scholarly journals Promoting Students' Soft Skills in a Telecommunication Engineering Course with an Elevator Pitch Activity

2021 ◽  
Vol 16 (24) ◽  
pp. 273-279
Author(s):  
Miguel Ferrando-Rocher ◽  
Stephan Marini
Keyword(s):  
Soft Skills ◽  
Time Span ◽  
Service Organization ◽  
Educational Context ◽  
Value Proposition ◽  
Short Summary ◽  
Technical Students ◽  
Product Service ◽  
Key Points ◽  
Process Product

An elevator pitch is a short summary used to quickly and simply define a process, product, service, organization, or event and its value proposition. The name comes from the idea that it should be possible to deliver the sum-mary within the time span of an elevator ride, so anywhere between 30 sec-onds and 2 minutes, which means the key points need to get across quickly. In this particular educational context, technical students have been encour-aged to defend, under the typical rules of the elevator pitch, the knowledge acquired during the semester in a specific subject. This contribution focuses on the classroom experience and how the transversality of the activity can help students to strive and think in a different way than they are used to in the classroom of a technical career.

Formación Inicial Docente: Una mirada al Proceso de Construcción de Conocimiento Profesional desde la Práctica

2014 ◽  
pp. 143
Author(s):  
Pamela Labra Godoy ◽  
Rodrigo Fuentealba J.
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Social System ◽  
Knowledge Construction ◽  
Educational Context ◽  
Teacher Formation ◽  
Palabras Clave ◽  
The Social ◽  
Application Logic ◽  
Process Product

Resumen: Los procesos de formación de profesores han estado fuertemente influenciados por una lógica aplicacionista y una visión fragmentada y prescriptiva de la naturaleza del conocimiento. Se puede observar una enseñanza basada en la oralidad, en un bajo trabajo práctico y una escasa vinculación con la realidad educativa y los requerimientos del contexto. Se hace necesario que en dichos procesos se reconozca a los futuros profesores como sujetos de conocimiento con quienes se debiese generar una estructura curricular práctica activa y reflexiva.El reconocer la complejidad de los procesos que se llevan a cabo en el contexto educacional, hace necesario transitar desde una lógica instrumental/mecanicista, proceso-producto a una perspectiva epistemológica donde se rescate el dinamismo del ámbito educacional y la complejidad del sistema social en que éste se encuentra inserto. Palabras clave: Formación Inicial Docente - Construcción de Conocimiento Profesional – Prácticas – Reflexión Profesional Abstract Teacher education processes have been heavily  influenced by application logic, as well as, to a fragmented and prescriptive vision of the nature of knowledge, instead of the construction of it. A teaching process based on the predominance of oral discourse, low practical work, and a limited relation with educational reality and context needs, has been  observed. It seems necessary to recognize student - teachers as knowledge subjects with whom there should be an active/reflective curricular activity, and also recognize the complexity of the processes that take place in the educational context. In other words, it is necessary to move from an instrumental, process/ product perspective towards an epistemological perspective able to recognize the dynamism in the educational system and the complexity of the social system in which it is immersed. Key Words: Initial Teacher Formation- Professional Knowledge Construction- Practicum- Professional Reflection

scholarly journals EVALUATING PROTOTYPING SUPPORT IN EARLY TRANSFORMATIVE PSS DESIGN

2021 ◽  
Vol 1 ◽  
pp. 1411-1420
Author(s):  
Ryan Michael Ruvald ◽  
Andreas Larsson ◽  
Christian Johansson Askling ◽  
Alessandro Bertoni ◽  
Tobias Larsson
Keyword(s):  
Service System ◽  
Product Service System ◽  
Product Service ◽  
Support Tools ◽  
Innovative Solutions ◽  
Service System Design ◽  
Efficient Planning ◽  
Design Projects ◽  
Planning And Construction ◽  
Process Product

AbstractPrototypes are an established tool for rapidly increasing learning, communication and decision making rationale for design projects. The proven success has spawned a litany of approaches and methods for building and planning the efficient planning and construction of prototypes. Translating these methods into simple usable tools to assist novice designers has generated broadly applicable canvases to support prototyping across the design process. Product Service System design has similarly introduced prototyping methods and tools into the process. Presently there is a lack of support for generating early phase tangible prototypes for functional PSS design aimed at more radically innovative solutions instead of currently dominant traditional products with traditional add-on services. This work explores the viability of utilizing existing prototyping support tools in the context of early PSS design through workshops with student designers and practitioners. The data from these workshops illuminates the alignments and misalignment gaps presented as guidelines to enable better support for early PSS designers.

scholarly journals VALUE PROPOSITION OF PRODUCT-SERVICE SYSTEMS: AN EXPERIMENTAL STUDY TO COMPARE TWO DIFFERENT DESIGN APPROACHES

2020 ◽  
Vol 1 ◽  
pp. 121-130
Author(s):  
S. C. Fernandes ◽  
D. C. A. Pigosso ◽  
T. C. McAloone ◽  
H. Rozenfeld
Keyword(s):  
Experimental Study ◽  
Business Model Innovation ◽  
Service Systems ◽  
Design Experiment ◽  
Value Proposition ◽  
Traditional Design ◽  
Product Service ◽  
Value Propositions ◽  
Further Development ◽  
Product Service Systems

AbstractThe development of product-service systems (PSS) requires the design of value propositions, which involves challenging activities. In the context of business model innovation, gamification is presented as a practical mechanism to support the design process. This study aims to create a prototype of a gamified approach to design PSS value propositions and to compare its application to a traditional design approach. Based on a design experiment, the advantages and problems for both approaches were evaluated, providing insights for further development of the new version of the gamified approach.

scholarly journals Module Development of Teaching Soft Skills Application in Learning and Facilitating Theory Class for Technical

2019 ◽  
Vol 9 (1) ◽  
pp. 4701-4705
Keyword(s):  
Learning Theory ◽  
Teaching And Learning ◽  
Soft Skills ◽  
Second Phase ◽  
Soft Skill ◽  
Problem Solving Skills ◽  
Teaching Module ◽  
Technical Students ◽  
Evaluation Phase ◽  
Module Development

Nowadays, Malaysia is moving towards being a developed nation in which it has worked hard to develop the country, especially in the field of Technical and Vocational Education Training (TVET) which is strongly emphasized in producing first-class human capital. The application of seven (7) elements of soft skills (KI) which are communication skills, leadership skills, skills work skills, professional entrepreneurship, morals and ethics, continuous learning and information management, critical thinking and problem solving skills should be emphasized to the students. Mastering soft skills is very important to technical students as it is demanded by the industry. Hence, the purpose of this study is to develop the Soft Skill Implementation Teaching Module in Teaching and Learning Theory Class for Technical Lecturers. The objective of this study is to identify the suitability of the format, content and functionality of the module based on the feedback of the technical lecturers. The development of this module uses the Sidek model while the content of the module is based on UTHM publisher guidelines. The researcher chose the Sidek model as the module development model because it has systematic steps to develop the module. The Sidek model has two phases where the first phase is the draft phase and the second phase is the testing and evaluation phase. Each module built is considered a draft before it is evaluated and tested for its effectiveness. In addition, this study uses the quantitative approach involving ten (10) technical lecturers at FPTV, UTHM. The data were descriptively analyzed and presented in the form of frequency and percentages. The findings have shown that 97.27% of technical lecturers agree with the design format, 98% agree with the suitability of the module content and 100% agree with the functionality of the Soft Skill Implementation Teaching Module in Teaching and Learning Theory Class for Technical Lecturers. In conclusion, this module is suitable to be used by technical lecturers as a guidance and references in applying soft skills systematically.

scholarly journals Developing Soft Skills through Project-Based Learning in Technical and Vocational Institutions

2019 ◽  
Vol 8 (3) ◽  
pp. 5872-5877
Keyword(s):  
Teaching And Learning ◽  
Discriminant Validity ◽  
Soft Skills ◽  
Project Based Learning ◽  
Employability Skills ◽  
Distributed Data ◽  
Problem Solving Skills ◽  
Technical Students ◽  
Vocational Colleges ◽  
Normally Distributed

Soft skills have become critical in the preparation of employable graduates. The education system must, therefore, aim to ensure quality training for the production of employable graduates. Soft skills are personal abilities that one retains and can adequately be nurtured through active participation of students in the teaching and learning process. It is validated by researchers that the prevalent employability skills deficiencies have been one of the main causes of unemployment globally. Consequently, soft skills have all the potentials for equipping graduates with adequate employability skills. Thus, this study investigated the effect of project-based learning on the development of soft skills among technical students at technical and vocational colleges, Kaduna State, Nigeria Smart PLS software was used to test the developed model. As the sample size for this study was relatively small, the researchers were not certain to have normally distributed data. Subsequently, Smart PLS is appropriate for non-normally distributed data and therefore, it was used to simultaneously evaluate the measurement model, structural models and to confirm the convergent and discriminant validity of the measure. The study revealed that collaborative skills construct have a significant positive relationship with soft skills of technical students at technical and vocational colleges, while communication skills, initiative skills, and problem-solving skills have a positive insignificant relationship with soft skills of technical students at technical and vocational colleges. The findings of this study suggest that the curriculum of technical programs in Nigerian technical colleges need to be reviewed and geared more towards activity-based teaching and learning to enable technical students effectively develop soft skills for employment.

SOFT SKILLS IN HIGHER EDUCATION: ENRICHING EMPLOYABILITY OF TECHNICAL STUDENTS

2021 ◽  
Vol 6 (3) ◽  
Author(s):  
Sweta Kumari
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Soft Skills ◽  
Work Place ◽  
Thought Process ◽  
Business World ◽  
Learning Attitude ◽  
Technical Students ◽  
Real Challenge

The present paper attempts to intensify capacity and inculcate employability among Technical Students of Jharkhand in respect of globalization. Demands of present business world or work place are higher, and learning attitude, critical thinking, decision making skills along with other employable skills seems crucial in its employees. The technical students must be trained during their technical course in accordance to the industry-demands; and this is a real challenge of the technical institutions in Jharkhand, especially for the private one. Triangular role of the ‘Institution-FacultyStudents’ needs proper execution to fulfill the dynamic objective of higher education that is ‘reaching of the unreached’ in knowledge, skills and values. Learning is a lifelong process and students need to learn from their day to day activities. This paper deals with the process which enables the technical students to develop a thought process. Students need to learn appropriate reasons and logics behind their every acceptance or rejections. In this respect, a constructive environment is required to facilitate students where they don’t hesitate to do mistakes and solely focus on ‘Learning’.

scholarly journals Developing Soft Skills through Project-Based Learning in Technical and Vocational Institutions

2019 ◽  
Vol 9 (1) ◽  
pp. 2842-2847
Keyword(s):  
Teaching And Learning ◽  
Discriminant Validity ◽  
Soft Skills ◽  
Project Based Learning ◽  
Employability Skills ◽  
Distributed Data ◽  
Problem Solving Skills ◽  
Technical Students ◽  
Vocational Colleges ◽  
Normally Distributed

Soft skills have become critical in the preparation of employable graduates. The education system must, therefore, aim to ensure quality training for the production of employable graduates. Soft skills are personal abilities that one retains and can adequately be nurtured through active participation of students in the teaching and learning process. It is validated by researchers that the prevalent employability skills deficiencies have been one of the main causes of unemployment globally. Consequently, soft skills have all the potentials for equipping graduates with adequate employability skills. Thus, this study investigated the effect of project-based learning on the development of soft skills among technical students at technical and vocational colleges, Kaduna State, Nigeria Smart PLS software was used to test the developed model. As the sample size for this study was relatively small, the researchers were not certain to have normally distributed data. Subsequently, Smart PLS is appropriate for non-normally distributed data and therefore, it was used to simultaneously evaluate the measurement model, structural models and to confirm the convergent and discriminant validity of the measure. The study revealed that collaborative skills construct have a significant positive relationship with soft skills of technical students at technical and vocational colleges, while communication skills, initiative skills, and problem-solving skills have a positive insignificant relationship with soft skills of technical students at technical and vocational colleges. The findings of this study suggest that the curriculum of technical programs in Nigerian technical colleges need to be reviewed and geared more towards activity-based teaching and learning to enable technical students effectively develop soft skills for employment

scholarly journals SKILLING FOR TOMORROW AT SCHOOL: A TRAINING PROJECT FOR IVET AND TECHNICAL STUDENTS’ SOFT SKILLS

2020 ◽  
Author(s):  
Francesco Tommasi ◽  
◽  
Ioris Franceschinis ◽  
Marco Perini ◽  
Giuseppe Tacconi ◽  
...  
Keyword(s):  
Soft Skills ◽  
Training Project ◽  
Technical Students

Mycoplasma bovis, thoughts on diseases, treatments, control and prevention

Livestock ◽  
2021 ◽  
Vol 26 (1) ◽  
pp. 38-40
Author(s):  
Colin Mason
Keyword(s):  
Clinical Disease ◽  
Mycoplasma Bovis ◽  
Short Summary ◽  
Key Points ◽  
Control And Prevention ◽  
On Farm

Clinical disease associated with Mycoplasma bovis is been seen more commonly on farm in recent years. This short summary highlights some of the key points to consider for managing and preventing cases on farm.

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