scholarly journals TACTivities: Fostering Creativity through Tactile Learning Activities

2020 ◽  
Vol 10 (2) ◽  
pp. 377-390
Author(s):  
Angie Hodge-Zickerman ◽  
Eric Stade ◽  
Cindy York ◽  
Janice Rech
Keyword(s):  
Learning Activities ◽  
Tactile Learning ◽  
Fostering Creativity

Tactile Learning Activities in Mathematics

2018 ◽  
Author(s):  
Julie Barnes ◽  
Jessica Libertini
Keyword(s):  
Learning Activities ◽  
Tactile Learning

Introduction to Special Issue on Tactile Learning Activities

PRIMUS ◽  
2013 ◽  
Vol 23 (7) ◽  
pp. 585-589
Author(s):  
Julie Barnes ◽  
Jessica Libertini
Keyword(s):  
Learning Activities ◽  
Special Issue ◽  
Tactile Learning

Digital Representation of Physical Artifacts: The Effect of Low Cost, High Accuracy 3D Scanning Technologies on Engineering Education, Student Learning and Design Evaluation

2013 ◽  
Author(s):  
Nitish Vasudevan ◽  
Conrad S. Tucker
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Real Time ◽  
3D Scanning ◽  
Learning Activities ◽  
Education Student ◽  
Similarity Metric ◽  
Time Dynamic ◽  
Tactile Learning ◽  
The Impact

This paper aims to address two fundamental challenges in engineering education; i) the disconnect between digital and tactile learning activities in traditional Engineering Design curricula and ii) variations in standards used to assess digital activities completed by students. Digital 3D scanning technologies have the potential to mitigate the disconnect between digital and tactile learning activities by providing students with a real time understanding of the relationship between the digital and tactile design space in a real time, dynamic manner. In the process, students are introduced to the concept of reverse engineering as a means of understanding product assembly/disassembly as tactile activities, which can be then seamlessly represented/augmented in the digital space. The researchers of this work aim to understand the impact on the learning outcomes experienced by students when digital and tactile engineering activities are integrated in a real time dynamic manner. To mitigate variations in standards used to assess digital activities completed by students, the authors propose employing a 3D similarity metric that quantifies the differences between digital solutions created by students and a baseline solution from which student solutions are compared against. By establishing a quantitative similarity metric to assess student solutions, variations in grading across different instructors can be minimized and scores finalized in a more timely and efficient manner. The case study presented in this work is based on an Introduction to Engineering Design course, where freshmen students working both in individual and team based design projects are introduced to both digital and tactile activities. The research findings reveal students’ perception of 3D scanning technologies as it relates to their experiences with digital and tactile learning activities. After being introduced to digital and tactile activities, students’ performance are quantified through controlled design activities that are then assessed/graded using the proposed digital similarity metric.

scholarly journals Fostering creativity through online creative collaborative group projects

2020 ◽  
Vol 15 (1) ◽  
pp. 97-113 ◽  
Author(s):  
Maria Rowena D.R. Raymundo
Keyword(s):  
Distance Education ◽  
Creative Thinking ◽  
The Body ◽  
Learning Activities ◽  
Collaborative Group ◽  
Learning Activity ◽  
Group Project ◽  
Content Type ◽  
Group Projects ◽  
Fostering Creativity

PurposeHigher education institutions (HEIs) frequently overlook the importance of encouraging creative thinking in students. A review of the prevailing practices in a fully online tertiary distance education (DE) institution revealed a lack of learning activities that foster creativity. The study aims to find out whether the creative collaborative group project is a feasible, effective and acceptable learning activity for fostering creativity in students of a fully online graduate-level DE course.Design/methodology/approachSeven groups of five to six graduate students each had five weeks to conceptualize, prepare and deliver a creative collaborative group project on lifelong learning using key concepts learned from the course.FindingsAll groups submitted well-crafted creative projects within the given time frame. Reflections on their experience positively correlated with known outcomes associated with creative skills. Students valued the experience and had a better understanding of the concepts. These support the feasibility, effectiveness and acceptability of the project for fostering creativity in a fully online DE institution.Research limitations/implicationsThe feasibility, effectiveness and acceptability may vary in different contexts; future iterations in the same and/or other courses are recommended.Practical implicationsThe creative collaborative group project is a feasible, effective and acceptable strategy for fostering creativity in online distance education.Social implicationsCreativity can be enhanced through appropriate online collaborative learning activities.Originality/valueThe study adds to the body of literature on the use of creative collaborative group projects to foster creativity in HEIs.

Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi
Keyword(s):  
Student Perceptions ◽  
Clinical Supervision ◽  
Private Practice ◽  
Universal Design ◽  
Professional Preparation ◽  
Learning Activities ◽  
Functional Information ◽  
Course Content ◽  
Group Activities ◽  
Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

A Multimedia Situational Test With a Constructed-Response Format

2011 ◽  
Vol 10 (2) ◽  
pp. 78-88 ◽  
Author(s):  
Janneke K. Oostrom ◽  
Marise Ph. Born ◽  
Alec W. Serlie ◽  
Henk T. van der Molen
Keyword(s):  
Cognitive Ability ◽  
Computer Technology ◽  
Psychology Students ◽  
Learning Activities ◽  
Ability Test ◽  
Constructed Response ◽  
Job Experience ◽  
Relationship Of ◽  
The Relationship ◽  
Situational Test

Advances in computer technology have created opportunities for the development of a multimedia situational test in which responses are filmed with a webcam. This paper examined the relationship of a so-called webcam test with personality, cognitive ability, job experience, and academic performance. Data were collected among 153 psychology students. In line with our expectations, scores on the webcam test, intended to measure interpersonally oriented leadership, were related to extraversion, conscientiousness, emotional stability, and job experience. Furthermore, the webcam tests significantly predicted students’ learning activities during group meetings over and above a cognitive ability test and a personality questionnaire. Overall, this study demonstrates that webcam tests can be a valid complement to traditional predictors in selection contexts.

Review of Older Adulthood: Learning Activities for Understanding Aging.

1994 ◽  
Vol 39 (4) ◽  
pp. 437-437
Author(s):  
Terri Gullickson ◽  
Pamela Ramser
Keyword(s):  
Learning Activities ◽  
Older Adulthood
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