Combining Learning and Engagement Strategies in a Software Testing Learning Environment

There continues to be an increase in enrollments in various computing programs at academic institutions due to many job opportunities available in the information, communication, and technology sectors. This enrollment surge has presented several challenges in many Computer Science (CS), Information Technology (IT), and Software Engineering (SE) programs at universities and colleges. One such challenge is that many instructors in CS/IT/SE programs continue to use learning approaches that are not learner centered and therefore are not adequately preparing students to be proficient in the ever-changing computing industry. To mitigate this challenge, instructors need to use evidence-based pedagogical approaches, e.g., active learning, to improve student learning and engagement in the classroom and equip students with the skills necessary to be lifelong learners. This article presents an approach that combines learning and engagement strategies (LESs) in learning environments using different teaching modalities to improve student learning and engagement. We describe how LESs are integrated into face-to-face (F2F) and online class activities. The LESs currently used are collaborative learning , gamification , problem-based learning , and social interaction . We describe an approach used to quantify each LES used during class activities based on a set of characteristics for LESs and the traditional lecture-style pedagogical approaches. To demonstrate the impact of using LESs in F2F class activities, we report on a study conducted over seven semesters in a software testing class at a large urban minority serving institution. The study uses a posttest-only study design, the scores of two midterm exams, and approximate class times dedicated to each LES and traditional lecture style to quantify their usage in a face-to-face software testing class. The study results showed that increasing the time dedicated to collaborative learning, gamification, and social interaction and decreasing the traditional lecture-style approach resulted in a statistically significant improvement in student learning, as reflected in the exam scores.

Recommendation System for Human Resource Department

The objective is to find suitable skilled employees for the job among different departments within the organization. For finding the quality of an applicant or even the already employed employee, the HRs of companies goes through a lot of hectic schedule, time consuming processes, decision making, etc. In this case, Recommendation System, which is a part of Machine Learning, proves to be effective in making decisions on behalf of the HRs if an employee or an applicant is suitable enough for the job. The aim of the project is to predict whether the already employed employees, who belong to different department within the organization can perform well or not if assigned to a different department. Keywords: Recommendation system, Collaborative Learning, K-NN, Similarity, Similarity Correlation, Cosine etc.

S-5 formula for leadership development

Leadership is an area of perennial interest cutting across all fields of knowledge, including health sciences. The current models of leadership emphasize the skills and techniques derived from behavioural sciences and management. S-5 Formula is a developmental model, evidenced by learning theories and anchored in ancient Indian wisdom. The leadership journey begins by Setting a high goal (Sankalpa) to achieve something big, different and useful. This journey is aided by a Self- study and reflection (Swadhyaya). It gains Synergy (Satsanga) through collaborative learning, mentoring and feedback. The next phase is Service (Seva). Finally, the leader does act of Surrender (Samarpan), giving back to the society thus becoming an instrument of change. The theoretical framework behind these components and their implications for practice have been discussed.

COLLABORATIVE LEARNING THROUGH LESSON STUDY IN PMRI TRAINING FOR PRIMARY SCHOOL PRE-SERVICE TEACHER: THE SIMULATION OF POLYGON MATTER

Collaborative learning through lesson study has become one of the promising methods for improving the quality of education and improving teachers' quality, likewise with the PMRI approach. The combination of the two in the training for primary school pre-service teachers, specifically in the second simulation session, was observed and reported. This article aims to describe the collaboration process in the second session of the simulations about polygon learning at PMRI training for primary school pre-service teachers. A design research method of the development type was used in this study, only at the preliminary and development or prototyping phase. The research subjects are students of Primary School Pre-service Teachers of Sriwijaya University that consisted of eight students for the small group and 32 students for the field test. Data was collected through documentation, observation, and field notes. The result showed that there were good collaboration occurs between researcher-lecturer, lecturer-student, and between students at the plan-do-see-redesign stage of the lesson study.

The Effect of Collaborative Learning on Academic Motivation

This paper explores the effect of collaborative learning on academic motivation among students from 17 institutions throughout the United States. Even in the presence of a wide array of potential confounders, collaborative learning exerted a statistically significant and positive influence on students’ academic motivation levels across four years of undergraduate education. Tests for the presence of interaction effects suggest that the relationship between collaborative learning and academic motivation is similar for all students, regardless of racial or ethnic background.

Meta-Governance Framework to Guide the Establishment of Mass Collaborative Learning Communities

The application of mass collaboration in different areas of study and work has been increasing over the last few decades. For example, in the education context, this emerging paradigm has opened new opportunities for participatory learning, namely, “mass collaborative learning (MCL)”. The development of such an innovative and complementary method of learning, which can lead to the creation of knowledge-based communities, has helped to reap the benefits of diversity and inclusion in the creation and development of knowledge. In other words, MCL allows for enhanced connectivity among the people involved, providing them with the opportunity to practice learning collectively. Despite recent advances, this area still faces many challenges, such as a lack of common agreement about the main concepts, components, applicable structures, relationships among the participants, as well as applicable assessment systems. From this perspective, this study proposes a meta-governance framework that benefits from various other related ideas, models, and methods that together can better support the implementation, execution, and development of mass collaborative learning communities. The proposed framework was applied to two case-study projects in which vocational education and training respond to the needs of collaborative education–enterprise approaches. It was also further used in an illustration of the MCL community called the “community of cooks”. Results from these application cases are discussed.