Immigrant students and global education

Research on immigrant students in higher education often articulates a deficit narrative emphasizing the challenges immigrant students face in comparison to their native-born peers. In education for global competence, however, immigrant students’ life experiences give them a potential advantage. This study investigated whether project-based learning designed to take advantage of immigrant students’ intercultural life experiences could contribute to the development of global competence among undergraduate students. Developing and teaching a collaborative, project-based course where undergraduate students researched the intercultural experiences of their immigrant peers, researchers measured specific learning outcomes using quantitative and thematic analysis of student research papers and reflective essays. The study concluded that project-based assignments designed to take advantage of immigrant students’ intercultural experiences could yield significant contributions to the global education of immigrant and non-immigrant students alike.

Creativity in CS1: A Literature Review

Computer science is a fast-growing field in today’s digitized age, and working in this industry often requires creativity and innovative thought. An issue within computer science education, however, is that large introductory programming courses often involve little opportunity for creative thinking within coursework. The undergraduate introductory programming course (CS1) is notorious for its poor student performance and retention rates across multiple institutions. Integrating opportunities for creative thinking may help combat this issue by adding a personal touch to course content, which could allow beginner CS students to better relate to the abstract world of programming. Research on the role of creativity in computer science education (CSE) is an interesting area with a lot of room for exploration due to the complexity of the phenomenon of creativity as well as the CSE research field being fairly new compared to some other education fields where this topic has been more closely explored. To contribute to this area of research, this article provides a literature review exploring the concept of creativity as relevant to computer science education and CS1 in particular. Based on the review of the literature, we conclude creativity is an essential component to computer science, and the type of creativity that computer science requires is in fact, a teachable skill through the use of various tools and strategies. These strategies include the integration of open-ended assignments, large collaborative projects, learning by teaching, multimedia projects, small creative computational exercises, game development projects, digitally produced art, robotics, digital story-telling, music manipulation, and project-based learning. Research on each of these strategies and their effects on student experiences within CS1 is discussed in this review. Last, six main components of creativity-enhancing activities are identified based on the studies about incorporating creativity into CS1. These components are as follows: Collaboration, Relevance, Autonomy, Ownership, Hands-On Learning, and Visual Feedback. The purpose of this article is to contribute to computer science educators’ understanding of how creativity is best understood in the context of computer science education and explore practical applications of creativity theory in CS1 classrooms. This is an important collection of information for restructuring aspects of future introductory programming courses in creative, innovative ways that benefit student learning.

Pelatihan Komprehensif Menulis dan Menyunting Artikel Ilmiah Bagi Guru di Kabupaten Kendal

Menulis dan menyunting artikel ilmiah merupakan salah satu proses meningkatkan kulaitas profesional seorang guru, tetapi hal ini masih banyak belum dilakukan oleh guru karena keterbatasan kemampuan. Hal inilah akan menjadi masalah juga nantinya jika artikel ilmiah akan dikirimkan ke jurnal ilmiah. Oleh karena itu, perlunya pelatihan secara komprehensif untuk menulis dan menyunting artikel ilmiah. Pelatihan ini dilaksanakan di Kabupaten Kendal karena masih banyak guru yang belum maksimal dalam menulis, menyunting, dan mempublikasikannya ke jurnal ilmiah. Metode pada kegiatan pengabdian ini menggunakan Project Based Learning dikarenakan dari kegiatan ini menghasilkan luaran berupa artikel ilmiah yang dihasilkan oleh guru. Materi yang dipaparkan dalam penyuluhunan, yaitu (1) Materi tahapan-tahapan menulis, (2) materi ketepatan diksi, kalimat, dan paragraf, (3) materi penggunaan tanda baca yang tepat, (4) tata tulis artikel ilmiah, (5) dan materi menyunting yang tepat dan efektif. Pada kegiatan ini juga menghasilkan artikel ilmiah tentang penulisan dan penyuntingan artikel ilmiah. Dari kegiatan ini juga peserta pelatihan berharap waktu untuk mengikuti pelatihan bisa lebih lama dan terjadwal agar menghasilkan kualitas yang lebih baik lagi.

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

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.

Supporting the development of scientific understanding when constructing an evolving explanation

We explore how students developed an integrated understanding of scientific ideas and how they applied their understandings in new situations. We examine the incremental development of 7th grade students’ scientific ideas across four iterations of a scientific explanation related to a freshwater system. We demonstrate that knowing how to make use of scientific ideas to explain phenomena needs to be learned just as developing integrated understanding of scientific ideas needs to be learned. Students participated in an open-ended, long-term project-based learning unit, constructing one explanation over time to address, “How healthy is our stream for freshwater organisms and how do our actions on land potentially impact the water quality of the stream?” The explanation developed over several weeks as new data were collected and analyzed. Students discussed evidence by revisiting scientific ideas and including new scientific ideas. This research investigates two questions: (1) As students engage in writing a scientific explanation over time, to what extent do they develop integrated understanding of appropriate scientific ideas? and (2) When writing about new evidence, do these earlier experiences of writing explanations enable students to make use of new scientific ideas in more sophisticated ways? In other words, do earlier experiences allow students to know how to make use of their ideas in these new situations? The results indicated statistically significant effects. Through various iterations of the explanation students included richer discussion using appropriate scientific ideas. Students were also able to make better use of new knowledge in new situations.

Effective Integration of Distance Courses Through Project-Based Learning

The paper aims to single out critical success factors contributing to efficient implementation of distance learning practices and to explain the role of project-based learning in ensuring effective teaching of profession-oriented foreign language in a distance format. The authors argue in favor of distance learning as a beneficial educational tool providing for the training of large groups of people regardless of the place of residence and placing a priority on students’ individual capacities. Study design included a preliminary survey of 150 respondents specializing in the natural sciences and the humanities identifying the key analysis criteria, a complex of experimental online lessons incorporating project-based teaching principles, and a summarizing questionnaire verifying respondents’ post-experiment outlooks. The methodology of empirical research was based on a systematic approach and deployed the methods of pedagogical observation, project-based teaching, sociological research, and statistical analysis using Neural Designer software for calculating questionnaire results. Analyzing the obtained results, the authors conclude that: 1) Students specializing in the humanities have a higher motivation to study related minor subjects; 2) interdisciplinary integration using the English language allows to achieve a cumulative effect for major and related minor subjects; 3) interdisciplinary integration based on the project method is an effective means of improving academic performance in major subjects; 4) interdisciplinary integration based on the project method makes it possible to acquaint students with the best practices in their chosen specialty; 5) project method allows to achieve related didactic goals—self-expression, independent continuous learning and the formation of professional competencies.

PROJECT LEARNING: CREATING A BIG DATA PROCESSING TOOLKIT FOR USE IN DATE JOURNALISM

В статье рассматривается проблема адаптации образовательной программы подготовки ИТ-специалистов к решению сложных инженерных и, одновременно, творческих задач, связанных с развитием дата-журналистики. В качестве источника больших данных используются открытые государственные данные о системе здравоохранения. В статье отражены отдельные положения проектного обучения, сформированного на стандартах проектной и системно-инженерной деятельности, а также на принципах проведения хакатонов, где главным приоритетом является интеллектуальная составляющая работы команды и ее идеи. Приведены некоторые результаты использования проектного обучения при взаимодействии студентов - будущих ИТ-разработчиков с журналистами и исследователями данных. Предложенный подход и полученные на его основе результаты проектного обучения могут использоваться при создании методических рекомендаций для разработки совместных междисциплинарных образовательных программ, объединяющих сферу подготовки будущих ИТ-специалистов и дата-журналистов. The article discusses the problem of adapting the educational program of training IT specialists to solving complex engineering and, at the same time, creative problems associated with the development of data journalism. Open government data on the health care system is used as a source of big data. The article proposes the main provisions of the approach to project training, formed on the standards of project and system engineering activities, as well as on the principles of conducting hackathons, where the main priority is the intellectual component of the team's work and its ideas. Some results of the use of project-based learning in the interaction of students - future IT developers with journalists and data researchers are presented. The proposed approach and the results of project training obtained on its basis can be used to create guidelines for the development of joint interdisciplinary educational programs that combine the field of training future IT specialists and data journalists.

The effect of the project-based learning model on the soft skill of vocational school students

This study aims to analyze the project-based learning model on the soft skills of SMK students. The Project-Based Learning model requires students to have skills in solving a problem. The approach used in this research is quantitative using ex-post facto research, the type of correlation research. The sample used for the study was 170 students. The results of the study found a significant influence between the Project-Based Learning Model in the Network Infrastructure Administration Subject on students' communication skills, discipline, responsibility, creativity, and collaboration. Through the Project-Based Learning model, teachers are advised to often train students to complete tasks that can improve students' soft skills in other subjects.