Search Results for
"Teaching"

Facing the challenge of teaching inside the society of the economy and the knowledge there are needed some teaching and learning methodologies that bring students skills to develop themselves and learn in an independent way. The Project Method can be a good option thanks to its strong skill-based training. Despite of this, the precedents of the Project Method inside the musical context are very limited. We propose, therefore, an investigation that aims to analyze the suitability of this teaching and learning methodology in the music area, to concrete its characteristics and prove its contributions for the society of the XXI century. © 2018 Universidad Complutense de Madrid.

This article This article aims to present and analyze an interprofessional education experience that started in 2008 involving third-year students of the undergraduate courses of Physical Education, Nutrition, Psychology, Physiotherapy and Occupational Therapy of a public university. During the semester, teams of different students supervised by two teachers each, also from different professional areas, provided weekly care service and developed care projects aimed at specific people/groups chosen by the service team. The methodology included the production of narratives of significant situations experienced by the teachers in their education activities. Based on these narratives, the issues presented in this education proposal were detected. The discussion of these issues showed potential common interventions and the challenges faced by teacher supervision in maintaining the students’ experience and enabling the creation of a clinic that values the users’ perspective. © 2018, Fundacao UNI Botucatu/UNESP. All rights reserved.

The paper presents an evaluation of an MSc in Structural Integrity co-produced by Brunel University London and industry partner The Welding Institute (TWI), designed to supply ‘work-ready’ graduates. Pre-, mid- and post-course quantitative surveys were administered to students, and two mid-term focus groups were conducted. Pre- and post-course quantitative surveys were administered to industry supervisors. Seventy-seven per cent of students chose the MSc because it was co-designed with industry. Student expectations of the course and skills attainment were largely met; hopes for employment decreased due to a downturn in the oil and gas industry; industry supervisors were ‘bridging scientists’ between Brunel and TWI for largely altruistic reasons. The paper concludes that being ‘work-ready’ is composed of technical and ‘soft’ skills, employer engagement being important for the latter. It recommends integrating group-placed students with industry employees, including within social spaces; and tax incentives for employers engaging with postgraduate training provision. © 2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This is one of the first studies to examine the educational entrepreneur in K-12 public schools and the first to present an instrument designed to measure entrepreneurial thinking among teachers using a type of reasoning, effectual reasoning, which has been proposed in the business literature on entrepreneurs. This study situates entrepreneurial thinking within the K-12 education arena and examines the relationship between high school and middle school teachers’ use of effectual reasoning and their corresponding implementation of high, medium, or low levels of innovation in STEM areas within their classrooms, districts, or across districts. Our findings correlated higher use of effectual reasoning, a component of entrepreneurial thinking, with higher levels of implementation of innovations among teachers within an NSF grant, Entrepreneurial Leadership in STEM teaching and learning, which centered on deeper content, reform-oriented pedagogies, and entrepreneurial thinking. We found that high innovators viewed uncertainty’ differently than low innovators by associating it with more positive cognitive structures and that innovators at different levels hold distinct notions of what constitutes high and low risk innovations. Contrary to the common notion that entrepreneurs are high-risk takers, results reveal that the types of innovations perceived by high innovators as low risk are viewed as high risk by low innovators. Furthermore, the results are consistent with the idea that entrepreneurs do certain types of things to lower/manage the risk of innovations before and, if necessary, during the implementation of an innovation. NSF: Award 0831820. © 2017, Springer Science+Business Media Dordrecht.

Choice Based Credit System (CBCS) is widely being practiced by many institutions in India since it has become signatory of the University Grants Commission (UGC). This has promoted in such a way that different open elective courses should be offered by every department in engineering to other departments. This interdisciplinary oflearning open elective courses by other department students especially in engineering education will have learning awareness and job oriented benefits. Choice based credit system is one of them. Engineering students require the opportunity to choose any open elective course from different departments and apply their knowledge to acquire jobs in that field of course. Learning and employment benefits are not only through their own course subjects but also through open elective courses. In this paper an attempt is made to analyze the various factors affecting the choice of an open elective by the students, to enhance teaching, learning and employment opportunities. In the present case study the subject green buildings offered by civil engineering department at our college to the students of other branches was taken as reference. It was observed that most of the CSE Students have shown enormous interest in choosing this subject for various reasons. All these factors associated with the selection of this subject by the CSE students is carefully evaluated and analyzed through qualitative and quantitative approach. © 2018, Rajarambapu Institute Of Technology. All rights reserved.

From the pass until now, the industry was affected by technological change and innovation. These paradigms are called industrial revolutions. These revolutions were caused by mechanization (1st industrial revolution), use of electrical energy (2nd industrial revolution) and electronics and automation (3rd industrial revolution). All these industrial revolutions did influence only the production itself, but also the labour market and the educational system as well. Currently, due to the development of digitalization and robotics, we are facing the next industrial revolution, known as the Industry Revolution 4.0. The emerging technologies have huge effect on the education of people. Only qualified and highly educated employees will be able to control these technologies. The skills needed by employers' in the Industry 4.0 have change due to the changes of the technologies. In this paper, we present the non-technical skills those are demanded by employers' in Industry 4.0 based on recent studies by doing metaanalysis technique. In addition, interviews with five employers have been done to clarify the metaanalysis results. Based on the results, the non-technical skills which are demanded by employers are communication skills especially in English, teamwork skills, critical thinking and problem-solving skills, entrepreneur skills and computer skills. Universities should be exposed their students with much more of interdisciplinary teaching, research, innovation and valuable industrial training to meet current demands of industries. © 2018 Authors.

This paper is designed as a comparative study between technical and further education institutes in Australia and community colleges in Malaysia in order to improve and develop the quality and quantity of technicians in the automotive industry. The descriptive survey research design was utilized in carrying out the study. The 113 students studying the Diploma Certificate in automotive engineering responded to a structured questionnaire, which addressed the research questions. Cronbach's alpha coefficient was used in determining the reliability of the instrument. The reliability coefficient of the instrument used for data collection stood at 0.89. Based on the findings, it was recommended that the training institutions should upgrade their training facilities with new equipment similar to that in the industry and Technical Vocational Education and Training department in the Ministry of Higher Education, and should advocate a broad range of industry participation opportunities to higher institutions in the preparation of highly skilled workforce for the industry. © 2013 IEEE.

Action-oriented Learning (AOL) is a pedagogic approach that defines the role of teachers in supporting self-directed acting and experiential learning in authentic situations on the part of the learners. As a result of AOL, learners are expected to have acquired not only skills and knowledge laid down in qualifications, unit standards and skeleton curricula, but also technical, individual, methodological and social competences and attitudes. Applying AOL to professional learning and training has to go beyond a reform of the professional curricula in terms of content and methods but also needs to provide advanced training of the pedagogical personnel in the vocational education to be able to use this method of teaching. To help teachers to learn and apply AOL, we developed a web-based learning environment with a training curriculum that addressed the situated nature and blended learning. In this paper, we present the development of our web-based learning environment and the training curriculum. Through a pilot study, the technical feasibility of this learning environment and the usability of the training curriculum are demonstrated. The results reveal that it is effective that teacher acquire action competences of AOL by adopting the approach of AOL. © 2018 Asia-Pacific Society for Computers in Education. All rights reserved.

This paper aimed to identify from the perspective of teachers and students, actions that evidence the reorientation of vocational training in physiotherapy happening under the line of practice settings recommended by the Pro-Saude Program. A qualitative research using the case study method, was performed in a Community University, where 16 students and 11 teachers of the Physiotherapy course as participants. Data collection was carried out by focus group and interview. Among the actions that demonstrate the reorientation of vocational training we highlight: achievement the situational diagnosis, practices in growing complexity degrees, diversification of practices in professional disciplines, interdisciplinary experiences in public health service, multidisciplinary practices and interventions in Primary Care. To promote advances in the vocational training process, it is necessary to create teaching-learning continuous strategies and to plan practices settings integrated with health services. © 2018, Fundacao UNI Botucatu/UNESP. All rights reserved.

This paper presents the process of organizing a teaching scenario through an online Learning Management System (LMS). For our scenario, we chose material from the teaching of the course of Computer Networks. In particular, we focused on Dijkstra’s, Bellman – Ford’s, Floyd’s and Johnson’s algorithms, as they are used for packet transfers on the Internet. We took advantage of synchronous and asynchronous online learning activities and focused on recent innovative practices such as those involved in blended educational processes. We believe that Information and Communication Technologies (ICT) will not be able to solve the problem of the learning process without taking serious consideration of the students’ learning aspirations. For this reason, we have applied the Problem Based Learning (PBL) as the educational methodology for our scenario. We have tried to implement learning activities through specific directions within a modern learning platform organized on the basis of the Drupal Open Source Model. Students through a multitude of activities provided to them on the platform improve their cognitive skills and develop their ability to manage digital material. We present the organization of the LMS for the scenario and how we have planned the material management and implementation. The article closes with a qualitative assessment of the scenario and proposals for future processing. Finally, reference is made to a number of criteria whereby the introduction of new technologies could be considered as a substantial innovation and, hence, these criteria can be treated as a suggestion of a modern educational reform. © The Authors, 2018. All Rights Reserved.