Development of a Speech Controlled Robot in an Engineering Design Class

2015 ◽  
Author(s):  
Angran Xiao ◽  
Andy S. Zhang
Keyword(s):  
Real World ◽  
System Integration ◽  
Student Assessment ◽  
Project Based Learning ◽  
Service Robot ◽  
Military Operations ◽  
Knowledge And Skills ◽  
Technical Details ◽  
Electrical Components ◽  
Real World Problems

Project based learning (PBL) is a dynamic classroom approach in which students actively explore solving real world problems and gaining knowledge and skills through developing real products. In this paper, we introduce a student project that focuses on the integration of mechanical and electrical components in the development of a speech controlled service robot. The technical details of this project are presented, including the major components, system integration, and the software that enables the functions of the robot. A robot with such functions can be used in many applications such as military operations, speech controlled appliances, etc. Student assessment has shown that this project helps students learn valuable knowledge of product development that are usually only acquired through real world working experiences.

scholarly journals Authenticity and Teacher’s Role in Project Based Learning

2016 ◽  
Vol 12 (2 (16)) ◽  
pp. 109-114
Author(s):  
Lusine Madoyan
Keyword(s):  
Present Article ◽  
Real World ◽  
Teaching Method ◽  
Project Based Learning ◽  
Focus On Form ◽  
Student Centered ◽  
Student Collaboration ◽  
Knowledge And Skills ◽  
Teacher’S Role ◽  
Teacher's Role

Project based learning (PBL) is a student-centered teaching method that involves a dynamic classroom approach in which students gain knowledge and skills to explore and respond to an authentic and engaging problem or challenge. PBL focuses on different real-world subject matters that can sustain the interest of students, require student collaboration and autonomy, and at the same time, accommodate a purposeful and explicit focus on form and other aspects of language. The present article focuses on the teacher’s role in project based learning as well as the importance of authenticity in designing a project.

scholarly journals Real-world problems through computational thinking tools and concepts: the case of coronavirus disease (COVID-19)

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hatice Beyza Sezer ◽  
Immaculate Kizito Namukasa
Keyword(s):  
Mathematical Models ◽  
Real World ◽  
Computational Thinking ◽  
Recovery Process ◽  
Control Measures ◽  
Content Type ◽  
Knowledge And Skills ◽  
Four Dimensions ◽  
And Mathematics ◽  
Real World Problems

PurposeMany mathematical models have been shared to communicate about the COVID-19 outbreak; however, they require advanced mathematical skills. The main purpose of this study is to investigate in which way computational thinking (CT) tools and concepts are helpful to better understand the outbreak, and how the context of disease could be used as a real-world context to promote elementary and middle-grade students' mathematical and computational knowledge and skills.Design/methodology/approachIn this study, the authors used a qualitative research design, specifically content analysis, and analyzed two simulations of basic SIR models designed in a Scratch. The authors examine the extent to which they help with the understanding of the parameters, rates and the effect of variations in control measures in the mathematical models.FindingsThis paper investigated the four dimensions of sample simulations: initialization, movements, transmission, recovery process and their connections to school mathematical and computational concepts.Research limitations/implicationsA major limitation is that this study took place during the pandemic and the authors could not collect empirical data.Practical implicationsTeaching mathematical modeling and computer programming is enhanced by elaborating in a specific context. This may serve as a springboard for encouraging students to engage in real-world problems and to promote using their knowledge and skills in making well-informed decisions in future crises.Originality/valueThis research not only sheds light on the way of helping students respond to the challenges of the outbreak but also explores the opportunities it offers to motivate students by showing the value and relevance of CT and mathematics (Albrecht and Karabenick, 2018).

scholarly journals Improving the Performance and Satisfaction of Students in Embedded Systems with PBL Approach

2020 ◽  
Vol 8 (7) ◽  
pp. 01-08
Author(s):  
Harshad N. Lokhande , Shriram D. Markande
Keyword(s):  
Embedded Systems ◽  
Student Performance ◽  
Real World ◽  
Design Method ◽  
Project Based Learning ◽  
Faculty Performance ◽  
Graduate Studies ◽  
Overall Performance ◽  
Self Learning ◽  
Real World Problems

In the under graduate studies, teaching the concepts in the course on Embedded Systems has been always challenge for the faculty. Performance of many students is not up to mark as well as the joy of learning is also not observed in them. This paper is based on the experiments carried out with Project Based Learning (PBL) approach with Rubric’s reviews. The study developed a method of self-learning to apply core electronics knowledge to increase student performance and keen interest in Microcontrollers and its applications. The new design method consists of eight-week PBL strategy to work in group of three students to solve real-world problems. The student’s quality results were improved by 8 % and overall performance in scaled up by 29% as compared to successive previous two years. Also, the feedback from the students shows satisfaction as well as joy of learning

scholarly journals Designing rigorous and relevant learning experiences for future teachers

2019 ◽  
Vol 290 ◽  
pp. 13002
Author(s):  
Daniela-Maria Creţu
Keyword(s):  
Real World ◽  
Teaching And Learning ◽  
Student Assessment ◽  
Learning Experiences ◽  
Preschool Education ◽  
Two Dimensions ◽  
Future Teachers ◽  
Application Analysis ◽  
The University ◽  
Real World Problems

Teaching and learning at the university should help students develop complex thinking about the issues they are dealing with and practice skills needed to solve real-world problems. The Rigor/Relevance Framework, developed by the staff of the International Center for Leadership in Education (ICLE), is a useful tool for designing learning experiences that increase the rigor and the relevance of the curriculum. This model integrates Bloom’s taxonomy with its six levels (remembering, comprehension, application, analysis, synthesis, and evaluation) with the Application Model, which has five levels (knowledge in one discipline, apply in discipline, apply across disciplines, apply to real-world predictable situations and apply to real-world unpredictable situations). The combination of these two dimensions results in four quadrants: Acquisition, Application, Assimilation, Adaptation, in which learning experiences can be designed to raise the rigor and relevance of instruction. The aim of this study is to exemplify the use of the Rigor/Relevance Framework in designing the learning experiences offered during two courses for future teachers for primary and preschool education. The implications of selecting appropriate instructional strategies and student assessment methods are discussed.

scholarly journals Linking Project-Based Interdisciplinary Learning And Recommended Professional Competencies With Business Management, Digital Media, Distance Learning, Engineering Technology, And English

2008 ◽  
Vol 5 (5) ◽  
Author(s):  
Melinda Bender ◽  
Miles Fulwider ◽  
Michael J. Stemkoski
Keyword(s):  
Digital Media ◽  
Real World ◽  
College Campuses ◽  
Project Based Learning ◽  
Professional Competencies ◽  
Engineering Technology ◽  
Interdisciplinary Learning ◽  
Traditional Course ◽  
Community Interest ◽  
Real World Problems

This paper encourages the investigation of real world problems by students and faculty and links recommended student competencies with project based learning. In addition to the traditional course objectives, project-based learning (PBL) uses real world problems for classroom instruction and fieldwork to connect students, instructors, and industry mentors from several disciplines with the recommended professional competencies required of students entering a profession or career. The purpose and focus of this paper is to inform and enlighten, to instruct and educate, and to evoke industry and community interest by combining educational service value with an educational enterprising activity. The paper demonstrates how project-based learning objectives in the classroom integrate with industry recommended professional competencies in solving real world problems. Utilizing the extraordinary intellectual capital of students and faculty in a learning environment on college campuses allows projects to be arranged and managed in a manner that may also provide funding and grant opportunities. Project-based learning linked to recommended professional competencies is a contributing educational force that addresses the needs in communities, student life, and career choices.

scholarly journals DESIGNING PROJECT-BASED LEARNING IN ESP CLASS

2019 ◽  
Vol 2 (2) ◽  
pp. 25
Author(s):  
Dian Arsitades Wiranegara
Keyword(s):  
Learning Process ◽  
Real World ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Collaborative Project ◽  
The Real ◽  
Project Learning ◽  
Inquiry Process ◽  
Source Of Information ◽  
Real World Problems

Project-Based Learning of ESP is developed to involve as well as to encourage students to be active in the process of teaching and learning. Students can fully contribute in the project once they are asked in the inquiry process by giving a guiding question and the teacher guides them into a collaborative project integrated in curriculum. A guiding question here, must be based on the issues and topics addressing the real world problems. This also means that the project learning can help learners experience a meaningful learning, based on constructivism philosophy. Learners are given chance to explore and find any source of information by reading books, then communicate it to others or presenting their ideas. Hence, at the end of teaching and learning process, learners reflect to the project that has been conducted. At this phase, all learners are asked to share their experiences as well as their feeling during the project. Teacher and learners can share and develop it into a discussion in order to improve their performance

scholarly journals Handrails through the Swamp? A Pilot to Test the Integration and Implementation Science Framework in Complex Real-World Research

2021 ◽  
Vol 13 (10) ◽  
pp. 5491
Author(s):  
Melissa Robson-Williams ◽  
Bruce Small ◽  
Roger Robson-Williams ◽  
Nick Kirk
Keyword(s):  
Pilot Study ◽  
Case Studies ◽  
Implementation Science ◽  
Real World ◽  
Environmental Problems ◽  
Environmental Research ◽  
Integrative Framework ◽  
The World ◽  
Science Framework ◽  
Real World Problems

The socio-environmental challenges the world faces are ‘swamps’: situations that are messy, complex, and uncertain. The aim of this paper is to help disciplinary scientists navigate these swamps. To achieve this, the paper evaluates an integrative framework designed for researching complex real-world problems, the Integration and Implementation Science (i2S) framework. As a pilot study, we examine seven inter and transdisciplinary agri-environmental case studies against the concepts presented in the i2S framework, and we hypothesise that considering concepts in the i2S framework during the planning and delivery of agri-environmental research will increase the usefulness of the research for next users. We found that for the types of complex, real-world research done in the case studies, increasing attention to the i2S dimensions correlated with increased usefulness for the end users. We conclude that using the i2S framework could provide handrails for researchers, to help them navigate the swamps when engaging with the complexity of socio-environmental problems.

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