Project - Based Teaching in Model for Meaningful and Technological Integration of the Ecological Education

2021 ◽  
pp. 380-394
Author(s):  
Klaida Doychinova ◽  
Keyword(s):  
Extracurricular Activities ◽  
Personal Development ◽  
Formal Education ◽  
Real Life ◽  
Project Based Learning ◽  
Project Work ◽  
Constructive Process ◽  
Cognitive Experience ◽  
Development Support ◽  
Technological Integration

Project-based learning (PBL) is a comprehensive strategy for activating students' cognitive potential. This opens up great opportunities for a personally motivated and constructive process of learning. Project work is an interactive strategy for implementing the connection between students' theoretical knowledge and practical activity, for linking education to their real life and cognitive experience, for realizing meaningful socialization and for orienting them in the existing informative environment as necessary competences of the modern personality. The article presents the results of the application of project-based training as a model for substantive and technological integration in environmental education, which is in the intersected field of formal and non-formal education. The model was fulfilled with the participation of 7th grade students of Tzvetan Spasov Elementary School and Lazar Stanev Primary School - Pleven, who attend extracurricular activities at the Center for Personal Development Support - Center for Student, Technical and Scientific creativity.

scholarly journals The Children’s Congress: A Benefit to All Levels of Schooling by Strengthening Computational Thinking

2020 ◽  
pp. 241-246
Author(s):  
Sara Hinterplattner ◽  
◽  
Jakob S. Skogø ◽  
Corinna Kröhn ◽  
Barbara Sabitzer
Keyword(s):  
University Students ◽  
Time Management ◽  
Personal Development ◽  
Real Life ◽  
Computational Thinking ◽  
Honors Students ◽  
Project Work ◽  
Johannes Kepler ◽  
Life Problems ◽  
The University

The Children’s Congress is an event, developed to meet a demand for strengthening computational thinking and to increase the interest in STEAM subjects. This congress brings teachers, university students and pupils together to work interdisciplinary on real-life problems. During these proceedings, the pupils slip into the role of researchers and scientists, supported by their teachers, university staff and university students. In every project team, at least one student from the Honors program of the Johannes Kepler University in Linz takes part. This support helps the pupils both in their projects and in their personal development, through mentoring by the talent students of the university. To find out more about these benefits and to improve the congress for the next years the Honors students were asked to give feedback after the congress. In these interviews, the Honors students described the Children’s Congress as a very inspiring and motivating project for all the participants. The results show that the students experienced a lot of appreciation through the work with the pupils, and that they faced many new challenges. They see many benefits for the pupils, starting from the increasing academical knowledge to skills like team- and time management. Furthermore, the benefit of getting used to computational thinking was described. Besides the advantages for the pupils, benefits for teachers were mentioned. Overall, the results show that the Children’s Congress successfully combines computational thinking, real-life problems, interdisciplinarity, project work and mentoring, benefitting all participants involved.

scholarly journals Project-based learning as an element of the university innovation ecosystem

2021 ◽  
Vol 116 ◽  
pp. 00069
Author(s):  
Yulia Khodkovskaya ◽  
Olga Malykh
Keyword(s):  
Formal Education ◽  
Educational Environment ◽  
Project Based Learning ◽  
Project Work ◽  
Learning Technology ◽  
Innovation Ecosystem ◽  
Learning Path ◽  
The University ◽  
The Relationship ◽  
Russian Universities

The article presents an analysis of the development problems of project-based learning technology in Russian universities, which can make a significant contribution to achieving the goal of academic leadership. The issues of the formation of the competencies of a university graduate in the context of project-based learning are considered. It is shown that project-based learning should be included in a multifactor educational environment - the innovative ecosystem of the university. The relationship between the elements of the university’s innovation ecosystem, such as education, individual learning path, project-based learning, digital content, polylingual content, non-formal education, partnership programs, supervising, mentoring, design and interdisciplinarity, has been determined. The article substantiates the criteria for the effectiveness of project-based learning, and also offers options for the formation of the innovative ecosystem of the university, as a new trend in the Russian educational environment, which allows students to be involved in research and project work.

The Effectiveness of Project –Based Learning in the Acquisition of English as a Foreign Language

2015 ◽  
Vol 2 ◽  
pp. 210
Author(s):  
Olga Supe ◽  
Aivars Kaupuzs
Keyword(s):  
Foreign Language ◽  
Teaching Method ◽  
Real Life ◽  
Project Based Learning ◽  
Intermediate Level ◽  
Teaching Approach ◽  
Project Work ◽  
Education Process

<p><em>In the last years the project – based learning has become a popular teaching method in Latvia. Project work is a student-centred teaching approach; it motivates students to use language in real life situations and involves a great number of students’ feelings, talents, skills and knowledge in the education process. It is a way to express students’ own decisions, experience, almost dreams. This approach can be used for both: small kids (beginners’ level) and for adolescents (upper-intermediate level).The goal of this research is to analyse the effectiveness of project –based learning in the acquisition of English as a foreign language This investigation is based upon Legutke, Thomas, Fried-Booth, Haines, researches. </em></p><p> </p>

STORYTELLING AND MEANING RECONSTRUCTION: A METAPHORICAL PERSPECTIVE

2016 ◽  
Vol 24 (2) ◽  
pp. 159-169
Author(s):  
M L Mojapelo
Keyword(s):  
Personal Development ◽  
Real Life ◽  
Human Existence ◽  
Meaning Reconstruction ◽  
Changing Patterns ◽  
The Subject ◽  
Changes Over Time ◽  
Over Time

Storytelling consists of an interaction between a narrator and a listener, both of whom assign meaning to the story as a whole and its component parts. The meaning assigned to the narrative changes over time under the influence of the recipient‟s changing precepts and perceptions which seem to be simplistic in infancy and more nuanced with age. It becomes more philosophical in that themes touching on the more profound questions of human existence tend to become more prominently discernible as the subject moves into the more reflective or summative phases of his or her existence. The aim of this article is to demonstrate the metaphorical character of a story, as reflected in changing patterns of meaning assigned to the narrative in the course of the subjective receiver‟s passage through the various stages of life. This was done by analysing meaning, from a particular storytelling session, at different stages of a listener‟s personal development. Meaning starts as literal and evolves through re-interpretation to abstract and deeper levels towards application in real life.

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

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.

Project-based learning in human–computer interaction: a service‐dominant logic approach

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Amela Karahasanović ◽  
Alma Leora Culén
Keyword(s):  
Human Computer Interaction ◽  
Real Life ◽  
Project Based Learning ◽  
Service Dominant Logic ◽  
Teaching Innovation ◽  
Content Type ◽  
Research Education ◽  
Dominant Logic ◽  
Service Ecosystem ◽  
Computer Interaction

Purpose This study aims to propose a service-dominant logic (S-DL)-informed framework for teaching innovation in the context of human–computer interaction (HCI) education involving large industrial projects. Design/methodology/approach This study combines S-DL from the field of marketing with experiential and constructivist learning to enable value co-creation as the primary method of connecting diverse actors within the service ecology. The approach aligns with the current conceptualization of central university activities as a triad of research, education and innovation. Findings The teaching framework based on the S-DL enabled ongoing improvements to the course (a project-based, bachelor’s-level HCI course in the computer science department), easier management of stakeholders and learning experiences through students’ participation in real-life projects. The framework also helped to provide an understanding of how value co-creation works and brought a new dimension to HCI education. Practical implications The proposed framework and the authors’ experience described herein, along with examples of projects, can be helpful to educators designing and improving project-based HCI courses. It can also be useful for partner companies and organizations to realize the potential benefits of collaboration with universities. Decision-makers in industry and academia can benefit from these findings when discussing approaches to addressing sustainability issues. Originality/value While HCI has successfully contributed to innovation, HCI education has made only moderate efforts to include innovation as part of the curriculum. The proposed framework considers multiple service ecosystem actors and covers a broader set of co-created values for the involved partners and society than just learning benefits.

PROJECT BASED LEARNING AND ITS USE IN TEACHING

2020 ◽  
pp. 119-123
Author(s):  
Zh.T. Kayinbayev ◽  
◽  
О.К. Nurbavliyev ◽  
Keyword(s):  
High School ◽  
Educational Research ◽  
High School Graduates ◽  
Real Life ◽  
Project Based Learning ◽  
Topical Issue ◽  
Chinese Philosopher ◽  
Design Activities ◽  
The Ancient Chinese ◽  
Research And Design

This article discusses the features and benefits of teaching based on the works of both foreign and domestic scientists and methods of project based learning used in the field of pedagogy. Today's society places new demands on high school graduates. "I forget what I hear, I remember what I see, I master what I do," said the ancient Chinese philosopher Confucius. Project Based Learning – is the knowledge that students acquire through the planning and independent performance of increasingly complex tasks. Preparing children for a real life by encouraging them to see the fruits of their labour is a topical issue for today. Graduates of schools are in demand in the context of innovation, have the skills of cognitive, educational, research and design activities, the ability and ability to independently seek methods for solving practical problems, the ability to use various methods of cognition.

scholarly journals Advanced Learning Tools for (Non) Formal Education

2013 ◽  
Vol 8-9 ◽  
pp. 65-74 ◽  
Author(s):  
Sanda Porumb ◽  
Cosmin Porumb ◽  
Aurel Vlaicu ◽  
Bogdan Orza
Keyword(s):  
Collaborative Learning ◽  
Teaching And Learning ◽  
Formal Education ◽  
Project Based Learning ◽  
Assessment Process ◽  
Educational Services ◽  
Learning Approaches ◽  
Learning Tools ◽  
Virtual Collaboration ◽  
Generic Framework

An important part of the articles published in the last years highlight teaching and learning approaches and technologies integrated in complex applications and present the concepts used for creating and presenting the educational content. They refer to the methodologies used in self-and collaborative learning, including problem-and project-based learning. The assessment process is also illustrated in several articles but there is no a generic framework that complies with the rules of both formal and non-formal education acts. Our proposal is focused on advanced concepts for improving the educational services and the manner a generic framework for blended learning can be customized for higher education and lifelong learning. In addition, the paper proposes a virtual collaboration prototype that supports interpersonal and inter-process collaborative learning services that can be used as core of any rapidly growing educational community.

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