28,997 research outputs found
Aligning the topic of FCA with existing module learning outcomes
Although Formal Concept Analysis is worthy of study on
computing courses, it is not always possible or practical to dedicate a whole module to it. It may, however, fit into an existing module as a topic but require some careful design of teaching and assessment activities to properly align it to the intended learning outcomes of the module. This paper describes and evaluates a three year project to align the teaching and assessment of FCA with the learning outcomes of a final-year undergraduate Smart Applications module at Sheffield Hallam University. Biggs' constructive alignment was used, incorporating an adapted version of Yin's case study research method, in an iterative
process; progressively modifying teaching and assessment activities to align them more closely with the prescribed learning outcomes. The process involved examining conclusions made by students, from carrying out
FCA case study assignments, to draw cross-case conclusions about the learning outcomes achieved, and how they deviated from the prescribed ones. These cross-case conclusions were used to feed back into the design of learning and assessment activities for the next delivery of the module.
After three cycles, the learning outcomes achieved closely matched the prescribed learning outcomes of the module
Visualizing constructive alignment in the process of course design
[EN] Course design in higher education is often approached in a very linear and text-based manner. The paper presents a visual tool in the form of a canvas aimed at accompanying teachers in the design of courses. The canvas can be used in an individual or co-teaching setting. It can be applied either during the conception phase of a new course or to revisit and reflect an existing course.The visual dimension departs from the usual text-based format and ambitions to offer a practical and intuitive approach. It aims at engaging teachers to adopt a prototyping approach in the design of courses. It builds on the various visual modeling tools offered in the fields of business and strategy.The proposed canvas is part of a broader project accompanying higher education teachers in the clarification of their pedagogical intent, in ensuring constructive alignment and in the adoption of a reflexive posture on their teaching experiences.Laperrouza, M.; LanarĂšs, J.; Sylvestre, E. (2019). Visualizing constructive alignment in the process of course design. En HEAD'19. 5th International Conference on Higher Education Advances. Editorial Universitat PolitĂšcnica de ValĂšncia. 869-874. https://doi.org/10.4995/HEAD19.2019.9330OCS86987
The building information modeling for the retrofitting of existing buildings. A case study in the University of Cagliari.
Italy's very consistent buildings stock has become the major field for real estate investments and for the related projects and actions. The urge of working on built environment is however facing some crucial issues. The first is the lack of documentation on the construction history and on the real constructive layout of existing buildings (in terms of components, installations, plants, etc.). The second is the poor activity in surveying their current status, with reference to use (energy behaviour, real consumptions, etc.) and maintenance (conservation status, previous maintenance works, compliance with current regulations, etc.). These obstacles cause a deep inefficiency in the planning, programming and controlling of requalification and/or refunctionalisation works. Starting from these assumptions, this paper shows the findings of a research shared by the Politecnico of Milan and the Department of Civil and Environmental Engineering and Architecture of the University of Cagliari. It is aimed at testing the use of building information modeling (BIM) to structure the necessary knowledge to evaluate intervention scenarios. The research is focused on the Mandolesi Pavilion of the University of Cagliari, designed by Enrico Mandolesi. It is a highly stimulating architectural object because it incorporates values that require a conservative approach, but at the same time, like most contemporary buildings, it was designed and built for innovation and not for âlong durationâ. The work has actually led to the realization of a BIM model of the case study. It represents the first prefiguration of an approach that develops from construction history and continues with advanced diagnostics on the statical and energy performances of the building. The model formalizes knowledge and information on a significant building, aimed at its management. It allows also the setting of intervention scenarios that can be evaluated with real-time simulations of cost, time and ROI
Problem-based learning: enhancing students learning of building information modelling
Building Information Modelling (BIM) is an innovative collaborative process underpinned by digital technologies introduced to improve project performance in the Architecture, Engineering and Construction (AEC) industry. Growth in industry demands has necessitated BIM inclusion into the Higher Education (HE) curricula as both a pedagogic and practical objective to prepare and develop aspiring Built Environment (BE) professionals with the required competence for contemporary practice. However, comprehension of BIM concepts and developing the skill set required for its application can be overwhelming for students and crucial to mitigating this challenge is the adoption of appropriate learner-centred strategies. Problem-based Learning (PBL) is becoming a widespread strategy to address such concern. This paper evaluates the impact of PBL strategy on students accelerated learning of BIM based on a case study of an undergraduate BIM module. Findings from the study show PBL benefits on studentsâ knowledge acquisition (cognitive and affective) of BIM concept and development of transferable skills (academic and disciplinary) equipping them with capabilities to become BIM competent and workplace ready for the AEC industry
An interprofessional, intercultural, immersive short-term study abroad program: public health and service systems in rome
The purpose of this paper is to describe a short-term study abroad program that exposes engineering and nursing undergraduate students from the United States and Italy to an intercultural and interprofessional immersion experience. Faculty from Purdue University and Sapienza UniversitĂ di Roma collaborated to design a technical program that demonstrates the complementary nature of engineering and public health in the service sector, with Rome as an integral component of the program. Specifically, the intersection of topics including systems, reliability, process flow, maintenance management, and public health are covered through online lectures, in-class activities and case study discussions, field experiences, and assessments. Herein, administrative issues such as student recruitment, selection, and preparation are elucidated. Additionally, the pedagogical approach used to ensure constructive alignment among the program goals, the intended learning outcomes, and the teaching and learning activities is described. Finally, examples of learning outcomes resulting from this alignment are provided
The Impacts of Aligned Teaching on Students Perceived Engagement in Independent Learning and Satisfaction : An Empirical Investigation in Hong Kong
In response to the move towards Outcomes-based Education in Hong Kong our paper aims at investigating the impacts of the Outcomes-based Teaching and Learning approach OBTL on students satisfaction and perceived engagement in independent learning in the context of higher education Building upon the principle of constructive alignment we propose a theoretical model to examine the impacts of constructively aligned teaching and learning that is conceptualized as the constructive alignment Index in our paper An empirical study of undergraduate students n 253 found that the constructive alignment index CAI positively predicted students satisfaction and their perceived engagement in independent learning Implications for research and practice are discusse
Embedded formative assessment and classroom process quality. How do they interact in promoting students\u27 science understanding
In this study we examine the interplay between curriculum-embedded formative assessment-a well-known teaching practice-and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students\u27 understanding of the scientific concepts of floating and sinking. We used data from a cluster-randomized controlled trial and compared curriculum-embedded formative assessment (17 classes) with a control group (11 classes). Curriculum-embedded formative assessment and classroom process quality promoted students\u27 learning. Moreover, classroom process quality and embedded formative assessment interacted in promoting student learning. To ensure effective instruction and consequently satisfactory learning outcomes, teachers need to combine specific teaching practices with high classroom process quality. (DIPF/Orig.
Analysis and Identification of Data Heterogeneity on Learning Environment Using Ontology Knowledge
Heterogeneity on learning environment is about different data and applications to support a learning process in education institutions. Distributed and various systems on learning environment is the current issues to produce big and heterogeneity data problem. A lot of relationships are formed between elements on learning environment. The element on learning environment consists of learning data, learning applications, data sources, learning concept, and data heterogeneity aspect on learning environment. These elements are interrelated and produce complex relationship between each other. A complex relationship problem between elements on learning environment makes a process of analysis and identification difficult to be done. Existing method to drawing this heterogeneity problem make confuse and misunderstanding readers. To solved this problem, researcher using ontology knowledge to describe and draw a semantic relationship that represent the complexity of data relationship on learning environment. The result of this analysis is to develop ontology knowledge to solve complexity relationship on learning environment, and also to help reader\u27s better understanding the complex relationship between elements on learning environment
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