scholarly journals THE PROJECT-BASED LEARNING IN CLASS OF SPANISH FOR PROFESSIONAL PURPOSES

2016 ◽  
pp. 77-82
Author(s):  
EVA Díaz Gutiérrez ◽  
MARÍA DEL Suñén Bernal
Keyword(s):  
Teaching Strategy ◽  
Project Based Learning ◽  
Foreign Languages ◽  
Educational Materials ◽  
Second Languages ◽  
Working Model ◽  
University Curricula ◽  
The Creation ◽  
The University

With this workshop we would like to present the principles of project-based learning in second languages and how to implement it when teaching foreign languages. Moreover, we would like to share our experience in using this method in two parallel courses at the Leuphana Universität in Lüneburg and the Technische Universität Berlin, both located in Germany. Our idea to collaborate in the creation of educational materials which could be suitable to our needs arose in 2011. We were looking for a new teaching strategy to enable students to feel completely involved in situa-tions in which they could make practical use of the language, going beyond the limits of the classroom by car-rying out a project. At the same time, we could not forget the fact that we teach a language course for special purposes, with all what this implies: developing all four major skills, paying special attention to the specific vocabulary and creating virtual rooms to learn so that this process could be continued after the classes. With the passage of time, we have been able to confirm that this working model enables us to achieve most of the objectives of the University Curricula in a much more efficient way.

scholarly journals ZonaTIC: Sitio web para la divulgación de la ciencia de las TIC en pro de la inclusión digital

2019 ◽  
pp. 14-18
Author(s):  
Apolinar Trejo-Cuevas ◽  
Gerardo Parra-Rodríguez ◽  
María Teresa Díaz-Robledo ◽  
Javier Jesús Torres-Yáñez
Keyword(s):  
Information And Communication Technologies ◽  
Web Applications ◽  
Teaching Strategy ◽  
Project Based Learning ◽  
Design Development ◽  
Digital Inclusion ◽  
Analysis And Design ◽  
Information And Communication ◽  
Waterfall Model ◽  
The University

Objective. Implement a website that allows the outreach of the science of Information and Communication Technologies to the staff of the university community of the UTNG to facilitate digital inclusion, taking advantage of the current infrastructure that the university has, as well as its human capital. Methodology. The adopted development model was a concurrent model: For the Frontend development the spiral model was used, which facilitates its design through the stages of prototyping, analysis and design. On the other hand, for the development of the Backend, the waterfall model was used, given the nature of the project, where the requirements are pre-established and with few changes. The phases of this model are: (Requirements. Survey of requirements, Design. Development of the database and class diagrams, Implementation Coding, Check. Tests, Maintenance. Correct errors in functionality) Contribution. Implementation of project-based learning (PBL) as a motivational teaching strategy in the development of web applications. Use of robust development tools used today by software factories, such as: Java, Spring, HTML5, CSS3, and Apache Maven; all this under a Model View Controller architecture.

scholarly journals Blended learning experience through projects

2019 ◽  
pp. 20-27
Author(s):  
Alma Delia Otero-Escobar ◽  
Elsa Suarez-Jasso ◽  
Jesús Ramirez-Sánchez ◽  
Mayra Minerva Mendez-Anota
Keyword(s):  
Blended Learning ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Research Question ◽  
Real Life ◽  
Project Based Learning ◽  
Primary Role ◽  
Learning Method ◽  
Educational Materials ◽  
Face To Face

This research applies the method of blended learning with project-based learning as a teaching strategy. The main objective was to identify the didactic contribution of the blended learning method through the solution of problems in a university context as mechanism to support the development of student competencies. The achievement of these competences was evaluated through face-to-face sessions and online interactions which sought to grant technological solutions to real organizations. Thus, through the Canvas model, the student carried out the creation of a business in a collaborative, distributed and integral manner as part of the educational experience called Technological Solutions applicable to organizations, taught at the Universidad Veracruzana in Mexico. The research question is: What is the didactic contribution of the blended learning method through problem solving in a university context? As a result of this mixed study, the contribution of the teacher is determined by coordinating, organizing, investigating and preparing the appropriate educational materials and technological resources for maximum use in student learning. A primary role of the teacher was to motivate the student to make a final product that can connect their educational activities with real-life situations.

scholarly journals DO YOU STUDY OR WORK? Project based learning as an enriching experience in education

2021 ◽  
pp. 159-166
Author(s):  
Teodomiro Boronat ◽  
◽  
Luis Quiles-Carrillo ◽  
Octavio Fenollar ◽  
Juan Ivorra-Martinez ◽  
...  
Keyword(s):  
Teaching Strategy ◽  
Leadership Skills ◽  
Project Based Learning ◽  
Point Of View ◽  
Teaching Methodology ◽  
Professional Lives ◽  
Teaching Point ◽  
Characterization Of Materials ◽  
The University

Project Based Learning (PBL) is a very popular teaching strategy nowadays because it offers a great number of advantages and/or opportunities from a teaching point of view, such as achieving a deeper learning, developing teamwork and leadership skills, or getting the student to take control of what and how to learn. For all these reasons, the authors believe that, in the context of the Master's studies, as the last studies before insertion into working life, the PBL can be a very appropriate teaching methodology, since well thought out it will prepare students for the real situations that they will later experience in their professional lives. The objective of this workis to present the experience of the application of PBL in the development of a common project for four subjects of the University Master in Engineering, Processing and Characterization of Materials, taught at the Polytechnic School of Alcoy, belonging to the Polytechnic University of Valencia (UPV).

Native Americans and the Third World Strike at UC Berkeley

2019 ◽  
Vol 42 (2) ◽  
pp. 32-39
Author(s):  
LaNada War Jack
Keyword(s):  
Native American ◽  
Native Americans ◽  
Personal Experience ◽  
Third World ◽  
Leadership Roles ◽  
The Third ◽  
The Creation ◽  
The 1960S ◽  
The Third World ◽  
The University

The author reflects on her personal experience as a Native American at UC Berkeley in the 1960s as well as on her activism and important leadership roles in the 1969 Third World Liberation Front student strike, which had as its goal the creation of an interdisciplinary Third World College at the university.

scholarly journals Citizen advisory groups for the creation and improvement of decision aids: experience from two Swiss centers for primary care

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Kevin Selby ◽  
Regula Cardinaux ◽  
Beatrice Metry ◽  
Simone de Rougemont ◽  
Janine Chabloz ◽  
...  
Keyword(s):  
Primary Care ◽  
Decision Aids ◽  
Community Based Participatory Research ◽  
Lung Cancer Screening ◽  
Target Population ◽  
Advisory Groups ◽  
Patient Decision ◽  
The Creation ◽  
Meeting Transcripts ◽  
The University

Abstract Background Guidelines for patient decision aids (DA) recommend target population involvement throughout the development process, but developers may struggle because of limited resources. We sought to develop a feasible means of getting repeated feedback from users. Methods Between 2017 and 2020, two Swiss centers for primary care (Lausanne and Bern) created citizen advisory groups to contribute to multiple improvement cycles for colorectal, prostate and lung cancer screening DAs. Following Community Based Participatory Research principles, we collaborated with local organizations to recruit citizens aged 50 to 75 without previous cancer diagnoses. We remunerated incidental costs and participant time. One center supplemented in-person meetings by mailed paper questionnaires, while the other supplemented meetings using small-group workshops and analyses of meeting transcripts. Results In Lausanne, we received input from 49 participants for three DAs between 2017 and 2020. For each topic, participants gave feedback on the initial draft and 2 subsequent versions during in-person meetings with ~ 8 participants and one round of mailed questionnaires. In Bern, 10 participants were recruited among standardized patients from the university, all of whom attended in-person meetings every three months between 2017 and 2020. At both sites, numerous changes were made to the content, appearance, language, and tone of DAs and outreach materials. Participants reported high levels of satisfaction with the participative process. Conclusions Citizen advisory groups are a feasible means of repeatedly incorporating end-user feedback during the creation of multiple DAs. Methodological differences between the two centers underline the need for a flexible model adapted to local needs.

scholarly journals Microscopy for Children

2006 ◽  
Vol 14 (3) ◽  
pp. 53-53
Author(s):  
Caroline Schooley
Keyword(s):  
The United States ◽  
Educational Materials ◽  
Real Science ◽  
Curriculum Research ◽  
Early Decision ◽  
National Reputation ◽  
Science Educators ◽  
The University ◽  
Lawrence Hall Of Science ◽  
Made In

Precollege science education in the United States is not what it could, and should, be. Major changes are being made in the way science is taught, but delivering those changes to thousands of schools is an enormous task. Scientific societies are a major resource; they can organize and train member-volunteers to help teachers bring “real” science to the classroom. The Microscopy Society of America has become part of the effort with Project MICRO (Microscopy In Curriculum - Research Outreach). MICRO is putting MSA members, teaching materials, and microscopes in middle school classrooms nationwide. The idea began in 1993, but it has taken a lot of time and effort to implement.MSA's early decision to collaborate with experienced science educators at the Lawrence Hall of Science of the University of California at Berkeley was a wise one; their educational materials have a well-earned national reputation for excellence.

scholarly journals Decolonising Terrorism Journals

Societies ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 6
Author(s):  
Ilyas Mohammed
Keyword(s):  
Knowledge Production ◽  
Terrorist Attacks ◽  
The Past ◽  
Tremendous Amount ◽  
Muslim Majority ◽  
University Curricula ◽  
Amount Of Knowledge ◽  
The University ◽  
Tremendous Impact

Decolonisation of knowledge over the past few years has gained much traction among scholars and students in many countries. This situation has led to calls for the decolonisation of knowledge, academia, the university, and university curricula. That said, the knowledge production side of the terrorism industry, which sits inside academia, so far has escaped calls to decolonise. This situation is somewhat surprising because the terrorism industry has had a tremendous impact on many countries, especially Muslim majority ones. The 9/11 terrorist attacks have resulted in a tremendous amount of knowledge being produced and published on terrorism and counterterrorism. However, little is known about “who is publishing on terrorism and where they are based”. To this end, this paper adopts a decolonial approach and addresses the questions of “who is publishing on terrorism and where they are based” by analysing seven terrorism journals. It argues that most of the publications and knowledge on terrorism in the seven terrorism journals are produced by scholars with Western heritage and are based at Western institutions, which is connected to the coloniality of knowledge.

scholarly journals Pedagogical Triage and Emergent Strategies: A Management Educational Program in Pandemic Times

2021 ◽  
Vol 13 (6) ◽  
pp. 3519
Author(s):  
Paola Adinolfi ◽  
Fernando Giancotti
Keyword(s):  
Change Management ◽  
Project Based Learning ◽  
Project Work ◽  
Future Research ◽  
Management Competencies ◽  
Educational Approach ◽  
External Conditions ◽  
The University ◽  
Defense Studies ◽  
Leadership And Change

This paper explores the post-pandemic strategic reorientation of a master in leadership and change management, investigating the conditions for its success and the side effects. The Master, which is part of the Defense Education Enhancement Plan recently approved by the Italian Ministry of Defense, led in partnership by the Center for High Defense Studies and the University of Salerno, aims at developing strategic leadership and change management competencies. The virtualization of the project work sessions that was caused by the pandemic emergency produced unexpected consequences that led the master directors to refocus the program as regards its format and method. The case-study, based on direct observation, unstructured interviews, and analysis of written documents and recorded audio, corroborates the literature regarding the emerging innovative, learner-centered approaches in management education, showing the effectiveness of an integrated educational approach based on traditional in-presence lectures, as well as experiential and project-based learning. It shows how the adjustments devised to cope with the consequences of teamwork virtualization proved to be synergistic, delivering positive outcomes in terms of participants’ satisfaction, learning, and impact. Future research avenues and practical implications are also highlighted, with a focus on the internal and external conditions for successful project-based learning in a distance learning environment.

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