What a Design

2021 ◽  
pp. 31-59
Author(s):  
Yasir Kurt ◽  
Elena Castaneda Aguinaga ◽  
Laura Todd
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Learning Process ◽  
Design Thinking ◽  
Assessment Methods ◽  
Learning Assessment ◽  
Learning Assessments ◽  
Learning Programs ◽  
Thinking Tools ◽  
The Impact

This chapter begins by exploring traditional experiential learning assessment and the limitations of these assessment methods. The authors suggest that by applying design thinking (DT) principles to the assessment of experiential learning, learners can become central to the learning process and comprehend more from the experience. In this chapter, the authors will evaluate the impact of traditional experiential learning assessments on student learning and their goals, identify DT principles that could influence learners' learning experiences and achievements, and examine existing design thinking tools that can be used to assess experiential learning programs.

MODIFIKASI MODEL PEMBELAJARAN PROBLEM POSING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Lita Amalia ◽  
Alda Dwiyana Putri ◽  
Alfajri Mairizki Nurfansyah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Problem Posing ◽  
Reasoning Skills ◽  
The Impact ◽  
Answering Questions

The purpose of this paper is to describe the Problem Posing learning model with Task and Forced Strategy. As for the background of this writing is because of difficulties in understanding the material and also lack of enthusiasm of students in learning the material so that the impact on student learning outcomes is still low. The low student learning outcomes are, of course, many factors, one of which is the problem of applying a learning model that is still teacher-centered, so students tend to be passive. For this reason, the teacher can use the Problem Posing learning model that is modified by the task and force strategy (Task and Forced). Problem Posing learning model is a learning model that requires students to develop their systematic reasoning skills in making questions and answering questions. While the task and force strategy (Task and Forced) is a learning strategy that has little effect on students to complete the task until it is completed and on time to avoid the punishment given by the teacher as a consequence. So that students will be motivated in listening, understanding the material delivered and doing assignments on time. By combining this model and strategy can be a solution so that the learning process becomes quality.

scholarly journals Dampak Metode Pembelajaran Dari bagi Ketuntasan Belajar Siswa

2021 ◽  
Vol 1 (2) ◽  
pp. 117-129
Author(s):  
Franty Faldy Palempung ◽  
Ferry J N Sumual
Keyword(s):  
Online Learning ◽  
Qualitative Methods ◽  
Student Learning ◽  
Learning Process ◽  
Literature Study ◽  
Online Learners ◽  
Learning Methods ◽  
Knowledge And Skills ◽  
Study Approach ◽  
The Impact

­Abstrak: Tulisan ini secara spesifik memaparkan dampak metode pembelajaran daring bagi ketuntasan belajar siswa. Peristiwa Covid-19 yang terjadi awal tahun 2020 hingga sampai sekarang, masih menyebakan kesulitan bagi semua element. Imbas dari pandemi ini di sektor Pendidikan mengharuskan pembelajaran online dilaksanakan. Akibat dari penerapan pembelajaran daring ini, masih menyebabkan kesulitan bagi sebagai indvidu bahkan institusi karena masih belum lengkapnya pra-sarana dalam kegiatan pembelajara daring. Topik ini ditulis dengan menggunakan metode kualitatif deskriftif dengan pendekatan studi literatur. Hasil pada uraian ini mengemukakan bahwa pengertian ketuntasan belajar menurut Permendikbud adalah pencapaian kompetensi sikap, pengetahuan, dan keterampilan meliputi ketuntasan penguasaan substansi dan ketuntasan belajar dalam konteks kurun waktu belajar. Ketuntasan belajar peserta didik merupakan komponen keluaran yang diperoleh dari hasil suatu proses pembelajaran yang didukung oleh orang tua, guru dan lingkungan. Berhasil tidaknya pembelajaran daring bagi ketuntasan pembelajaran, diperlukan kerja sama semua komponen Pendidikan itu sendiri.Abstract: This paper specifically describes the impact of online learning methods on the completion of student learning. The Covid-19 event that occurred in early 2020 until now, still makes it difficult for all elements. The impact of this pandemic in the Education sector requires that online learning be implemented. As a result of the application of online learning in, still causes difficulties for as an individual even an institution because it is still incomplete pre-facilities in the activities of online learners. This topic is written using qualitative methods with a literature study approach. The results in this description suggest that the understanding of the completion of learning according to Permendikbud is the achievement of attitude competence. Knowledge, and skills include the completion of the mastery of substance and the completion of learning in the context of the study period. The completion of learning of learners is a component of the output obtained from the results of a learning process supported by parents, teachers and the environment. The success of online learning for the completion of learning, requires the cooperation of all components of Education itself.

Anthropological Contributions to Experiential Learning in International and Intercultural Contexts

2010 ◽  
Vol 32 (3) ◽  
pp. 2-3
Author(s):  
Kiran Cunningham ◽  
Jayne Howell ◽  
Ronald Loewe
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Assessment ◽  
Assessment Instruments ◽  
Intercultural Learning ◽  
Study Abroad Programs ◽  
Learning Programs ◽  
Field Schools

Conversations about how to create meaningful and significant experiential learning opportunities for students in international and intercultural contexts are increasingly commonplace in academic institutions. With over a century dedicated to the development and refinement of a powerful set of methodological, attitudinal, conceptual, and theoretical tools for cross-cultural understanding and engagement, anthropology has much to offer these conversations. Contributors to this issue of Practicing Anthropology draw on their experiences directing international offices, directing offices and study abroad programs, leading internationalization initiatives, establishing service learning programs, running international and intercultural field schools, and developing intercultural learning assessment instruments. They all interrogate teaching and learning outcomes, exploring the ways that the theories and methods of anthropology have been effective in enhancing intercultural learning and offering models and methodologies that others can use in their own work. The first four articles in the issue were individually submitted, and were ideal complements to the six articles Kiran Cunningham compiled.

Do Technological Advancements Lead to Learning Enhancements?: An Exploration in Virtual Product Dissection

2017 ◽  
Author(s):  
Elizabeth M. Starkey ◽  
Cailyn Spencer ◽  
Kevin Lesniak ◽  
Conrad Tucker ◽  
Scarlett R. Miller
Keyword(s):  
Virtual Reality ◽  
Active Learning ◽  
Student Satisfaction ◽  
Student Learning ◽  
Engineering Students ◽  
Learning Assessment ◽  
Immersive Virtual Reality ◽  
Engineering Programs ◽  
Educational Benefits ◽  
The Impact

Recent shifts into larger class sizes and online learning have caused engineering educators to rethink the way they integrate inductive, or active learning activities into their courses. One way engineering educators have done this is through the integration of new technological environments. However, little is known about how the type of technological environment utilized in active learning exercises impacts student learning and satisfaction. Thus, as a first step to understanding the impact of technological advancements on student learning and satisfaction, a study was conducted with 18 senior level undergraduate engineering students who were asked to perform product dissection, or the systematic disassembly of a product, using three technological interfaces (computer, iPad, immersive virtual reality). Variations in the complexity of the product dissected were also explored. The results of this study indicate that variations in technological interfaces did not impact student learning as assessed by a Student Learning Assessment (SLA). However, the complexity of the product dissected did impact learning, with students scoring significantly lower on the SLA when dissecting the most complex product. The results also indicated that students perceived learning and satisfaction were highest when using the immersive virtual reality system. These results suggest that the costs of investing in more technological advanced systems for product dissection may not yet outweigh the educational benefits. However, the increase in student satisfaction with VR environments has the potential to positively impact student retention in engineering programs.

Putting the Anthropological Toolkit to Use in International and Intercultural Learning

2010 ◽  
Vol 32 (3) ◽  
pp. 23-26 ◽  
Author(s):  
Kiran Cunningham
Keyword(s):  
United States ◽  
Service Learning ◽  
Experiential Learning ◽  
Study Abroad ◽  
Student Learning ◽  
International Study ◽  
Intercultural Learning ◽  
Learning Programs ◽  
Enhance Student Learning

In spite of the breadth and depth of anthropologists' knowledge of and experience with intercultural and international dynamics, we have done little as a field to tout this knowledge and its relevance and insert it into broader conversations about study abroad, service-learning, and other kinds of experiential learning. The contributions we do make are more idiosyncratic and happen as a result of anthropologists being in positions of influence in their own institutions. However, we have much to offer these conversations; indeed, given the stakes involved—the increasing number of United States students participating in international study and intercultural service learning programs—one could easily argue that we have an obligation to engage in these conversations, sharing our rich methodological and conceptual toolkit to enhance student learning in international and intercultural contexts.

scholarly journals EDMODO IMPACTS: MEDIATING DIGITAL CLASS AND ASSESSMENT IN ENGLISH LANGUAGE TEACHING

2021 ◽  
Vol 1 (2) ◽  
pp. 91-101
Author(s):  
Aminah Aminah ◽  
Dinda Aprilia Alamanda ◽  
Erfiani Erfiani ◽  
Wahyuni Kencana Wati ◽  
Muhammad Taufik Ihsan
Keyword(s):  
Literature Review ◽  
English Language ◽  
English Language Teaching ◽  
Learning Assessment ◽  
Easy Access ◽  
English Learning ◽  
Learning Assessments ◽  
Library Research ◽  
Teaching Learning ◽  
The Impact

This study aims at investigating the impact of the use of Edmodo on the digital class in the English learning assessment. This type of research is the method library research.  This study uses journals and articles as reference to collecting data. To answer the literature review, the writer used data that is collected, studied, and treated then combined to get valid and relevant results by using the Internet as a medium to obtain data. In this paper there are three parts used to respond to the literature review: Terminology of Edmodo, Teaching Learning Process and Edmodo, and Edmodo Impact. Research shows that Edmodo's impact on digital classes in the English learning assessments  students in the form of learning and made it easier for teachers to convey lessons, content, tasks, and file sharing easy access to all students. And with CBT, it makes it easier for teachers to assess a student's work with computer help. Edmodo became another evaluation so that the results of the examination were objective and accurate. Through Edmodo as a student's performance assessment mode, there is no cheating that students do in studying because students are working independently

Testing Assessments of Integrated Experiential Learning

2021 ◽  
pp. 288-309
Author(s):  
William F. Heinrich ◽  
Patrice M. Ludwig ◽  
Seán R. McCarthy ◽  
Erica J. Lewis ◽  
Nick Swayne ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Case Studies ◽  
Design Thinking ◽  
Assessment Methods ◽  
Academic Affairs ◽  
Institutional Research ◽  
Alumni Relations ◽  
Data Types ◽  
Institutional Stakeholders ◽  
Interdisciplinary Setting

Design thinking is a powerful platform that provides the structure and process to measure integrated experiential learning (IEL). IEL situates the activities of experiential learning in an interdisciplinary setting that facilitates learning through reflection on experiences that engage deep knowledge in broad applications and span co-curricular and curricular environments. Using courses developed at two institutions as case studies, the authors describe pedagogy, instruction, and assessment methods, and focus the data types, collection, analysis, and implications of three assessment approaches (reflections, networks, and deliverables). They show how design thinking is essential to the assessment of IEL in courses and across institutional stakeholders, including student and academic affairs, alumni relations, employers and local businesses, and those focused on data for improvement in design (e.g., institutional research and legislators). Moreover, they show that the assessment phase of design thinking is essential to sustainability, scalability, and rigor of design thinking IEL projects.

Solving Wicked Diversity, Equity, and Inclusive Problems From a Design Thinking Lens

2021 ◽  
pp. 60-76
Author(s):  
Levester Johnson ◽  
Yselande Pierre
Keyword(s):  
Experiential Learning ◽  
Design Thinking ◽  
Complex Problem ◽  
Learning Assessment ◽  
Wicked Problem ◽  
Central Question ◽  
Equity And Inclusion

The central question that undergirds this chapter is, “How can practitioners see learning from the student's perspective?” The authors address this question to the extent to which diversity, equity, and inclusion (DEI) and experiential learning assessment constitute what design thinkers refer to as a wicked problem – a complex problem that benefits from a multiplicity of perspectives. It will take more than just DEI professionals to unravel these complex and interconnected issues. They look at how institutions currently seek to quantify and qualify their students' learning and experiences – proposing how design thinking, particularly the central quality of “empathy” could enhance these efforts.

Improve Oral Training

2011 ◽  
Vol 9 (3) ◽  
pp. 56-72 ◽  
Author(s):  
Li-Jyu Wang ◽  
Hung-Fan Chang
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Education System ◽  
English Education ◽  
Communication Apprehension ◽  
T Test ◽  
Learning Assessment ◽  
Self Monitoring ◽  
English Speaking ◽  
Learning Portfolios

The advantages of portfolios come from observing the student learning process and recording feedback. Students utilized their own learning portfolios to do learning assessment and self-correction. The research that has been done in Taiwan has shown that using a portfolio is effective in improving English speaking performances (ESP). The purpose of this study is to apply the portfolios to assess students’ speaking performances. The researcher administered speaking evaluation forms and the PRCA-24 as the instruments. The PRCA-24 was used to assess students’ communication apprehension and was analyzed by t-test. The major findings were summarized. The portfolios were expected to enhance students’ ESP and intended to reduce students’ communication apprehension through self-monitoring their ESP. Finally, this research can provide valuable perspectives on the use of portfolios and self-monitoring, and prompted the expansion and sustainability of English education system.

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