scholarly journals THE ENGAGE MODEL: A FACILITATOR’S FRAMEWORK FOR LEARNER ENGAGEMENT

2021 ◽  
pp. 272-275
Author(s):  
Dr Sheela Philip
Keyword(s):  
Learning By Doing ◽  
Academic Disciplines ◽  
Learner Engagement ◽  
Hands On ◽  
Social Discipline ◽  
Great Relevance ◽  
Reflection On Action ◽  
Discovery Method ◽  
Contemporary Education ◽  
Self Learning

Teachers, as facilitators of learning, are constantly soul searching, looking for sound transaction styles that are known to raise teacher efficiency. Making classrooms spaces that are joyful, learner-centric and engaging requires enormous portions of ingenuity on the part of a teacher. ‘Learning-by-Doing’ is a psychologically robust way of learning. It not only etches lasting memory but also makes the process of learning a meaningful experience. Self-learning within groups instils lessons on collaborative and social discipline and thus prepares the learner to face adversity in preparation for life. An effective curriculum should provide for multiple intelligences to fruition, thus raising correlation between subjects, providing scope for every student to engage in the act of discovery. Unplugged education, outdoors education, learning through engagement are all hands-on strategies that are novel and significant in holding attention levels in an era that is overwhelmed by technology and digitisation. The ‘STEAM Curriculum’ holds great relevance in contemporary education and it stems from learning engagements advocated by this model, permitting multidisciplinary correlation and reflection on action. This paper provides the framework of a lesson that is transacted hands-on through inquiry and reflection. It provides a prospective teacher of this model with the syntax and the pathway of deliberation. This is a general prototype that bears a multidisciplinary essence and thus can be extrapolated in varied situations, levels and academic disciplines of learning. KEYWORDS: Discovery Method, ENGAGE Model, Experiential Learning, Pragmatism, STEAM curriculum

scholarly journals Parklet: A New Urban Platform for Emergent Forms of Communication and Social Interaction in the Cities

2019 ◽  
pp. 571-578
Author(s):  
Mona Ghandi
Keyword(s):  
Social Interaction ◽  
Urban Space ◽  
Structural Engineering ◽  
Adaptive Design ◽  
Well Being ◽  
Learning By Doing ◽  
Zoning Regulations ◽  
Hands On ◽  
Design Build ◽  
Construction Strategies

Social interaction is critical to the physical and intellectual well-being of a functioning democracy. The excessive influence of technology and lack of urban design and planning’s attention to pedestrian experience has caused our interactions to become more private, isolated, and mostly virtual. The following project presents the product of a design-build studio which uses adaptive/Kinetic systems to generate a creative solution to this social problem. Specifically, it will showcase the efforts of students working on a Parklet project, repurposing urban space to advance local business ethics and social justice issues. The Parklet replaces a parking space, fostering increases in social connections, public vibrancy, and support for local businesses. To move beyond schematic design, and offer students an experiment in real-world design issues, this studio provided a hands-on atmosphere for collaborative and consensus design experience, learning-by-doing, detailing challenges, and offsite construction strategies. It was structured to promote lessons in collaboration, construction detailing and process, and adaptive design, including working with city officials to meet code and zoning regulations. Since the project’s site is located in a neighboring city, students prefabricated the pieces in school and shipped and assembled them on site in one day. The studio sought to promote CAAD education, teaching design, and construction, but also innovation and entrepreneurship, through computational technology. The pedagogical framework was defined around various considerations such as structural, functional, financial, aesthetical, technological, and collaboration with other disciplines such as structural engineering and construction management

Methodology for Knowledge Management and Self-Directed, Science Program Engineering Computing

2017 ◽  
pp. 63-81
Author(s):  
Marcos Levano
Keyword(s):  
Knowledge Management ◽  
Computer Science ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
The Self ◽  
Science Program ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Generic Competences ◽  
Self Learning

The following chapter shows the development of a learning methodology used to validate self-directed learning generic competences and knowledge management in a competence-based model in the engineering computer science program of the Universidad Católica Temuco (UCT). The design of the methodology shows the steps and activities of the learning-by-doing process, as shown gradually in the learning results of the competence. The designed methodological process allows creating working schemes for theory-based teaching and learning, and also for practicing and experimenting. The problematology as controlled scenarios is integrated in order to answer problems in engineering, allowing the process of validation in the self-learning and knowledge management competences. Thus, the achievements in the results have allowed helping the teachers to use their learning instruments.

i9MASKS Project

2022 ◽  
pp. 271-289
Author(s):  
Violeta Meneses Carvalho ◽  
Cristina S. Rodrigues ◽  
Rui A. Lima ◽  
Graça Minas ◽  
Senhorinha F. C. F. Teixeira
Keyword(s):  
Engineering Students ◽  
Educational Experiences ◽  
Learning By Doing ◽  
The Other ◽  
Teaching Staff ◽  
Summer Program ◽  
Global Pandemic ◽  
Hands On ◽  
Virus Spreading ◽  
The Impact

Engineering education is a challenging topic that has been deeply explored in order to provide better educational experiences to engineering students, and the learning by doing approach has been appraised. Amidst a global pandemic, an engineering summer program denominated i9Masks emerged and aimed to create transparent facial masks for preventing the virus spreading. This project had the participation of 21 students from different engineering areas, as well as professors and monitors whose guidance and commitment were of great importance for its success. Aiming to understand the importance of this engineering hands-on project for students' training, two inquiries were applied, being one for students and the other for professors and monitors/researchers. Students described this initiative as an amazing and innovative experience that they would like to repeat and considered useful for their careers. Regarding the impact perceived by the teaching staff, the results proved that they enjoyed participating in the i9MASKS project and sharing knowledge with students in a practical way.

Pedagogical Creativity as a Means of Inclusion in Primary School

2022 ◽  
pp. 107-125
Author(s):  
Gaia Lombardi
Keyword(s):  
Flipped Classroom ◽  
Learning By Doing ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
Online Tools ◽  
Hands On ◽  
Hands On Learning ◽  
Face To Face Learning ◽  
Learning As A Process

This chapter presents some creative pedagogical strategies used during the distance or remote learning period due to the COVID-19 pandemic from March to May 2020. The chapter explores the use of coding in a transdisciplinary way. Strategies for online tools and their specific use both in remote and in face-to-face learning are presented. The role of hands-on learning as a process of learning-by-doing and how to involve pupils using the methods of a flipped classroom are also presented. The chapter concludes with the importance of games to keep the class group united and cohesive in order to develop a healthy sense of competitiveness and collaboration among the pupils.

Learning by Doing in Higher Education: An Experience to Increase Self-learning and Motivation in First Courses

2021 ◽  
pp. 336-345
Author(s):  
Oscar Fontenla-Romero ◽  
Francisco Bellas ◽  
Noelia Sánchez-Maroño ◽  
J. A. Becerra
Keyword(s):  
Higher Education ◽  
Learning By Doing ◽  
Self Learning

Web Casts as Informal E-Learning for Scientific Centers

2011 ◽  
pp. 1184-1193
Author(s):  
Roxane Bernier
Keyword(s):  
Online Education ◽  
Innovative Technology ◽  
Science Centers ◽  
Education Resources ◽  
Interactive Exhibits ◽  
Scientific Institutions ◽  
Hands On ◽  
E Learning ◽  
Multidisciplinary Perspective ◽  
Self Learning

The advent of global digital networking, chiefly the Internet, broadened access to cultural portals with various remote online education resources, providing a unique behind-the scenes view of knowledge, and therefore re-established the visitor’s own ability of self-learning. Science centers capitalized on that development, as they expanded their mission beyond lab assessments and hands-on interactive exhibits using Web casting with explainers; the most recent innovative technology for real-time demonstrations involve real and virtual scientific institutions. Hence, adopting a multidisciplinary perspective covering both the humanities and natural sciences such as biology, heritage, physics, civilization, informatics, theology, medicine, anthropology, and even law for visitors have become involved in topical debates. Web casting allows individuals to form their viewpoints on contemporary concerns ranging from genetic engineering and sustainability to space exploration.

Enhance Student Learning with PowerPoint Games

2011 ◽  
Vol 7 (2) ◽  
pp. 13-20 ◽  
Author(s):  
Victoria A. Fratto
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Teaching Practice ◽  
Learning By Doing ◽  
Academic Disciplines ◽  
Time On Task ◽  
Managerial Accounting ◽  
Immediate Feedback ◽  
Use Of Technology ◽  
Good Teaching Practice

Stakeholders encourage accounting educators to provide active learning opportunities, to integrate the creative use of technology into the curriculum, and to emphasize learning by doing. The principles of good teaching practice can use technology to promote active learning, to provide prompt feedback to students, to increase student time on task, and to make learning more effective and efficient for the student. Technological tools can permit students to become active participants and can improve student learning by giving students convenient access to review material with immediate feedback. This article describes the use and development of a PowerPoint game in an introductory accounting course (managerial accounting) that provides the student with immediate feedback and is designed to be accessed by the student outside of the classroom. This technological tool can be used in other undergraduate academic disciplines.

scholarly journals Elementary School Students’ Mental Models about Formation of Seasons: A Cross Sectional Study

2015 ◽  
Vol 5 (1) ◽  
pp. 7 ◽  
Author(s):  
Cumhur TURK ◽  
Huseyin KALKAN ◽  
Kasim KIROGLU ◽  
Nazan OCAK ISKELELI
Keyword(s):  
Elementary School ◽  
Mental Models ◽  
Elementary School Students ◽  
Quantitative Data ◽  
Learning By Doing ◽  
School Students ◽  
Cross Sectional ◽  
Black Sea Region ◽  
Physical Scale ◽  
Hands On

<p>The purpose of this study is to determine the mental models of elementary school students on seasons and to analyze how these models change in terms of grade levels. The study was conducted with 294 students (5<sup>th</sup>, 6<sup>th</sup>, 7<sup>th</sup> and 8<sup>th</sup> graders) studying in an elementary school of Turkey’s Black Sea Region. Qualitative and quantitative data collection methods were used in the study. The students first were asked 3 open ended questions (one of them was a drawing) in order to determine their mental models on seasons. Following this, the students took an achievement test on seasons that consisted of 4 multiple questions. Quantitative data were analyzed by SPSS 20.0 while the qualitative data were analyzed by the researchers by using content analysis technique. The results of the study showed that the students construct the formation of seasons in various ways in their minds. However, differently from the literature, the presence of some new mental models was found. For a full understanding of the seasons, the necessity of a set of pre-learnings has been recommended. It will be useful to design basic activities based on hands-on and learning by doing which will enable the most effective learning and to put this in the textbooks in the most suitable way. Additionally tangible physical-scale hands-on models, 3D simulation modeling and planetarium environment should be used in students’ education about formation of seasons.</p>

scholarly journals Virtual exchange facilitated by interactive, digital, cultural artefacts: communities, languages, and activities app (ENACT)

2021 ◽  
pp. 101-112
Author(s):  
Colin B. Dodds ◽  
Alison Whelan ◽  
Ahmed Kharrufa ◽  
Müge Satar
Keyword(s):  
Digital Media ◽  
Learning Experience ◽  
Interactive Media ◽  
Learning By Doing ◽  
Open Educational Resources ◽  
Intercultural Understanding ◽  
Hands On ◽  
Intercultural Exchange ◽  
Cultural Experiences ◽  
Web App

This chapter is based on a workshop at IVEC 2020 which presented a model of Virtual Exchange (VE) facilitated by interactive, digital, and cultural artefacts created using a progressive web app developed by the EU-funded ENACT project team. The model offers an innovative approach to online intercultural exchange through the opportunity to create, share, appropriate, and re-create cultural artefacts. Drawing on Thorne’s (2016) concept of cultural artefacts, the app is designed to enable artefacts as catalysts for intercultural exchange while “artifacts and humans together create particular morphologies of action” (p. 189). The ENACT project aims to develop Open Educational Resources (OER) that will foster intergenerational and intercultural understanding within and between communities; promote opportunities for intergenerational, intercultural interaction; and offer a real-world, immersive learning experience that brings culture to life. The web app is built on the well-established H5P.org interactive media engine tailored for the creation of, and engagement with interactive digital media for task-based exchange of cultural activities promoting linguistic, digital, and intercultural communication skills development. This chapter outlines how the ENACT app can be implemented in VE at higher education to facilitate deeper, immersive, virtual intercultural exchange experiences that go beyond talking about culture and that offer hands-on cultural experiences based on learning by doing to ensure equitable experiences to all students.

scholarly journals Shaping the Education to Meet the Global Demands: Industrial Inclusiveness in University Curriculum

2021 ◽  
Vol 3 (3) ◽  
pp. p28
Author(s):  
Lalih Edirisinghe ◽  
Sampath Siriwardena ◽  
Lakshmi Ranwala
Keyword(s):  
Language Proficiency ◽  
School Curriculum ◽  
Academic Disciplines ◽  
Business World ◽  
Knowledge Based ◽  
University Curriculum ◽  
Knowledge Based Economy ◽  
The Government ◽  
Contemporary Education

The world entered to knowledge-based economy which is based on the production and use of information. Today computer technology, language proficiency and logistics play a major role. University Curriculum connects the secondary level education and the industry. Therefore, industry inclusiveness is essential in transforming children to an industry worker or an entrepreneur. This paper is derived from an opinion survey, desk research, and a case study. Reports of international institutions were studied extensively in the literatures survey. The respondents of the survey consisted key personnel in the government and private sector covering a cross section of the stakeholders in education and business world. The report analyses are then evaluated and discussed though a case study in Sri Lanka. The practices and procedures in the contemporary education system in the country is systematically explained in this section. The report presents its key recommendation under seven areas as policy recommendations. It includes innovative concepts such as, vertical integration between schools, universities, and industry; extended academic disciplines at tertiary level; changes in the university; review to selection criteria of state universities; new academic disciplines in the school curriculum; technical and vocational education; focus on children with different skills etc.

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