scholarly journals A proposal for a course of Operations Management for the Degree in Electronics and Automatic

2017 ◽  
Vol 8 ◽  
pp. 177
Author(s):  
Pilar I. Vidal-Carreras ◽  
Julio J. Garcia-Sabater ◽  
Lourdes Canos-Daros
Keyword(s):  
Group Work ◽  
Operations Management ◽  
Problem Based Learning ◽  
Project Based Learning ◽  
Project Learning ◽  
Large Groups

At this work a methodology is proposed for a course of the discipline of Operations Management with a focus on active methodologies in the degree of Electronics and Automatic. For the course is combined: lecture, group work, problem-based learning, project-based learning and presentation of group work. Previous experiences in the same course allow us to conclude the importance of the lecture in this environment in what is the only course of the discipline in all the degree. The importance of feedback in project learning is not easy for large groups such as the case study, suggesting the presentation of group work as a good solution to the problem

The problem of projects: understanding the theoretical underpinnings of project-led PBL

2013 ◽  
Author(s):  
Roy Hanney ◽  
Maggi Savin-Baden
Keyword(s):  
Student Engagement ◽  
Problem Based Learning ◽  
Project Based Learning ◽  
Dialogic Approach

For many years there has been a sharp division between project-based learning, and problem-based learning, with the former adopting a more technical rationalist approach while the latter adopts a more Socratic or dialogic approach. This article argues that current notions of project-based learning are too narrow and that combining the two approaches will improve student engagement and criticality. This article begins by outlining the key differences between project-based, and problem-based learning, suggesting a new constellation. It then provides an exemplar in the form of a case study that sought to undertake such a combination, and reports on implications for practice.

THE ANALYSIS OF PROBLEM BASED LEARNING (PBL) IN MICRO TEACHING COURSE TO FIT THE REQUIREMENT OF EFFECTIVE PRE-SERVICE TEACHERS

2019 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Linda Linda ◽  
Apandi
Keyword(s):  
Qualitative Method ◽  
Teaching Practice ◽  
Problem Based Learning ◽  
Real Field ◽  
English Department ◽  
Effective Teacher ◽  
Existing Problems ◽  
Apply Problem ◽  
Pre Service Teacher

One of phenomena that occur in the educational world is the issue of discrepancies that occur between theory the pre-service teacher learned in college with implementation when they should teach in thereal fields (schools). Problem Based Learning (PBL) becomes one of the efforts to bridge the existing problems. This research is conducted to find out the extend of Problem Based Learning (PBL) in Micro Teaching course since the course must be accomplished by students before carrying out practical activities in the real field in the school at teaching training program. The writer uses descriptive qualitative method. And in this research the writer uses case study as a research design to find out the purpose of the research. The participants of the the research are 8 students from a class of micro teaching course in English Department of Universitas Swadaya Gunung Jati. In this paper, The Students as the Pre Service Teacher(s) are coded PST(s). The writer uses observation as the instruments of the research. Theory of Miles and Huberman are used to collect data from observation. Regarding to the discussion above, the four aspects of competences of effective teacher are shown in the teaching practice done by the students of Micro teaching course that apply Problem Based Learning (PBL). The majority results of the observation explain that applying Problem Based Learning in Micro Teaching course develops pre-service teachers competence in their teaching in classroom. This research shows pre-service teachers can integrate their competences and create good performance in their teaching practice.

A Cooperative Computer Game for Public Efficiency Development

2014 ◽  
Vol 13 (8) ◽  
pp. 4760-4766
Author(s):  
Sachchida Nand Prasad
Keyword(s):  
Group Therapy ◽  
Group Work ◽  
Computer Games ◽  
Computer Game ◽  
Target Population ◽  
Design Interfaces ◽  
Design Case Study ◽  
Effective Group ◽  
Public Group

This paper presents a design case study of SIDES: Design Interfaces to Develop Effective Public Efficiency. SIDES is a tool designed to help adolescents in Public group therapy, specifically individuals with Asperser’s Syndrome, practice effective group work efficiency using a four-player cooperative computer game that runs on computer games technology. We are represent the design process and evaluation of SIDES conducted over a period of six months with a middle school Public group therapy class. Our findings indicate that   computer games   are a motivating and supported tool for effective group work among. My target population and reveal different design lessons to inform the development of similar systems.

Evaluating The Effectiveness Of Problem-Based Learning (Pbl) Implemented In The Textile Engineering Course - A Case Study On Ahsanullah University Of Science And Technology, Bangladesh

2014 ◽  
Vol 1 (1) ◽  
pp. 111-114
Author(s):  
Lal Mohan Baral ◽  
Ramzan Muhammad ◽  
Claudiu Vasile Kifor ◽  
Ioan Bondrea
Keyword(s):  
Engineering Students ◽  
Science And Technology ◽  
Problem Based Learning ◽  
Professional Life ◽  
System Level ◽  
Teaching Tool ◽  
Technical Problems ◽  
Empirical Survey ◽  
Undergraduate Programs

AbstractProblem-based learning as a teaching tool is now used globally in many areas of higher education. It provides an opportunity for students to explore technical problems from a system-level perspective and to be self-directed life-long learner which is mandatory for equipping engineering students with the skill and knowledge. This paper presents a case study illustrating the effectiveness of implemented Problem-based learning (PBL) during five semesters in the undergraduate programs of Textile Engineering in Ahsanullah University of Science and Technology (AUST). An assessment has been done on the basis of feedback from the students as well as their employers by conducting an empirical survey for the evaluation of PBL impact to enhance the student's competencies. The Evaluations indicate that students have achieved remarkable competencies through PBL practices which helped them to be competent in their professional life.

PENGARUH PENGGUNAAN METODE PROJECT BASED LEARNING (PjBL) DAN PROBLEM BASED LEARNING (PBL) TERHADAP KEMAMPUAN BERPIKIR KRITIS MAHASISWA (Studi Eksperimen Pada Mata Kuliah Kewirausahaan Tingkat II Tahun Akademik 2014/2015 Program Studi Pendidikan Ekonomi FKIP Universitas Kuningan)

2016 ◽  
Vol 13 (1) ◽  
Author(s):  
Yeyen Suryani ◽  
Sri Mulyati
Keyword(s):  
Problem Based Learning ◽  
Project Based Learning ◽  
Post Test

Masalah dalam penelitian ini adalah rendahnya kemampuan berpikir kritis mahasiswa pada mata kuliah kewirausahaan tingkat II di Program Studi Pendidikan Ekonomi FKIP Universitas Kuningan. Rendahnya kemampuan berpikir kritis tersebut ditunjukkan dengan masih banyaknya mahasiswa yang hanya menguasai salah satu aspek pembelajaran pada ruang lingkup kemampuan berpikir tingkat rendah yaitu berkisar pada aspek mengingat atau menghafal. Selain itu, makalah atau tugas-tugas yang dibuat mahasiswa kebanyakan hanya copy paste dari modul atau buku yang sudah ada dan jarang sekali menggambarkan hasil pemikiran mahasiswa sendiri sebagai indikator kemampuan mahasiswa dalam berpikir kritis. Kebanyakan mahasiswa juga masih merasa kesulitan mengaitkan konsep dengan kondisi yang ada di lingkungan nyata. Kondisi semacam ini terjadi akibat dari proses perkuliahan yang hanya berjalan satu arah. Dengan banyak permasalahan-permasalahan yang muncul, perlu adanya pembaharuan di lingkungan pendidikan yang mengarahkan pembelajaran agar mahasiswa memiliki kemampuan berpikir kritis.Tujuan penelitian ini adalah untuk mendeskripsikan perbedaan kemampuan berpikir kritis mahasiswa pada pengukuran akhir (post-test), dan mendeskripsikan perbedaan peningkatan (gain) kemampuan berpikir kritis mahasiswa antara kelas eksperimen yang menggunakan metode PjBL dan kelas kontrol yang menggunakan metode PBL.Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan pada� pretest antara kelas eksperimen yang menggunakan metode PjBL dengan kelas kontrol yang menggunakan metode PBL. Sedangkan setelah pembelajaran terdapat perbedaan hasil posttest kemampuan berpikir kritis mahasiswa antara kelas eksperimen dengan kelas kontrol. Adapun terdapat perbedaan peningkatan kemampuan berpikir kritis mahasiswa antara kelas eksperimen yang menggunakan metode PjBL dengan kelas kontrol yang menggunakan metode PBL dapat dilihat dari nilai gain kelas eksperimen sebesar 0,65 dan kelas kontrol sebesar 0,60. Dari bukti diatas, dapat disimpulkan bahwa kedua metode tersebut yaitu PjBL dan PBL dapat dijadikan sebagai salah satu alternatif bagi dosen untuk meningkatkan dan mengembangkan kemampuan berpikir kritis mahasiswa.

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