scholarly journals A Plan to Diffuse Mobile Hands-On Teaching and Learning in Puerto Rico

2015 ◽  
Author(s):  
Juan Morales ◽  
Yacob Astatke ◽  
Kenneth Connor ◽  
Michael Prince ◽  
Idalides Vergara-Laurens ◽  
...  
Keyword(s):  
Puerto Rico ◽  
Teaching And Learning ◽  
Hands On

scholarly journals Diffusion of Mobile, Hands-on Teaching and Learning in Puerto Rico: First Year Results

2016 ◽  
Author(s):  
Juan Morales ◽  
Kenneth Connor ◽  
Yacob Astatke ◽  
Michael Prince ◽  
Idalides Vergara-Laurens ◽  
...  
Keyword(s):  
Puerto Rico ◽  
Teaching And Learning ◽  
First Year ◽  
Hands On

scholarly journals Towards modeling of human skilling for electrical circuitry using augmented reality applications

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Ana Villanueva ◽  
Ziyi Liu ◽  
Yoshimasa Kitaguchi ◽  
Zhengzhe Zhu ◽  
Kylie Peppler ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Learning Outcomes ◽  
Cognitive Assessment ◽  
Teaching And Learning ◽  
Stem Learning ◽  
Educational Value ◽  
Learning Content ◽  
Hands On ◽  
Specific Learning

AbstractAugmented reality (AR) is a unique, hands-on tool to deliver information. However, its educational value has been mainly demonstrated empirically so far. In this paper, we present a modeling approach to provide users with mastery of a skill, using AR learning content to implement an educational curriculum. We illustrate the potential of this approach by applying this to an important but pervasively misunderstood area of STEM learning, electrical circuitry. Unlike previous cognitive assessment models, we break down the area into microskills—the smallest segmentation of this knowledge—and concrete learning outcomes for each. This model empowers the user to perform a variety of tasks that are conducive to the acquisition of the skill. We also provide a classification of microskills and how to design them in an AR environment. Our results demonstrated that aligning the AR technology to specific learning objectives paves the way for high quality assessment, teaching, and learning.

scholarly journals “We Learn by Doing”: Teaching and Learning Knowledge Translation Skills at the Graduate Level

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Andrea V. Breen ◽  
Kate Twigger ◽  
Caroline Duvieusart-Déry ◽  
Jessica Boulé ◽  
Alessia Borgo ◽  
...  
Keyword(s):  
Knowledge Translation ◽  
Teaching And Learning ◽  
Purchasing Decisions ◽  
Graduate Course ◽  
Community Based ◽  
Young Carers ◽  
Hands On ◽  
Hands On Learning ◽  
Learn By Doing ◽  
Explicit Training

Knowledge Translation (KT) is increasingly a requirement for scholars and non-academics working in applied settings. However, few programs provide explicit training in KT. In this article we systematically explore our experiences as a multi-disciplinary group of course facilitators and students in a newly redeveloped graduate course in Evidence Based Practice and Knowledge Translation. The course was designed to emphasize hands-on learning, collaboration and community engagement. We reflect on the challenges we faced and the skills, knowledge and opportunities that students gained as they developed and implemented community-based KT strategies relating to refugee resettlement, young carers, and consumer attitudes, behaviour and values around food purchasing decisions. We conclude by providing recommendations for instructors and institutions for implementing learning experiences in KT that are designed for real-world impact. L’application des connaissances (AC) est devenue une exigence de plus en plus fréquente pour les chercheurs et les personnes qui travaillent dans les milieux non universitaires. Toutefois, peu de programmes offrent une formation explicite en AC. Dans cet article, nous explorons systématiquement nos expériences en tant que groupe pluridisciplinaire formé de responsables de cours et d’étudiants dans un cours de cycle supérieur nouvellement remanié portant sur la pratique fondée sur les données probantes et l’application des connaissances. Le cours a été conçu pour mettre en valeur l’apprentissage pratique, la collaboration et l’engagement communautaire. Nous réfléchissons aux défis auxquels nous avons été confrontés ainsi qu’aux compétences, aux connaissances et aux opportunités que les étudiants ont acquis en développant et mettant en pratique des stratégies d’AC en milieu communautaire sur les thèmes de la réinstallation des réfugiés, des jeunes aidants et des attitudes, comportements et valeurs des consommateurs en matière d’achat de produits alimentaires. En conclusion, nous présentons des recommandations à l’intention des enseignants et des établissements pour la mise en pratique d’expériences en AC qui soient conçues pour avoir un effet dans le monde réel.

scholarly journals OnTask

2020 ◽  
Vol 2 (1) ◽  
pp. 42
Author(s):  
Steve Leichtweis
Keyword(s):  
Learning Analytics ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Course Design ◽  
Learning Experience ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Laptop Computer ◽  
Data Set ◽  
Hands On

Universities are increasingly being expected to ensure student success while at the same time delivering larger courses.  Within this environment, the provision of effective and timely feedback to students and creating opportunities for genuine engagement between teachers and students is increasingly difficult if not impossible for many instructors, despite the known value and importance of feedback (Timperley & Hattie, 2007) and instructor presence (Garrison, Anderson & Archer, 2010).  Similar to other tertiary institutions, the University of Auckland has adopted various technology-enhanced learning approaches and technologies, including learning analytics in an attempt to support teaching and learning at scale.  The increased use of educational technology to support learning provides a variety of data sources for teachers to provide personalised feedback and improve the overall learning experience for students.  This workshop is targeted to teachers interested in the use of learning data to provide personalized support to learners.  Participants will have a hands-on opportunity to use the open-source tool OnTask (Pardo, et al. 2018) within some common teaching scenarios with a synthetically generated data set.  The facilitators will also share and discuss how OnTask is currently being used in universities to support student experience, teaching practice and course design.  As this is a hands-on workshop, participants must bring a laptop computer to work with the online tool and the prepared scenarios.  References   Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1-2), 5-9. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. Pardo, A., Bartimote-Aufflick, K., Shum, S. B., Dawson, S., Gao, J., Gaševic, D., Leichtweis, S., Liu, D., Martínez-Maldonado, R., Mirriahi, N. and Moskal, A. C. M. (2018). OnTask: Delivering Data-Informed, Personalized Learning Support Actions. Journal of Learning Analytics, 5(3), 235-249.

TSG 5: Teaching and Learning Aids and Materials(Hands-on) in Mathematics Education

2004 ◽  
pp. 307-308
Author(s):  
Jin Akiyama ◽  
Salvador Guerrero ◽  
Mari-jo Ruiz ◽  
Soledad A. Ulep ◽  
Toshinori Sakai ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Learning Aids ◽  
Hands On

The Roadmap for Experimental Teaching of Science and Engineering Based Subjects

2014 ◽  
pp. 173-194
Author(s):  
Gordana Collier ◽  
Andy Augousti ◽  
Andrzej Ordys
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Technology ◽  
Science And Engineering ◽  
Online Data ◽  
Web Based ◽  
Experimental Teaching ◽  
Industry Standard ◽  
Hands On ◽  
Standard Software

The continual development of technology represents a challenge when preparing engineering students for future employment. At the same time, the way students interact in everyday life is evolving: their extra-curricular life is filled with an enormous amount of stimulus, from online data to rich Web-based social interaction. This chapter provides an assessment of various learning technology-driven methods for enhancing both teaching and learning in the science and engineering disciplines. It describes the past, present, and future drivers for the implementation of hands-on teaching methods, incorporating industry standard software and hardware and the evolution of learning experiments into all-encompassing online environments that include socializing, learning, entertainment, and any other aspect of student life when studying science and engineering.

The Roadmap for Experimental Teaching of Science and Engineering Based Subjects

2019 ◽  
pp. 801-823
Author(s):  
Gordana Collier ◽  
Andy Augousti ◽  
Andrzej Ordys
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Technology ◽  
Science And Engineering ◽  
Online Data ◽  
Web Based ◽  
Experimental Teaching ◽  
Industry Standard ◽  
Hands On ◽  
Standard Software

The continual development of technology represents a challenge when preparing engineering students for future employment. At the same time, the way students interact in everyday life is evolving: their extra-curricular life is filled with an enormous amount of stimulus, from online data to rich Web-based social interaction. This chapter provides an assessment of various learning technology-driven methods for enhancing both teaching and learning in the science and engineering disciplines. It describes the past, present, and future drivers for the implementation of hands-on teaching methods, incorporating industry standard software and hardware and the evolution of learning experiments into all-encompassing online environments that include socializing, learning, entertainment, and any other aspect of student life when studying science and engineering.

Teaching Wireless Network Fundamentals Using Low-Cost Wi-Fi Devices

2016 ◽  
pp. 281-299
Author(s):  
Nurul I. Sarkar
Keyword(s):  
Wireless Network ◽  
Teaching And Learning ◽  
Network Performance ◽  
Low Cost ◽  
Wireless Networking ◽  
Traditional Lecture ◽  
Access Points ◽  
Hands On ◽  
The Subject ◽  
Set Up

Teaching wireless networking fundamentals is often difficult because many students appear to find the subject technical, and dry when presented in traditional lecture format. To overcome this problem, we provide an opportunity for experiential learning where students can learn wireless networking fundamentals by hands-on practical activities using low-cost Wi-Fi (wireless fidelity) devices such as wireless cards and access points. Students can easily set up and configure networks using wireless cards and access points more effectively. By measuring network performance such as throughput and end-to-end delays, students are able to gain a deeper understanding of wireless networking. The effectiveness of Wi-Fi-based practical activities has been evaluated by students and the teaching team. This chapter reports on the overall effectiveness of teaching and learning of wireless network using radially available low-cost Wi-Fi cards and access points.

Teaching and Learning Wi-Fi Networking Fundamentals Using Limited Resources

2011 ◽  
pp. 22-40 ◽  
Author(s):  
Wilson Siringoringo
Keyword(s):  
Teaching And Learning ◽  
Academic Research ◽  
Wireless Networking ◽  
Radio Propagation ◽  
Limited Resources ◽  
Research Papers ◽  
Hands On ◽  
Hands On Learning ◽  
The Subject ◽  
Basic Concepts

Wi-Fi networking has been becoming increasingly popular in recent years, both in terms of applications and as the subject of academic research papers and articles in the IT press. It is important that students grasp the basic concepts of both Wi-Fi networking and wireless propagation measurements. Unfortunately, the underlying concepts of wireless networking often intimidate students with their apparently overwhelming complexity, thereby discouraging the students from learning in-depth this otherwise exciting and rewarding subject. This chapter provides a tutorial on Wi-Fi networking and radio propagation measurements using wireless laptops and access points. Various hands-on learning activities are also discussed.

Abacus Interactive

2018 ◽  
Vol 23 (5) ◽  
pp. 288-297
Author(s):  
Ellen Robinson ◽  
Xiaowen Cui ◽  
Nama Namakshi ◽  
Hiroko K. Warshauer ◽  
Sonalee Bhattacharyya ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Number System ◽  
Place Value ◽  
Elementary Grades ◽  
School Students ◽  
Learning Standards ◽  
Mathematical Properties ◽  
Hands On ◽  
Addition And Subtraction ◽  
Expanded Form

Calculators are often efficient in finding the answer to an addition or subtraction problem, but they do not reveal the process by which the answer is obtained. Developing students' fluency in addition and subtraction using strategies and algorithms based on place value, composing and decomposing numbers in base 10, and reading and writing numerals in expanded form are important teaching and learning standards not only for the elementary grades but for middle school students as well (NCTM 2000; CCSSI 2010; TEA 2015). We introduced the Chinese abacus to our students as a hands-on tool to illuminate the meaning of a number in expanded form in terms of place values and to strengthen students' conceptual understanding of the standard algorithms of addition and subtraction. “Students' understanding of the base 10 number system is deepened as they come to understand its multiplicative structure” (NCTM 2000, p. 143). This activity will let students explore the mathematical properties of the base 10 system in a creative and interactive way. Students develop a deeper meaning of why the standard algorithms work and how they relate to a number in expanded form. This activity is best suited for elementary and middle grades.

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