Digital Dissemination Platform of Transportation Engineering Education Materials Founded in Adoption Research

INE/AUTC 14.0

Innovative Education and Classroom Design at Colegio Tecnico Profesional de Santa Ana

Innovation in schools provides new means to keep educational offerings up to date. Identifying unique and effective educational methods not currently utilized is an important first step in effective innovation. This project worked to initiate this process at Colegio Técnico Profesional de Santa Ana (CTPSA), a technical high school in San José, Costa Rica. We assisted in developing a Knowledge Management Center (KMC), a sustainable new building on campus that will provide space and resources to support student collaboration and connection beyond CTPSA. Through interviews, focus groups, and observations, we identified how collaborative teaching methods, flexible classroom design, and innovative resources outside of CTPSA can be implemented through the KMC to improve students’ education

STEM teaching for the Internet of Things maker course: a teaching model based on the iterative loop.

As the key technology for 5G applications in the future, the Internet of Things (IoT) is developing rapidly, and the demand for the cultivation of engineering talents in the IoT is also expanding. The rise of maker education has brought new teaching inspiration for cultivating innovative technical talents in the IoT. In the IoT maker course, teaching problems include the lack of adequate teaching models, emphasis on products but less emphasis on theory, and letting students imitate practice. Focusing on these problems, this paper proposes a new Science, Technology, Engineering, and Mathematics (STEM) teaching model called Propose, Guide, Design, Comment, Implement, Display and Evaluate (PGDCIDE) for the IoT maker course. The PGDCIDE teaching model is based on STEM teaching and Kolodner's design-based scientific inquiry learning cycle model, and realizes the combination of "theory, practice, and innovation." Finally, this paper designs the IoT maker course to practice the PGDCIDE model. The practical results indicate that students significantly improved their emotional level, knowledge level, and innovation level after studying the course. Therefore, the PGDCIDE teaching model proposed in this paper can improve the effectiveness of the IoT maker course teaching and is conducive to the cultivation of students' sustainable ability in engineering education. It has reference significance for the application of maker courses in engineering education practice

A RESEARCH IN INNOVATION IN THE SECONDARY EDUCATION: MAKING USE OF VIRTUAL RESOURCES TO LEARN A LANGUAGE

The present paper describes the research carried out in the subject of the The University Master's Degree for Secondary Education, Vocational Training and Language Teaching at the University Jaume I (Castellón, Spain): Teaching Innovation and Introduction to Educational Research’ in the specialty of Language and Literature and Language Teaching. 125 students were involved in this subject. As part of the subject´s assessment, our students were asked to work in groups in order to write a research proposal divided into two main parts: (i) theoretical background (definition of innovative teaching, main trends and authors and some examples of innovative projects), (ii) students define the innovative tool/resource they have chosen (e.g. blog, Kahoot, podcasts, digital books, Mahara, Fakebook, etc.) and design a didactic unit using this virtual tool. In this paper, we analyse the virtual resources chosen by our students and reflect their feelings and opinions about the implementation of these new innovative materials in a real secondary school classroom. Result show that these innovative tools can help secondary school teachers to enrich and improve the teaching/learning method by supporting the traditional method but, by no means, substituting it; however not all our students think about the possibility of implementing them.  Article visualizations

Greater Space Means More Service: Leveraging the innovative power of architecture and design

Organizational structures certainly are of great importance in order to determine employees’ behaviour and performance. On the other hand, physical structures also significantly influence the way staff and customers view any company and interact with it. In service based activity, such as in retailing, banking, hospitality, and so, firms and institutions are competing thanks to innovations in products/services, delivery processes, and management styles. Innovative approaches may also materialize into the design of facilities. Service providers are in a position to significantly improve convenience, productivity, and attractiveness by designing space and defining appropriate layout carefully. This pattern also has to include identification of the meanings, characterization of size and qualification of the process by which any service facility delivers messages. In the last session of the paper, we address a particular type of service facilities, namely the buildings of institutions for higher education in management. The objective is then to analyze how facilities have evolved in order to cope with the change affecting business education.Service; innovation; architecture; working place; corporate symbols

Education in Undergraduate Construction Management Degrees - Is it "Construction" or "Management" that is in bold type?

The proposition of this study is that the content of education in construction management degree programs has changed over time. Content has moved away from construction technology and has moved more towards generic areas of management. Here, issues arise such as prescriptive versus principle-base teaching and the degree to which experiential learning can be provided. This study explores quantifiable data to test the above proposition over an extended period of time for a selected University in Australia. The study looks at course handbook data for the construction management degree including the likes of assigned subject credit points and contact hours. From the analysis, debate and related sources of supporting information are used to extrapolate themes demonstrating the resultant changes in graduate profile arising from the analysis. Comment is also provided on the impact of such changes including the differentiation of university graduates in the past and present. The industry perspective is also canvassed in terms of how changes have affected their expectations relating to employment of University qualified graduates