scholarly journals Rethinking Experiential and Hands-On Learning for Digital Spaces: A game-based case study in design education

2021 ◽  
Author(s):  
Kristina Maria Madsen ◽  
Thessa Jensen
Author(s):  
Jeffrey Harris ◽  
Charles Park

This paper explores a case study of implementing blended learning in a third-year engineering course. In “Mechanical and Thermal Energy Conversion Processes”, blended learning was implemented by flipping the classroom (i.e. reversing the roles of lectures and homework) for selected units of the course. While flipping an entire course can be a significant undertaking, it can be much easier to take a blended approach and only flip lectures on selected topics. Many studies on flipped classroom learning have focused on the production of online lectures and active learning methods; often these case studies have overlooked the mechanisms to bring homework into the classroom. In this case study, homework was adapted into a variety of in-class activities, composed of hands-on learning, problem solving, and classroom discussions. In addition, a variety of classroom space types were used to conduct these activities. In this paper, the successes, challenges, and lessons learned for each type of activity and classroom space are discussed. Strategies for student engagement and acceptance of blended learning are also discussed.


Author(s):  
Stephanie Koska ◽  
Louise Condra

This case study examines the use of the flipped classroom model in the polytechnic environment. This research gathered data through four student surveys and student grades and supported by overall instructor reflections. Overall this research indicates that using the flipped model in an engineering polytechnic education environment can be successful in extending in-class hands-on learning time while maintaining high levels of student satisfaction and grades


Author(s):  
Mohamad Taib Miskon ◽  
Suziana Omar ◽  
Nur Hafizah Rabi'ah Husin ◽  
Rosheila Darus ◽  
Zulzilawati Jusoh

Sensors ◽  
2021 ◽  
Vol 21 (5) ◽  
pp. 1653
Author(s):  
Héctor A. Guerrero-Osuna ◽  
Luis F. Luque-Vega ◽  
Miriam A. Carlos-Mancilla ◽  
Gerardo Ornelas-Vargas ◽  
Víctor H. Castañeda-Miranda ◽  
...  

Due to the emergence of the coronavirus disease (COVID 19), education systems in most countries have adapted and quickly changed their teaching strategy to online teaching. This paper presents the design and implementation of a novel Internet of Things (IoT) device, called MEIoT weather station, which incorporates an exogenous disturbance input, within the National Digital Observatory of Smart Environments (OBNiSE) architecture. The exogenous disturbance input involves a wind blower based on a DC brushless motor. It can be controlled, via Node-RED platform, manually through a sliding bar, or automatically via different predefined profile functions, modifying the wind speed and the wind vane sensor variables. An application to Engineering Education is presented with a case study that includes the instructional design for the least-squares regression topic for linear, quadratic, and cubic approximations within the Educational Mechatronics Conceptual Framework (EMCF) to show the relevance of this proposal. This work’s main contribution to the state-of-the-art is to turn a weather monitoring system into a hybrid hands-on learning approach thanks to the integrated exogenous disturbance input.


Author(s):  
Martha Burkle

Mobile technology use is a major issue in higher education institutions, and one that is increasing daily. While the new generation of students (the “digital natives”) move across programs and courses, their learning expectations have started to emerge. It is with these expectations and needs in mind that educators around the world are recognizing the advantages of using mobile technologies to engage with students and make learning a more collaborative, interactive activity that can be engaged in at anytime, anywhere. Using a case study approach, this chapter explores the challenges of transforming static curricula into a mobile experience, and the ways in which these challenges were overcome within a polytechnic institution where hands-on learning takes place inside the classroom or the lab. In addition to presenting a literature review on the use of mobile technologies for teaching and learning, and an analysis of the relevance of connectivism theory to analyze students learning in the digital age, this chapter also includes an analysis of student surveys and interviews, as well as further opportunities for research.


2013 ◽  
pp. 1008-1025
Author(s):  
Martha Burkle

Mobile technology use is a major issue in higher education institutions, and one that is increasing daily. While the new generation of students (the “digital natives”) move across programs and courses, their learning expectations have started to emerge. It is with these expectations and needs in mind that educators around the world are recognizing the advantages of using mobile technologies to engage with students and make learning a more collaborative, interactive activity that can be engaged in at anytime, anywhere. Using a case study approach, this chapter explores the challenges of transforming static curricula into a mobile experience, and the ways in which these challenges were overcome within a polytechnic institution where hands-on learning takes place inside the classroom or the lab. In addition to presenting a literature review on the use of mobile technologies for teaching and learning, and an analysis of the relevance of connectivism theory to analyze students learning in the digital age, this chapter also includes an analysis of student surveys and interviews, as well as further opportunities for research.


2021 ◽  
Author(s):  
Ruba Ali ◽  
Jolly Bhadra ◽  
Nitha Siby ◽  
Zubair Ahmad ◽  
Noora Al-Thani

Sports is a powerful tool to make deeper connections, stimulations, and understanding of STEM (science, technology, engineering, and mathematics) education. Science in sports is a unique program established to present sports as a medium for STEM education. The program included 248 students (112 females and 136 males) from 15 secondary schools in the State of Qatar. The participants took part in interactive, hands-on learning workshops where they were challenged to design sports equipment from innovative materials while adhering to specific design criteria. Quantitative and t-test analysis were performed on data collected over five years from 2012 to 2017 of the program to analyze its effectiveness, along with the Research and Development (R&D) study obtained from pre and post-surveys of students, teachers, and facilitators to further analyze participants’ behaviors and attitudes.


2020 ◽  
Vol 10 (1) ◽  
pp. 649-657
Author(s):  
Cucuk Budiyanto ◽  
Regina Nur Fitriyaningsih ◽  
Faiz Kamal ◽  
Rosihan Ariyuana ◽  
Agus Efendi

AbstractThe importance of learning style in student’s learning performance has been gaining scholar’s attention since it was coined in the early 70s. Atmatzidou’s robotics procedure of a five-stages robotic activities was deployed in the research. This study adopts a case study research design for gathering and analyzing data as the case research allows the exploration of unforeseen phenomena and offers insights into the interdependencies among components revealed in the study. This research introduces the use of Lego Mindstorm as the mean of pro-filing a student’s behavioral patterns. Student’s behavior patterns, then, mapped into radar charts to present the extent of both Kolb and science, technology, engineering, and math (STEM)’s profile of student’s learning style categories. The paper contributes to theory by extending Kolb’s Learning Style instrument by mapping the pattern of learning styles identified in the research and exploring students learning experience. Dominant four-domain-indicators captured during the activities characterize Students’ learning profiles. While the Kolb Learning Style and its instrument are considered classic in hands-on literature, the use of educational robotics to elaborate students’ learning style is novel in the literature that may affect the delivery of non-technology subjects in the curricula.


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