Experiential Learning in the Energy Based Classroom

Engineering technology students revel in enhanced learning experiences that include the use of hands-on methods to teach the real-world usage of the tech-nical material. These learning experiences increase applied knowledge and retention in these students and others in related STEM fields. Using research-based learning theory in a project-based and team-based learning environment, the course developers transformed the learning experience from sterile lecture type courses to interactive experiences that enhance and build on the course concepts. Surveys were used to further delve into student perception of the learning experience providing faculty with an assurance that students have ful-ly developed a level of competency in the desired topic used in the interven-tion. The goal of this research is to further delve into the use of personalized learning to engage and encourage student growth. Course developers incorporated known practices of team and project-based learning theory when making changes to the course foundation. The application of project-based learning theory is based on literature reviews, and the results seen within similar technology and engineering based STEM disciplines. Course surveys were used to collect information from the students to further understand how changes to the course delivery impacted them and affected the learning environment. Initial results suggest improved student engagement, and engagement with course materials as a result of the transformation of class delivery. Evidence shows that the classroom experience is enhanced by this type of activity. Sup-porting findings by researchers in other areas show that experiential or active learning improves students’ understanding and engagement with concepts taught through project-based learning methods.

The Effectiveness of an Intergenerational Technology Program for Older Adults: A Pilot Study

While an increasing number of services and opportunities are available through technology devices such as smartphones and iPad, older adults often lack the technology skills and know-how to access such services. The use of social media, email, and texting can also lessen social isolation of older adults. In this project, nine undergraduate Computer Information Technology students enrolled in a service-learning course served as mentors for older adults. A total of 33 older adults (MAge= 77.9 SDAge= 8.62) participated in a 14 weeks intergenerational technology education at two community senior centers in an urban Midwest city. Fourteen participants completed both pre- and post-surveys. Significant improvement was found between pre- and post- surveys outcomes in technology anxiety and social engagement of the older adults. Findings from our qualitative data revealed that intergenerational program enables older adult to benefit from individual and group learning, make new friends among peers, experience intergenerational interactions, and have confidence in technology use. However, the intergenerational technology program helped to decrease technology anxiety and improve the participants’ social engagement. Engaging technology students in mentoring older adults in small group at a community center proved to be mutually beneficial to both the students and the older adults. The program boosted older adults’ comfort with technology use as well as encouraging social engagement with peers, mentors, and the virtual world.

Verification of educational effect for innovation practice on electrical technology

There is a need to develop human resources who can play an active role in the intense competition of international society. We created a practice in which students acquire fundamental competency by working on electrical technologies in a virtual company. By starting a mock company on their own, the first aim for students is to learn basic company management, the second aim is for them to acquire the skills required as a member of society, and the third aim is for them to gain knowledge about the latest technology in the field of electrical technology. Students learn about company management systems through participation in administrative procedures such as manufacturing, sales, personnel and accounting practices. In order to establish a company related to electrical technology, it is necessary to analyze cutting-edge technologies in each field (electric power, electronics, robots, AI, IoT, entertainment, etc.), and second-year students can begin their investigation, which is the same as learning about research backgrounds previously conducted primarily in graduation research. The mock company requires a collection of capital and performs all costs related to the business using a virtual currency called ANET Coins. Teachers make investments as shareholders or request proposals from the students' company as virtual currency holders. All information related to this practice is managed on the LMS (Learning Management System). This practice is a chance to recognize and act in various situations and will become an opportunity for reflection. The results of the student surveys regarding the improvement of competency, which working adults are required to have, showed that this practice is more effective than any prior experiences. In this paper, we show the contents of the innovation practice on electrical technologies and describe the verification of the educational effect from student surveys. This practice can be widely applied in the field of Education.