19the Analysis of Students\u27 Team Achievement Divisions (Stad) Used in Learning Practice of Translating and Interpreting

Due to the Motto of STKIP Siliwangi Bandung “ The Leader of Learning Innovation”, this research deals with The Analysis of Student Teams Achievement Division (STAD) used in Learning Practice of Translating and Interpreting. This research explores the implementation of Students\u27 Team Achievement Divisions (STAD) and find out the advantages and disadvantages of Students\u27 Team Achievement Divisions (STAD) used in learning Practice of Translating and Interpreting. The objective of the research was to motivate students and encourage them to be active in learning, to accelerate student achievement, to improve behavior in learning, and to find out the students\u27 ability with Student Teams-Achievement Divisions (STAD) method. Data collection technique focused on participant observation, interviews, and documentation. Student Team-Achievement Division (STAD) is one type of cooperative learning model using small groups with a number of members of each group of 4-5 students in heterogenic way. It begins by delivering the objectives of learning, delivering of material, group activities, quizzes and group rewards. Students\u27 Team Achievement Divisions (STAD) method also is an effective method of cooperative learning. As with other learning methods, STAD method also has advantages and disadvantages. In the learning process there are good interaction among students, good attitude, increased interpersonal skills. It\u27s effective in increasing student participation and can train students to be more focus, more concentrate in answering questions from the teacher. It can make students eager to learn. But if the chief of the group can not resolve conflicts that arise constructively, it will be less effective in a group work. And if the number of groups is not considered, that is less than four, it would tend to withdraw and less active during the discussion. And if the number of groups of more than five, then chances for them to be passive in task completio

Ground Rules in Team Projects: Findings from a Prototype System to Support Students

Student team project work in higher education is one of the best ways to develop team working skills at the same time as learning about the subject matter. As today’s students require the freedom to learn at times and places that better match their lifestyles, there is a need for any support for team project work to be also available online. Team working requires that the task roles as well as the maintenance roles are taken into consideration, in that social interactions are just as important as carrying out the tasks of the project. The literature indicates that groupware, whilst effective in supporting the task roles, provides limited support for the maintenance roles of team working in the work place. As groupware was not specifically designed for student team working, it provides limited support for maintenance roles in student team projects. Virtual learning environments similarly provide support for completing the task roles. Many researchers have found that students experience difficulties with their team project work that reduce the perceived benefits of working in a team. It is proposed that helping students to agree on ground rules at the start of a project will improve team cohesion. This paper describes the implementation and evaluation of a prototype system to help students to agree on ground rules as they start their team projects. The system was tested with teams of students carrying out information systems team projects, using an interpretive case study research approach. In this case the teams had the additional problem of being composed of students from across three years of their undergraduate degree programmes, so they did not always have prior knowledge of each other’s preferences. We were trying to establish how useful this software tool would be to these student teams, in starting their project work. The findings showed that some of the student teams did find the ground rules function useful, but the team leaders were the ones who most appreciated its potential. The students may use the outputs in very different ways, but even just looking at the ground rules appeared to get team members thinking about their expectations for team working. Student teams do not often start by thinking about norms, but this study shows a positive benefit of encouraging teams to agree on ground rules at the start of their projects

The role of social networks in students’ learning experiences

The aim of this research is to investigate the role of social networks in computer science education. The Internet shows great potential for enhancing collaboration between people and the role of social software has become increasingly relevant in recent years. This research focuses on analyzing the role that social networks play in students’ learning experiences. The construction of students’ social networks, the evolution of these networks, and their effects on the students’ learning experience in a university environment are examined

Exploring the front end of New Zealand curriculum in student teacher education: an example from language and mathematics education.

This paper reports on two components of a collaborative project conducted by members of the language and literacy education, mathematics education and social studies teaching teams at the Faculty of Education, The University of Waikato. The teams decided to research the implications of the front end of The New Zealand Curriculum document [NZC] (Ministry of Education, 2007). The front end of the document includes key competencies and a statement describing each learning area. The language and literacy team chose to explore student teacher understandings of the English essence statement and the way in which that learning area is structured. The mathematics education team explored student teacher understandings of and implications for the "thinking" key competency for the teaching and learning of mathematics. Data were collected through in-class observations and tasks, and the analysis of aspects of student assessment work. The findings highlighted the value of an explicit focus on a particular facet of the NZC along with the challenges student teachers experience in envisaging how this might play out in practice

Safe Environments for Innovation: the development of a new multidisciplinary masters programme

In September 2007, three schools at Northumbria University came together in collaboration to create a Masters Programme in Multidisciplinary Design Innovation (MDI). The lead school was the School of Design working together with the School of Computing, Engineering and Information Sciences (CEIS) and the Newcastle Business School (NBS). This innovation was in response to an emerging understanding within the School of Design of the value of ‘Design-Thinking’ as a multi-disciplinary activity (developed and reinforced through a series of under-graduate pilot projects) and the Cox Review of Creativity in Business: building on the UK’s strengths, which was commissioned by the Chancellor of the Exchequer, Gordon Brown, at the time of the 2005 Budget (Cox, 2005). (Design-Thinking is an approach to viewing business and organisational situations from a more interpretative perspective than that of traditional business analysis (Lester et al,1998)) The programme was launched in September 2008

Graduate Quantum Mechanics Reform

We address four main areas in which graduate quantum mechanics education can be improved: course content, textbook, teaching methods, and assessment tools. We report on a three year longitudinal study at the Colorado School of Mines using innovations in all these areas. In particular, we have modified the content of the course to reflect progress in the field in the last 50 years, used textbooks that include such content, incorporated a variety of teaching techniques based on physics education research, and used a variety of assessment tools to study the effectiveness of these reforms. We present a new assessment tool, the Graduate Quantum Mechanics Conceptual Survey, and further testing of a previously developed assessment tool, the Quantum Mechanics Conceptual Survey. We find that graduate students respond well to research-based techniques that have been tested mainly in introductory courses, and that they learn much of the new content introduced in each version of the course. We also find that students' ability to answer conceptual questions about graduate quantum mechanics is highly correlated with their ability to solve calculational problems on the same topics. In contrast, we find that students' understanding of basic undergraduate quantum mechanics concepts at the modern physics level is not improved by instruction at the graduate level.Comment: accepted to American Journal of Physic

Educating future product developers in collaborative product development : lessons learned from the european global product realization (EGPR) international course

Changes in the business environment, responses of companies to these changes and the available information and communication technologies (ICT) pose a number of challenges to present and future product developers, as well as to educational institutions. An appropriate response to these challenges is to create a solid basis for strategies to combat stronger competition, since existing educational programs have provided this only to a small extent. In our opinion, the E-GPR course carried out by 5 European universities reflects the tasks of professional product development teams and their work conditions as realistically as possible and will enable students attending the E-GPR course who will soon enter the professional world to later progress along a steeper learning curve. This paper focuses on the role of communication between members of virtual teams and presents experiences gathered during the organization, designing and performance of each year’s courses