning. PoBL has been found to be effective in different tertiary institutions of learning across the globe. However, in spite the effectiveness of PoBL, it has not been adopted in Nigerian tertiary institutions. Therefore, the purpose of this study is to investigate the effective strategies for integrating PoBL in teaching and learning Woodwork Technology Education (WTE) at tertiary institutions in Nigeria. Three research questions were posed in this study. A mixed method approach involving both quantitative and qualitative method was employed for the study. The sample of the study comprised 50 in-service postgraduate students from Nigerian tertiary institutions studying Technical Vocational Education and Training (TVET) in Universiti Teknologi Malaysia for the quantitative aspect, and 9 in-service post graduate students for the qualitative part. A 16-item structured questionnaire was used for quantitative data collection while semi structured interview was used for qualitative data collection. Data was analyse using the SPSS software version 24 to analyse quantitative data and NVIVO 12 was used for qualitative data analysis. The findings of the study revealed that traditional instructional approach is the predominant method used in teaching and learning WTE at tertiary institutions in Nigeria. It was also revealed from the findings that PoBL encourage student ownership of learning, enhances students critical thinking, effective collaboration and communication. The findings from the study also revealed that restructuring of WTE curriculum at tertiary institutions in Nigeria to focus on a learner centred approach, as well as organising seminars and workshops for WTE lecturers to be acquainted with the application of PoBL in WTE teaching and learning were among the effective strategies for integrating PoBL in teaching and learning WTE at tertiary institutions in Nigeria. Finally, this paper calls for the integration of PoBL into the teaching and learning of WTE at Universities, Polytechnics and Colleges of education in Nigeria for effectiveness in skills acquisition.

scholarly journals Towards a signature pedagogy for design and technology education: a literature review

2021 ◽  
Author(s):  
Matt McLain
Keyword(s):  
Technology Education ◽  
Professional Education ◽  
Design Education ◽  
Design Thinking ◽  
Deep Structure ◽  
Project Based Learning ◽  
Design And Technology ◽  
Environment Design ◽  
Design And Technology Education ◽  
Signature Pedagogy

AbstractDrawing on the work of Lee Shulman, this article reviews literature exploring the concept of signature pedagogies, which are described as having have surface, deep and implicit structures. These structures are complex and changing; concerned with habits of head, hand and heart. Emerging from professional education and now being explored in STEM and Humanities education, they are characteristic forms of teaching and learning that are common across a sector. Common themes emerge from within a range of disciplines including art, built environment, design, music, religious, social work and teacher education. These include the roles of the curriculum, the teacher, the learning environment, as well as capability, uncertainty and the challenges associated with signature pedagogies. Focusing on literature from design education, the paper explores the nature of signature pedagogy in design and technology, as a tool for professional discourse. The conclusions propose a discursive framework for design and technology education in which the structures are tied together by the three fundamental activities of ideating, realising and critiquing; more commonly thought of as designing, making and evaluating. The deep structure being project-based learning, undergirded by the implicit values and attitudes associated with design thinking; including collaboration, creativity, empathy, iteration and problem solving. Design and technology education has something unique to offer the broad and balanced curriculum through its signature pedagogies and the way that knowledge is experienced by learners.

scholarly journals IDENTIFICATION OF TEACHING COMPETENCIES AMONG TVET INSTRUCTORS TOWARDS THE REALIZATION OF 4TH INDUSTRIAL REVOLUTION

THE BULLETIN ◽  
2020 ◽  
Vol 5 (387) ◽  
pp. 233-240
Author(s):  
Asnul Dahar Minghat ◽  
◽  
A. Ana ◽  
Suhaida Jamaludin ◽  
Siti Salina Mustakim ◽  
...  
Keyword(s):  
Qualitative Data ◽  
Industrial Revolution ◽  
Skills Training ◽  
Project Based Learning ◽  
Vocational Education And Training ◽  
Training Institution ◽  
Teaching Methodology ◽  
Teaching Competencies ◽  
Delphi Approach ◽  
Training Institutions

Developing in the field of technical and vocational education and training (TVET) continuously is a challenge for the career of TVET instructors to maintain their success. It is very necessary to encourage teachers for making progress in teaching and efficient learning. It is also of great importance to have the ability to understand the skills that are required by their job needs. From a broader perspective, those trained through the processes of vocational learning will meet the labor market's skill needs. In the aftermath of this study, teaching should be focused on the profile of the teaching competencies of the TVET-instructor. The Delphi approach was the compilation, interpretation, and evaluation of qualitative data in this study. Qualitative data was collected from the 11 expert panels of TVET, based on their skills and experience. The quantitative data were collected using the questionnaire set by the researcher based on the competence of the teaching elements proposed by the Delphi system. The random sampling technique was used as respondents from five selected public skills training institutions in the selection of 106 mechanical engineering and manufacturing technology instructors. Research findings have shown that the dimension of teaching technique is important for teaching profiles of competencies at the instructors of the Public Skills Training Institution TVET. In the context of mastering the competence for the implementation of the 4th Industrial Revolution, the study also found that the use of project-based learning methods is ranked as the lesser in teaching methodology as it should be reinforced at five selected training institutions for public skills.

scholarly journals Effective Strategies for Project-Based Learning of Practical Electronics

Electronics ◽  
2021 ◽  
Vol 10 (18) ◽  
pp. 2245
Author(s):  
Faisal Mohd-Yasin
Keyword(s):  
Undergraduate Students ◽  
Printed Circuit Board ◽  
Evaluation Criteria ◽  
Project Based Learning ◽  
Circuit Board ◽  
Learning And Teaching ◽  
Effective Strategies ◽  
The Past ◽  
Component Selection ◽  
Learning Institutions

Some universities offer specific project-based learning (PBL) courses in the third year of their electronic engineering degree to equip undergraduate students before they embark on industrial attachment and/or a capstone project. This course exposes those students to full design cycles at circuit and system levels. Students also pick up practical skills, such as component selection, circuit troubleshooting, printed circuit board design, and market analysis. This perspective offers the author’s reflections on effective learning and teaching strategies for this purpose, after running such a course for the past 10 years at Griffith University. In earlier years, students’ have complained about lack of direction and overloading, which are common issues being reported in PBL courses. In response, we have implemented scaffolding and balanced evaluation criteria for assessment, providing formative feedback, and we have designed integrated assessment items. As a result, average marks for the cohort and the percentage of students that receive the grade of high distinction have increased in the past five years. These strategies might be of help at other learning institutions that offer similar courses.

Plagiarism vs. Pedagogy

2019 ◽  
pp. 549-567
Author(s):  
Paulo C. Dias ◽  
John R. Mergendoller
Keyword(s):  
Knowledge Acquisition ◽  
21St Century ◽  
Student Behavior ◽  
Deep Understanding ◽  
Project Based Learning ◽  
Educational Context ◽  
Classroom Norms ◽  
Teacher Authority ◽  
Student Autonomy ◽  
Instructional Methodologies

Plagiarism research has demonstrated the prevalence of this practice as well as its relationship to various individual and contextual factors. This research has been conducted in traditional educational contexts emphasizing teacher authority and knowledge acquisition with limited student autonomy, voice and choice. In this chapter, the authors explore the possibility of changing the educational context in order to diminish plagiarism. Project-Based Learning (PBL) is suggested as a way not only to reduce plagiarism, but to also teach for deep understanding and promote students' acquisition of 21st Century Skills. PBL emphasizes building a team-centered learning culture, using authentic and creative projects presented to an audience, and changing classroom norms to encourage positive student behavior. We discuss the implications for the classroom roles of staff and students, and the need for preparing teachers to use PBL instructional methodologies in their classrooms.

Redesigning Engineering Technology Education

1997 ◽  
Vol 11 (4) ◽  
pp. 249-252
Author(s):  
Jack L. Waintraub
Keyword(s):  
Technology Education ◽  
Curriculum Design ◽  
Global Economy ◽  
Holistic Approach ◽  
Educational Institutions ◽  
Technological Education ◽  
Engineering Technology ◽  
Instructional Methodologies ◽  
Curriculum Design And Development ◽  
Advanced Technological Education

The New Jersey Center for Advanced Technological Education (NJCATE), is dedicated to the improvement of Engineering Technology education through: the development of innovative educational programmes, such as the Mecomtronics Engineering Technology curriculum; design and development of instructional methodologies and materials; student recruitment and retention strategies; strong partnerships among educational institutions and with industry, government and professional societies. Changes in any one facet of technician education are not sufficient to bring about the needed improvement in the preparation of a highly skilled technical workforce to meet current and future needs of industry in a highly competitive global economy NJCATE is creating systemic change by taking a holistic approach to the redesign of engineering technician education. The Center project is supported by funds from the National Science Foundation's Advanced Technological Education Program.

Plagiarism vs. Pedagogy

2017 ◽  
pp. 247-266
Author(s):  
Paulo C. Dias ◽  
John R. Mergendoller
Keyword(s):  
Knowledge Acquisition ◽  
21St Century ◽  
Student Behavior ◽  
Deep Understanding ◽  
Project Based Learning ◽  
Educational Context ◽  
Classroom Norms ◽  
Teacher Authority ◽  
Student Autonomy ◽  
Instructional Methodologies

Plagiarism research has demonstrated the prevalence of this practice as well as its relationship to various individual and contextual factors. This research has been conducted in traditional educational contexts emphasizing teacher authority and knowledge acquisition with limited student autonomy, voice and choice. In this chapter, the authors explore the possibility of changing the educational context in order to diminish plagiarism. Project-Based Learning (PBL) is suggested as a way not only to reduce plagiarism, but to also teach for deep understanding and promote students' acquisition of 21st Century Skills. PBL emphasizes building a team-centered learning culture, using authentic and creative projects presented to an audience, and changing classroom norms to encourage positive student behavior. We discuss the implications for the classroom roles of staff and students, and the need for preparing teachers to use PBL instructional methodologies in their classrooms.

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