Taking a stance: resistance, faking and Muddling Through

This article focuses on project-based learning in media practice education, identifying three themes of interest. The first questions the recontextualisation of practice from the professional to a pedagogic environment. The second theme questions how much we know about what goes on inside a project and contrasts the ways in which students ‘do’ projects with the ways in which educators idealise project work as a mirror of professional practice. The final theme questions whether processes and procedures external to a project environment may result in a decoupling between professional practice and the everyday formulations of practice enacted by students. While educators may seek to encourage students to simultaneously adopt academic, professional and creative identities, as part of an active and purposeful approach to doing projects, this article questions whether tensions between these identities may actually encourage students to engage in decoupling behaviour. The article aims to encourage media practice educators to reflect on their own use of projects and question the ways in which the identities students claim as learners align with educator's beliefs and values

Project Management Learning in a Collaborative Distant Learning Context - An Actual On-going Experience

The goal of this paper is to show the results of an on-going experience on teaching project management to grade students by following a development scheme of management related competencies on an individual basis. In order to achieve that goal, the students are organized in teams that must solve a problem and manage the development of a feasible solution to satisfy the needs of a client. The innovative component advocated in this paper is the formal introduction of negotiating and virtual team management aspects, as different teams from different universities at different locations and comprising students with different backgrounds must collaborate and compete amongst them. The different learning aspects are identified and the improvement levels are reflected in a rubric that has been designed ad hoc for this experience. Finally, the effort frameworks for the student and instructor have been established according to the requirements of the Bologna paradigms. This experience is developed through a software-based support system allowing blended learning for the theoretical and individual?s work aspects, blogs, wikis, etc., as well as project management tools based on WWW that allow the monitoring of not only the expected deliverables and the achievement of the goals but also the progress made on learning as established in the defined rubri

The use of computers for graduate education in Project Management. Improving the integration to the industry.

This paper presents an initiative for monitoring the competence acquisition by a team of students with different backgrounds facing the experience of being working by projects and in a project. These students are graduated bachelor engineering are inexperienced in the project management field and they play this course on a time-shared manner along with other activities. The goal of this experience is to increase the competence levels acquired by using an structured web based portfolio tool helping to reinforce how relevant different project management approaches can result for final products and how important it becomes to maintain the integration along the project. Monitoring is carried out by means of have a look on how the work is being done and measuring different technical parameters per participant. The use of this information could make possible to bring additional information to the students involved in terms of their individual competencies and the identification of new opportunities of personal improvement. These capabilities are strongly requested by companies in their daily work as well as they can be very convenient too for students when they try to organize their PhD work

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

Immersion Wort Chiller Optimization: Project-Based Learning in Undergraduate Heat Transfer

Project-Based Learning (PjBL) has been adopted as a highly effective teaching-learning style worldwide in the last few decades in the engineering educational community. Major benefits for students who participated in Project-Based Learning include achieving higher level of motivation, greater depth of understanding of basic concepts, increased creativity, improved teamwork skills and interpersonal communication skills. In this paper we reported a fun example project that can be used in undergraduate heat transfer class for Project-Based Learning: Optimization of an immersion wort chiller for a small-scale home beer brewing process. Students were self-grouped with three to five students in each group. Each group was then provided with a 10-foot-long copper tube of diameter 3/8 inch to design and optimize an immersion wort chiller that can cool a bucket of hot water as fast as possible. Preliminary evaluation of learning experience enhancement was performed by conducting a survey among the students at the end of the semester. The purpose of the survey was to identify what they had learned in such a project, and whether or not the project improved their learning experiences. Positive feedback and outcomes were observed.Cockrell School of Engineerin

THE EFFECTIVENESS OF PROJECT-BASED LEARNING AND PROBLEM-BASED LEARNING ON EFL TERTIARY LEVEL STUDENTS’ WRITING ACHIEVEMENT

The terms project-based learning (PjBL) and problem-based learning (PBL) are each used to describe a range of instructional strategies. The breadth of their respective definitions, their conceptual similarity, and the use of the shorthand term PBL result in some confusion in the literature (Donelly& Fitzmaurice, 2005).The present study was intended to examine the effectiveness of PjBL and PBL in teaching writing at tertiary level and how students perceive both methods applied in their teaching learning. 78 participants were assigned into two intact-groups where each consists of 39 students, one group was taught by using PjBL and another using PBL. Quasi experimental design was employed to answer (1) the effects of PjBL and PBL in students writing achievement; (2) whether there is significant difference of students writing achievement between those who are taught by using PjBL and PBL; (3) the students perception regarding PjBL and PBL. The findings and discussion revealed that (1) PjBL and PBL methods were able to improve the students writing result. This can be seen from the t value of PjBL group (t=-5.442, df. 38,p=.000) and PBL group (t=-2.619,df=38,p=.013) which were more than the alpha (.05); (2) there is no significant difference of students writing achievement between those who are taught by using PjBL and PBL (t=.527,df=76,p=.600). It might be due to the similarities of PjBL and PBL in terms of the classroom techniques for instance group discussion and peer-feedback and that the two methods focus on open ended tasks (Larmer, 2014); (3) students perceived those methods positively. They found the instruction was different from the teaching process they commonly had. PjBL enable them to think a contextual problem, work together in group, develop the critical thinking, and become more explorative. Similarly, it was also found that PBL made them engaged in the learning. Both methods help students to be able to identify the structure as well as develop their ideas for argumentative writing. In relation to the disadvantages, PjBL is a time-consuming process dealing with time allocation for making a project. However in PBL the challenges are on the exploration stage and group work. The group work is the strength and weakness of this method concurrently. Key Words: Project-based Learning (PjBL), Problem-based Learning (PBL), EFL Tertiary Level, Writing Achievemen

MENGEMBANGKAN KETERMPILAN BERPIKIR KREATIF SISWA MELALUI MODEL PJBL PADA MATERI PENCEMARAN LINGKUNGAN DI TINGKAT SMA

Penelitian ini bertujuan untuk memperoleh informasi mengenai perkembangan keterampilan berpikir kreatif siswa melalui model PjBL pada materi pencemaran lingkungan. Subjek pada penelitian ini yaitu kelas X MIPA di SMA 6 Bandung, yang dijadikan sebagai sampel adalah siswa sebanyak 31 orang dengan menggunakan metode pre-experimental dengan desian penelitian one group pretest-posttest design. Parameter yang diukur adalah tes keterampilan berpikir kreatif, lembar observasi aktivitas guru dan siswa, respon siswa terhadap pembelajaran model PjBL. Hasil penelitian menunjukkan bahwa keterampilan berpikir kreatif siswa berkembang setelah pembelajaran menggunakan model PjBL dengan hasil perhitungan nilai N-Gain pada setiap siswa, nilai N-Gain tertinggi sebesar 1,00 dan nilai N-Gain terendah sebesar 0,06, hal ini menunjukkan bahwa keterampilan berpikir kreatif siswa berkembang setelah pembelajaran menggunakan model PjBL, selain keterampilan berpikir kreatif hasil penelitian lainnya ialah keterlaksanaan model PjBL pada aktivitas siswa terlaksana dengan persentase 84,07% dengan kategori sangat baik, keterlaksanaan model PjBL aktivitas guru terlaksana dengan persentase 81,94 % dengan kategori sangat baik, dan respon siswa terhadap model PjBL sebesar 72,04 %. Demikian dapat disimpulkan bahwa keterampilan berpikir kreatif pada siswa dapat berkembang melalui model pembelajaran PjBL. Kata Kunci: Keterampilan Berpikir Kreatif, Model PjBL, Model Pembelajaran Project Based Learnin

PENGARUHMODEL PROJECT BASED LEARNING (PjBL) TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS X SMA NEGERI 2 KARANGANYAR TAHUN PELAJARAN 2012/2013

Dwi Eka Yanti. K4309025. PENGARUH MODEL PROJECT BASED LEARNING (PjBL) TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS X SMA NEGERI 2 KARANGANYAR TAHUN PELAJARAN 2012/2013. Skripsi, Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sebelas Maret. Surakarta. Mei 2013. Penelitian ini bertujuan untuk mengetahui adanya pengaruh model Project Based Learning (PjBL) terhadap kemampuan berpikir kritis siswa kelas X SMA N 2 Karanganyar pada mata pelajaran biologi tahun pelajaran 2012/2013. Penelitian ini merupakan penelitian eksperimen semu (quasi experimental research) menggunakan Post-test Non Equivalent Group Design menggunakan teknik pengambilan sampel secara cluster sampling. Populasi penelitian adalah seluruh siswa kelas X SMA N 2 Karanganyar tahun pelajaran 2012/2013 sebanyak 288 siswa, sedangkan sampel terdiri dari dua kelas, yaitu satu kelas kontrol sebanyak 33 siswa dan kelas eksperimen sebanyak 35 siswa. Kelas kontrol menggunakan metode pembelajaran ceramah bervariasi dan kelas eksperimen menggunakan model Project Based Learning (PjBL). Teknik pengumpulan data menggunakan soal tes, dan lembar observasi. Uji hipotesis penelitian menggunakan uji t. Hasil penelitian menunjukan model Project Based Learning (PjBL) berpengaruh terhadap kemampuan berpikir kritis siswa. Nilai rata-rata kemampuan berpikir kritis di kelas eksperimen yang menggunakan model Project Based Learning (PjBL) dalam pembelajaran lebih tinggi dibandingkan dengan kelas kontrol yang menggunakan metode ceramah bervariasi. Simpulan penelitian ini adalah model Project Based Learning (PjBL) berpengaruh nyata terhadap kemampuan berpikir kritis siswa kelas X SMA Negeri 2 Karanganyar semester II Tahun Pelajaran 2012/2013. Kata kunci : model Project Based Learning (PjBL), kemampuan berpikir kriti