scholarly journals Assessment and Evaluation of Student Learning Through a Project-Based Assignment on Note by Note Cooking

2020 ◽  
Vol 9 (2) ◽  
pp. 282-294
Author(s):  
Róisín M. Burke ◽  
Pauline Danaher
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Direct Methods ◽  
Project Based Learning ◽  
Student Feedback ◽  
Innovative Teaching ◽  
Individual Assessment ◽  
Feedback Questionnaire ◽  
Depth Analysis ◽  
Technological University

Many innovative teaching and learning methods are used in higher level education including project-based learning (PBL). Since 2012 a PBL assignment project has been undertaken by master students of the Advanced Molecular Gastronomy module at Technological University Dublin (TU Dublin). The aim is to stimulate student learning and creativity by using Note by Note cooking in a PBL assignment while at the same time complying with the requirements of the annual International Note by Note contest which is held in Paris, France. Direct and indirect assessment methods were used to assign individual grades and to gather student feedback about the module. The direct methods were both formative and summative. The indirect method used was a student feedback questionnaire. Results to date (2012-2019) showed that 92% of learners successfully passed the module. However, further evaluation of individual assessment results revealed that most students achieved higher scores for finding and using resources, asking further questions and developing their own answers than for analysing, synthesising and evaluating information (P≤0.01). Overall students were happy with the module content and said that they learnt about Note by Note cooking, chemical compounds, researching, independent-thinking and perseverance. In future students should carry out a more in-depth analysis, synthesis and evaluation of information.

“Dump the paper quiz”—The PERI model for exploring gamification in student learning in the United Arab Emirates

2021 ◽  
pp. 095042222110550
Author(s):  
Naveed Yasin ◽  
Sayed Abdul Majid Gilani ◽  
Gayatri Nair
Keyword(s):  
Student Learning ◽  
United Arab Emirates ◽  
Teaching And Learning ◽  
Student Response ◽  
Student Response System ◽  
Technology Enhanced Learning ◽  
Response System ◽  
Qualitative Thematic Analysis ◽  
Template Analysis ◽  
Depth Analysis

This paper explores the effects of gamification (a game-based student response system) on student learning in the United Arab Emirates (UAE). The data, collected through a series of semi-structured in-depth interviews with 32 learners, were analyzed using qualitative thematic analysis (i.e., template analysis). Based on an in-depth analysis of the data using NVIVO 10, the authors propose and apply the “PERI” model to develop multi-focal insights into gamification and its influences on student learning. The model proposed is original and comprehensive, encompassing (1) Preferabilities (P), (2) Experiences (E), (3) Recommendations (R), and (4) Impressions (I). Although most of the findings were positive with regard to application and receptivity across all dimensions of the PERI model for the gamification tool—a game-based student response system (GSRS) used for delivering education—they also reveal areas in need of development for the successful embedding of gamifying technology–enhanced learning provisions and their efficacy in teaching and learning pedagogy. The conclusions of this study outline implications for educators, students, education leaders, and gamification product developers.

scholarly journals 4P-2E Model: Teaching and Learning Process Through ICT Integration for Private Islamic Schools in Thailand

2021 ◽  
Vol 16 (4) ◽  
pp. 71
Author(s):  
Sariya Binsaleh ◽  
Muazzan Binsaleh
Keyword(s):  
Information Technology ◽  
Private Schools ◽  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Ict Integration ◽  
Joint Research ◽  
Innovative Teaching

The research “teaching and learning process by integrating information and communication technology for Islamic private schools in the three southernmost provinces of Thailand in the 21st Century" aimed to determine the integration of information technology for the design and development of innovative forms of teaching in line with the current situation of Islamic private schools in the three southern border provinces. The research scope focused on the development process for teachers to develop innovative forms of teaching to enable learners with lifelong learning skills. Teachers also were able to apply ICT in designing and developing innovative models for teaching to meet the 21st century skills. The participation and action research methods were used by allowing teachers to play a researcher’s role in conducting joint research with the team.  Project-based learning instruction method with ICT integrated was used. The results of this research is the innovative model of teaching that integrated information technology to provide students with the 21st century skills which is the 4P-2E model.  The impacts of this research to learners are: (1) Learners are creative, they enjoy the project-based learning and the integration of ICT in learning. (2) Learners are able to extend their own knowledge and are equipped with the 21st century skills and (3) Learning achievement of learners has improved significantly.   Keywords: 4P-2E Model, Teaching and learning process, ICT integration, Innovative teaching and learning, Project-based learning

CDIO Project-Based Learning

2018 ◽  
pp. 208-228
Author(s):  
Hoo Choon Lih
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Learning Approach ◽  
Engineering Project ◽  
Innovative Teaching ◽  
The Public ◽  
Learning Skill ◽  
And Performance ◽  
Depth Learning

Project-based learning is deemed to be effective in boosting student learning experiences and performance. By incorporating a blended learning approach, the use of iPads has been integrated into engineering project in the foundation in engineering (FIE) program under Taylor's University, Malaysia. The innovative teaching and learning aspects lie in consolidating the student's interest in playing with their iPad into productive learning by solving engineering challenges through conceive-design-implement-operate (CDIO) framework. The project requires the students to build a robocar to complete a certain challenge, which benchmarked with the public robotic competition. iPad was used for learning, designing, brainstorming, preparing project management documentation, and controlling the robocar. The practice has raised the in-depth learning skill while creatively solving an engineering challenge when they progress into the undergraduate program. The FIE students show better and satisfactory overall learning outcomes attainment as compared to the non-FIE students.

scholarly journals Instructional Strategies to Support Creativity and Innovation in Education

2017 ◽  
Vol 6 (4) ◽  
pp. 201 ◽  
Author(s):  
Thapanee Seechaliao
Keyword(s):  
Problem Solving ◽  
Instructional Strategies ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Project Based Learning ◽  
Learning Problem ◽  
Design And Development ◽  
Innovative Teaching ◽  
Innovative Education

The purpose of the study focused on the instructional strategies that support creation of creative and innovative education. The sample for this study consisted of 11 experts in the field of instructional strategies that support innovation of education. Among them, five were specialists in design and development of teaching and learning, three were in technology and innovational education, and the other three were in the design and development of innovative teaching. Research instruments used in this study were three sets of interview questions designed for those specialists in their own expertise. Collected data was analyzed and categorized into key issues and themes based on literature. The results were presented through the form of descriptive analysis. The findings revealed that instructional strategies which support the creation of creative and innovative education should focus on system approach. The instructional strategies usually based on design based learning, problem solving, creative problem solving, creative thinking, research based learning, problem based learning, project based learning, science, or innovative teaching process could lead to innovative education creatively. Teaching that involves practicalities should also be focused. These instructional strategies have common elements and processes: problems in the beginning, solutions findings, testing, and evaluation. Also, using a variety of stimulating ideas to find possible solutions to the problems facilitates brainstorming and helps learners think about new ideas. Results also showed that instructional strategies using questions, classroom discussion, self-directed study, inductive and deductive thinking, media or social media make students engage students in learning activities and create innovation in learning.

Theory of Sustained Optimal Challenge in Teaching and Learning

2017 ◽  
Vol 61 (1) ◽  
pp. 407-411
Author(s):  
Shaheen Ahmed
Keyword(s):  
Central Limit Theorem ◽  
Limit Theorem ◽  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Optimal Level ◽  
Student Feedback ◽  
Learning Theories ◽  
Learning Tasks ◽  
Wide Range

Yerkes-Dodson law suggests an optimal level of arousal for the best performance in learning tasks. Ideally, the instructors’ expectations should match the abilities and inabilities of students. This study proposes a theory that challenges students optimally and continually over the course of teaching and learning, with proofs using both theoretical and classroom examples. The theory of sustained optimal challenge facilitates student learning by achieving primarily three objectives: (1) continually adjusts the speed and content difficulty levels over the course of teaching and learning; (2) matches the instructors’ expectations with the students’ aptitudes (abilities and inabilities); and (3) finally, reduces the variation in student learning. The effect of central limit theorem, teaching and learning theories, learning outcomes, and student feedback supported the proposed theory in a wide range of disciplines, including, Statistics, Mechanics, Quality, and Ergonomics. Sustained optimal challenges were observed in most courses taught utilizing the proposed theory.

scholarly journals PROJECT-BASED LEARNING IN INDONESIAN EFL CLASSROOMS: FROM THEORY TO PRACTICE

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Second Language Acquisition ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Project Based Learning ◽  
Pedagogical Practices ◽  
English Language Education ◽  
Innovative Teaching ◽  
High Level

Project based learning (PBL) refers to an approach to instruction that teaches curriculum concepts through a project espousing principles of learner-centered teaching, learner autonomy, collaborative learning, and learning through tasks. This paper justifies the implementation of PBL to design two main projects and their activities in Creative Writing and Second Language Acquisition classes at English Language Education Program of Dunia University Indonesia (ED-DU). Moreover, the paper details pedagogical practices and learning resources deployed in both classes. The discussions would seem to indicate that the use of PBL grounded in the projects shows a high level of students’ participation in learning, and teachers’ innovative teaching practices. Finally, the paper hopes to provide EFL teachers who have similar teaching practices with practical ideas they can modify and develop to help students achieve particular learning objectives in their classrooms and continue the positive trends of implementing PBL in teaching and learning.

Student satisfaction – What it means to teaching and learning of undergraduate engineering units

2017 ◽  
Vol 46 (3) ◽  
pp. 210-226
Author(s):  
Nirmal Mandal
Keyword(s):  
Student Satisfaction ◽  
Student Learning ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Research Question ◽  
Attrition Rates ◽  
Innovative Teaching ◽  
Seven Principles ◽  
Learning Journey ◽  
Student Grades

This paper describes teaching enhancements the author used to improve student satisfaction ratings in three higher year undergraduate Mechanical Engineering units. Improvements to student satisfaction and feedback rates were obtained by applying Central Queensland University’s seven principles of good teaching and the author’s new innovative teaching approach, called the ‘4-point teaching and learning strategy’ to make red units green and good units excellent. The research question is to analyse how effective is the author’s 4-point teaching and learning strategy to student satisfaction and their learning journey. Student satisfaction ratings and attrition rates, as well as student grades are compared over a few years to identify trends. These approaches were presented to other engineering colleagues, some of whom employed them with an overall improvement in student learning being noticed in recent terms. This paper deals with the Scholarship of Teaching where an instructor uses a systematic approach and a rational framework employing the new 4-point strategy to make changes to unit delivery to improve student learning and satisfaction, as well as to reduce attrition.

Pemanfaatan Teknologi Gawai pada Pembelajaran Anak SD di Era Pandemi Covid-19 dengan Menggunakan Metode Project Based Learning

2021 ◽  
Vol 1 ◽  
pp. 134-140
Author(s):  
Amana Wahyu Sulaiman ◽  
Mardiana Saputri
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
School Children ◽  
Learning Process ◽  
Elementary School Children ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
School Students ◽  
Use Of Technology ◽  
Learning Projects

Learning in the current era of the COVID-19 pandemic is carried out online, using screen-to-screen which is difficult in the teaching and learning process, both teachers and students in general. Learning using gadgets or gadgets that must be used by students. In this case, sometimes elementary school students actually abuse the use of technology that is outside the function of the student learning process. Student learning time is only 1-2 hours, they face the screen using a device. After that the children actually use these devices to play online games, play YouTube, play social media and others, which have an impact on the decreasing quality of children's learning. So from this there must be motivation to learn in improving learning in elementary school children. In general, elementary school children are not allowed to use devices, because their age is still vulnerable. Through this, that children must be closely monitored and they must really make the best use of their devices, so that later children can learn optimally through learning stages or learning projects. This learning project requires tiered learning which has a function as a form of student activity while at home in the current pandemic era. This learning project is intended for thematic learning, so that there are several lessons that will be made learning projects that can maximize learning in children.

What difference does an academic makerspace make? A case study on the effect and outreach of DTU Skylab

2020 ◽  
Vol 34 (3) ◽  
pp. 327-340
Author(s):  
Ali Gürcan Özkil ◽  
Lasse Skovgaard Jensen ◽  
Camilla Arndt Hansen
Keyword(s):  
Teaching And Learning ◽  
Project Based Learning ◽  
Project Work ◽  
Maker Movement ◽  
Common Value ◽  
Depth Analysis ◽  
Hands On ◽  
Wet Lab ◽  
Operational Models

AbstractWith the rise of the “Maker Movement” and the entrepreneurial university, academic makerspaces became widespread. These facilities provide tools and machines that enable making and tinkering; and while the offerings, organizational and operational models, and outreach of the academic makerspaces can vary widely across institutions, their common value proposition is enabling innovation, entrepreneurship, and hands-on project-based learning and these studies are largely qualitative and exploratory by nature. Through a case study, this paper presents an in-depth analysis and insights on the users and usage of an academic makerspace. Using the data generated by and collected from the users of an academic makerspace, we evaluate the effects of having access to the makerspace on users' teaching and learning experiences, and their satisfaction with the offerings. Our results show that attracting courses and educators to the facilities played a strong role in growing the user base, courses and teaching activities introduced new teaching and learning activities to adopt the offerings, group and project work is positively impacted, and the users are very satisfied with the facilities and having the access to its offerings. The analysis also showed that the demand for the offerings can be challenging to manage during certain periods, most of the users come from three departments (mechanical, electrical, civil engineering), and the diversity of the users could improve with the introduction of new offerings, such as a wet lab for bio/chemistry experiments and a food lab to tinker with food processing and preparation.

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