As project-based learning (PjBL) becomes a cornerstone of modern education, effective support and analysis tools are crucial for enhancing collaborative learning experiences and achieving educational goals. However, c...
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As project-based learning (PjBL) becomes a cornerstone of modern education, effective support and analysis tools are crucial for enhancing collaborative learning experiences and achieving educational goals. However, challenges such as managing overload related to the rigor and demands of project-based activities (e.g., meetings, writing reports, deliverables), handling potential disruptions within teams, and maintaining team engagement often hinder the successful implementation of PjBL in higher education. This paper presents a learning assistance framework designed to support and analyze teams in PjBL. It identifies three key challenges: (i) managing overload while supporting teams;(ii) tracking the full range of interactions within student teams related to their digital learning traces and learning experiences;and (iii) perceiving and maintaining student team engagement to prevent disengagement. We analyze these challenges to derive requirements for supporting and analyzing teams in PjBL and propose a conceptual framework that addresses these needs. The ASTRA-PjBL framework is based on three seamlessly integrated components to effectively manage these challenges: Support, which provides a structured environment to support student teams;a learning Experience Repository, which facilitates the reuse of learning experiences;and Teams Data Analytics, which uses learning Analytics (LA) to gain a comprehensive view of team states and to map behavior. The assistance plugin for the Moodle community is fully available. Experimental validation demonstrates the usefulness and effectiveness of our framework.
learning to learn (L2L) is a competence that helps students to more efficiently develop knowledge and master skills. Students can develop the ability to understand how they learn best, what learning strategies work we...
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learning to learn (L2L) is a competence that helps students to more efficiently develop knowledge and master skills. Students can develop the ability to understand how they learn best, what learning strategies work well for them, and how to overcome challenges that arise in their own learning process. Students acquire L2L competence while achieving their learning goals. This study examines the relationships between three components of students' L2L competence (learning management, self-assessment, and self-learning process), learning self-efficacy, and achievement in higher education. An online survey was administered on the Qualtrics platform to collect data from 145 undergraduate students involved in project-based learning at a Hong Kong university. The results indicated that learning management and self-assessment were positively associated with achievement. learning self-efficacy partially mediated the effect of learning management on achievement and fully mediated the effect of self-assessment on achievement. In summary, L2L empowers students to become independent and self-directed learners when they are exposed to new learning experiences.
project-based learning (PjBL) represents a fundamental instructional reform in the new Chinese national curriculum. This study uses a new type of noticing, termed "curricular noticing," to address the questi...
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project-based learning (PjBL) represents a fundamental instructional reform in the new Chinese national curriculum. This study uses a new type of noticing, termed "curricular noticing," to address the questions: How teachers attend to, interpret, and respond to textbooks through the PjBL lesson study? What shared patterns emerge in teachers' curricular noticing in this PjBL-LS? This study included analyses of Chinese mathematics textbooks at the junior secondary level, as well as multiple case studies of several teachers and their classes. Data consist of lesson plans, videotaped lessons, interview, discussions, and reflection reports. Epistemic network analysis was used to identify the interaction between teachers and textbooks. Findings suggest that teachers shifted from fragmented to cohesive curricular noticing, progressively integrating PjBL principles-authenticity, academic rigor, and assessment practices-into textbook adaptation, while balancing the centralized curriculum's demands with innovative instructional approaches.
This article explores the use of project-based learning (PBL) to empower second-grade students to respond to the essential question: "How Can People Respond to Injustice?" Set in an independent school classr...
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This article explores the use of project-based learning (PBL) to empower second-grade students to respond to the essential question: "How Can People Respond to Injustice?" Set in an independent school classroom, the investigation invites students to critically engage with historical and modern examples of injustice, using literacy as a tool for activism, empathy, and communication. Through collaborative projects, such as posters, speeches, and a mock march, students explore concepts of fairness, advocacy, and social justice. Grounded in the educational philosophy of John Dewey and supported by the framework of PBL, this study highlights how young learners can navigate complex social issues by utilizing language as a powerful medium for change. The results demonstrate a high level of student ownership, engagement, and creativity, as students move beyond traditional literacy instruction to actively create meaningful responses to injustice. This work underscores the importance of integrating PBL into literacy education to foster critical thinking and civic engagement, even among young learners. The implications of this study offer insights for educators seeking to connect academic skills with real-world issues, thus creating more immersive and impactful learning experiences.
This research aims to investigate a model for enhancing students' learning independence, particularly within the context of project-based learning (PBL). Utilizing a simple random sampling method, questionnaires w...
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based on work in an ongoing research-practice partnership, we share teacher-designed project-based learning (PBL) units that sought to integrate Appalachian heritage and CT. We offer reflections on the lessons learned...
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Climate change is one of the most significant challenges of the twenty first century, requiring integration into school curricula to encourage citizen climate action. However, there are still challenges in effectively...
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Climate change is one of the most significant challenges of the twenty first century, requiring integration into school curricula to encourage citizen climate action. However, there are still challenges in effectively teaching climate change, including the incompleteness of the teaching content-impacts, causes, and solutions. To address these challenges, this research demonstrates teaching climate change through problem-oriented project-based learning to promote student climate action. This teaching has four main steps: orienting to the problem, organizing to learn, planning and creating the project, and presenting and evaluating the project. This teaching results in students' concrete steps in addressing climate change through mitigation and adaptation. Engaging students in real environmental problems helps them understand the phenomenon and its impact on their environment, fostering motivation to act and find solutions.
Circular economy (CE) and life cycle thinking (LCT) are two crucial concepts enabling the environmentally sustainable transition of the industry. However, engineering education programs neglect sustainability aspects,...
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Circular economy (CE) and life cycle thinking (LCT) are two crucial concepts enabling the environmentally sustainable transition of the industry. However, engineering education programs neglect sustainability aspects, leading to lacking actors’ skills and training. Therefore, this study presents an approach to how CE and LCT can be integrated into an existing project-based engineering course and what the learnings the students generate by the LCT integration. Our outcomes show that the LCT integration is crucial for students to reflect on material sourcing, links between products and business models, trade-offs in environmental impacts, and the importance of sustainability. based on our experience and outcomes, we formulate the recommendations of ‘initial simplification’ and ‘assumption challenging’ for instructors who want to integrate sustainability into their courses.
The volumetric analysis is a fundamental analytical technique in chemistry that students typically begin learning in higher secondary school. However, students frequently focus on observing the colour change during ti...
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The volumetric analysis is a fundamental analytical technique in chemistry that students typically begin learning in higher secondary school. However, students frequently focus on observing the colour change during titration but fail to grasp the underlying concepts related to the theory of acid-base indicators. To address this issue, a project-based learning approach using natural indicators has been employed to elucidate the role of indicators. This pedagogy aims to help students understand the concepts and instil confidence in designing and rationalizing experiments.
Service-learning and project-based Service learning (PBSL) are recognized as effective pedagogical approaches for fostering both specific and transversal competencies in students. This paper presents a comprehensive f...
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Service-learning and project-based Service learning (PBSL) are recognized as effective pedagogical approaches for fostering both specific and transversal competencies in students. This paper presents a comprehensive framework for implementing PBSL, complemented by an experiential case study from a Master's program in secondary education teacher training. The project aims to integrate technology education, empowering students to design engaging, hands-on projects for secondary school learners, with a particular focus on utilizing the Arduino microcontroller. Emphasizing collaboration among students, faculty, and organizations supporting individuals with Autism Spectrum Disorder (ASD), this initiative fosters a community-oriented learning environment. During the 2022/2023 and 2023/2024 academic years, 18 and 16 students participated, respectively, alongside 2 university professors and 2 organizations. The projects were conducted at the University of A Coruna, Spain.
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