Effectiveness of Project-based Learning Models to Improve Learning Outcomes and Learning Activities of Students in Innovative Learning

This study aims to determine the effectiveness of Project-based Learning models in achieving cognitive, affective, and psychomotor learning outcomes compared to conventional models in innovative learning courses. In addition, to find out the learning activities of students in the Project-based Learning model compared to the conventional learning models. The research subjects were 43 students of Accounting Education S1 class of 2015. The research approach used was quasi-design experiment, while the design used was non-equivalent control group design. Data collection was done using test instruments and non-test instruments. Data analysis was carried out by descriptive analysis. The results showed that (1) the Project-based Learning model in achieving cognitive learning outcomes was more effective than the conventional models in innovative learning subjects, (2) the Project-based Learning model in achieving affective learning outcomes was more effective than conventional learning models. In innovative learning lesson, (3) Project-based Learning model in achieving psychomotor learning outcomes is more effective than conventional learning models in innovative learning subjects, and (4) student learning activities in Project-based Learning models are more effective than the conventional learning models.     Keywords: cognitive, affective, psychomotor, learning activities, Project-based Learnin

Afterschool for the Global Age

Summarizes discussions from a July 2006 convening on model afterschool programs and best practices for enhancing global literacy, including innovative uses of community and international connections, project-based learning, and educational technology

Internationalisation from home- global collaborative project based learning

This paper explores how cross-institutional project-based-learning facilitated by Web 2.0 ICTs supported cross-cultural and cross-institutional student peer learning experiences. The focus of this paper relates to the most recent project named ‘The Gift’ conducted through ‘The Global Studio’. At each institution the students formed small local project teams which were paired with teams of students from one of the other collaborating universities. Initial findings suggest the majority of students perceived this innovative initiative as having facilitated their learning, especially in the intended areas of development of virtual teamwork and communication skills. This paper focuses on initial findings with regards peer learning in relation to ICTs and cross-cultural communication

Competence Monitoring in Project Teams by using Web based portfolio management systems

This paper reports a learning experience related to the acquisition of project management competences. Students from three different universities and backgrounds, cooperate in a common project that drives the learning-teaching process. Previous related works on this initiative have already evaluated the goodness of this multidisciplinary, project-based learning approach in the context of a new educative paradigm. Yet the innovative experience has allowed the authors to define a rubric in order to measure specific competences in project management. The study shows the rubric’s main aspects as well as competence acquisition evaluation alternatives, based in the metrics defined. Key indicators and specific reports obtained from data base fields in the web tool will support this work. As a result, new competences can be assessed, such ones like teamwork, problem solving, communication and leadership. Final goal is to provide an overall competence map to the students at the same time they improve their skills

A framework for design engineering education in a global context

This paper presents a framework for teaching design engineering in a global context using innovative technologies to enable distributed teams to work together effectively across international and cultural boundaries. The DIDET Framework represents the findings of a 5-year project conducted by the University of Strathclyde, Stanford University and Olin College which enhanced student learning opportunities by enabling them to partake in global, team based design engineering projects, directly experiencing different cultural contexts and accessing a variety of digital information sources via a range of innovative technology. The use of innovative technology enabled the formalization of design knowledge within international student teams as did the methods that were developed for students to store, share and reuse information. Coaching methods were used by teaching staff to support distributed teams and evaluation work on relevant classes was carried out regularly to allow ongoing improvement of learning and teaching and show improvements in student learning. Major findings of the 5 year project include the requirement to overcome technological, pedagogical and cultural issues for successful eLearning implementations. The DIDET Framework encapsulates all the conclusions relating to design engineering in a global context. Each of the principles for effective distributed design learning is shown along with relevant findings and suggested metrics. The findings detailed in the paper were reached through a series of interventions in design engineering education at the collaborating institutions. Evaluation was carried out on an ongoing basis and fed back into project development, both on the pedagogical and the technological approaches

Student learning and engagement in Project-based learning (PjBL) activities

In response to evolving work practices in engineering, renewed attention has turned to the development of innovative pedagogies to facilitate the entry of graduates into the employment market. Project-based Learning (PjBL) in interdisciplinary groups has been developed in HE contexts to provide students with authentic learning experiences to facilitate the transition to 21st century workplaces. Yet despite the introduction of innovative PjBL and broader inquiry-based curricula, comprehensive understanding of the pedagogical practices has not yet emerged. This presentation session will identify and discuss student learning and engagement in Project-based Learning activities

Project-based learning as an innovative technology in professional education

The article discusses this innovative technology project-based learning of vocational education. Special attention is paid to the system of interactions of teachers and students when using project-based learning in higher vocational educationРассматривается такая инновационная технология профессионального образования, как проектное обучение. Особое внимание уделяется системе действий педагогов и обучающихся при использовании проектного обучения в высшем профессиональном образовани

Supporting professional development using the VLE in the PGCE/Certificate in Education

This case study is based in Coleg Glan Hafren and focuses on the Post-Compulsory Education and Training Programme franchised from the University of Wales, Newport (UWN). This is a case study into E-Learning Practice in the area of HE in FE. Funding was provided by DeL (JISCs Distributed e-Learning Programme). These case studies are intended to illustrate good/innovative practice in the delivery of HE in FE using e-learning. It concludes that e-learning, coupled with close professional relationships between all parties, can provide an innovative experience for various learners. The fact that the material is online is not paramount to success, and technology itself can cause problems, but with good liaison and support it can offer any time anywhere access for students, and empower them with skills immediately transferable in their own classrooms as teachers. It is presented as a final project report of some 10 page

Good practices in school to educate critical citizens: the youth parliament programme from the perspective of secondary school teachers in training

ERPA International Congresses on Education 2018This paper refers to the European project Erasmus + ELEF (European Learning Environment Formats for Citizenship and Democracy, Reference number 580426). The aim of this project is to develop, implement, evaluate and replicate democratic and innovative learning environments (good practices) in both educational institutions and informal and community learning environments. In this context, over the course of a year, a number of experiences considered relevant have been selected, which constitute the sample of this research on good practices. This contribution presents the educational programme “Youth Parliament”. This is a project with a long history and whose main objective is to train responsible citizens, with the collaboration of various educational agents. The evaluation carried out by the Secondary Education teachers in training on the potentialities and limitations of the programme is shown, based on the experiences carried out in the participating educational centres during the academic year 2016-2017

A project based approach to learning for first year engineering students

Support for transition from Leaving Certificate and entry to college for 1st year engineering students can be difficult to achieve. This new course offers an innovative project based approach to learning for 1st years with an introduction to design to build confidence in student ability and give motivation in research and discovery skills. The project takes place in small groups and relies heavily on presentation, group and individual skills. The Mechanical and Manufacturing and the Electronic Engineering Schools at Dublin City University offered this new module for all first year Engineering Students in 2006. The course entitled, ‘Project and Laboratory Skills’ was an immediate success with increased participation and retention rates and a high level of academic success in assessment. This paper highlights the overall module concepts, teaching and learning outcomes and the resources required for such a module