Using a Real Bare Machine in a Project-Based Learning Environment for Teaching Computer Structure

2016 ◽  
Vol 16 (3) ◽  
pp. 1-17
Author(s):  
Edurne Larraza-Mendiluze ◽  
Nestor Garay-Vitoria ◽  
Iratxe Soraluze ◽  
José Martín ◽  
Javier Muguerza ◽  
...  
Keyword(s):  
Learning Environment ◽  
Project Based Learning ◽  
Computer Structure

scholarly journals Validating an Instrument to Measure School Culture in Project-Based Learning Environments

2020 ◽  
Vol 2 (4) ◽  
Keyword(s):  
School Culture ◽  
Learning Environment ◽  
Learning Environments ◽  
Student Outcomes ◽  
Learning Experiences ◽  
International Comparisons ◽  
Project Based Learning ◽  
Instructional Model ◽  
Educational Environments ◽  
Common School

Measuring school culture and analyzing student learning experiences is a rapidly growing practice, with a notable uptick following the increased forcus on learning experiences spurred by international comparisons of educational environments and resulting student outcomes. The literature documents common constructs that are often included in school culture surveys. However, often all learning environments are organized together and offered the same school culture survey. This is problematic because a common school culture survey construct is “learning environment” and the items that form this construct will be significantly different based on the instructional model. Therefore, providing educators with a one size fits all culture survey does not meet the needs of schools offering problem-based learning (PrBL) and project-based learning (PBL) environments. This research examines the process for revising, designing, and validating a school culture survey aligned to PrBL and PBL environments.

FIELD TRIPS: CONSTRUCTION CLASSROOMS WITHOUT ROOF

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Saeed Rokooei ◽  
Samira Rokooei
Keyword(s):  
Learning Environment ◽  
Real World ◽  
Construction Projects ◽  
Quantitative Research ◽  
Community Services ◽  
Learning By Doing ◽  
Field Trips ◽  
Project Based Learning ◽  
Construction Methods ◽  
Job Site

Higher education embraces outside-classroom activities such as internships, community services, and site visits. These activities bring real-world experiences into classrooms and blend them with educational content and provide a rich learning environment. Construction job site visits provide students with exposure to different types of construction projects and provide the opportunity of observing construction methods, materials, components, and crews. The Building Construction Science (BCS) program at Mississippi State University program provides students with an interactive project-based learning environment in which students utilize the additional amount of class time to experiment, collaborate, and learn. Eight studios are the core courses of the BCS program and cover the main construction subject areas. Due to the nature of studio work, students are more involved in a “learning by doing” paradigm. One of the main curriculum components of studios is out-of-state field trips, which take place at every level of the program for about one week per academic year. To evaluate the effectiveness, strengths, and challenges of field trips, a quantitative research method was used to explore students’ impressions and feedback. The results indicate field trips play a significant role in students’ learning and connect their theoretical knowledge with real-world practices. Potential benefits, optimal conditions, and challenges pertaining to the construction field trips are explored and discussed to help future job site visit planning.

The Integration of Culturally Relevant Pedagogy and Project-Based Learning in a Blended Environment

2015 ◽  
pp. 359-384 ◽  
Author(s):  
Daniel Kelvin Bullock
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Project Based Learning ◽  
Future Research ◽  
Authentic Instruction ◽  
Teacher Interviews ◽  
Relevant Pedagogy

The use of blended learning environments is rapidly expanding in education. This chapter examines a teacher's enactment of the New Tech Network educational model, which utilizes a blended learning environment, and the teaching strategies she used to engage students and gauge student achievement. Detailed teacher interviews, classroom observations, and analyses of student assignments were the sources of data for the study. The findings centered on the integration of culturally relevant pedagogy and authentic instruction within this learning environment and the implications of this integration. Recommendations for future research include a more expansive study of the use of blended learning in social studies and different means of integrating culturally relevant pedagogy and authentic instruction into blended learning.

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