Exploring Issues and Challenges of Project-Based Learning for Teaching and Learning

2018 ◽  
pp. 98-117
Author(s):  
Chien Yu ◽  
Sang Joon Lee ◽  
Wei-Chieh Wayne Yu ◽  
Angela Lenoir Walton
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Project Based Learning ◽  
Innovative Approach ◽  
Educational Practices ◽  
Current State ◽  
Approach To Teaching ◽  
State Of Research

Project-based learning is an innovative approach to teaching and learning. Given the current state of research on project-based learning, many benefits and contributions have been explored in education. The purpose of this chapter is to examine current educational practices of project-based learning for teaching and learning, and to keep up-to-date on the issues and challenges pertinent to the project-based learning strategy. In addition to reviewing the benefit and effectiveness of project-based learning, the chapter also discusses some strategies and guidelines for designing and implementing this approach in teaching and learning.

Teaching IT in OT: An Introduction to Therapeutic Uses

1995 ◽  
Vol 58 (6) ◽  
pp. 250-252 ◽  
Author(s):  
Nora Mogey
Keyword(s):  
Information Technology ◽  
Teaching And Learning ◽  
Therapeutic Potential ◽  
Innovative Approach ◽  
Educational Practices ◽  
Authoring System ◽  
Therapeutic Environment ◽  
Therapeutic Uses ◽  
Approach To Teaching ◽  
It Skills

Teaching administrative and therapeutic aspects of information technology (IT) in an Increasingly crowded curriculum demands an innovative approach to teaching and learning in order to maintain sound educational practices. At Glasgow Caledonian University, the students use an authoring system to create a simple piece of software, appropriate to a therapeutic environment, it is argued that this very practical exercise maximises the students' awareness of the therapeutic potential of IT and develops practical, transferable IT skills.

scholarly journals The Rhetoric of Twitter in Terms of the Aristotelian Appeals (Logos, Ethos, and Pathos) in ESL/EFL Educational Settings

2020 ◽  
Vol 13 (5) ◽  
pp. 115
Author(s):  
Ahdab Saaty
Keyword(s):  
Academic Writing ◽  
Teaching And Learning ◽  
Research Question ◽  
Empirical Studies ◽  
Future Research ◽  
Educational Settings ◽  
Current State ◽  
Writing Genres ◽  
Twitter Users ◽  
State Of Research

The article argues that the Aristotelian appeals (logos, ethos, and pathos) can be taught through the use of Twitter as an educational tool to build connections between everyday informal writing on social media and academic writing. It highlights the utilization of Twitter in English second/foreign language (ESL/EFL) educational settings for supporting learners’ rhetorical awareness and understanding of different writing genres. The main purpose of this article is to provide pedagogical implications and future research potentials on the use of Twitter in ESL/EFL educational settings. The Aristotelian appeals are discussed as the framework for the analysis of Twitter’s content in ESL/EFL educational contexts. In this regard, this research question is addressed: How can Twitter serve as a tool for teaching the fundamentals of writing competency in terms of the Aristotelian appeals (logos, ethos, and pathos) in ESL/EFL educational settings? To explore the current state of research and inform future studies, the researcher reviews selected academic articles on the use of Twitter in ESL/EFL language classes. All articles were accessed using Google Scholar, ERIC, and ProQuest databases. The researcher examines empirical studies published in peer-reviewed journals as well as non-empirical studies. This article addresses Twitter users’ constructions of logos, ethos, and pathos, and presents some of the accessible characteristics of Twitter. Also, it briefly provides pedagogical implications of understanding the Aristotelian appeals through Twitter in ESL/EFL educational contexts that can support the teaching and learning processes. Lastly, the researcher proposes potential research directions for Twitter use in ESL/EFL educational settings.

scholarly journals The Online Course as Initial Stage of a Course in Higher Education: Implementation and Evaluation of the Pre-MOOC Concept in a Technical Degree Course

2021 ◽  
Vol 16 (06) ◽  
pp. 245
Author(s):  
Clarissa Braun ◽  
Martin Ebner ◽  
Lothar H. Fickert ◽  
Sandra Schön
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
University Teaching ◽  
Online Course ◽  
Traditional Teaching ◽  
Master Program ◽  
Instructional Design Process ◽  
Current State ◽  
Initial Stage ◽  
State Of Research

In university teaching, a MOOC is often regarded as an isolated online course and thus underestimated in its didactic application possibilities within traditional teaching and learning environments. In this study, the "Pre-MOOC" design is presented as an example, in which the didactic em-bedding of an online course is the first phase of a lecture in higher educa-tion. After a brief overview of the current state of research on Pre-MOOCs, the article describes the instructional design process of the lecture in which we used the instructional design model ADDIE. Furthermore, the study de-scribes the implementation and evaluation in a master program of electrical engineering. We will analyze the results of the evaluation with regard to the concept of a Pre-MOOC. Based on feedback from students and teachers, rec-ommendations for designing a course with the Pre-MOOC design will be provided.

scholarly journals A Snapshot of Entrepreneurship Education at Canadian Engineering Schools – A Representative Overview from EETI SIG Members

2020 ◽  
Author(s):  
Tate N. Cao ◽  
Kush Bubbar ◽  
Wayne H. Chang ◽  
Darren Meister ◽  
Claude Laguë ◽  
...  
Keyword(s):  
Engineering Education ◽  
Teaching And Learning ◽  
Current Practice ◽  
Entrepreneurship Education ◽  
Post Secondary ◽  
The Past ◽  
Current State ◽  
Approach To Teaching ◽  
Accelerated Growth ◽  
Business Acumen

With the rise of an innovation-based, technology-centric economy over the past two decades, there has been a shift in the market, enabling technological entrepreneurs to build business ventures that have realized accelerated growth and reached considerable scale. This “new economy” has created a need for individuals with a balanced skill set accompanying both business acumen, and technological innovation of complex systems.  In esponse to this need, post-secondary engineering education institutions are teaching more business and entrepreneurship content.  In Canada, most of the major post-secondary engineering education institutions offer some form of entrepreneurial education. However, approaches and programs offered by respective institutions vary in their approach to teaching engineering entrepreneurship, yielding a variety of different program implementations. There is, thus, a strong need to develop a Community of Practice focusing on engineering entrepreneurship education in Canada to foster a more rigorous and collaborative effort to evolve entrepreneurial teaching and learning.  This paper is a first attempt to document and interpret the current state of a select number of Canadian Engineering Entrepreneurship Education programs. The founding members of the Canadian Engineering Education Association’s (CEEA) Engineering Entrepreneurship and technology innovation (EETI) Special Interest Group (SIG) have collaboratively collected information regarding the current practice of Engineering Entrepreneurship education within their affiliated institutions. This paper examines the Institutional Context, Strategy, Business Infrastructure, as well as the programs employed for Teaching and Learning at both the Undergraduate and Graduate levels. Our goal is to present a snapshot of the current practice for which entrepreneurship education is delivered at the institutions for which the founding members of the EETI SIG reside, as well as, discuss how entrepreneurship intersects with the other areas of engineering education, for example, design, the maker space movement, and professionalism, as well as, many of the Canadian Engineering Accreditation Board’s twelve graduate attributes.

scholarly journals Foreword

2020 ◽  
pp. xix-xx
Author(s):  
Sarah Guth
Keyword(s):  
Case Studies ◽  
Exponential Growth ◽  
Teaching And Learning ◽  
Innovative Approach ◽  
The Past ◽  
Global Pandemic ◽  
Approach To Teaching

This collection of case studies could not come at a more auspicious time, and not only because of the global pandemic that is affecting all of our lives. Virtual exchange is often presented as an innovative approach to teaching and learning across cultures, but inherent in the word ‘innovative’ is the concept of something being ‘new’. As a practice, as well as a focus of research, different forms of virtual exchange have been around for over three decades. What is perhaps ‘new’ is the exponential growth of the field in the past five years, and the coming together of a community of practitioners, researchers, and funders who now place their different models under the umbrella term of ‘virtual exchange’.

scholarly journals An integrated approach to teaching and learning logistics: A case study

2011 ◽  
Vol 5 (1) ◽  
Author(s):  
Jacobus N. Cronjé
Keyword(s):  
Teaching And Learning ◽  
Real Life ◽  
Integrated Approach ◽  
Project Based Learning ◽  
University Teaching ◽  
Research Skills ◽  
Theoretical Concepts ◽  
Life Project ◽  
Approach To Teaching

Business managers and students often criticise university teaching for not addressing real-life problems. Furthermore, professors are dissatisfied with the research capabilities of postgraduate students. This paper advocates an integrated approach to teaching and learning based on the features of project-based learning aimed at enhancing the practical and research skills of undergraduate students in Logistics. A case study is presented where third-year students were engaged in a real-life project in collaboration with industry, exposing them to collaborative learning, questionnaire design, surveys, analysing and evaluating results, literature review and report writing. The project was carried out in phases where students were assessed after each phase. The paper analyses the assessment of students and their perception of the value of the project. It is concluded that an integrated teaching and learning approach will increase students’ interest in the subject, understanding of theoretical concepts, research skills, business skills and life skills.

scholarly journals PROJECT-BASED LEARNING EQUIPS UNDERGRADUATE STUDENTS WITH WORKPLACE SKILLS

2020 ◽  
Vol 2 (7) ◽  
pp. 13-26
Author(s):  
Nur Shafiekah Sapan ◽  
Siti Katijah Johari ◽  
Nurul Ain Zulhaimi ◽  
Siti Nurul Aishah Abdul Hamid ◽  
Siti Aishah Ramli
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Soft Skills ◽  
Holistic Approach ◽  
Project Based Learning ◽  
Academic Excellence ◽  
University Graduates ◽  
Workplace Skills ◽  
Work Related

The new emerging trend for recent employment is the employers expect the university graduates to have more than academic excellence to be employed. They prefer graduates who possess soft skills such as communication skills, creativity, teamwork, management, and problem-solving. As a result, many educators are forced to change and find a new teaching and learning strategy to be incorporated in the classroom that would facilitate the students to develop both academic as well as interpersonal skills which are commonly known as soft skills. The holistic approach of Project-Based Learning (PBL) which integrates learning through working collaboratively in a project and bringing in the authentic experiences of the real world beyond the classroom walls has proven that PBL is designed to do both. The present study aimed to investigate how PBL can prepare students with related workplace skills and their perception of PBL in developing their soft skills. A set of a questionnaire is designed and administered to 77 second-year students, who are taking English for Occupational Purposes subject at Universiti Malaysia Sabah Labuan International Campus. The result of the study showed that PBL has able to equip the students with work-related skills, and by completing the projects, they were able to improve their soft skills, mainly in communication and self-confidence. Hence, the findings of the study proved that PBL is a relevant approach in a classroom to help in developing students' soft skills.

scholarly journals Different Teaching Approaches and Use of Active Learning Strategies as Tools for Inter- and Transdisciplinary Education

2020 ◽  
Vol 8 (2) ◽  
pp. 15
Author(s):  
Carlos Alberto Moreira Dos Santos ◽  
Marco Antonio Carvalho Pereira ◽  
Mariana Aranha De Souza ◽  
João Paulo Machado Dias ◽  
Felipe Souza Oliveira
Keyword(s):  
Learning Strategies ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Strategy ◽  
Project Based Learning ◽  
Teaching Approaches ◽  
Educational Professionals ◽  
Show Evidence ◽  
Active Learning Strategies

This work reports a review on some of the ways in which education and research can be used to solve today’s complex problems by taking into account teaching and learning strategies that go beyond traditional teaching strategies. It revisits different teaching approaches and connects them directly to uni-, pluri-, multi-, inter-, and transdisciplinary attitudes, and how educational professionals think of the subject of teaching. This discussion reflects on how teachers tend to reproduce procedures they observed in their own graduation programs and why experienced teachers opt for inter- and transdisciplinary attitudes. Using a qualitative approach, this work illustrates the results from a Project-Based Learning strategy applied to a group of Major Engineering students to solve problems at the University’s Campus. Participants included 25 students engaged to Physics Engineering program supervised by different faculty members, experienced undergraduate and graduate students, and technicians, who had mentored the undergraduate students’ teams, all working in subjects closely related to the projects. The products developed by the teams show evidence that the students were motivated and engaged in the projects; this supports the premise that inter- and transdisciplinary approaches drive collaboration in the execution of projects, develop soft skills and permit knowledge development in an articulate and complex way thereby leading to a broader education of the students.

Student-Developed Simulations: An Innovative Approach to Teaching and Learning

2014 ◽  
Vol 10 (2) ◽  
pp. e103-e106 ◽  
Author(s):  
Laura Opton ◽  
Cady Clark ◽  
Crystal Wilkinson ◽  
Lisa Davenport
Keyword(s):  
Teaching And Learning ◽  
Innovative Approach ◽  
Approach To Teaching
Sign in / Sign up

Export Citation Format

Share Document