782,270 research outputs found

    Literature Review of Project Based Learning

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    The information gathered leads to an improved definition of project based learning. For students to gain a greater understanding of classroom content they need to experience a hands-on environment that allows for a challenge and problem solving opportunities. It is recommended that a project based learning environment be used in Business and Marketing Education. Students are given opportunities to apply information learned in the classroom to real world situations and make deeper connections with the material. This real-world application will allow students to strengthen their skill sets and further prepare them for their lives after school. They have learned how to collaborate, make connections and self-manage. Students provided with project based learning opportunities will be able to hone their problem solving and critical thinking skills as well. Students will be better prepared for the work force

    Experiential learning in management education:Evaluating the practice-turn

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    Experiential and socially-situated learning theories suggest that practice should be introduced in the business curriculum through a pedagogy based on four blocks that closely represent managerial practice. First, managerial learning experiences should be based on (1) ill-defined problems because this is the type of problems that best captures the complexity of managerial practice. Similarly, learners should not only articulate but act in the world. They must (2) execute their business solutions in real life. Additionally, learners must (3) closely interact with an authentic professional environment to absorb the nature of that practice. Last, (4) reflection is necessary to transform experience into learning. As an outcome of this pedagogical design, students shall acquire knowledge, skills, and attitudes. While the relevance of these four blocks as representations of managerial practice is well-grounded in learning theory and managerial practice, three issues require further examination. (1) To what extent are these four blocks present in the business school curriculum? (2) What competencies does a learning environment comprised of these four building blocks promote and are these competencies transferred to professional practice? (3) How precisely do these four building blocks function to promote managerial competencies in students? The first question is addressed in a conceptual paper exploring how the three most popular approaches for introducing practice into the business curriculum—case method, internships and PBL—incorporate the four blocks. Results suggest that none of these three approaches incorporates all of them but PBL provides the most prone environment for adaptation. The retrospective nature of the case method prevents students from executing their solutions or interacting with the environment where the problem originated. Internships deliver action yet relying heavily on the will and the interest of external organisations to be educational. This can result in learning experiences that trap the learner into an employer-driven or instrumental agenda that does not require solving ill-defined problems or performing critical reflection. Differently, in PBL, the real world problems come to the students and not the other way around. This enables the business school to have more control over the learning experience. I can select problems that are relevant and ill-defined; ensure that students work under the supervision of an experienced lecturer and safeguard that action is carefully supported by reflection. The second research question is addressed based on the case of the Management Experience Programme (MEP), in which the design is in line with the four building blocks. MEP alumni were asked open questions that explored what they have learned during MEP and if learning outcomes were transferred to professional practice. Results show that MEP fosters students’ knowledge, skills, and attitudes—competencies thoroughly transferred to practice. The third research question was also based on MEP. Students, alumni, lectures and company-representatives were asked to explain how exactly the four blocks operate to promote knowledge, skills and attitudes. Ill-defined problems set the stage, where learners interact with theory and with each other to envisage solutions to problems that are complex and cross-disciplinary. When the solutions are executed, initial propositions do not unfold as expected and conflict arises, forcing students to re-think their theories and surpass the contextual difficulties imposed by the external world. This process catalyses knowledge and skills fostered at the planning stage while developing attitudes like self-knowledge and self-efficacy. Connecting this problem-solving process with a real work environment allows learners to observe and interact with real practitioners, shaping knowledge and skills to meet the reality of organisational life. Last, reflection is necessary to foreground all these competencies. But not just any reflection: one based on open discussion of the experience thorough dialogue among the different parties involved (students, lecturers, organisations)

    Open ICT tools project

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    The paper will introduce a project titled the ‘Open ICT Tools’ which aims to explore and trial out ICT tools to facilitate a global collaborative and secured engagement with external business and community partners. The challenge is to facilitate a communication and multimedia data exchange between Northumbria University and participating external educational and business organisations without compromising the security of either Northumbria University IT infrastructure or that of the partner organisations. This is one of eight projects funded by the JISC infoNet from across the country under its Trialling of Online Collaborative Tools for Business and Community Engagement programme. The Open ICT Tools project is directly connected with the Global Studio, an innovative model of research informed teaching and learning. The Global Studio is a cross-institutional collaboration between Northumbria University and international universities based in the USA, Australia, UK and Korea as well as industry partners such as Intel, Motorola and Inverness Medical. The Global Studio was initiated by the School of Design three years ago and since then it included nearly 300 students from six international universities such as Hong-ik in Korea and RMIT in Australia. The aim of the Global Studio is to equip design students with skills for working in globally networked organisations particularly development of skills in intercultural communication and collaboration. To achieve this aim, students from the participating universities work together on industry led projects. However, attempting to use existing university technical infrastructure has been problematic. A particular problem relates to software licence agreements, which limit use of certain software and/or the virtual learning environment to a particular institution’s students. Attempts to use open source software has not been straightforward, for example using Skype for synchronous cross – institutional communication has often failed as students cannot log into a university’s technical infrastructure, begin a Skype based dialogue with students in another institution and simultaneously view a PowerPoint presentation. Online file sharing has often failed, primarily due to the file size. Therefore the aim of the Global Studio project is to build on the excellent ICT infrastructure at Northumbria and to identify and trial a diverse range of collaborative Information Communication Technology (ICT) tools that: (a) could support engagement between the university and its external collaborative business and community partners and (b) be embedded with the current university IT infrastructure. This paper explores how various ICTs are being trialled in the Global Studio to facilitate information and data exchange between students, teachers and industry partners and how this enables/constrains collaboration. The paper will explore the technologies that have been chosen as well as the rationale underpinning their choice

    Distance learning for training business game tutors

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    This work is the result of research that proposes the incorporation of Distance Learning into a Business Game as a strategy to enhance tutor training, considering entrepreneurship difficulties faced by public school teachers. Part of the problem could be attributed to subject type, because, in general, it is not common to find entrepreneurship on school curricula. The Distance Learning (DL) activities were developed using the Moodle platform and were structured by topic to increase educational flexibility and achieve a better balance between individual reflection and online discussion. It was developed in four steps: course content development; course evaluation by computer technicians; course restructuring based on course evaluation by computer technicians; and course evaluation by teachers from the public school system. A preliminary test was performed with informatics technicians to technically evaluate the learning environment. Based on this, the course was restructured, applying corrections and adjustments in order to improve environment usability. After corrections, a final test was conducted with public school system teachers to analyze user perception, which gave a positive result. Virtual learning environment evaluation is complex and multidisciplinary, requiring the technical knowledge of internet programming and a conceptual knowledge of education, especially in the field of learning. When the evaluation done by teachers was examined it was found that deficiencies pointed out by computer technicians had been resolved, giving a positive rating. This current research concludes that DL can improve the use of games, because it is possible to structure content related to the learning gaps of specific groups of students. In this respect, the use of games results can guide the development of content

    Active learning during the COVID-19 Pandemic: a triple experiment

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    In recent times, the debate on active methodologies has been intensified with the emergence of strategies that can favor students' autonomy. The active, dynamic and constructive environment can positively influence the perception of teachers and students. One of the ways to achieve this is through the use of technologies that enhance learning. Due to the pandemic situation, the use of technologies was imperative and essential. Three higher education institutions were involved in an active learning project, involving diversified technologies and methodologies to enhance the learning of mathematics. In the University of Aveiro, the experiment involved all the 1st-year students enrolled in the course “Complementary Mathematics II” during the second semester of the academic year 2020-21. These are students of a master’s program for pre-service teachers, preparing to become primary school teachers and mathematics and science teachers, grades 5 and 6. At the Institute of Engineering in Coimbra, the students who attended this experiment were students of Mathematical Analysis I, from the undergraduate degree in Electrical Engineering. In the Polytechnic Institute of Viseu, the students involved in this experiment were students from the Preparation Course in Mathematics (which aims to prepare candidates over 23 who wish to apply to an undergraduate degree in Business). The methodologies used were applied during three distinct phases and according to the students’ profile, related to each course. The methodologies used were very diverse: team-based learning; flipped classroom; peer teaching; think-pair-share and exposition followed by exercise practice; problem-based learning and inquiry-based learning. The technologies were also very diversified: Desmos, Kahoot!, Quizizz, GeoGebra, Excel, OneNote, Google Docs, Zoom, Miro, Wolfram alpha, PowerPoint, calculators and videos. The use of a wide range of methodologies and technologies made it possible to teach during the lockdown imposed by the pandemic situation, and simultaneously motivated the students. In addition, they provided opportunities to adapt the learning process to the diverse knowledge and learning styles of students and increased their involvement.publishe

    Studi Tentang Motivasi Belajar Pendidikan Agama Islam Siswa di SMK Bhinneka Karya 05 Teras Boyolali Tahun Pelajaran 2017/2018

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    Education is an important and an inseparable necessity of life and a person's needs both in the family environment, society and environment, as well as the nation and state. In education, motivation is one of the supporting factors in determining the intensity of business for the beloved R. Motivation not only moves behavior but can also direct and reinforce behavior. Students at SMK Bhinneka Karya 05 Boyolali have the motivation to learn Islamic Religious Education is quite low, so that the effort of all components in the school is trying to increase the motivation to learn, especially Islamic Religious Education. The problem of this research is how the motivation to learn Islamic Religious Education, what is the obstacle faced by Islamic Religious Education teacher to improve students' learning motivation and how the effort of Islamic Religious Education teacher to improve the learning motivation of Islamic Religious Education students. The purpose of this study is to identify how students' learning motivation, identify obstacles faced by teachers and identify the teacher's efforts in improving motivation learning Islamic Religious Education. The benefit of this research is to theoretically increase the scientific treasury, to provide input and thought contribution to the next research. The type of research used is field qualitative research with combined approach from qualitative and quantitative research (mixed method). The research subjects were all students, amounting to 55 students. The author uses data collection methods with observas, questionnaires, interviews and documentation. And analyzed with qualitative descriptive. Based on the research, the authors conclude that the motivation to learn Islamic Religious Education in SMK Bhinneka Karya 05 Teras Boyolali classified moderate. Then the obstacles faced by teachers of Islamic Education to improve students' learning motivation are two, the first is sometimes the teacher is less patient in facing the students, the second teacher must be very careful and need the right method to provide the subject matter. Then the effort is to involve the principal directly in coaching students outside the of the lesson with personal approaches

    Action learning : co-creating value from collaborative sustainable projects

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    This article reports on the specific role that action learning plays in the promotion of sustainability and innovation in the Local Government sector. The study focuses on one organisation and the efforts of a senior manager to enact change. The senior manager utilized his participation in an MBA programme to bring the classroom learning into his business. As a consequence of the requirements of the programme and also the desire of the senior manager, he was able to instigate a change programme, which delivered measurable outcomes and had financial and cultural impact. This case study illustrates the favourable advantages of using action learning as an intervention approach by HEI’s in driving sustainable innovation in the Local Government sectorFinal Published versio

    Інноваційні моделі навчання і підготовки кадрів для індустрії високих технологій в Україні

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    The problems of development of innovative learning environment of continuous education and training of skilled personnel for high-tech industry are described. Aspects of organization of ICT based learning environment of vocational and technical school on the basis of cloud computing and outsourcing are revealed. The three-stage conceptual model for perspective education and training of workers for high-tech industries is proposed. The model of cloud-based solution for design of learning environment for vocational education and training of skilled workers is introduced.У статті висвітлено проблеми розвитку інноваційного середовища навчання, неперервної освіти і підготовки кадрів для високотехнологічних галузей промисловості. Виявлено особливості організації інформаційно-освітнього середовища професійно-технічних навчальних закладів на основі технології хмарних обчислень і механізму аутсорсингу. Запропонована триступенева концептуальна модель навчання та підготовки кадрів для високотехнологічних галузей виробництва. Обґрунтовано моделі хмарних рішень для проектування середовища навчання для професійної освіти і підготовки високо кваліфікованих робітникі
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