Project-Based Learning

2022 ◽  
pp. 242-262
Author(s):  
Laura Odila Bello Benavides ◽  
Gloria Elena Cruz Sánchez ◽  
Sandra Luz Meza Mesa Ortiz

This chapter presents the results and analysis of the design and development of a training program in climate change education (CCE) aimed at teachers of Normal colleges in Mexico (i.e., higher education institutions dedicated to the training of basic, preschool, primary, and secondary education). Its purpose was to incorporate CCE in the Normal colleges of the State of Veracruz, Mexico; it was materialized with a course workshop and follow-up actions in the implementation of CCE practices. The training proposal is based on the articulation of two conceptual axes: multidisciplinary knowledge on climate change and CCE approaches aimed at managing adaptation and mitigation response actions. From the systematization and analysis of the program, the authors concluded that the incorporation of the CCE as a transversal axis is a complex process that demands broader training processes and continuous support.

Author(s):  
Ann Katherine Isaacs

Abstract The Bologna Follow Up Group (BFUG) is currently charged with discussing new priorities for the future of the European Higher Education Area (EHEA) and to this end has organized national consultations as well as discussions within the BFUG itself. In addition to defining new priorities, it appears essential to strengthen the awareness of the principles underlying higher education beyond national or even macro-regional borders. To go beyond lists of priorities and principles, however important and valid in themselves, it seems useful to elaborate a convincing holistic concept or way of visualizing the desired future of higher education and the EHEA’s role in achieving it. Such a concept or vision can give direction to the continuing reform process and inspire countries and higher education institutions to work creatively together. To this end, the EHEA may need to transform itself from a loose intergovernmental framework to a more cohesive space where, supported by the necessary normative reforms, higher education institutions and their stakeholders can freely and effectively pursue their collaborative mission. The paper explores whether the goal of creating a ‘European higher education community’ by 2030 can help to give direction to this complex process and what that might entail.


2018 ◽  
Vol 69 (2) ◽  
pp. 29-35
Author(s):  
V. V. Dotsenko

The results of theoretical analysis of modern directions, approaches and methods of stress management have been presented. It has been determined that the classification of methods of stress management depends on the type of psychotherapy, the direction of work with stress, time parameters of interaction with stress factors, the method of influencing the functional state, the method of anti-stress influence, etc. Based on the analysis of various scientific approaches, the methods of developing the ability to handle stress from law enforcers who study in higher education institutions with specific learning conditions are systematized and divided into three branches: prevention, neutralization and correction of stress, and recovery of organism resources. A series of trainings aimed on the formation and development of stress resistance and resource conservation among police officers at the stage of professional training were presented. For the first year cadets of Kharkiv National University of Internal Affairs a training program “Adaptation” was developed, the purpose of which is to develop skills and abilities of self-organization of the person that are essential for studying in higher education institutions with specific learning conditions; development of responsibility, social courage, high standards of behavior and motivation of achievement; development of active and prosocial models of behavior. For the second year cadets, a training program “Stress and Lifestyle” was developed, the purpose of which is the formation of rules of psycho-hygiene and mastering the methods of self-regulation of stress. For the third year cadets there is a training “Professional stress”, which task is to develop responsibility for personal development and promote self-realization and the formation of a cadet as a self-sufficient creative person. Also for the third year cadets we offer personal growth training “Life design of the person”, the purpose of which is to form the need for an active life position, willingness for self-development, self-improvement and increase of responsibility for one’s own life. On the basis of the research, conclusions were made on the expediency of the integrated implementation of the training system as a mean of forming and developing stress resistance and enhancing the existing personal resources of police officers at various stages of professional training.


Author(s):  
Steven A. Nijhuis

The object of this paper is to explore the actual practice in project management education in the Netherlands and compare it to reference institutions and recent literature. A little over 40% of the Higher Education institutions in the Netherlands mentions PM education in programs and/or courses. A total of 264 courses, minors and programs in the Netherlands found. In reference institutions 33 courses and programs are found and 36 publications deal with actual teaching of project management in Higher Education. Comparing these sources finds traditional methods of teaching and testing, a roughly comparable focus on subjects and an unsupported high claim of learning level, while the number of credits assigned to project management is relatively small. There is a strong focus on planning without execution, which is critiqued as is the promoted Project Based Learning.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joaquín Adiego ◽  
Natalia Martín-Cruz

Purpose This paper aims to explain the development of an online training curriculum to enable students to acquire the transversal competences needed to work on smart cities projects. In this curriculum, a modern approach to the teaching-learning process was applied, suitable for the interdisciplinary and multinational learning challenges that smart cities impose, but within the framework of a university-industry European partnership. Design/methodology/approach To develop the curriculum, the competences needed for smart cities, common to all disciplines and fields, had to be researched. In addition, real smart cities projects also had to be selected for work following a project-based learning methodology. For both, this study applied the Delphi method, selecting the most relevant ones based on the data obtained by performing a multi-criteria decision analysis. Findings The procedure followed for the identification of transversal competences in a field, the design of an innovative online training program and the results of the first edition of the program are discussed. Research limitations/implications The processes that were developed, both to detect the most relevant transversal competences and to design the online training program, could be extrapolated to other areas. Moreover, it is very likely that the competences detected in this work could also be extrapolated, for the most part, to interdisciplinary teams. Originality/value To date, there is no European initiative addressing the challenges of smart cities that requires a major adjustment in higher education, in the relationship between universities and all the mechanisms of lifelong learning with the industry related to smart cities. This work is a pioneer in this regard.


2017 ◽  
Vol 16 (4) ◽  
pp. 73
Author(s):  
David Slim Zepeda Quintana ◽  
Luis Eduardo Velazquez Contreras

Over the last decades, Sustainable Development (SD) has been a focal point in a large number of international political and academic settings. In order to encourage this change, education needs to evolve into an education committed with the sustainability, particularly higher education (Lambrechts, et al. 2013). This paper aims to describe experiences and remarks regarding The International Workshop on Campus Sustainability held on Wroclaw, Poland on May 2016. The objective of this workshop was identify fragilities and weaknesses in higher education institutions, which can lead to irreversible loses. As a follow-up, in June of 2016, a replication workshop was held in the city of Hermosillo, Sonora, Mexico with the objective of exploring new outcomes and gain more knowledge in identifying fragilities and weaknesses in higher education institutions. As a result, it is intended to create a new set of indicators of fragility that contribute in our path towards SD.


2016 ◽  
Vol 12 (4) ◽  
pp. 381
Author(s):  
Atif bin Tareef ◽  
Mohammad S. Alzyood

This study aimed at identifying the status and obstacles of scientific research in Jordanian higher education institutions as perceived by vice presidents, deans and vice deans of the scientific research departments. In addition to differences in status and obstacles, pursuant to the study variable, this is the institution type.The sample composed of (139) faculty members and all 27 vice presidents, deans and vice deans of the scientific research departments at all 27 Jordanian universities.Having reviewed all interviews and some literature, the researcher prepared a questionnaire, which was tested for validity and reliability of the questionnaire, and used five-likert scale to measure the status and the obstacles of the scientific research in higher education in Jordan. The study showed the following findings; The scientific research status mean was 2.19 and that was low result, also the themes have almost the same results where the research planning got the highest among the themes and the research support the lowest. The scientific research obstacles mean was 2.87 and that was low result, also the themes have almost the same results while doing research for academic promotion got the highest among the themes and doing research for developing human knowledge and enjoyment the lowest. In the light of these results, the study provides a number of recommendations that could reduce the obstacles for funding of scientific research in higher education.


2021 ◽  
pp. 197-223
Author(s):  
Mianjun Xu ◽  
◽  
Tianyuan Zhao ◽  
Juntao Deng ◽  
◽  
...  

The study indicates that before the COVID-19 pandemic, despite its importance, distance interpreter training (DIT) was not positively perceived or widely used in higher education institutions that offer Bachelor of Translation and Interpreting (BTI) and/or Master of Translation and Interpreting (MTI) programs in China. However, the pandemic has changed almost everything in the world, with no exception of DIT, prompting the authors to have a follow-up study in August 2020 of the same 14 full-time interpreting teachers from different BTI and MTI institutions in different parts of China who had been interviewed right before the pandemic. This interview-based comparative study shows that all the interviewees used DIT during the pandemic shutdown and their perceptions of DIT have altered greatly, becoming more objective than subjective and more positive than negative. The pandemic has, to some extent, boosted the further development and acceptance of both the online and blended approaches to interpreter training.


Author(s):  
Chunhua Feng ◽  

With the increasing awareness of sustainable development in higher education institutions, it has become an essential part for setting training program and curriculum. The key step is how to integrate sustainable development requirements into professional courses among college students education to make the theoretical groundwork possible in all disciplines. The purpose of this paper is to present a systematic approach through top-bottom to integrate sustainability contents into curriculum as well as quantifying influence degree of different courses on sustainable development. It mainly takes the training program setting of higher education institutions as the research object, and analyzes the relevance of training goals, graduation requirements, core courses, curriculum system and sustainability factors. Taking general education courses, subject basic courses, professional courses and optional courses as examples, the relevance between sustainable factors and curriculum design is quantified combining qualitative and quantitative analysis method for providing valuable reference for decision makers. All majors of University of Shanghai for Science and Technology (USST) are analyzed through considering whether or not containing sustainability factors like environment, society and economy. The data are collected from the training program of all majors in USST. Furthermore, the major of mechanical design, manufacturing and automation in USST is used as a case study to reveal the importance of integrated sustainable factors, and the significance of higher education of engineering specialty for the implementation of sustainable development.


Sign in / Sign up

Export Citation Format

Share Document