Fostering Secondary Students' STEM Career Awareness through IoT Hands-On Educational Activities: Experiences and Lessons Learned

2020 ◽  
Vol 58 (2) ◽  
pp. 86-92 ◽  
Author(s):  
Natalia Spyropoulou ◽  
Dimitrios Glaroudis ◽  
Athanasios Iossifides ◽  
Ioannis D. Zaharakis
Keyword(s):  
Secondary Students ◽  
Lessons Learned ◽  
Career Awareness ◽  
Educational Activities ◽  
Hands On ◽  
Stem Career

scholarly journals Hands‐on horticulture: Lessons learned teaching online experiential horticulture during COVID‐19

2021 ◽  
Author(s):  
Claire Luby ◽  
Emily Tepe ◽  
Laura Irish ◽  
Thomas Michaels ◽  
Emily Hoover
Keyword(s):  
Lessons Learned ◽  
Teaching Online ◽  
Hands On

Leadership and Management in a Workshop-Based Educational Project

2017 ◽  
pp. 929-940
Author(s):  
Kin Wai Michael Siu ◽  
Yi Lin Wong
Keyword(s):  
Project Management ◽  
Environmental Sustainability ◽  
Management Strategies ◽  
Project Managers ◽  
Educational Activities ◽  
Leadership And Management ◽  
Educational Project ◽  
The Core ◽  
Hands On

The current project management literature seldom addresses the leadership and management strategies used in educational project. The knowledge specialized for workshop-based educational project is even more limited. As one of the most complicated educational projects, this chapter aims to define what workshop-based educational project and its uniqueness is, examine the concerns in such workshop and analyze possible roles of project manager through the case study of the environmental sustainability project. The parties involved and their relationship in work are also clearly revealed. Six unique concerns which specifically exist in such kind of project and five roles of its project managers are identified are discussed and explained by using the case study. It is hoped that the discussion in this chapter is able to give references for educators or administrators who plan to hold projects which involve hands-on workshops as the core of educational activities.

Learners’ Technological Acceptance of VR Content Development: A Sequential 3-Part Use Case Study of Diverse Post-Secondary Students

2019 ◽  
Vol 13 (03) ◽  
pp. 343-366 ◽  
Author(s):  
Vinh T. Nguyen ◽  
Rebecca Hite ◽  
Tommy Dang
Keyword(s):  
Secondary Students ◽  
Undergraduate Students ◽  
Lessons Learned ◽  
Ease Of Use ◽  
Use Case ◽  
Web Based ◽  
Post Secondary ◽  
Content Development ◽  
Short Period ◽  
Post Secondary Students

Web-based virtual reality (VR) development tools are in ubiquitous use by software developers, and now, university (undergraduate) students, to move beyond using, to creating new and energizing VR content. Web-based VR (WebVR), among other libraries and frameworks, have risen as a low-cost platform for users to create rich and intuitive VR content and applications. However, the success of WebVR as an instructional tool relies on post-secondary students technological acceptance (TA), the intersectionality of a user’s perceived utility (PU) and perceived ease of use (PEOU, or convenience) with said technological tool. Yet, there is a dearth of exploratory studies of students’ experiences with the AR/VR development technologies to infer their TA. To ascertain the viability of WebVR tools for software engineering undergraduates in the classroom, this paper presents a 3-case contextual investigation of 38 undergraduate students tasked with creating VR content. In each use case, students were provided increasing freedom in their VR content development parameters. Results indicated that students demonstrated elements of technological acceptance in their selection of webVR and other platforms, and not only successfully creating rich and robust VR content (PU), but also executing these projects in a short period (PEOU). Other positive externalities observed were students exhibitions of soft skills (e.g. creativity, critical thinking) and different modes of demonstrating coding knowledge, which suggest further study. Discussed are the lessons learned from the WebVR and VR/AR interventions and recommendations for WebVR instruction. This work may be helpful for both learners and teachers using VR/AR in selecting, designing, and developing coursework materials, tools, and libraries.

scholarly journals A CASE STUDY ON BLENDED LEARNING IN ENGINEERING EDUCATION

2017 ◽  
Author(s):  
Jeffrey Harris ◽  
Charles Park
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Lessons Learned ◽  
Learning Problem ◽  
Thermal Energy Conversion ◽  
Classroom Space ◽  
Online Lectures ◽  
Hands On ◽  
Hands On Learning

This paper explores a case study of implementing blended learning in a third-year engineering course. In “Mechanical and Thermal Energy Conversion Processes”, blended learning was implemented by flipping the classroom (i.e. reversing the roles of lectures and homework) for selected units of the course. While flipping an entire course can be a significant undertaking, it can be much easier to take a blended approach and only flip lectures on selected topics. Many studies on flipped classroom learning have focused on the production of online lectures and active learning methods; often these case studies have overlooked the mechanisms to bring homework into the classroom. In this case study, homework was adapted into a variety of in-class activities, composed of hands-on learning, problem solving, and classroom discussions. In addition, a variety of classroom space types were used to conduct these activities. In this paper, the successes, challenges, and lessons learned for each type of activity and classroom space are discussed. Strategies for student engagement and acceptance of blended learning are also discussed.

scholarly journals Marine Plastic Pollution in Asia: All Hands on Deck!

2019 ◽  
Vol 3 (1) ◽  
pp. 11-46 ◽  
Author(s):  
Beatriz Garcia ◽  
Mandy Meng Fang ◽  
Jolene Lin
Keyword(s):  
Case Studies ◽  
Local Governments ◽  
The Philippines ◽  
Lessons Learned ◽  
Asia Pacific ◽  
Policy Recommendations ◽  
Plastic Pollution ◽  
Hands On ◽  
Regulatory Measures ◽  
Multi Level

Abstract Marine plastics pollution (MPP) is an alarming problem affecting many countries, particularly in the Asia-Pacific region, and generated mostly from land-based sources. Five Asian countries (i.e. China, Indonesia, the Philippines, Vietnam and Sri Lanka) have been identified as the largest sources of MPP globally. This article presents two cases studies focused on the two largest polluters: China and Indonesia. Both countries face similar challenges in dealing with plastic pollution. They have weak legal and institutional frameworks in place to deal with MPP. The two case studies also show that there have been more creative and effective measures taken at the domestic level by local governments and non-state actors, many of which involve partnerships among different stakeholders. This article argues that governance efforts to address MPP require an ‘all hands-on deck’ approach, involving multi-level and multi-actor strategies and targeted regulatory and non-regulatory measures. However, our findings also suggest that most efforts should be directed at the subnational level, from which the problem mainly originates. This article proposes a number of legal and policy recommendations, based on the lessons learned from the case studies, which can be instrumental in reducing the global MPP crisis.

Cooperation and Consumerism: Lessons Learned at a Kindergarten Mini Mall

2002 ◽  
Vol 9 (3) ◽  
pp. 179-183
Author(s):  
Robin R. Smith
Keyword(s):  
Real World ◽  
Team Member ◽  
Lessons Learned ◽  
Real World Application ◽  
Boa Constrictor ◽  
Hands On ◽  
Hands On Learning ◽  
Exciting Project

Sophie drapes a six-foot-long boa constrictor over her shoulders and smiles widely, pleased with her new purchase from Jimmy, the shopkeeper at the toy store. Zoë helps Joseph count out a nickel and three pennies to buy a coveted Santa Bear, and Morgan is excited about the slightly worn plaid tie he bought for his dad. These images of children engaged in hands-on learning come to mind when I think about the kindergarten mini-mall: an interactive, real-world application of many skills and concepts. Students work cooperatively to create storefronts, collect and classify items to sell at their stores, and use money as both customers and shopkeepers to make purchases. My team member, Lou Toscano, and I look forward to the start of this exciting project each spring.

scholarly journals Lessons learned from complex hands-on defence exercises in a cyber range

2017 ◽  
Author(s):  
Jan Vykopal ◽  
Martin Vizvary ◽  
Radek Oslejsek ◽  
Pavel Celeda ◽  
Daniel Tovarnak
Keyword(s):  
Lessons Learned ◽  
Hands On ◽  
Cyber Range

Incorporating Practical Laboratory Experiments to Reinforce Dynamic Systems and Control Concepts

2009 ◽  
Author(s):  
Melody L. Baglione
Keyword(s):  
Dynamic Systems ◽  
Laboratory Experiments ◽  
Pressure Control ◽  
Lessons Learned ◽  
Student Groups ◽  
Modeling And Control ◽  
Faculty Interaction ◽  
Hands On ◽  
Systems And Control ◽  
And Control

The Cooper Union is developing a new simultaneous lecture and laboratory approach to address the pedagogical challenge of finding the appropriate balance between theory and hands-on experimentation in teaching dynamic systems and control concepts. The new approach dedicates one hour each week to laboratory experiments with the class subdivided into small student groups having greater faculty interaction. Bench top experiments from National Instruments and Quanser include DC motor and inverted pendulum modeling and control workstations. Process control test rigs from Feedback Inc. include level, flow, temperature, and pressure control trainers. Devoting significant time to laboratory experiments gives students the opportunities to fully appreciate feedback control concepts and to acquire valuable practical skills. This paper discusses the new instructional approach, preliminary results, lessons learned, and future plans for improving the systems and control curriculum.

scholarly journals Engaging Knowledge Users with Mental Health Experience in a Mixed-Methods Systematic Review of Post-secondary Students with Psychosis: Reflections and Lessons Learned from a Master’s Thesis

2020 ◽  
Author(s):  
Victoria Sanderson ◽  
Amanda Vandyk ◽  
Jean Daniel Jacob ◽  
Ian D. Graham
Keyword(s):  
Systematic Review ◽  
Mixed Methods ◽  
Secondary Students ◽  
Research Team ◽  
Research Question ◽  
Lessons Learned ◽  
Future Research ◽  
Advisory Panel ◽  
Team Members ◽  
Master's Thesis

Engaging knowledge users (KUs) as research team members throughout the research process helps generate relevant knowledge and may improve uptake of research results. The purpose of this article is to describe how an integrated knowledge translation (iKT) approach was embedded within a master’s thesis project comprising a mixed-methods systematic review. KUs were engaged in four distinct phases of the systematic review process, including (1) proposal development; (2) development of the research question and approach; (3) creation of an advisory panel; and (4) an end of study meeting to interpret findings and plan dissemination of findings. The extent of each KU’s engagement on the research team fluctuated during the study. Challenges included maintaining the same KUs throughout the project and maintaining the scope of the project to align with a master’s thesis. Our suggestions for optimizing graduate student iKT projects include having regular team meetings and periodically checking in with team members to encourage reflection on overall engagement and progress of the project. Overall, KUs helped create a research project designed to address their needs and provided input on how results might translate into implications for clinical practice, education, academic policy, and future research within their respective contexts.

Sign in / Sign up

Export Citation Format

Share Document