Editorial

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/98197/1/j.1467-1770.1955.tb00827.x.pd

Motives For The Study Of Modern Languages

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/98358/1/j.1467-1770.1948.tb01360.x.pd

Linguistics And The Ndea

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/98290/1/j.1467-1770.1959.tb01221.x.pd

The Cultural Preparation Of The Teacher Of English As A Second Language

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/98186/1/j.1467-1770.1961.tb00753.x.pd

Whither The Desk Dictionary?

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/98295/1/j.1467-1770.1949.tb01140.x.pd

The Art Of Repairing - Or How To Teach Engineering Students Sustainable Design Principles

Project-based learning bridges the gap between theoretical training and practical applications. The motivation of students to participate is increased especially by working out real-life problems. To provide this kind of practical learning experience, we are establishing a repair project for broken, otherwise discarded, lab equipment. It will not only help to reduce waste and save money by repairing research equipment, but will also encourage interdisciplinary collaboration and innovation. Providing a space to learn about the underlying functional properties of various often highly specialized lab instruments, students identify malfunctions, deepen understanding of vulnerable designs, and discuss and perform strategies for repairing them under guidance, while collecting credit points. Through gaining a deep understanding of how these instruments work, students may even invent new strategies to realize similar tasks or add new features. This project builds on the findings from a 2021 pilot study. We discovered that by offering a repair project, students were able to gain a deeper understanding of theoretical concepts, improve their self-confidence as well as their motivation in learning, and increase their awareness of sustainable design. In the following, we are presenting the transformation of the pilot study into a current course concept. With weekly minievaluations we are monitoring students’ learning success towards their learning goals and share the results

Fostering Individual Learning Types On Online Learning Platforms To Strengthen Students\u27 Competencies

The availability of video lectures and hybrid formats in higher education has increased significantly due to the COVID-19 pandemic. Predominantly, however, instructional content has simply been translated 1-to-1 into video formats regardless of effectiveness and students\u27 needs. Interaction and diversity in content delivery were often missing. This practice paper presents an ongoing investigation on how lecture content can be presented within an online learning platform in order to meet the individual learning types of students and to address actual usage behaviour, potentially enabling a positive effect on learning outcomes. By creating learning paths, students can choose from different content modes, such as interactive video material, image hotspots and text material, and internalize the content according to their individual learning types. In addition, surveys are used to identify their motivation for choosing the content form as well as the extent to which this was helpful to successfully complete examination assignments. The results of the surveys will be analyzed and used for further improvements. Through the targeted use of different content modes, the positive aspects of online teaching can be furthered while strengthening the knowledge of the students individually in order to best prepare students for the complexity of a future work environment