Understanding best practices in control engineering education using the concept of TPACK

This study aimed to design an integrated pedagogical approach to advance introductory Process Control Engineering Education through the application of the Technological Pedagogical Content Knowledge (TPACK) framework, and evaluating its impact on student learning. The research is initially being undertaken at Nottingham Trent University, UK but we will next adapt it to a case study in Libya. This paper aims to strengthen the teaching of introductory Process Control by using appropriate approach es in universities to improve the learning outcomes for students. From this work a new schematic for teaching Process Control ha s be en developed and, moreover, a thoughtful best practice in introducing Process Control in engineering education can be developed

Classroom-based action research: revisiting the process as customizable and meaningful professional development for educators

The approach historically used for professional development for classroom educators (i.e., a 'one-size-fits-all' delivery model, where the emphasis is on 'training' and not on 'learning') is, quite simply, outdated. Even in our 'on-demand' world, where professional development modules can be purchased and viewed online, the individualized professional development needs of teachers are not appropriately or accurately being met. Classroom-based action research—with its cyclical nature of systematic investigation of teaching and learning, followed by data-driven improvements resulting from the outcomes of the investigations—provides not only a viable, but also valuable, professional development alternative. Following the development of improvement goals, the process of action research can be used to customize a teacher's professional development, allowing for a much more meaningful approach to professional growth. This approach permits teachers to investigate their own practice and to discover what will and will not work for their students in their classrooms. The integration of classroom-based action research with professional collaboration and with teacher evaluation are both discussed. Recommendations for administrative support—focusing on training, availability of time, collaboration, and incentives—for classroom-based action research are also provided

Systems validation: application to statistical programs

BACKGROUND: In 2003, the United States Food and Drug Administration (FDA) released a guidance document on the scope of "Part 11" enforcement. In this guidance document, the FDA indicates an expectation of a risk-based approach to determining which systems should undergo validation. Since statistical programs manage and manipulate raw data, their implementation should be critically reviewed to determine whether or not they should undergo validation. However, the concepts of validation are not often discussed in biostatistics curriculum. DISCUSSION: This paper summarizes a "Plan, Do, Say" approach to validation that can be incorporated into statistical training so that biostatisticians can understand and implement validation principles in their research. SUMMARY: Validation is a process that requires dedicated attention. The process of validation can be easily understood in the context of the scientific method

Challenges of developing pedagogy through diversity and equity within the new Early Years Foundation Stage (EYFS) curriculum

A commitment to diversity and equity principles through social justice lies at the heart of many Early Years' practitioners working practices. However, the term social justice is complex, and this complexity manifests itself through its multiple meanings, in different cultural contexts. This paper investigates how diversity and equity are linked through an understanding of social justice within the new Early Years Foundation Stage (EYFS) curriculum. It also explores how diversity and equity is promoted through the Early Years curriculum and what remain the potential challenges practitioners. Interviews in multi-cultural and mono-cultural primary schools with Early Years age phases were conducted. The findings showed that the principles of social justice through diversity and equity was interpreted differently in each Early Years setting, which is unsurprising given the complicated nature of its meaning. The multi-cultural schools appear to use a greater variety of activities to embed social justice principles that involved their diverse communities more to enrich the curriculum in contrast to the mono-cultural schools. In mono-cultural schools however, practitioners had to be more creative in promoting diversity and equity given the smaller proportion of their diverse pupil and staff population

Developing a validated instrument to measure pre-service teachers’ ICT competencies : meeting the demands of the 21st-century

The main objective of this study is to develop a self-report instrument to measure pre-service teachers’ ICT competencies in education. The questionnaire items of this instrument are based on an existing comprehensive framework and were created with input from experts in the field. The data were collected from a sample of 931 final-year pre-service teachers in Flanders (Belgium). A first subsample was used for an exploratory factor analysis, and a second one to verify the identified factor structure via confirmatory factor analysis. A two-factor structure of ICT competencies was identified: (a) competencies to support pupils for ICT use in class and (b) competencies to use ICT for instructional design. This two-factor structure was confirmed in the confirmatory factor analysis. Recommendations are made on how this reliable instrument can help assess the level and progress of pre-service teachers’ ICT competencies

Language and Content-Subject Teacher Issues across CLIL in the Maritime Studies Field: A Project Experience within the New European Framework

This study presents the main theoretical and practical issues raised in the implementation process of a CLIL Project with undergraduate students at the Faculty of Nautical Sciences of the University of Cádiz (Spain) in the academic year 2009-2010 by a teachers' interdisciplinary innovation research team. The underlying hypotheses of this study are, firstly, that the content greatly determined which communicative competence would be more interesting and beneficial to gain rather than vice versa in a CLIL programme. Secondly, this analysis aims at exploring how certain underlying assumptions in the planning of CLIL methodology cannot be taken for granted. Finally, results also highlight that Content-Language Integrated programmes are a sharing information platform for converging the needs of the language teacher and the content-subject teacher in the European Higher Education Area

Ecological Landscape Planning : A Gaming Approach in Education

An understanding of the complex problems of land use competition requires an appreciation of natural processes, cultural values, economic imperatives and political agendas. This integrated understanding is an important component of the study program for tertiary students about to complete their professional qualification in landscape architecture at the Queensland University of Technology. This paper introduces a repertoire of game templates as an initial step in formulating a conceptual framework for the curriculum/games designer to explore the potential of play in ecological landscape planning. The concepts of social action space, permissible action space and motivational action space are used to investigate the qualities of each template for further game design development. The abstraction of these concepts may assist the designer to move beyond the usability of games into viewing their value as a learning method

ASSESSMENT STRATEGIES IN ESP COURSE AS A WAY FOR MOTIVATING STUDENT LEARNING

The role of assessment in enhancing student motivation to learn English for specific purposes is analysed. The research results about student attitudes towards assessment strategies are presented. The assessment types are described. The importance of self-assessment and student involvement into the process of assessment is emphasized

Interwoven Curriculum Design for First Year Learning

The diverse range of pre-existing skills and knowledge that students bring to the first year of an architecture program is a challenge to pedagogical design. The traditional model for first year teaching at the University of Queensland was a series of short, stimulating projects and assignments offering an introductory smorgasbord of concepts, skills and techniques across a broad range of architectural issues. In 2004 a more integrated curriculum model was trialled that retained a breadth of skills and concepts, but sought to encourage a deeper engagement with the integrative design act by weaving project-work through developmental iterations across three different courses. The curriculum model sought to create conceptual linkages between design, theory, technology and communication courses in a manner that facilitated genuinely rich and reflective learning. The model adopted was not a singular, monolithically integrated project, but the sequenced weaving of students earlier design projects through successive modes of enquiry in three discrete courses, encouraging conceptual connection between the different sub-disciplinary paradigms. The inter-related curriculum required careful sequencing of project work across the year and clearly differentiated assessment criteria. Peter Skinner devised and taught the interrelated courses in 2004, and Clair Hughes evaluated the student experience through survey and focus group analysis in 2005. The evaluation probed five key learning objectives of the interwoven curriculum: - acquisition of broad and diverse skills, knowledge and understanding; - authentic engagement with, and ownership of, the processes of design; - participation in genuinely deep, rich and reflective modes of thinking and learning; - identification with the processes and values of the architectural profession; and - satisfaction from authentic accomplishment within the first year experience. Positive student response encourages the consideration of further development of this strategy of interwoven curricula in architectural education

Asian and African business students : a comparative analysis of their motivation, family support and culture on business orientation

This research and resulting contribution are with the patronage of President University, Indonesia, School of Business research project based on a lecturer’s obligation of 2019.Purpose: The aim of this research is to analyze Asian and African business students’ motivation, family support and culture on business orientation. Design/Methodology/Approach: The research method used is both qualitative and quantitative, where quantitative data is obtained through an online questionnaire of 335 respondents, then the data is supplemented by in-depth interviews with respondents to obtain more complete data. Quantitative data is processed using SPSS software statistical program. Findings: The results showed that descriptively there were differences of Asian and African business students. Based on t-test and F-test, there are positive and significant motivation, family support and culture aspects on business orientation in both groups of students. The results are also in-line with some of similar previous researches where the factor that most influence business orientation is culture. Practical implications: For the university and family business, this study can be useful as one of the materials discussion in the family business class and also design the curriculum. The results of this study shown that, culture have the big contibution on business students orientation. Therefore the univesity and family business can include culture as one of the topic of entrepreneurship curriculum. Originality/Value: This research specifies and focuses on comparative analysis of Asian and African business students, the result can be use for design the business students curriculum, therefore the business motivation indexes of Asian and African can be increase through entrepreneurship education in business schools.peer-reviewe