scholarly journals TRANSITIONING ARCHITECTURAL PEDAGOGY INTO THE VIRTUAL ERA VIA DIGITAL LEARNING METHODS

2021 ◽  
Author(s):  
Tatiana Estrina ◽  
◽  
Alvin Huang ◽  
Vincent Hui ◽  
Kristen Sarmiento ◽  
...  
Keyword(s):  
Collaborative Design ◽  
Architectural Education ◽  
Digital Learning ◽  
Physical Separation ◽  
Hands On ◽  
Hands On Learning ◽  
Online Assessments ◽  
And Performance ◽  
Pedagogical Environment ◽  
Architectural Pedagogy

In an age of physical separation, a new pedagogical paradigm was established via the integration of pre-recorded videos, video conferencing, and online assessments to become hallmarks of the “new normal”. In architectural education, the hands-on learning methodologies were suddenly compromised, challenging design pedagogy to reconfigure how students integrate collaborative design, studio culture, and develop analog skills into virtual learning. This prompted the question, how can architecture be effectively taught and experimentally explored through distanced and virtual means? The recent COVID-19 pandemic has disrupted this pedagogical environment and extinguished the opportunity of accessioning collaborative facilities considering recent distancing parameters. Conducting a literature review on experiences of virtual teaching in the realm of architecture, the paper explores scenarios, surveys, and adaptations to an unprecedented full online architecture studio. The paper showcases a series of teaching modifications that prove to be useful in maintaining and improving student engagement and performance in virtual architectural pedagogy.

Tangible user interface laboratory: Teaching tangible interaction design in practice

2009 ◽  
Vol 23 (3) ◽  
pp. 251-261 ◽  
Author(s):  
Orit Shaer ◽  
Michael S. Horn ◽  
Robert J.K. Jacob
Keyword(s):  
Interaction Design ◽  
Collaborative Design ◽  
Tangible Interaction ◽  
Limited Budget ◽  
Experience Teaching ◽  
Product Engineering ◽  
Hands On ◽  
Hands On Learning ◽  
Laboratory Teaching ◽  
Engineering Practices

AbstractTangible interaction is an emerging field of human–computer interaction that links the digital and the physical worlds by embedding computation in physical artifacts and environments. This paper shares our experience teaching tangible interaction over the past 4 years in an interdisciplinary, project-based laboratory course at Tufts University. Although the course is offered through the Computer Science Department, it reflects the multidisciplinary nature of the field, merging product engineering practices with a design studio approach. With a diverse mix of students, this approach has fostered creativity and hands-on learning. Throughout the course students have created innovative interfaces that not only capture fundamental concepts of tangible interaction but also contribute novel techniques for supporting collaborative design. We discuss examples of student-created interfaces and illustrate the relationship between the methods employed in the course and the artifacts created. We also share our recommendations for implementing such a course in institutions with constraints similar to ours including a limited budget and minimal laboratory space.

Hands-on Learning in the Medical Education Curriculum for Middle Grade Students

2010 ◽  
Vol 30 (1) ◽  
pp. 96-102 ◽  
Author(s):  
Kazuhiro FUJIMOTO ◽  
Atsushi KUROSAWA ◽  
Akihiro SUZUKI ◽  
Satoshi FUJITA ◽  
Hiroshi IWASAKI
Keyword(s):  
Medical Education ◽  
Middle Grade ◽  
Education Curriculum ◽  
Hands On ◽  
Hands On Learning ◽  
Middle Grade Students ◽  
Medical Education Curriculum

An Open Source Solution for “Hands-on” teaching of PET/CT to Medical Students under the COVID-19 Pandemic

2020 ◽  
Author(s):  
Martin Biermann ◽  
Salim Kanoun ◽  
Trond Davidsen ◽  
Robert Gray
Keyword(s):  
Medical Students ◽  
Student Satisfaction ◽  
Student Survey ◽  
Technical Challenge ◽  
Course Work ◽  
Pet Ct ◽  
Hands On ◽  
Hands On Learning ◽  
Central Image ◽  
The University

Abstract Aims Since 2017, medical students at the University of Bergen were taught PET/CT “hands-on” by viewing PET/CT cases in native format on diagnostic workstations in the hospital. Due to the COVID-19 pandemic, students were barred access. This prompted us to launch and evaluate a new freeware PET/CT viewing system hosted in the university network. Methods We asked our students to install the multiplatform Fiji viewer with Beth Israel PET/CT plugin (http://petctviewer.org) on their personal computers and connect to a central image database in the university network based on the public domain orthanc server (https://orthanc-server.com). At the end of course, we conducted an anonymous student survey. Results The new system was online within eight days, including regulatory approval. All 76 students (100 %) in the fifth year completed their course work, reading five anonymized PET/CT cases as planned. 41 (53 %) students answered the survey. Fiji was challenging to install with a mean score of 1.8 on a 5-point Likert scale (5 = easy, 1 = difficult). Fiji was more difficult to use (score 3.0) than the previously used diagnostic workstations in the hospital (score 4.1; p < 0.001, paired t-test). Despite the technical challenge, 47 % of students reported having learnt much (scores 4 and 5); only 11 % were negative (scores 1 and 2). 51 % found the PET/CT tasks engaging (scores 4 and 5) while 20 % and 5 % returned scores 2 and 1, respectively. Conclusion Despite the initial technical challenge, “hands-on” learning of PET/CT based on the freeware Fiji/orthanc PET/CT-viewer was associated with a high degree of student satisfaction. We plan to continue running the system to give students permanent access to PET/CT cases in native format regardless of time or location.

scholarly journals Supporting Older Adults and Caregivers Through Integrative Service Learning During COVID

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 958-958
Author(s):  
Keith Chan ◽  
Sarah LaFave ◽  
Maggie Ratnayake ◽  
Christina Marsack-Topolewski ◽  
Jillian Graves ◽  
...  
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Community Resources ◽  
Learning Models ◽  
Process Data ◽  
Community Based ◽  
Age In Place ◽  
Home Based ◽  
Hands On ◽  
Hands On Learning

Abstract There is a growing population of older adults who are living longer and acquiring chronic illness and disabilities, making it difficult for them to complete everyday activities and age in place. More than 2 million of these older adults are homebound and 5 million need help leaving their homes. They experience social isolation, food insecurity, and lack of connection to community resources which has intensified since the pandemic. Integrative service learning models can provide home-based support to older adults while offering valuable, hands-on learning experiences for students. This study examined findings for a community-based program which trained university students to provide practical home-based support for older adults and their caregivers. Data was collected for 109 older adults who were connected with student trainees. Students provided services with groceries, companionship, and help accessing needed services. Findings from t-test results using the UCLA Loneliness Scale indicated that older adults reported less loneliness after engagement with students (mean difference = 6.15, t = 3.14, df = 82, p &lt; 0.01). Qualitative process data suggested that older adults benefited from services and a connection to their assigned students prior to and during the pandemic. Student trainees reported that the experience enriched their learning and reaffirmed their commitment to working with older adults. Community-based service learning can address home-based needs of older adults and their caregivers and enhance learning opportunities for students. Policies and practice can support a pipeline of geriatric health professionals through innovative service learning models to benefit older adults, caregivers and students.

scholarly journals Insights from Learning Analytics for Hands-On Cloud Computing Labs in AWS

2020 ◽  
Vol 10 (24) ◽  
pp. 9148
Author(s):  
Germán Moltó ◽  
Diana M. Naranjo ◽  
J. Damian Segrelles
Keyword(s):  
Cloud Computing ◽  
Learning Analytics ◽  
Cloud Provider ◽  
Online Students ◽  
Computing Services ◽  
Hands On ◽  
Data Processing Tool ◽  
Amazon Web Services ◽  
Course Length ◽  
And Performance

Cloud computing instruction requires hands-on experience with a myriad of distributed computing services from a public cloud provider. Tracking the progress of the students, especially for online courses, requires one to automatically gather evidence and produce learning analytics in order to further determine the behavior and performance of students. With this aim, this paper describes the experience from an online course in cloud computing with Amazon Web Services on the creation of an open-source data processing tool to systematically obtain learning analytics related to the hands-on activities carried out throughout the course. These data, combined with the data obtained from the learning management system, have allowed the better characterization of the behavior of students in the course. Insights from a population of more than 420 online students through three academic years have been assessed, the dataset has been released for increased reproducibility. The results corroborate that course length has an impact on online students dropout. In addition, a gender analysis pointed out that there are no statistically significant differences in the final marks between genders, but women show an increased degree of commitment with the activities planned in the course.

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