scholarly journals Collaboration at the Center: Librarian, Faculty, and Students Partner to Revive Their Curriculum Lab

2018 ◽  
Vol 6 (1) ◽  
pp. 39-48
Author(s):  
Melissa Correll ◽  
Jodi Bornstein
Keyword(s):  
Preservice Teachers ◽  
Learning Environments ◽  
Real World ◽  
Mission Statement ◽  
Project Based Learning ◽  
Advisory Group ◽  
University Administrators ◽  
School Of Education ◽  
Class Project ◽  
The Impact

This article describes the ongoing impact of a class project on the library’s work to improve its curriculum materials center (CMC) and the students’ reflection on the impact of project-based learning (PBL) on their work as preservice teachers. Arcadia University’s Landman Library houses a Curriculum Lab, which provides materials and space to support the School of Education. Use of the space and collection was low, and many materials were outdated. An education professor and the liaison librarian partnered with students enrolled in the Designing Learning Environments course (ED411) to develop a plan to improve the Curriculum Lab. This real-world redesign project created an opportunity for students to apply and transfer theories they were learning about in their readings to an actual educational project. The students wrote a mission statement, drew up a blueprint, and gathered ideas for their vision of the Curriculum Lab. Students then presented their work to university administrators. Though the class has since ended, students still contribute to the project through a volunteer advisory group.

scholarly journals The Impact of Collaborative Group Size on Students’ Achievement and Product Quality in Project-Based Learning Environments

2020 ◽  
Vol 15 (10) ◽  
pp. 157
Author(s):  
Ensaf Nasser Al Mulhim ◽  
Amany Ahmed Eldokhny
Keyword(s):  
Academic Achievement ◽  
Preservice Teachers ◽  
Product Quality ◽  
Learning Environments ◽  
Group Size ◽  
Undergraduate Students ◽  
Project Based Learning ◽  
Collaborative Group ◽  
Study Results ◽  
The Impact

This paper focuses on comparing collaborative group sizes (small versus large) in terms of developing preservice teachers’ skills in designing webpages using HTML in a project-based learning environment. It examines the effect that group size has on academic achievement and product quality in project-based learning environments. The experiment involved 74 undergraduate students enrolled in the sixth level of the Computer Teacher Program, Faculty of Education, King Faisal University in Saudi Arabia, during the second term of the school year 2018-2019. Study results indicate that there are significant differences between large and small size groups as they relate to students’ academic achievement and product quality, showing a preference for a large group, which disagrees with most of the existing literature. In this study, the researchers explain this disagreement and recommend new directions in researching group sizes in project-based learning environments in the future.

scholarly journals Virtual Reality and Situated Experiential Education A conceptualisation and exploratory trial

2020 ◽  
Author(s):  
Christian Schott ◽  
Stephen Marshall
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Learning Environments ◽  
Experiential Education ◽  
Real World ◽  
Virtual Space ◽  
Immersive Environments ◽  
Education Environment ◽  
The Impact ◽  
Large Groups

<p>Virtual reality is widely recognised as offering the potential for fully immersive environments. This paper describes a framework that guides the creation and analysis of immersive environments that are pedagogically structured to support situated and experiential education. The “situated experiential education environment” framework described in this paper is used to examine the impact that a virtual environment can have on the user experience of participants in a virtual space. The analysis of a virtual environment implemented to support learner exploration of issues of tourism development and the related impacts suggests that this type of experience is capable of providing participants with a holistic experience of real world environments that are otherwise too expensive, impractical or unethical for large groups of people to visit in person. The pedagogical value of such experiences is enabled through immersion in a reality-based environment, engagement with complex and ambiguous situations and information, and interaction with the space, other students and teachers. The results demonstrate that complex immersive learning environments are readily achievable but that high levels of interactivity remains a challenge.</p>

scholarly journals Virtual Reality and Situated Experiential Education A conceptualisation and exploratory trial.pdf

2020 ◽  
Author(s):  
Christian Schott ◽  
Stephen Marshall
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Learning Environments ◽  
Experiential Education ◽  
Real World ◽  
Virtual Space ◽  
Immersive Environments ◽  
Education Environment ◽  
The Impact ◽  
Large Groups

<p>Virtual reality is widely recognised as offering the potential for fully immersive environments. This paper describes a framework that guides the creation and analysis of immersive environments that are pedagogically structured to support situated and experiential education. The “situated experiential education environment” framework described in this paper is used to examine the impact that a virtual environment can have on the user experience of participants in a virtual space. The analysis of a virtual environment implemented to support learner exploration of issues of tourism development and the related impacts suggests that this type of experience is capable of providing participants with a holistic experience of real world environments that are otherwise too expensive, impractical or unethical for large groups of people to visit in person. The pedagogical value of such experiences is enabled through immersion in a reality-based environment, engagement with complex and ambiguous situations and information, and interaction with the space, other students and teachers. The results demonstrate that complex immersive learning environments are readily achievable but that high levels of interactivity remains a challenge.</p>

Virtual Reality and Situated Experiential Education A conceptualisation and exploratory trial.pdf

2020 ◽  
Author(s):  
Christian Schott ◽  
Stephen Marshall
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Learning Environments ◽  
Experiential Education ◽  
Real World ◽  
Virtual Space ◽  
Immersive Environments ◽  
Education Environment ◽  
The Impact ◽  
Large Groups

<p>Virtual reality is widely recognised as offering the potential for fully immersive environments. This paper describes a framework that guides the creation and analysis of immersive environments that are pedagogically structured to support situated and experiential education. The “situated experiential education environment” framework described in this paper is used to examine the impact that a virtual environment can have on the user experience of participants in a virtual space. The analysis of a virtual environment implemented to support learner exploration of issues of tourism development and the related impacts suggests that this type of experience is capable of providing participants with a holistic experience of real world environments that are otherwise too expensive, impractical or unethical for large groups of people to visit in person. The pedagogical value of such experiences is enabled through immersion in a reality-based environment, engagement with complex and ambiguous situations and information, and interaction with the space, other students and teachers. The results demonstrate that complex immersive learning environments are readily achievable but that high levels of interactivity remains a challenge.</p>

scholarly journals Virtual Reality and Situated Experiential Education A conceptualisation and exploratory trial.pdf

2020 ◽  
Author(s):  
Christian Schott ◽  
Stephen Marshall
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Learning Environments ◽  
Experiential Education ◽  
Real World ◽  
Virtual Space ◽  
Immersive Environments ◽  
Education Environment ◽  
The Impact ◽  
Large Groups

<p>Virtual reality is widely recognised as offering the potential for fully immersive environments. This paper describes a framework that guides the creation and analysis of immersive environments that are pedagogically structured to support situated and experiential education. The “situated experiential education environment” framework described in this paper is used to examine the impact that a virtual environment can have on the user experience of participants in a virtual space. The analysis of a virtual environment implemented to support learner exploration of issues of tourism development and the related impacts suggests that this type of experience is capable of providing participants with a holistic experience of real world environments that are otherwise too expensive, impractical or unethical for large groups of people to visit in person. The pedagogical value of such experiences is enabled through immersion in a reality-based environment, engagement with complex and ambiguous situations and information, and interaction with the space, other students and teachers. The results demonstrate that complex immersive learning environments are readily achievable but that high levels of interactivity remains a challenge.</p>

scholarly journals Virtual Reality and Situated Experiential Education A conceptualisation and exploratory trial

2020 ◽  
Author(s):  
Christian Schott ◽  
Stephen Marshall
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Learning Environments ◽  
Experiential Education ◽  
Real World ◽  
Virtual Space ◽  
Immersive Environments ◽  
Education Environment ◽  
The Impact ◽  
Large Groups

<p>Virtual reality is widely recognised as offering the potential for fully immersive environments. This paper describes a framework that guides the creation and analysis of immersive environments that are pedagogically structured to support situated and experiential education. The “situated experiential education environment” framework described in this paper is used to examine the impact that a virtual environment can have on the user experience of participants in a virtual space. The analysis of a virtual environment implemented to support learner exploration of issues of tourism development and the related impacts suggests that this type of experience is capable of providing participants with a holistic experience of real world environments that are otherwise too expensive, impractical or unethical for large groups of people to visit in person. The pedagogical value of such experiences is enabled through immersion in a reality-based environment, engagement with complex and ambiguous situations and information, and interaction with the space, other students and teachers. The results demonstrate that complex immersive learning environments are readily achievable but that high levels of interactivity remains a challenge.</p>

Future Proof and Real-World Ready: The Role of Live Project-Based Learning in Students’ Skill Development

2021 ◽  
pp. 027347532110014
Author(s):  
Andrew J. Rohm ◽  
Matt Stefl ◽  
Noriko Ward
Keyword(s):  
Real World ◽  
Skill Development ◽  
Real Life ◽  
Project Based Learning ◽  
Assessment Process ◽  
Digital Marketing ◽  
Marketing Education ◽  
Rapid Pace ◽  
Collaboration And Communication ◽  
The Impact

The rapid pace of technological change taking place today makes it even more important for marketing educators to incorporate relevant technical and higher level meta-skills in their digital marketing courses. We review the pedagogical literature on skill development and project-based learning and detail two live course projects designed to help students develop technical skills related to digital marketing in addition to important meta-skills involving creativity, critical thinking, collaboration, and communication. We evaluate the impact of the projects through a direct and indirect assessment process. Findings suggest that live project–based learning can support the development of the technical and meta-skills necessary for students to adapt to uncertainty and ambiguity and become future proof and real-world ready as they enter the workforce. We discuss the benefits and challenges associated with moving digital marketing education from conceptual to real-life projects and highlight pedagogical recommendations for educators who want to integrate live project-based learning into their courses.

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