Making Noise in the Library

2013 ◽  
pp. 290-312 ◽  
Author(s):  
Ellen Schendel ◽  
Julie Garrison ◽  
Patrick Johnson ◽  
Lee Van Orsdel
Keyword(s):  
General Education ◽  
Speech Communication ◽  
Student Centered ◽  
Student Centered Learning ◽  
Collaborative Programming ◽  
Communication Center ◽  
Methods Of Learning ◽  
The University ◽  
Knowledge Market

In this case study, the authors describe the library’s physical and programmatic designs, focusing in particular on the Knowledge Market as the heart of student-centered learning in this new environment. They tie the library’s design and Knowledge Market programming to the Association of American Colleges and University’s (AAC&U) Liberal Education and America’s Promise (LEAP) Goals, which form the basis of Grand Valley State University’s general education program. By describing the Knowledge Market’s space and the collaborative programming offered within it by the University Libraries, Writing Center, Speech Communication Center, and other student support services, they will show how the Knowledge Market disrupts the traditional notion of the library and traditional methods of learning.

scholarly journals Education 4.0: Robotics Projects to Encourage 21st Century Skills

RENOTE ◽  
2021 ◽  
Vol 18 (2) ◽  
pp. 450-459
Author(s):  
Deivid Eive dos S. Silva ◽  
Aline De Oliveira Sousa ◽  
Marcela R. Oliveira ◽  
Marialina Corrêa Sobrinho ◽  
Eduardo Todt ◽  
...  
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Mobile Robotics ◽  
Project Based Learning ◽  
Self Assessment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Grounded Theory Method ◽  
Creativity And Innovation

Education 4.0 is defined as a student-centered learning model that prepares young for the challenges of the 21st Century, how to deal with emerging technological resources and processes. This case study aimed to encourage 21st Century skills and competencies seen as relevant to Education 4.0, such as teamwork, communication, autonomy, creativity, and innovation. In this study, we analyzed the feedbacks collected to identify which skills were encouraged in undergraduate and graduate students during one semester of the Mobile Robotics discipline, using Project-Based Learning (PBL). Students carried out projects and answered a self-assessment questionnaire about their skills. The qualitative analysis of the case study followed the procedures of the Grounded Theory method. The results indicated that learning based on robotics projects could encourage teamwork, communication, and organization skills.

TECHNOLOGY MAJORS’ METHODOLOGY EDUCATION: COMPARING APPROACHES FROM TWO COURSES

2021 ◽  
Author(s):  
Antti Rissanen ◽  
◽  
Kalle Saastamoinen ◽  
Keyword(s):  
Student Evaluation ◽  
Learning By Doing ◽  
National Defense ◽  
Military Technology ◽  
Student Centered ◽  
Student Centered Learning ◽  
Technology Students ◽  
Technical Students ◽  
Master Level ◽  
The University

The National Defense University (NDU) trains officers to develop their academic and professional skills. To accomplish this, the university offers two mandatory courses on methodological training for military technology students for master level education. The first course was theoretically oriented, and the second course was practically oriented. These both master-level methodology courses emphasize practice oriented mathematical skills, which officers use in their operative decision-making and statistical analysis. This study focuses on student-centered learning methodologies linked to teachers’ observations from current and previous course implementations. Results in this study described the outcome from the first run of the revised curriculum. We collected data from students’ course reports and the university’s standard student evaluation of teaching (SET). According to the SET, the course 2 which was practically oriented course, where groups worked on more significant projects gained higher value among students. In conclusion, we recommend that teachers continue using student-centered learning methodologies to technical students as much as possible. Theoretically underscored courses should also contain more practical examples. Keywords: distance education, flipped learning, learning by doing, research methodology, student-centered learning

Teaching a ‘Managing Innovation and Technology' Course

2016 ◽  
Vol 6 (1) ◽  
pp. 38-55 ◽  
Author(s):  
Despo Ktoridou ◽  
Epaminondas Epaminonda
Keyword(s):  
Teaching And Learning ◽  
Working Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Entrepreneurial Skills ◽  
Management Of Innovation ◽  
Innovation And Technology ◽  
Inductive Methods ◽  
The University ◽  
The Impact

In the last few years an increasing emphasis on developing entrepreneurship has been evident in many universities in an effort to prepare students to integrate effectively into the competitive working environment of the 21st century. A key question is how to do this. This work examines the impact of Student Centered Learning (SCL) introduced in a multidisciplinary undergraduate course of Management of Innovation and Technology at the University of Nicosia. It examines students' and lecturer experiences, benefits and challenges of implementing SCL, and gives recommendations to lecturers for designing a SCL based curriculum, incorporating inductive methods. The findings may be useful for academics who teach entrepreneurship related topics and seek ways to incorporate innovative approaches in their teaching and learning processes in order to motivate students towards the development of entrepreneurial skills and thinking.

scholarly journals Radical Togetherness: African-American Literature and Abolition Pedagogy at Parchman and Beyond

Humanities ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 49
Author(s):  
Patrick Elliot Alexander
Keyword(s):  
African American ◽  
American Literature ◽  
Learning Environments ◽  
African American Literature ◽  
Student Centered ◽  
Student Centered Learning ◽  
Conception Of Teaching ◽  
Prison Studies ◽  
The University ◽  
Educational Deprivation

This article makes the case that the student-centered learning paradigm that I have aimed to establish at Parchman/Mississippi State Penitentiary as a member of a college-in-prison program represents a prison abolition pedagogy that builds on Martin Luther King and Angela Y. Davis’s coalitional models of abolition work. Drawing from Davis’s abolition-framed conception of teaching in jails and prisons as expressed in her autobiography and her critical prison studies text Are Prisons Obsolete?, I argue that the learning environments that I create collaboratively with students at Parchman similarly respond to incarcerated students’ institution-specific concerns and African-American literary interests in ways that lessen, if only temporarily, the social isolation and educational deprivation that they routinely experience in Mississippi’s plantation-style state penitentiary. Moreover, I am interested in the far-reaching implications of what I have theorized elsewhere as “abolition pedagogy”—a way of teaching that exposes and opposes the educational deprivation, under-resourced and understaffed learning environments, and overtly militarized classrooms that precede and accompany too many incarcerations. As such, this article also focuses on my experience of teaching about imprisonment in African-American literature courses at the University of Mississippi at the same time that I have taught classes at Parchman that honor the African-American literary interests of imprisoned students there.

The Practice and Innovation of General Education at University of Maryland: A Case Study

2013 ◽  
Vol 2 (1) ◽  
pp. 9-30 ◽  
Author(s):  
Jing Lin ◽  
Qian Meng ◽  
Xuan Weng
Keyword(s):  
General Education ◽  
Review Of Literature ◽  
University Of Maryland ◽  
The World ◽  
New Curriculum ◽  
The University

Abstract Universities in the U. S. have adopted new curriculum to meet changes in the world. But how bold is the change, and how expanded is the reform vary by institutions. In this article, we look at the new curriculum for general education at the University of Maryland as a case study. We will first conduct a review of literature, which provides readers with an overview of the evolvement of general education and how it leads to the current types of reforms. We then present the reform at the University of Maryland, highlighting some key changes such as the addition of the I-Series courses, to illustrate the depth and breadth in reform in general education, and finally we reflect on the innovation and challenges of the reform.

Students at the center in emerging academic models: embedded information literacy and distance services in the University of Wisconsin System Flex degree

2015 ◽  
Vol 32 (7) ◽  
pp. 12-15 ◽  
Author(s):  
Kristin M. Woodward
Keyword(s):  
Information Literacy ◽  
Student Body ◽  
Student Centered ◽  
Content Type ◽  
Competency Based Education ◽  
University Of Wisconsin ◽  
Challenges And Opportunities ◽  
Competency Based ◽  
The University

Purpose – As a model of competency-based education (CBE), the University of Wisconsin (UW) System Flex options present a unique case study of challenges and opportunities for embedding student-centered library services and information literacy. Design/methodology/approach – In this paper, we describe strategies for engaging with the evolving Flex curriculum, the needs of an unknown student body and the role of new student support staff. The author notes the relevance of examining the library’s role in Flex at this time, given the potential for growth nationally in CBE. Findings – The challenges the author faced initially were closely tied with opportunities that once examined, formed the basis of the embedded library model for competency-based education. Further, the author found opportunities to articulate their role in Flex on their campus and share with other institutions. Originality/value – This case study is based on the author’s experiences embedding Information Literacy and Distance Services in the Flex option at the University of Wisconsin Milwaukee.

scholarly journals The Use of Clinical PBL in Primary Care in Undergraduate Medical Schools

2020 ◽  
Vol 44 (4) ◽  
Author(s):  
Gustavo Salata Romão ◽  
Reinaldo Bulgarelli Bestetti ◽  
Lucélio Bernardes Couto
Keyword(s):  
Medical Students ◽  
Knowledge Retention ◽  
Student Centered ◽  
Student Centered Learning ◽  
Critical Reasoning ◽  
Five Dimensions ◽  
Unified Health System ◽  
Effective Option ◽  
The University

Abstract: Introduction: Problem-based learning (PBL) is a collaborative student-centered learning method for small groups, based on the mobilization of previous knowledge and on critical reasoning for problem solving. Although it has been used predominantly in the classroom, when applied in clinical studies, PBL can increase the intrinsic motivation and long-term knowledge retention. In addition, Clinical PBL represents a more effective option to learn from practice considering the students’ overload in clinical clerkships in the Unified Health System (UHS). This study aimed to assess the students’ perception of a Clinical PBL model implemented in Primary Health Care (PHC) clerkships during the first four years of the Medical Course at the University of Ribeirão Preto (UNAERP) in 2017. Method: The primary outcome was assessed by the DREEM (Dundee Ready Educational Environment Measure) tool, which contains 50 items distributed in five dimensions. The questionnaire was applied to 374 medical students, corresponding to 78% of the total number of medical students from the first to the fourth year. Results: For most of the evaluated items, the students’ perceptions were “positive”, including the dimensions “Perception of Teachers”, “Perception of Academic Results” and “Perception of the General Environment”. For the dimensions “Perception of Learning” and “Perception of Social Relationships” the evaluation was “more positive than negative”. The DREEM total score was 124.31, corresponding to 62.15% of the maximum score, which indicates a perception that is “more positive than negative” regarding the Clinical PBL. The internal consistency given by Cronbach’s alpha was 0.92. Conclusion: The use of Clinical PBL in PHC qualifies learning from practice, is well accepted by medical students and offers a useful option to the students’ overload in the clinical clerkship during the first four years of the Medical School.

scholarly journals Recomendação de Conteúdo em um Ambiente Colaborativo de Aprendizagem Baseada em Projetos

2018 ◽  
Vol 26 (1) ◽  
pp. 91 ◽  
Author(s):  
Otávio Costa Acosta ◽  
Eliseo Berni Reategui ◽  
Patrícia Alejandra Behar
Keyword(s):  
Project Based Learning ◽  
Educational Activity ◽  
Learning Approach ◽  
Technological Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Content Recommendation ◽  
The Subject ◽  
Quantitative Case Study

The present work aims to investigate how a Project-based Learning (PBL) activity, supported by a technological environment developed for this purpose, can contribute to the development of projects by means of content recommendation resources and collaboration tools among peers. For this reason, an active learning approach is used, PBL, defined as a student-centered learning method that emphasizes activities for project development. For the application of the proposed method an educational activity was structured consisting in the development of a project based on students' investigations related to a topic proposed by the teacher. The development of this project starts and ends in the classroom, but the intermediate stages can occur in other places. For the execution of the activity, a tool was developed for fostering collaboration between students. For the execution of the activity, a tool was developed for fostering collaboration between students. This allows a higher interaction between participants and the possibility of students to collaborate on each other's projects. During the development of their projects, the tool suggests additional materials related to the subject at hand, as a way to assist students in their research processes. For the evaluation of the proposed work, a quali-quantitative case study was structured, with data collected through computer logs, the analysis of the students' projects, questionnaires and interviews. Results from the experiments performed showed that the educational activity proposed by this work has contributed significantly to the development of projects and for a higher interaction among students.

scholarly journals (144) ePortfolios: A Philosophy for Improving Education in Horticulture

HortScience ◽  
2005 ◽  
Vol 40 (4) ◽  
pp. 1044B-1044
Author(s):  
Michael E. Reinert ◽  
Dan T. Stearns
Keyword(s):  
Career Planning ◽  
Computer Applications ◽  
Project Work ◽  
Program Outcomes ◽  
Student Centered ◽  
Student Centered Learning ◽  
Student Work ◽  
Academic Communities ◽  
Digital Format ◽  
The University

ePortfolios are gaining popularity in academic communities worldwide. Purposes of ePortfolios include: converting student work from paper to digital format, thereby allowing it to be centrally organized, searchable, and transportable throughout their academic lives and careers; promoting student centered learning and reflection; improving advising; and career planning and resume building. Pennsylvania State University is investing in the use of ePortfolios in course work throughout the university system. To facilitate these efforts, the university provides all students and faculty with 500 MB of hosted web space to create and share their portfolios. One of the courses using ePortfolios is Horticulture 120, Computer Applications for Landscape Contracting, in the Landscape Contracting program. Outcomes of implementing ePortfolios include increased availability of student work to potential employers, enhanced recruiting through displays of student work, and enabled reflection on completed work. Students showed improved quality in project work because their projects would be publicly available through the Internet to potential employers, faculty, family, and other students.

scholarly journals THE LEARNING MODEL OF ISLAMIC EDUCATIONAL MANAGEMENT AT STIT MAMBAUL ULUM JAMBI

2021 ◽  
Vol 9 (1) ◽  
pp. 145-164
Author(s):  
M. Shoffa Saifillah Al Faruq ◽  
Ahmad Sunoko
Keyword(s):  
Learning Model ◽  
Qualitative Approach ◽  
Learning Situation ◽  
Educational Management ◽  
Student Centered ◽  
Student Centered Learning ◽  
Interactive Analysis ◽  
Self Confidence ◽  
Analysis Technique

This article aims to describe the reasons for Sekolah Tinggi Ilmu Tarbiyah (STIT) Mambaul Ulum Jambi in implementing the learning model of Islamic educational management. A qualitative approach in the form of a case study is used in this research. Techniques in collecting data are observation, interview, and documentation. The data is analyzed using the interactive analysis technique of Miles and Huberman. The triangulations of source and method are used to test the validity of data. The results show that the learning model of Islamic educational management at STIT Mambaul Ulum Jambi is based on the desire to change the students' character to be independent, have high self-confidence in facing problems, and foster students' hope is more optimistic about the future. The results also show that in implementing the learning model of Islamic educational management, STIT Mambaul Ulum uses teacher-centered learning combined with student-centered learning. It implements a conventional method with various techniques adapted to the learning situation and condition.

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