USING A PROJECT BASED LEARNING EXPERIENCE TO IMPROVE SUSTAINABILITY WITHIN THE UNIVERSITY COMMUNITY

2019 ◽  
Author(s):  
M. Mirari Antxustegi ◽  
Alain Ulazia ◽  
Roberto Palos ◽  
María González Alriols ◽  
Alvaro Campos Celador ◽  
...  
Keyword(s):  
Learning Experience ◽  
Project Based Learning ◽  
The University ◽  
University Community

scholarly journals PROJECT-BASED LEARNING IN AN EFL SETTING – A CASE STUDY AT A UNIVERSITY IN VIETNAM

2021 ◽  
Vol 6 (38) ◽  
pp. 223-236
Author(s):  
Le Thi Chi Giao ◽  
Bich Dieu Nguyen
Keyword(s):  
Foreign Language ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Real Life ◽  
Language Instruction ◽  
Project Based Learning ◽  
Local Context ◽  
The University ◽  
Enhanced Learning

Teaching for enhanced learning experience has well-received great interest from many teachers and educators around the world. In the EFL setting, tremendous efforts have been recognized in taking students out of a conventional classroom to experience a new way of learning which stimulates interest and creative thinking, which improves communication and collaborative skills, and which exposes students to more meaningful real-life situations. Project-based learning (PBL) is an answer to this, and it has developed as an alternative to teaching a foreign language with a focus on enhanced learning experience and increased creative teambuilding and group skills through meaningful projects. This paper presents how PBL has been adopted at the University of Foreign Language Studies – the University of Danang (UFLS-UD). It revisits the significance of PBL, the structure of a PBL activity, and reports how PBL has been situated in the local context of teaching English to students majoring in English in Vietnam. The reflections reported here showcase the gains through the path of action research enacted by individual teachers who act as change agents or enablers of this innovative teaching and learning approach and whose efforts have been recognized by means of several adaptations made to bring real life and a sense of community into language instruction.

Using Random Forests to Identify Factors of Student Motivation in a Project-Based Learning Course

2012 ◽  
Author(s):  
Lauren Cooper ◽  
Daria Kotys-Schwartz ◽  
Derek Reamon
Keyword(s):  
Random Forest ◽  
Service Learning ◽  
Student Motivation ◽  
Learning Experience ◽  
Project Based Learning ◽  
Research Focus ◽  
University Of Colorado ◽  
Service Project ◽  
Component Design ◽  
The University

Grounded in motivation theory, the purpose of this research is to use random forest analysis to identify factors of motivation of students who participate in a project-based learning experience. Our research aims to answer: 1) How does project-based service learning affect students’ motivation as compared to conventional (non-service) project-based learning? 2) How are women affected differentially by project-based service-learning? The research, which began in 2011, was completed over a two-year period. The students and activities in Component Design, an existing junior-level course at the University of Colorado at Boulder served as the research focus. Specifically, project-based service-learning curriculum was implemented into a required design and build activity for Component Design students. Using a conventional design project as the control, how the context of project-based service learning affects aspects of student motivation was studied. This paper discusses the research design, theoretical framework, data analysis methods, and random forest results. Our findings indicate that students’ initial non-technical skills were the most important predictor of motivation in the conventional project-based learning experience and that students’ perceived value of the course and the project were the most important predictors of motivation in the project-based service-learning experience.

scholarly journals Developing Project Managers’ Transversal Competences Using Building Information Modeling

2019 ◽  
Vol 9 (19) ◽  
pp. 4006 ◽  
Author(s):  
Francisco Zamora-Polo ◽  
Mercedes Martínez Sánchez-Cortés ◽  
Antonio Manuel Reyes-Rodríguez ◽  
Justo García Sanz-Calcedo
Keyword(s):  
Learning Environment ◽  
Building Information Modeling ◽  
Learning Experience ◽  
Project Managers ◽  
Project Based Learning ◽  
Virtual Learning Environment ◽  
Information Modeling ◽  
University Teaching ◽  
Building Information ◽  
The University

The emergence of building information modeling (BIM) methodology requires the training of professionals with both specific and transversal skills. In this paper, a project-based learning experience carried out in the context of a project management course at the University of Extremadura is analyzed. To that end, a questionnaire was designed and given to students who participated in the initiative. Results suggest that BIM can be considered a virtual learning environment, from which students value the competences developed. The emotional performance observed was quite flat. Similarly, students valued the usefulness of the initiative. Students expressed a desire for the methodological change of the university classes, and thought that BIM methodology could be useful for other courses. The results obtained show a line of work to be done to improve the training of students and university teaching.

Implementing project-based and experiential learning in the Aerospace Engineering program at Concordia University

2018 ◽  
Author(s):  
Catharine Marsden ◽  
Susan Liscouet-Hanke ◽  
Andrea Cartile
Keyword(s):  
Experiential Learning ◽  
Learning Experience ◽  
Learning By Doing ◽  
Project Based Learning ◽  
Aerospace Engineering ◽  
Student Interest ◽  
Learning From Experience ◽  
Engineering Program ◽  
Design Engineers ◽  
The University

Experiential learning can be defined as“learning from experience or learning by doing”. Theeffectiveness of the experiential learning techniquedepends on both the design and the implementation of the experience. The learning experience must be carefully designed so that students do not learn by rote but rather are obliged to self-teach, discover, and use engineering judgement to arrive at conclusions. Student interest and their perception of the project as being authentic and representative of the “real-world” is important for engagement. In this paper, the authors discuss the development and implementation of experiential and project-based learning in the new undergraduate aerospace engineering program at Concordia University.The paper describes a unique series of experientiallearning experiences that have been implemented in thefirst, third, and final years of the program. Two of theauthors are former aerospace industry design engineers,and a unique feature of the program is a blend of fieldbased experience and classroom-based learning made possible by collaborations with industrial partners and organizations external to the university

scholarly journals The WxChallenge: Forecasting Competition, Educational Tool, and Agent of Cultural Change

2013 ◽  
Vol 94 (10) ◽  
pp. 1501-1506 ◽  
Author(s):  
Bradley G. Illston ◽  
Jeffrey B. Basara ◽  
Christopher Weiss ◽  
Mike Voss
Keyword(s):  
Cultural Change ◽  
State Of The Art ◽  
Learning Experience ◽  
The United States ◽  
Higher Learning ◽  
Educational Tool ◽  
Web Interfaces ◽  
Wind Speeds ◽  
University Of Oklahoma ◽  
The University

The WxChallenge, a project developed at the University of Oklahoma, brings a state-of-the-art, fun, and exciting forecast contest to participants at colleges and universities across North America. The challenge is to forecast the maximum and minimum temperatures, precipitation, and maximum wind speeds for select locations across the United States over a 24-h prediction period. The WxChallenge is open to all undergraduate and graduate students, as well as higher-education faculty, staff, and alumni. Through the use of World Wide Web interfaces accessible by personal computers, tablet computer, and smartphones, the WxChallenge provides a state-of-the-art portal to aid participants in submitting forecasts and alleviate many of the administrative issues (e.g., tracking and scoring) faced by local managers and professors. Since its inception in 2006, 110 universities have participated in the contest and it has been utilized as part of the curricula for 140 classroom courses at various institutions. The inherently challenging nature of the WxChallenge has encouraged its adoption as an educational tool. As its popularity has grown, professors have seen the utility of the Wx-Challenge as a teaching aid and it has become an instructional resource of many meteorological classes at institutions for higher learning. In addition to evidence of educational impacts, the competition has already begun to leave a cultural and social mark on the meteorological learning experience.

Leveraging Active Learning Pedagogy in a Scaffolded Approach: Reconceptualizing Instructional Leadership Learning

2020 ◽  
Vol 15 (3) ◽  
pp. 210-226 ◽  
Author(s):  
Jason D. Salisbury ◽  
Decoteau J. Irby
Keyword(s):  
Active Learning ◽  
Instructional Leadership ◽  
Learning Experience ◽  
Leadership Practice ◽  
University Of Illinois ◽  
The University

This article investigates how the University of Illinois at Chicago (UIC) redesigned its three-course instructional leadership strand to operate as a continuous three-semester learning experience that sequenced and emphasized an active learning pedagogy. This accounting elaborates the design and use of this pedagogy to support aspirant leaders in progressing through a continuum of knowers, assessors, and demonstrators of instructional leadership practice. Finally, we discuss the tensions that emerged from this approach to instructional leadership learning.

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