Thinking Things Through

2010 ◽  
pp. 154-167
Author(s):  
John P. Cuthell
Keyword(s):  
Professional Development ◽  
Experiential Learning ◽  
Blended Learning ◽  
Learning Experience ◽  
Continuing Professional Development ◽  
Opportunity To Learn ◽  
Project Based Learning ◽  
Collaborative Project ◽  
Project Learning ◽  
Curriculum Project

One of the most powerful ways of changing our thinking about how we teach and learn is to experience for ourselves the power of collaborative project-based experiential learning. Few teachers have had the opportunity to learn in this way, and this creates barriers for those who want to change their pedagogy. The Oracle Education Foundation’s Project Learning Institute provides teachers with the experience of collaborative project-based learning, using ThinkQuest® to create their own curriculum project. By collaborating with their peers, tutors and mentors, teachers are able to model the projects, environment and experiences they want for their classes through a blended learning experience. This chapter describes the model of continuing professional development and its impact on schools, pedagogies and professional philosophies.

scholarly journals How Entrepreneurship Can Be Learned through Experiential Learning Formats, Especially through Training Firms

2020 ◽  
Vol 7 (4) ◽  
pp. 471-481
Author(s):  
Anne Heinze
Keyword(s):  
Experiential Learning ◽  
Informal Learning ◽  
Best Practice ◽  
Learning Experience ◽  
Research Question ◽  
Entrepreneurship Education ◽  
Project Based Learning ◽  
Present Contribution ◽  
Entrepreneurial Training ◽  
The Impact

A look at entrepreneurship education research shows that there are basically two types of entrepreneurship courses: First, courses for entrepreneurship and second, courses about entrepreneurship such as lectures, formal seminars, individual essays etc. Most of the latter courses can be characterized as teacher-centric where the student involvement is passive. From a more modern perspective and in order to train entrepreneurs trying, experimenting and learning about one's own experience is crucial. More innovative approaches, such as project-based learning, action-based learning and experiential learning, therefore, are gradually appearing on the scene In this context, within the last few years some universities have introduced training firms, mostly for students of economics and business. In Germany, due to a lack of legal possibilities training firms at public universities are still a rarity and therefore under-researched. Thus, the research question for the present contribution is how informal learning can be structured using training firms, and what effects this has on the preparation of learners for later professional practice and / or self-employment. Therefore, the methodology for this paper is first to review the literature related to entrepreneurial learning in order to better understand the informal learning experience in training firms. Second, the case of a communication design agency for students around HTW Berlin, a public university for applied sciences, is analyzed to gain insight into the impact that practice firms can have on entrepreneurship education in general, and in particular in non-business subjects. For this purpose, a case study has been developed based on interviews, which include both the perspective of the students and of the trainer. Overall, the results will show a best practice example of entrepreneurial training and learning in a university context, which can be useful for those involved in the development of course concepts for entrepreneurship education.

A BLENDED LEARNING EXPERIENCE APPLYING PROJECT-BASED LEARNING IN AN INTERDISCIPLINARY CLASSROOM

2017 ◽  
Author(s):  
Francisco Medeiros ◽  
Paulo Júnior ◽  
Márcio Bender ◽  
Lukese Menegussi ◽  
Mark Curcher
Keyword(s):  
Blended Learning ◽  
Learning Experience ◽  
Project Based Learning

Theoretical Rationale for Designing a Blended Learning Teachers' Professional Development Program

2014 ◽  
pp. 673-688
Author(s):  
Charalambos Mouzakis ◽  
Haralampos Tsaknakis ◽  
Chrysanthi Tziortzioti
Keyword(s):  
Professional Development ◽  
Experiential Learning ◽  
Blended Learning ◽  
Development Program ◽  
Learning Outcome ◽  
Professional Development Program ◽  
Theoretical Rationale ◽  
Face To Face ◽  
Design And Implementation ◽  
Teachers Professional Development

This chapter explores the underlying theoretical principles that provided the basis for the design and implementation of a professional development program for informatics teachers in Greece. A blended learning model was adopted combining live workshop meetings, face-to-face in-lab training sessions and online videoconferencing sessions. The framework of constructivism and experiential learning was used as a theoretical rationale for the combination of face-to-face activities with online learning experiences. It is shown that a blended learning design based on the principles of constructivism and experiential learning pedagogy can provide vital tools for the creation of an active environment for informatics teachers' professional development. Also, it appears that a promising direction for further investigation, in terms of improving the learning outcome based on the same theoretical principles, is the more detailed design of the sequence of learning activities and a closer look at the development of communities of practice among teachers.

scholarly journals PROJECT BASED LEARNING (PBL) DALAM KELAS BAHASA INGGRIS UNTUK MELATIH KREATIVITAS SISWA MEMAHAMI KONSEP CONTINUING PROFESSIONAL DEVELOPMENT (CPD)

PKM-P ◽  
2019 ◽  
Vol 3 (1) ◽  
pp. 10
Author(s):  
Helsa Gita Almaida ◽  
Fidini Peparing Mauludi ◽  
Yolanda Sintia
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Project Based Learning

PBL adalah pendekatan metodologis berdasarkan koperasi kontekstual belajar yang implementasinya mendorong perkembangan keterampilan kognitif, sosial, dan komunikatif peserta didik melalui keterampilan mereka keterlibatan dalam pelaksanaan tugas otentik.Penelitian ini bertujuan untuk membuat siswa kreatif dalam belajar bahasa Inggris. Data penelitian dikumpulkan dengan mengunakan instrumen kuesioner, interview, dan observasi. Hasil penelitian menunjukkan bahwa, (1) ada pengaruh yang signifikan model PBL terhadapkemampuan berpikir tingkat tinggi, (2) ada pengaruh kreativitas siswa terhadap kemampuan berpikir tingkat tinggi, dan (3) model PBL dan konsep CPD secara bersama-sama berpengaruh terhadap kemampuan berpikir tingkat tinggi

A Blended Learning Course for Teachers' Ongoing Professional Development in Greece

2010 ◽  
pp. 1-24
Author(s):  
Charalambos Mouzakis ◽  
Constantinos Bourletidis
Keyword(s):  
Professional Development ◽  
Multicultural Education ◽  
Blended Learning ◽  
Development Program ◽  
Opportunity To Learn ◽  
Evaluation Process ◽  
Ministry Of Education ◽  
Web Based ◽  
Teachers Perceptions ◽  
Face To Face

The purpose of this chapter is to describe the design, implementation and evaluation of a professional development program for teachers initiated by the Greek Ministry of Education and Religious Affairs in cooperation with the National and Kapodistrian University of Athens. The course focused on multicultural education and bullying in schools as it was realized through blended learning whereas the methodology applied was a face-to-face meeting and 250-hour web-based learning. The evaluation process aimed to involved teachers’ perceptions toward different aspects of the blended training process. The quantitative and qualitative results indicate that the teachers were satisfied both with the opportunity to learn at home at their own pace as with the opportunity to develop knowledge and skills in relation to their work. The results brought to light arguments, controversies, and problems related to the course. Finally, some recommendations that would improve the effectiveness of courses employing blended learning methodologies are given.

scholarly journals Future learning mode under post-COVID-19: Innovations, transformations, engagement

2021 ◽  
Vol 5 (1) ◽  
pp. 8-14
Author(s):  
Shirley Mo Ching Yeung
Keyword(s):  
Sustainable Development ◽  
Experiential Learning ◽  
Blended Learning ◽  
Learning Experience ◽  
Learning And Teaching ◽  
Research Technology ◽  
Active Experiment ◽  
Concrete Experience ◽  
New Learning ◽  
Future Learning

A blended learning culture is both a challenge and opportunity under post-COVID-19 for knowledge transfer and sustainable development, with the aim of maintaining social distancing policy and social interaction among learners, teachers, and invited industry guest speakers. In this paper, we review documents in blended learning from Asia, America, and Europe with the key elements in blended learning for faculty development in higher education (HE) institutions. The objective was to identify the key elements in blended learning with innovations and research technology capabilities for a way normal of learning and teaching under COVID-19. Based on the qualitative results of NVivo, it has been identified that the key elements of blended learning are: 1) technology for projects and 2) technology for engagement. These two elements are proposed to relate to Kolb’s experiential learning cycle of active experiment and concrete experience and reflective observation of the new learning experience for sustainable development

scholarly journals DESIGNING PROJECT-BASED LEARNING IN ESP CLASS

2019 ◽  
Vol 2 (2) ◽  
pp. 25
Author(s):  
Dian Arsitades Wiranegara
Keyword(s):  
Learning Process ◽  
Real World ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Collaborative Project ◽  
The Real ◽  
Project Learning ◽  
Inquiry Process ◽  
Source Of Information ◽  
Real World Problems

Project-Based Learning of ESP is developed to involve as well as to encourage students to be active in the process of teaching and learning. Students can fully contribute in the project once they are asked in the inquiry process by giving a guiding question and the teacher guides them into a collaborative project integrated in curriculum. A guiding question here, must be based on the issues and topics addressing the real world problems. This also means that the project learning can help learners experience a meaningful learning, based on constructivism philosophy. Learners are given chance to explore and find any source of information by reading books, then communicate it to others or presenting their ideas. Hence, at the end of teaching and learning process, learners reflect to the project that has been conducted. At this phase, all learners are asked to share their experiences as well as their feeling during the project. Teacher and learners can share and develop it into a discussion in order to improve their performance

scholarly journals ExCEL: A Unique Approach to Providing Experiential Learning Opportunities

2013 ◽  
Author(s):  
Kelton Friedrich
Keyword(s):  
Experiential Learning ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Project Based Learning ◽  
Academic Experience ◽  
Diverse Range ◽  
Unique Approach ◽  
The Rich ◽  
Work Integrated Learning ◽  
Collaboration Project

McMaster University’s proposed Engineering Centre for Experiential Learning (ExCEL) is a novel example of providing a deep student learning experience outside of the traditional academic experience, and one in which experiential learning opportunities are intended to drive the development of additional learning opportunities. The ExCEL Initiative has students engaged in goal setting and fundraising, and actively involved in the design, construction and management of an engineering student centre building that will support future experiential learning opportunities for students. This integrates a diverse range of engineering pedagogical topics including open ended design, multi-disciplinary collaboration, sustainability, work-integrated learning, industry-academic collaboration, project-based learning and professional development. This learning opportunity will be analyzed on how it was leveraged and integrated to address this host of pedagogical topics through a real world project. Detailing this unique example will allow the rich learning aspects of it to be implemented by other educators in other engineering education institutions.

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