Preparing Students for PBL

2006 ◽  
pp. 87-103
Author(s):  
Lorna Uden ◽  
Chris Beaumont
Keyword(s):  
Traditional Methods ◽  
Methods Of Learning ◽  
Learning Issues

Students working in PBL must be responsible for their own learning and for what they will actually do in their research. Throughout the PBL process, students have to define and analyse the problem, generate learning issues, and apply what they have learned to solve the problem. Instead of working as individuals in the class, students in PBL work as a team and they have to share their knowledge with others. This means that students who are used to traditional methods of learning do not necessarily have the required skills to cope with the different roles expected of them in PBL. This chapter begins with a brief review of the differences between conventional leaning and PBL. Subsequent sections of the chapter describe several important issues that are needed to prepare students for PBL.

INNOVATIVE TECHNOLOGIES – THE FUTURE OF YOUTHS

2021 ◽  
pp. 19-20
Author(s):  
N. Lazaryan
Keyword(s):  
Educational Technology ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Interactive Technology ◽  
Traditional Methods ◽  
Innovative Technologies ◽  
Technology Learning ◽  
Design Learning ◽  
The Future ◽  
Methods Of Learning

The article discusses innovations in educational technology that have replaced traditional Methods of learning. Innovation involves all facets of the didactic process. Types Organization, content and learning technologies, teaching and learning. BasicInteractive learning technologies, design learning technologies, computer technologies Forms and methods of interactive technology learning are identified and described. In particular: the problem of lecture activities, seminar - discussions, educational discussions, "brainstorming "assault, didactic games, etc.

scholarly journals Shifting towards online training-Possible challenges from Educators/Trainers perspective in Indian setting

2020 ◽  
Vol 32 (4) ◽  
pp. 620-623
Author(s):  
Snehil Singh ◽  
Sanjay Gupta ◽  
Lokesh Sharma ◽  
Mainak Chatterjee ◽  
Sumeet Juneja ◽  
...  
Keyword(s):  
Online Teaching ◽  
Cold Chain ◽  
Academic Institutions ◽  
Traditional Methods ◽  
Digital Platforms ◽  
E Learning ◽  
Indian Setting ◽  
Novel Coronavirus ◽  
Methods Of Learning ◽  
Teaching Learning

Worldwide metastasis of novel coronavirus COVID-19 has caused immense alterations among every walk of human existence and social interaction(1). Education and training sector being as vulnerable to these adjustments as any other domain(2). Owing to its extremely infectious nature, the COVID-19 pandemic enforced the closure of training institutes globally. All the traditional classroom training were restricted as an instant consequence, to achieve the norms of social distancing which can perhaps aid in obliterating the infection curve and lessen the resultant fatalities(3). Educational institutions in India predominantly bank on traditional methods of training, utilizing conventional setup of in-person training and lectures in a teaching space. While over the years, there is a marked shift towards blended learning, still most of the academic institutes are guided by the existing orthodox learning methodologies. An unexpected outbreak of the Covid-19 pandemic caused by Corona Virus (SARS-CoV-2) shuddered the entire world (4). This complete shutdown kind of circumstances has tested the education system globally and coerced the educators to shift to digital platforms and online modules almost instantaneously. Academic institutions were required to shift from their traditional pedagogical approach to online teaching-learning. The article recognises the possible barriers to swiftly shift from traditional methods of learning towards e-learning among adult professionals through analysing the limitations faced by the authors while converting and conducting traditional trainings into e-trainings at The National Cold Chain and Vaccine Management Resource Centre (NCCVMRC-NIHFW), New Delhi. This article also put some light on methodologies that could assist academic institutions in dealing with challenges associated with shifting towards e-learning.

Traditional vs. Cognitive Learning

2006 ◽  
pp. 1-24
Author(s):  
Lorna Uden ◽  
Chris Beaumont
Keyword(s):  
Cognitive Learning ◽  
Constructivist Learning ◽  
Traditional Methods ◽  
Methods Of Learning ◽  
Traditional Approaches

In order to help our readers to have a better understanding of the PBL process, we feel that it is important first to understand something about traditional methods of learning and cognitive learning. Since the focus of PBL is to help students to learn better, an understanding of learning itself would give a better perspective of the process in PBL. This chapter will look at traditional approaches in learning and compare them with cognitive learning. This is followed by constructivist learning, a type of cognitive learning. Several models of constructivist learning are briefly reviewed.

scholarly journals Learning the Koto

2013 ◽  
pp. 18-48 ◽  
Author(s):  
Patrick Halliwell
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Minor Importance ◽  
Traditional Teaching ◽  
Traditional Methods ◽  
Traditional Teaching Methods ◽  
Methods Of Learning

This paper examines traditionally-oriented teaching and learning processes in Japanese koto music. Earlier evaluations (negative and positive) by Western scholars are introduced, together with a brief comparison to Western practices. A distinction is made between "inside" and "outside" students; the former have greater exposure to music and speech about music, and teaching methods also may differ. Traditional methods of learning through imitation are shown to have other musical goals besides the transmission of musical "text." Playing together is fundamental; teachers may use speech, shôga (oral representation of instrumental sound), or purely musical means to convey information to the student. Notation, often used nowadays, is nevertheless of relatively minor importance. The dominant values underlying traditional teaching methods are expressed through the phrase "if you can steal it, that's OK." Finally, concepts of "text" and "interpretation" are considered in relation to values concerning change in traditional koto music.

scholarly journals Space Exploration and Education using Virtual Reality

2019 ◽  
pp. 121-126
Author(s):  
Neha Kenche ◽  
Abhishek Moghe ◽  
Tapan Auti ◽  
Kevin Dass ◽  
Geeta S. Navale
Keyword(s):  
Virtual Reality ◽  
Space Exploration ◽  
Learning Methods ◽  
Traditional Methods ◽  
Space Objects ◽  
E Learning ◽  
Memory Power ◽  
The Subject ◽  
Immersive Environment ◽  
Methods Of Learning

Traditional methods of learning in the form of books and chalks are now-a-days being taken over by the e-Learning methods. For more understandability and memory power, Visual representation of any subject plays an important role. Thus, instead of teaching the subject capturing the information about space and the space objects traditionally, an environment is created in this product to enhance the feel of the overall theory which would end up grabbing more attention of the students increasing their grasping power. The simulation is made under the technology famously known as “Virtual Reality”, which helps one create an immersive environment. The environment allows one to move around in the space as well as open up the details about any specific planet. The external elements needing are a VR Headset and a Pointer. Also, VR compatible devices might prove necessary.

One Size Fits All?

Methodology ◽  
2012 ◽  
Vol 8 (1) ◽  
pp. 23-38 ◽  
Author(s):  
Manuel C. Voelkle ◽  
Patrick E. McKnight
Keyword(s):  
Repeated Measures ◽  
Structural Equation ◽  
Type I Error ◽  
Equation Modeling ◽  
Type I ◽  
Finite Sample ◽  
Traditional Methods ◽  
Repeated Measures Anova ◽  
Special Cases ◽  
Latent Curve

The use of latent curve models (LCMs) has increased almost exponentially during the last decade. Oftentimes, researchers regard LCM as a “new” method to analyze change with little attention paid to the fact that the technique was originally introduced as an “alternative to standard repeated measures ANOVA and first-order auto-regressive methods” (Meredith & Tisak, 1990, p. 107). In the first part of the paper, this close relationship is reviewed, and it is demonstrated how “traditional” methods, such as the repeated measures ANOVA, and MANOVA, can be formulated as LCMs. Given that latent curve modeling is essentially a large-sample technique, compared to “traditional” finite-sample approaches, the second part of the paper addresses the question to what degree the more flexible LCMs can actually replace some of the older tests by means of a Monte-Carlo simulation. In addition, a structural equation modeling alternative to Mauchly’s (1940) test of sphericity is explored. Although “traditional” methods may be expressed as special cases of more general LCMs, we found the equivalence holds only asymptotically. For practical purposes, however, no approach always outperformed the other alternatives in terms of power and type I error, so the best method to be used depends on the situation. We provide detailed recommendations of when to use which method.

The nature and methods of learning by doing.

2001 ◽  
Vol 56 (11) ◽  
pp. 964-973 ◽  
Author(s):  
Alan M. Lesgold
Keyword(s):  
Learning By Doing ◽  
Methods Of Learning

Real Time Person Recognition and Attendance Marking Using Holistic Based Approach

2017 ◽  
Vol 7 (7) ◽  
pp. 302
Author(s):  
Reshma P ◽  
Muneer VK ◽  
Muhammed Ilyas P
Keyword(s):  
Face Recognition ◽  
Real Time ◽  
High Accuracy ◽  
Efficient Technique ◽  
Human Face ◽  
Traditional Methods ◽  
Person Recognition ◽  
The Face

Face recognition is a challenging task for the researches. It is very useful for personal verification and recognition and also it is very difficult to implement due to all different situation that a human face can be found. This system makes use of the face recognition approach for the computerized attendance marking of students or employees in the room environment without lectures intervention or the employee. This system is very efficient and requires very less maintenance compared to the traditional methods. Among existing methods PCA is the most efficient technique. In this project Holistic based approach is adapted. The system is implemented using MATLAB and provides high accuracy.

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