Practical automated process and product metric collection and analysis in a classroom setting: lessons learned from Hackystat-UH

2004 ◽  
Author(s):  
P.M. Johnson ◽  
Hongbing Kou ◽  
J.M. Agustin ◽  
Qin Zhang ◽  
A. Kagawa ◽  
...  
Keyword(s):  
Lessons Learned ◽  
Classroom Setting ◽  
Automated Process

Leaving the Lecture Hall

2012 ◽  
Vol 20 (3) ◽  
pp. 23-26
Author(s):  
Cara Bailey Fausset ◽  
Keith R. Bujak ◽  
Keith A. Kline ◽  
Jenay M. Beer ◽  
Smarr Cory-Ann ◽  
...  
Keyword(s):  
Research Methods ◽  
Lessons Learned ◽  
Management Team ◽  
Lecture Hall ◽  
Classroom Setting ◽  
Georgia Tech ◽  
Team Coordination ◽  
Team Members ◽  
Design Changes ◽  
Classroom Project

Georgia Tech HF/E students initiated and managed a multisemester project to experience the nuances of conducting HF/E outside the classroom setting. This article focuses on the lessons learned beyond the classroom: project management, team coordination, communication with non-HF/E team members, application of research methods, and integration of data to prioritize and guide design changes. The goal of this article is to help guide other HF/E students and educators when implementing similar projects by providing the lessons we learned from this experience.

scholarly journals Peer assessment between students of energy in buildings to enhance learning and collaboration

2021 ◽  
Vol 5 (1) ◽  
pp. 23
Author(s):  
Alberto Sánchez González
Keyword(s):  
Learning Outcomes ◽  
Peer Assessment ◽  
Real Life ◽  
Educational Innovation ◽  
Lessons Learned ◽  
Classroom Setting ◽  
Innovation Project ◽  
Virtual Platform ◽  
Learning And Collaboration ◽  
Carlos Iii

In educational settings, peer assessment is defined as the process of considering the level, value, worth, quality or success of the outcomes of learning by classmates with the same status (i.e. peers). In the framework of an educational innovation project at Universidad Carlos III de Madrid (UC3M), peer assessment has been implemented during two years in the course of “Energy in Buildings. In this subject, students individually develop their own project, mainly based on software tools, and apply the knowledge and skills learned within the course. The goal of peer assessment in this course is, not so much to increase student’s marks, but to increase their learning outcomes. The resulting classroom setting also allows a smoother transition to real-life professional settings and the development of interpersonal skills with future co-workers.A learning management system was utilized: Aula Global, virtual platform for students at UC3M, that is based on Moodle. Peer assessment was enabled by using the workshop activity in Moodle platform. To guide the assessment by the students, rubric templates were generated in the same virtual platform. This paper presents the lessons learned during the last year of application of peer assessment in “Energy in Buildings” course.

scholarly journals Flipping the Script on Project Management Practices in Education: Outcomes of Applying Agile Development Methodologies in a Classroom Setting

2018 ◽  
Author(s):  
Saif Abid ◽  
Maxim Antipin ◽  
Hamid S. Timorabadi
Keyword(s):  
Project Management ◽  
Management Practices ◽  
Project Success ◽  
Lessons Learned ◽  
Agile Development ◽  
Classroom Setting ◽  
Capstone Course ◽  
Education Outcomes ◽  
Student Team ◽  
Student Confidence

In this paper, an application of Agile Devel-opment Methodologies (ADM) to university project ori-ented courses is presented. A multidisciplinary student team applies Waterfall and Agile (Scrum) project man-agement strategies over a period of 10 months to a pro-ject based capstone course. The study primarily focuses on evaluating the two methodologies across five catego-ries – student confidence, student awareness, stakeholder confidence, stakeholder awareness, and project success. Results suggest that overall Agile can be more effective than Waterfall. Due to practices such as daily standups and frequent sprint planning, the student team and stake-holders found they were not only able to stay up to date with the progress of the overall project but also found there was enough time allocated to address the ever-changing nature of requirements brought on by the pro-ject. The lessons learned and recommendations provided in this study are generalized such that they can be applied in other project based courses as well.

Why Speech-Language Clinicians Should Be in the Classroom

1991 ◽  
Vol 22 (4) ◽  
pp. 277-277 ◽  
Author(s):  
Sharon L. Wadle
Keyword(s):  
Individual Differences ◽  
Task Analysis ◽  
Regular Classroom ◽  
Classroom Setting ◽  
Therapy Room

Lack of training is only an excuse for not collaborating outside of the therapy room. With our present training, speech-language clinicians have many skills to share in the regular classroom setting. This training has provided skills in task analysis, a language focus, an appreciation and awareness of individual differences in learning, and motivational techniques.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

“Shhhh! Alex Has Something To Say”: AAC-SGD Use in the Classroom Setting

2010 ◽  
Vol 19 (4) ◽  
pp. 108-114 ◽  
Author(s):  
Lisa M. Mellman ◽  
Laura S. DeThorne ◽  
Julie A. Hengst
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Augmentative And Alternative Communication ◽  
Classroom Community ◽  
Classroom Observations ◽  
Classroom Teachers ◽  
Classroom Setting ◽  
Alternative Communication ◽  
Structured Interviews ◽  
Missed Opportunities

Abstract The present qualitative study was designed to examine augmentative and alternative communication (AAC) practices, particularly surrounding speech-generating devices (SGDs), in the classroom setting. We focused on three key child participants, their classroom teachers, and associated speech-language pathologists across three different schools. In addition to semi-structured interviews of all participants, six classroom observations per child were completed. Data were coded according to both pre-established and emergent themes. Four broad themes emerged: message-focused AAC use, social interactions within the classroom community, barriers to successful AAC-SGD use, and missed opportunities. Findings revealed a lack of SGD use in the classroom for two children as well as limited social interaction across all cases. We conclude by highlighting the pervasive sense of missed opportunities across these classroom observations and yet, at the same time, the striking resiliency of communicative effort in these cases.

The Use of Supplementary Podcasting as an Instructional Tool in an Online Classroom Setting

2008 ◽  
Vol 11 (2) ◽  
pp. 61-66
Author(s):  
Jennifer C. Friberg
Keyword(s):  
Continuing Education ◽  
Teaching And Learning ◽  
Classroom Setting ◽  
Educational Tool ◽  
Instructional Tool ◽  
Online Classroom ◽  
Potential Applications ◽  
Education Tool ◽  
Professional Learners ◽  
Professional Disciplines

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

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