The teaching-learning model in higher education has changed markedly in the past decade. A static approach in which students were passive subjects of their own learning processes has now given way to a dynamic model i...
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The teaching-learning model in higher education has changed markedly in the past decade. A static approach in which students were passive subjects of their own learning processes has now given way to a dynamic model in which students are actively centred. In this context, it is essential to test teaching-learning models that promote students' new role, as well as their effectiveness in helping them acquire competences. This study describes the experience of implementing a project-based learning methodology as a tool to promote the acquisition of a set of skills, both generic and specific, in undergraduate education, more specifically entrepreneurial competences among a group of university students. In order to analyse the impact of the intervention, pre-test and post-test analyses were carried out and confirmed that project-based learning does produce an increased perception of the acquisition of both the generic and specific skills associated with the subject as well as a significant improvement in perceptions of entrepreneurial competence.
The project-based learning (PBL) approach effectively develops technical competencies and critical skills in cybersecurity due to the dynamic nature of current threats. This paper analyzes the implementation of PBL at...
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ISBN:
(纸本)9798350365948;9798350365931
The project-based learning (PBL) approach effectively develops technical competencies and critical skills in cybersecurity due to the dynamic nature of current threats. This paper analyzes the implementation of PBL at the Faculty of Engineering, University of Buenos Aires (FIUBA). Reviewing the employed methodologies and obtained results, we identify best practices and recommendations for future cybersecurity education. PBL allows students to apply theoretical knowledge in practical contexts, fostering deep learning, creativity, autonomy, and responsibility. The transition from traditional exams to project-based evaluations has significantly improved learning quality and academic performance.
Developing competences for project-solving has been an academic concern. The objective of this study is to verify the efficacy of projectbasedlearning (PBL) as a motivational tool. The proposal is to apply the PBL t...
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ISBN:
(纸本)9781728109305
Developing competences for project-solving has been an academic concern. The objective of this study is to verify the efficacy of projectbasedlearning (PBL) as a motivational tool. The proposal is to apply the PBL to solve real problems of a Metal / Mechanics industry with students of Materials Engineering. We used a survey methodology to analyze the efficacy of PBL for improving the learning process. The proposal comprises of two phases: (i) understanding the industry problem (ii) presenting the solution. The study revealed that the interaction between university and industry has increased student's self-confidence and opened up new partnerships.
This paper reports three normative models for project-based learning (PjBL) in university-industry relations in computing. The models are inspired by normative theories on business ethics, and are designated as archet...
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ISBN:
(纸本)9780615559070
This paper reports three normative models for project-based learning (PjBL) in university-industry relations in computing. The models are inspired by normative theories on business ethics, and are designated as archetypes that describe the objectives and responsibilities of parties in collaboration: 1) The Slaver model prescribes that a university should sell students as slaves for business and reap the benefit, 2) The Educator model recognizes that the knowledge and skills development of students is also important, and 3) The Reformer model integrates the development of working life and project work practices into collaboration and represents a form of ethics teaching in this manner The aim of the three models is to sensitize teaching professionals in PjBL in computing to critically reflect on their current practices. The Reformer model combines PjBL and ethics teaching, and a solution based on this model is presented.
Along with the increasing interest in learning-centred constructivist approaches to translator education, there have been proposals to introduce project-based learning (PjBL), popular in education, to the teaching of ...
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Along with the increasing interest in learning-centred constructivist approaches to translator education, there have been proposals to introduce project-based learning (PjBL), popular in education, to the teaching of translation. Typical of this approach is that students are usually invited to complete an authentic practical translation project either in small groups or as individuals. This article, however, presents another type of project in translator education and discusses how such a project was incorporated into the teaching of business translation in the Chinese context. Furthermore, it reports on an investigation of the students' reception and perceptions of the PjBL project, which was carried out as part of the evaluation process of the project. It is hoped that the documenting of our experimentation with the project may serve as an easy reference for other teachers who may be interested in trying this methodology in their teaching, and that the findings regarding the students' perceptions mainly investigated through qualitative methods can be further confirmed with future quantitative research designs.
This paper presents and evaluates a model of project-based learning (PjBL) to train in-service teachers of programming. The paper contributes to the body of knowledge around in-service teachers' training to meet t...
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ISBN:
(纸本)9781728184784
This paper presents and evaluates a model of project-based learning (PjBL) to train in-service teachers of programming. The paper contributes to the body of knowledge around in-service teachers' training to meet the growing demand for teachers being prepared to teach programming in different subjects and school levels. The aim is to design a course that prepares teachers to teach programming, is relevant, and increases their self-efficacy. To contribute to this, we suggest a PjBL approach where teachers create a teaching plan during a project. Teachers may bring in their disciplinary knowledge and pedagogy combined with traditional and instructional methods to design an artifact that can be used directly in their practice. In the proposed model, teachers' projects act as a bridge between training and practice. We implemented the first version of the model in 2019 and used this experience to revise the model described in this paper. The results show that teachers are mainly satisfied with this form of PjBL. Many are favorable to this approach and express joy in teaching programming as they feel prepared and, at the same time, understand that programming can be demanding to learn and teach. Therefore, they are also mentally prepared for what is to come.
Purpose - The purpose of this case study was to investigate how project-based learning (PBL) is being practiced in Columbus Signature Academy (CSA), a high school located in Columbus, Indiana, USA. Design/methodology/...
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Purpose - The purpose of this case study was to investigate how project-based learning (PBL) is being practiced in Columbus Signature Academy (CSA), a high school located in Columbus, Indiana, USA. Design/methodology/approach - The authors used the case study method to provide qualitative details about CSA's use of PBL that is being practiced in a natural education setting. Findings - The authors identified six emergent themes (community partners, dedicated facilitators, student group work, authentic projects, school culture, and science, technology, engineering, and mathematics (STEM)- focus) as the essential elements of the high school's PBL use. The authors also evaluated CSA's use of PBL using strengths, weaknesses, opportunities, and threats (SWOT) analysis and generated eight challenges that CSA should tackle to make it more sustainable. Research limitations/implications - This study is contextualized in a high school located in Columbus, Indiana, so the authors cannot generalize the results of this study to other contexts. Practical implications - This study showed that PBL holds outstanding potential to be an innovative approach to teaching and learning, and teacher professional development. Originality/value - Major strengths of CSA's use of PBL come from the integration of the workforce needs of local businesses and the broader educational needs of students. Active involvement of community partners to make a project authentic is an essential element of CSA's PBL that distinguishes it from problem-basedlearning.
project-based learning (PbL) mirrors that of real-world business situations. PbL engages students in real projects for real corporations. Furthermore, this is an effective learning methodology which can be easily inco...
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project-based learning (PbL) mirrors that of real-world business situations. PbL engages students in real projects for real corporations. Furthermore, this is an effective learning methodology which can be easily incorporated into a dynamic and challenging learning context such as international business education. Engaging in student-corporate collaboration on international business projects is, therefore, an excellent way to enhance student learning. However, when designing a PbL course one must keep a learner perspective, but never neglect the goal of delivering value to corporate sponsors. PbL is defined in this paper and practical advice is given for the implementation of PbL into international business courses. Corporations can benefit from working in collaboration with student teams and these benefits include access to cost-effective resources (students) and to the expertise provided by faculty. Furthermore, the skills and competencies gained by learners in PbL courses match those sought by companies who are beginning or developing their international business. (C) 2006 by The Haworth Press, Inc. All rights reserved.
The analysis of particular experiences in the light of academic thought is bound to help us understand the impact of educational approaches on real people living in real contexts, while shedding light at a macro-level...
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The analysis of particular experiences in the light of academic thought is bound to help us understand the impact of educational approaches on real people living in real contexts, while shedding light at a macro-level on translator education at large. This article addresses the analysis of one particular case of project-based learning on AVT for Access, in the MA in Audiovisual Translation programme offered at Hamad bin Khalifa University (HBKU), to show how academically motivated Participatory Action Research projects may lead to the development of 'social transformative competence' in translation students. This competence is the ability to identify areas for action and to operate social change in the process of developing and providing translation and mediation services. Socially invested professionals will be people who proactively interact with society towards change, in the search for creative solutions for existing problems. In so doing, not only will they be positioning themselves as service providers, but they will also be promoting social justice and empowering the communities they engage with. Furthermore, they could be shaping environments for emerging mediation modes, outlining new professional profiles and creating new communities of practice.
This paper presents a short overview of projects conducted at RMIT University in Melbourne, Australia, as a part of the learning and teaching activities in the Science, Technology, Engineering and Mathematics (STEM) C...
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This paper presents a short overview of projects conducted at RMIT University in Melbourne, Australia, as a part of the learning and teaching activities in the Science, Technology, Engineering and Mathematics (STEM) College. The focus is on eHealth, bioengineering, biomedical engineering and related application areas. We introduce how these research areas are embedded into the curriculum, as well as, present a number of recent and current projects conducted by our students in collaboration with industrial partners, other academic institutions and medical practitioners. (C) 2021 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (https://***/licenses/by-nc-nd/4.0) Peer-review under responsibility of the scientific committee of KES International.
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