Relevant bibliographies by topics / Active learning – Botswana – Case studies

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Active learning – Botswana – Case studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Active learning – Botswana – Case studies"

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Auld, Andrew F., Andrew D. Kerkhoff, Yasmeen Hanifa, et al. "Derivation and external validation of a risk score for predicting HIV-associated tuberculosis to support case finding and preventive therapy scale-up: A cohort study." PLOS Medicine 18, no. 9 (2021): e1003739. http://dx.doi.org/10.1371/journal.pmed.1003739.

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Background Among people living with HIV (PLHIV), more flexible and sensitive tuberculosis (TB) screening tools capable of detecting both symptomatic and subclinical active TB are needed to (1) reduce morbidity and mortality from undiagnosed TB; (2) facilitate scale-up of tuberculosis preventive therapy (TPT) while reducing inappropriate prescription of TPT to PLHIV with subclinical active TB; and (3) allow for differentiated HIV–TB care. Methods and findings We used Botswana XPRES trial data for adult HIV clinic enrollees collected during 2012 to 2015 to develop a parsimonious multivariable prognostic model for active prevalent TB using both logistic regression and random forest machine learning approaches. A clinical score was derived by rescaling final model coefficients. The clinical score was developed using southern Botswana XPRES data and its accuracy validated internally, using northern Botswana data, and externally using 3 diverse cohorts of antiretroviral therapy (ART)-naive and ART-experienced PLHIV enrolled in XPHACTOR, TB Fast Track (TBFT), and Gugulethu studies from South Africa (SA). Predictive accuracy of the clinical score was compared with the World Health Organization (WHO) 4-symptom TB screen. Among 5,418 XPRES enrollees, 2,771 were included in the derivation dataset; 67% were female, median age was 34 years, median CD4 was 240 cells/μL, 189 (7%) had undiagnosed prevalent TB, and characteristics were similar between internal derivation and validation datasets. Among XPHACTOR, TBFT, and Gugulethu cohorts, median CD4 was 400, 73, and 167 cells/μL, and prevalence of TB was 5%, 10%, and 18%, respectively. Factors predictive of TB in the derivation dataset and selected for the clinical score included male sex (1 point), ≥1 WHO TB symptom (7 points), smoking history (1 point), temperature >37.5°C (6 points), body mass index (BMI) <18.5kg/m2 (2 points), and severe anemia (hemoglobin <8g/dL) (3 points). Sensitivity using WHO 4-symptom TB screen was 73%, 80%, 94%, and 94% in XPRES, XPHACTOR, TBFT, and Gugulethu cohorts, respectively, but increased to 88%, 87%, 97%, and 97%, when a clinical score of ≥2 was used. Negative predictive value (NPV) also increased 1%, 0.3%, 1.6%, and 1.7% in XPRES, XPHACTOR, TBFT, and Gugulethu cohorts, respectively, when the clinical score of ≥2 replaced WHO 4-symptom TB screen. Categorizing risk scores into low (<2), moderate (2 to 10), and high-risk categories (>10) yielded TB prevalence of 1%, 1%, 2%, and 6% in the lowest risk group and 33%, 22%, 26%, and 32% in the highest risk group for XPRES, XPHACTOR, TBFT, and Gugulethu cohorts, respectively. At clinical score ≥2, the number needed to screen (NNS) ranged from 5.0 in Gugulethu to 11.0 in XPHACTOR. Limitations include that the risk score has not been validated in resource-rich settings and needs further evaluation and validation in contemporary cohorts in Africa and other resource-constrained settings. Conclusions The simple and feasible clinical score allowed for prioritization of sensitivity and NPV, which could facilitate reductions in mortality from undiagnosed TB and safer administration of TPT during proposed global scale-up efforts. Differentiation of risk by clinical score cutoff allows flexibility in designing differentiated HIV–TB care to maximize impact of available resources.
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Ketlhoilwe, Mphemelang Joseph, and Kgosietsile Velempini. "Wilding educational policy: The case of Botswana." Policy Futures in Education 19, no. 3 (2021): 358–71. http://dx.doi.org/10.1177/1478210320986350.

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Teaching and learning must be transformed in order to prepare learners to respond to escalating social, economic and environmental challenges. The primary purpose of this paper is to contribute to the process of wilding pedagogy. The lessons learned in this paper emerge mainly from a desktop study and educational excursions to a natural resources management centre in a rural village and an educational reserve. The excursions provide practical illustrations of learning in the wild by students. Responding to social, economic and environmental challenges can be facilitated through pedagogical policy interventions. In Botswana, educational policy seeks to promote learner-centred approaches to education. However, in practice, there are limited opportunities for a wilding of pedagogies. Most schools are constrained by a number of factors when trying to facilitate wildness in teaching and learning, yet the natural environment provides seemingly unlimited opportunities for active teaching and authentic learning. Though not explicitly stated, it is taken for granted that learning institutions are limited in their abilities to practise wild pedagogies due to budgetary constraints and a congested curriculum. This paper suggests that educational policy interventions can be implemented to enable transformative change that also promotes students’ engagement, discovery and autonomy while also learning in outdoor settings that support the aims of wild pedagogies.
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Holley, Elizabeth A. "Engaging Engineering Students in Geoscience Through Case Studies and Active Learning." Journal of Geoscience Education 65, no. 3 (2017): 240–49. http://dx.doi.org/10.5408/16-145.1.

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Kiely, Joan K. "Online Resources for Introducing Bioethics through Case-Studies and Active Learning." Journal of Microbiology & Biology Education 15, no. 2 (2014): 249–50. http://dx.doi.org/10.1128/jmbe.v15i2.804.

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Wood, Anna K., Ross K. Galloway, Christine Sinclair, and Judy Hardy. "Teacher-student discourse in active learning lectures: case studies from undergraduate physics." Teaching in Higher Education 23, no. 7 (2018): 818–34. http://dx.doi.org/10.1080/13562517.2017.1421630.

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Mitchell, Nicole. "A Review of: “Evidence-Based Librarianship: Case Studies and Active Learning Exercises”." Medical Reference Services Quarterly 27, no. 2 (2008): 239–40. http://dx.doi.org/10.1080/02763860802114876.

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Namli Altintas, İrem, and Çiğdem Kozaner Yenigül. "Active learning education in Museum." International Journal of Evaluation and Research in Education (IJERE) 9, no. 1 (2020): 120. http://dx.doi.org/10.11591/ijere.v9i1.20380.

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<p>In this study, it was aimed to determine social studies candidates how to practice about make of use museums as a learning environment. It was tried to discuss a case, for this purpose ıt was used case study. The study group consisted of 19 students (12 females, 7 males) studying social studies at a public university. Participants were given museum training lasting 7 weeks and the process started with the visit of the Antalya Archeology Museum. In this study, Museum Evaluation Forms were used as data collection tools. These forms were used at two-stage. The first stage was the Pre-Museum Evaluation Form and the second stage was the Activity Evaluation Forms. Content analysis technique was used in data analysis, and the forms were examined separately and themes and categories were created. In the categories, the statements of some of the participants were given with direct quotations. As a result of the research, the expectations of the students before the museum training are divided into the categories of Learning about the use of the Museum, Historical awareness and Embodiment in the theme of Cognitive Field. In the affective main theme, it was determined that it was divided into the categories of Group Work, Contribution to Professional Knowledge and Being an Effective Citizen. In the Cognitive Field theme, the students' experiences after museum training are divided into the categories of Field Knowledge, Museum Use Learning and Creativity. In the affective Thinking, Contribution to Professional Knowledge, Permanent Learning, and Role-Playing are the categories of the affective categories. Participants stated that to make use of museum to effect on the cognitive area more effective than affective area. </p>
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McGRATH, DEBRA, RUSSELL MAULITZ, and CONSTANCE D. BALDWIN. "An Active Learning Framework That Delivers Clinical Education Case Studies on the Web." Academic Medicine 76, no. 5 (2001): 548. http://dx.doi.org/10.1097/00001888-200105000-00091.

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Styer, Susan C. "Constructing & Using Case Studies in Genetics to Engage Students in Active Learning." American Biology Teacher 71, no. 3 (2009): 142–43. http://dx.doi.org/10.2307/27669395.

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Cavric, Branko. "Planners’ roles and techniques in developing sustainable "eco-City": The case of gaborone, Botswana." Spatium, no. 11 (2004): 53–76. http://dx.doi.org/10.2298/spat0411053c.

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Efforts to incorporate sustainability principles into city planning demands new relationships between traditional and contemporary culture of key players involved in urban development arena. Many stakeholders involved in urban projects, management and governance are tailoring the destiny of urban world. Unfortunately, their contribution to sustainable practices show the lack of awareness and negative attitude towards protection of basic environmental, economic and social elements for the benefits of future generations of urban dwellers. By changing the way in which they think it is important to spell out clearly the role of planning professionals which should be more active and persistent in educating and advising decision-makers and other stakeholders helping them not to think and act only sectorally supporting individual and forgetting common interests. With carrying capacities and sustainability in mind these "key players" should be trained and guided by planners and diverse community entrepreneurs to have a look well beyond current planning horizons of socio-economic and physical plans, because sound sustainable solutions need wider and more ecologically friendly temporal frameworks. This paper explores contemporary physical planning concepts for sustainable development of Gaborone city, the capital of Botswana. sensitive development solutions, lamenting more on behavioural organisational and technological improvements in city planner?s "toolkit" and planner?s roles of technocrats and advocates of sustainable change. The purpose of this exploration will also be to suggest how to create enough manoeuvring space beyond the exclusive political power and how to apply different planning concepts which can help to create a sustainable eco-city.
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Dissertations / Theses on the topic "Active learning – Botswana – Case studies"

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Silo, Nthalivi. "Exploring opportunities for action competence development through learners' participation in waste management activities in selected primary schools in Botswana." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003423.

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The broader aim of this study is to probe participation of learners in waste management activities in selected primary schools in Botswana and through these activities, explore opportunities for action competence development. The study starts by tracing and outlining the socio-ecological challenges that confront children and the historical background of learner-centred education which gave rise to an emphasis on learner participation in Botswana education policy. It then maps out the development of children's participation in the global, regional and Botswana contexts by tracing the development of environmental education from early ecological and issue resolution goals of environmental education to sustainable development discourses. The focus is on policy issues and how learner participation has been represented and implemented in environmental education. The study then probes the rhetorical and normalised emphases on participation, and seeks further insight into how learners can be engaged in participatory learning processes that are meaningful, purposeful and that broaden their action competence and civic agency. The study uses the Cultural Historical Activity Theory (CHAT) methodology to build a picture of waste management activity systems in primary schools and to bring to the surface contradictions and tensions in learner participation in these activity systems. These contradictions are used to open up expansive learning participatory processes with learners using the Danish action competence framework. The expansive learning process uses action competence models that provide potential for transformative participation with learners, and new and different opportunities for learner participation. Case study research was used and conducted in the south eastern region of Botswana in three primary schools in three contexts, namely urban, peri-urban and rural. The data was largely generated through focus group interviews during workshops with children and observations of waste management activities. These two methods formed the main data generation methods. They were complemented by semi-structured interviews with teachers, and other actors in the waste management activities, learners' activities and work, learners' notes, photographs and children's drawings as well as show-and-tell explanations by learners. Content analysis and the abductive mode of inference were used to analyse data in all three case studies. Findings from the first phase of the study reveal that participation of learners in waste management activities was largely teacher-directed. This resulted in a mis-match between teachers views of what practices are necessary and important, and children's views of what practices are necessary and important in and for environmental education. Due to culturally and historically formed views of environmental education, the study reveals that teachers wanted children to pick up litter, and this was their primary environmental education concern. Learners on the other hand, identified sanitation management in the school toilets as their primary waste management concern. Teachers had not considered this an environmental education concern. Using the action competence expansive learning approach, the second phase of the study addressed this tension by opening up dialogue between teachers and learners and amongst the learners themselves through an expansive learning process supporting children's participation and action competence development. Through this teacher-learner dialogical engagement, a broader range of possibilities became available and ideas around participation were radically changed. The study further reveals that the achievement of this open dialogue provided for a better relationship within the school community. And with improved communication came better ideas to solve waste management issues that the community still face on a daily basis, such as too much litter. Newly devised solutions were practical and had a broader impact than the initial ones that teachers had always focussed on. They included mobilising the maintenance of toilets, landscaping the school premises and even re-contextualising the litter management that had always caused tensions between learners and teachers. Children seemed to be developing not only a better understanding of the environment, but also developing the ability to resolve conflict amongst themselves and with their elders. By engaging in dialogue with children, they became co-catalysts for change in the school community. This study shows that if children's participation is taken seriously, and if opportunities for dialogue exist between teachers and children, positive changes for a healthier environment can be created in schools. It reveals that children also appeared to be feeling more confident and more equipped to consider changes in their environment outside of the school community. The study further shows that participation in environmental education involves more than cognitive changes as proposed in earlier constructivist literature; it includes in-depth engagement with socio-cultural dynamics and histories in the school context, such as the cultural histories of teachers, schooling and authority structures in the cultural community of the school. The study recommends that there is need to strengthen Teacher Education programmes to develop teaching practices and support for teachers to identify ways of engaging learners' views on issues in the school in open, dialogical ways. Such Teacher Education programmes should deepen teachers' understandings of learners' zone of proximal development (ZPD), demonstrating how dialogue and scaffolding are part of a teacher's role in supporting learning. This is shown in the three case studies that form part of this study. Finally, the study also deepens insights of using the Cultural Historical Activity theory (CHAT) to shed light on issues surrounding learner participation within the socio-cultural and historical environmental education contexts of the schools. The action competence models used in the study provide a tool for revealing forms of learner participation. This tool can be used for critical reflections and monitoring of teaching practices in schools.
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Pizarchik, Mary. "The effects of experiential learning: An examination of three styles of experiential education programs and their implications for conventional classrooms." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3305.

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Using methodologies of interviews and observation, this study focuses on three distinctive and successful kinds of experiential education: a summer arts program, an outdoor science program and a wilderness education program. The project applies insights from the programs to the central question of this thesis: How can experiential learning be utilized within the traditional classroom given the constraints of the No Child Left Behind Law and standardized teaching?
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Greig, Gail. "The role and importance of context in collective learning : multiple case studies in Scottish primary care." Thesis, St Andrews, 2008. http://hdl.handle.net/10023/500.

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Gardner, Christina M. "Supporting cognitive engagement in a learning-by-doing learning environment: case studies of participant engagement and social configurations in kitchen science investigators." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/42786.

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Learning-by-doing learning environments support a wealth of physical engagement in activities. However, there is also a lot of variability in what participants learn in each enactment of these types of environments. Therefore, it is not always clear how participants are learning in these environments. In order to design technologies to support learning in these environments, we must have a greater understanding of how participants engage in learning activities, their goals for their engagement, and the types of help they need to cognitively engage in learning activities. To gain a greater understanding of participant engagement and factors and circumstances that promote and inhibit engagement, this dissertation explores and answers several questions: What are the types of interactions and experiences that promote and /or inhibit learning and engagement in learning-by-doing learning environments? What are the types of configurations that afford or inhibit these interactions and experiences in learning-by-doing learning environments? I explore answers to these questions through the context of two enactments of Kitchen Science Investigators (KSI), a learning-by-doing learning environment where middle-school aged children learn science through cooking from customizing recipes to their own taste and texture preferences. In small groups, they investigate effects of ingredients through the design of cooking and science experiments, through which they experience and learn about chemical, biological, and physical science phenomena and concepts (Clegg, Gardner, Williams,&Kolodner, 2006). The research reported in this dissertation sheds light on the different ways participant engagement promotes and/or inhibits cognitive engagement in by learning-by-doing learning environments through two case studies. It also provides detailed descriptions of the circumstances (social, material, and physical configurations) that promote and/or inhibit participant engagement in these learning environments through cross-case analyses of these cases. Finally, it offers suggestions about structuring activities, selecting materials and resources, and designing facilitation and software-realized scaffolding in the design of these types of learning environments. These design implications focus on affording participant engagement in science content and practices learning. Overall, the case studies, cross-case analyses, and empirically-based design implications begin to bridge the gap between theory and practice in the design and implementation of these learning environments. This is demonstrated by providing detailed and explanatory examples and factors that affect how participants take up the affordances of the learning opportunities designed into these learning environments.
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Haskell, Johnna Gayle. "Experiencing freefall, a journey of pedagogical possibilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/NQ48643.pdf.

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Gauweiler, Cher N. "Imagination in action a phenomenological case study of simulations in two fifth-grade teachers classrooms /." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001315.

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Köhly, Nicolette. "An exploration of school-community links in enabling environmental learning through food growing : a cross-cultural study." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003416.

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Agricultural and educational researchers recognize the critical value of an integrated, multidisciplinary approach to education in building a food-secure world, reducing poverty, and conserving and enhancing natural resources. However, schools generally contribute little to communities in the context of food growing and environmental learning. The main objective of this qualitative research was to explore the role of school-community relationships in enabling environmental learning in the context of food growing activities. Findings suggest that the role of school-community links in enhancing environmental learning is more likely where community members are actively involved in school programs that have an emphasis on an experiential learning approach. However, this depends to a large extent on the availability of parents or concerned community members and their willingness to engage in voluntary school-based activities. Factors that could potentially strengthen the role of school-community links in supporting environmental learning include: allowing space for informal learning, mediating learning in civil society settings, ongoing facilitation by a committed coordinator, community buy-in and accountability, and addressing public interests through tangible benefits. A major challenge is to find an appropriate balance between social justice and practical food security concerns, while remaining true to ecological considerations.
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Jacobs, Nicola Clara. "Investigating quality in Education through the use of an active learning framework : the case of an intervention in the Namibian Environmental Studies curriculum." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019803.

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The study was conducted to explore the relationship between active learning processes emerging from the use of O’Donoghue’s (2001) active learning framework and a series of education quality indicators proposed by Nikel and Lowe (2010). To achieve this aim a professional educational intervention was conducted encouraging the use of this active learning framework in the Namibian Environmental Studies Curriculum, in order to strengthen educational quality within the Environmental Studies Curriculum. The research was conducted in the Windhoek region at the school where I am currently teaching. Four teachers took part in this study, including myself in the role of a participantobserver. The active learning framework was used to guide us in the planning and presentations of environmental learning lessons. The study was conducted within the interpretive paradigm and was qualitative in nature as well as focusing on a quantitative aspect to analyse some of the data (learners’ written work). Qualitative data were generated through individual interviews, focus-group discussions, lesson observations and document analysis. The key findings of the study were that: a) prior to the intervention with the active learning framework the teachers who took part in the study did not ask learners to explore environmental issues in the environment or to respond to particular environmental issues; b) active learning processes have the potential to facilitate the exploration of environmental issues in the environment, and responses to particular environmental issues. Active learning also have the potential to strengthen all aspects of education quality indicated in Nikel and Lowe’s (2010) quality model, namely effectiveness, efficiency, equity, relevance, responsiveness, reflexivity and sustainability; c) the active learning framework encouraged teachers to use a variety of situated learning approaches, such as the collaborative method, the cooperative method, the problem-solving method and the enquiry method, in order to strengthen the educational quality in Environmental Studies classrooms; and d) teachers find the active learning framework useful as a tool for planning and presenting environmental learning lessons. The findings of the study have the potential to inform curriculum developers, materials developers and educators with an interest in improving education quality through environmental learning processes within the Environmental Studies Curriculum in Namibia. Furthermore, Nikel and Lowe’s education quality indicators provided an informative and comprehensive understanding of education quality and provided a useful tool in evaluating and reflecting on education quality as well as my own work as a teacher.
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Herold, Michael J. "Teaching Software Engineering for the Modern Enterprise." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374192225.

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Ncula, Ntombizandile Shirley. "Food gardens, environmental lesson planning and active learning in the life orientation learning area - foundation phase : a case study at Lungelolethu Lower and Higher Primary School /." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/927/.

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Books on the topic "Active learning – Botswana – Case studies"

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Prestoungrange, Gordon. Multinational action learning at work. Action Learning Institute for the Association of International Management Centres, 1999.

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Stokes, D. R. Small business management: An active-learning approach. 2nd ed. Letts Educational, 1997.

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Stokes, D. R. Small business management: An active-learning approach. DP Publications, 1992.

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Monk, Jenny. Active learning in primary classrooms: A case study approach. Longman, 2011.

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The active classroom field book: Success stories from the active classroom. Corwin Press, 2010.

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author, Yeo Roland K., ed. Breakthrough problem solving with action learning: Concepts and cases. Stanford University Press, 2012.

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Schollweck, Susanne. Lernprozesse in einem handlungsorientierten beruflichen Unterricht aus Sicht der Schüler. Peter Lang, 2007.

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A, Schweingruber Heidi, and National Research Council (U.S.). Board on Science Education., eds. Surrounded by science: Learning science in informal environments. National Academies Press, 2010.

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Bound, Expeditionary Learning Outward, ed. Journeys through our classrooms. Kendall-Hunt Publishing Company, 2000.

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Global Forum on Business Driven Action Learning and Executive Development. Action learnig worldwide: Experiences of leadership and organizational development. Palgrave, 2002.

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Book chapters on the topic "Active learning – Botswana – Case studies"

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Molosiwa, Annah A., and Keene Boikhutso. "Learning and Teaching Practices Promoting Education for Sustainable Development: Case Studies from Social Studies and Language Education, University of Botswana." In Sustainable Development Goals and Institutions of Higher Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26157-3_12.

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Otieno, Francis X. "Developing a Cohesive Active Learning Approach by Integrating Theoretical Case Studies and Practical Problem-Based Learning Principles." In Translational Systems Sciences. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8039-6_41.

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Recknagel, Gabi, and Daniella Holland. "How Inclusive and How Empowering? Two Case Studies Researching the Impact of Active Citizenship Learning Initiatives in a Social Policy Context." In Community Research for Community Development. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137034748_2.

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Endrizzi, Francesca, and Beate Schmidt-Behlau. "Active Participatory Citizenship for and with Young Adults in Situations of Risk – On the Cover and Under-Cover." In Young Adults and Active Citizenship. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_3.

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AbstractDrawing on theoretical research findings of the EduMAP extensive study on national Adult Education (AE) policies in the European Union (EU) and as part of a broader qualitative data collection based on 40 case-studies, the following chapter investigates four selected adult education practices dealing with young people in situations of vulnerability, in France, Austria and Germany, respectively. The intent is to analyse how diverse conceptualisation of Active Participatory Citizenship (APC) and the educational strategies adopted in the different programmes impact on the learning outcomes of the interviewed learners. APC can be either explicit and on the cover, as a core objective pursued through an adopted education strategy, or it acts more implicitly and under cover. To prove this assumption, the findings have been systematised, first scrutinizing the endorsed APC concepts and the implemented educational approaches in the programme’s designs and from the providers and practitioners’ perspectives, and second investigating learners’ points of view on their learning outcomes in terms of competence development and reflected experiences. The third step analyses the factors that are relevant for successfully enabling young people in situations of risk to participate in the society and/or community. The findings bear out that how APC is defined and characterised in the AE programmes is not the only impacting factor but equally important is how this is incorporated in the educational practice and adopted in the pedagogical strategy.
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Mounter, William, Huda Dawood, and Nashwan Dawood. "The Impact of Data Segmentation in Predicting Monthly Building Energy Use with Support Vector Regression." In Springer Proceedings in Energy. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63916-7_9.

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AbstractAdvances in metering technologies and machine learning methods provide both opportunities and challenges for predicting building energy usage in the both the short and long term. However, there are minimal studies on comparing machine learning techniques in predicting building energy usage on their rolling horizon, compared with comparisons based upon a singular forecast range. With the majority of forecasts ranges being within the range of one week, due to the significant increases in error beyond short term building energy prediction. The aim of this paper is to investigate how the accuracy of building energy predictions can be improved for long term predictions, in part of a larger study into which machine learning techniques predict more accuracy within different forecast ranges. In this case study the ‘Clarendon building’ of Teesside University was selected for use in using it’s BMS data (Building Management System) to predict the building’s overall energy usage with Support Vector Regression. Examining how altering what data is used to train the models, impacts their overall accuracy. Such as by segmenting the model by building modes (Active and dormant), or by days of the week (Weekdays and weekends). Of which it was observed that modelling building weekday and weekend energy usage, lead to a reduction of 11% MAPE on average compared with unsegmented predictions.
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"Introduction to case studies." In Active Learning in Primary Classrooms. Routledge, 2014. http://dx.doi.org/10.4324/9781315833484-14.

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Campbell, Chris, and Heidi Blair. "Learning the Active Way." In Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learning. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3873-8.ch002.

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This chapter, by highlighting research project examples, reports on methods of active learning to promote student engagement in previously static classes. Through these examples, one can explore how increased lecture interactivity can be accomplished via the implementation of strategies sans technology and those that leverage the often ubiquitous wireless Internet accessed by mobile devices found in higher education learning spaces today. A variety of practices for engaging students in lectures are described including those that promote student voice through various emerging technologies. Technologies discussed include learner response systems, 3D simulations, videos, online web applications such as Padlet and tlk.io, as well as various other feedback systems. Learning design theory is used to relate the case studies included to the latest theory.
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Brady, Joseph. "The Case Study." In Case Studies as a Teaching Tool in Management Education. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0770-3.ch001.

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Today's complex and global corporate environment requires business students to enter the workplace with more diverse skills and the ability to make useful decisions in their careers. The old adage of speaking “to” students in a classroom through straight lecturing is becoming less relevant in today's dynamic world. Rather, students must be engaged in the classroom and educators should provide the opportunity to enhance their decision making skills through real world problem solving. One way to do this is through the methods of active teaching and the utilization of case studies. Case studies are a story, or a narrative, that can induce higher critical thinking and engagement in the classroom and can prepare students for their careers by helping them make real world decisions in a simulated environment. This chapter focuses on the fundamental differences between traditional, lecture-based teaching and the importance of active learning in higher education.
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Pikos, Anna. "Writing a Case Study." In Case Studies as a Teaching Tool in Management Education. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0770-3.ch011.

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The case method is a pedagogical tool that allows students to achieve their learning objectives through active discussion. A case study presenting a real event also allows students to link the theory to the practice. Readers learn from analysis, discussion, providing solutions, and recommendations. The case study is a form of research. And case writers are much like anthropologists who preserve the event so that others can learn what happened. There are several sources that can be used to write a case. The aim of this chapter is to present various ways of gathering data for case writing. The author also discusses the possibilities of gaining access to companies' data, which is challenge in Central and Eastern Europe.
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Rasmussen, Karen, and Joyce Coleman Nichols. "Case Studies in Virtual Multicultural Education." In Virtual Technologies. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-955-7.ch057.

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To be successful members of a diverse, multicultural society, individuals must possess a fundamental level of knowledge about others and develop strategies to work with other individuals. Multiculturalism and diversity, as content areas in education and training opportunities, are of critical importance in our search for global understanding. The outcome of such content areas is to help learners relate personal belief systems and behaviors to the world and their place in the world. Integrating distance and mobile technologies instructional strategies helps to meet learners where they live, work, and play at times and places of needs. Innovative and, hopefully, motivating instructional strategies that promote engagement and active learning. Instructional strategies that integrate a variety of technologies permit the instructional technologist or educator the capability to craft an environment that is comprised of highly supportive, engaging virtual environments that promote dignity, respect, and understanding. In this chapter, we focus on strategies that can be delivered virtually, through online and mobile environments.
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Conference papers on the topic "Active learning – Botswana – Case studies"

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Ferreira, Isabel, Paula Loureiro, and Teresa Dieguez. "Active Learning Successful Case Studies." In 2nd International Scientific Conference »Teaching Methods for Economics and Business Sciences«. University of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-285-5.6.

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Yonglei Tao and Jagadeesh Nandigam. "Programming case studies as context for active learning activities in the classroom." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757450.

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Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.

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Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the Teaching Council Code of Professional Conduct for Teachers (Code) (2012) and explorations of selected ethical ‘case studies’ in teaching, using collaborative learning (CL) and role play strategies. The ‘ethical dilemma’ approach employed mirrored literature studies (Colenerud, 1997; Husu & Tiri, 2003; Klassen, 2002). Unique to the approach, however, was the method of application of selected classical and contemporary ethical philosophies to moral dilemmas in teaching. The programme was designed to include a one-hour introductory lecture on professionalism and ethics (from the perspectives of moral literacy and ethical theory) followed by a two-hour applied workshop. The workshop employed student-centred, active teaching and learning methods, specifically, collaborative learning, role play and case study analysis. Six ethical philosophical principles (or ‘lenses’) were integrated into programme delivery - teleology, deontology, virtue ethics, justice ethics, care ethics and relationality ethics. These lenses were applied to real-world teaching case studies. One cohort to which this training programme is offered annually is the student teachers on the Professional Master of Education (PME) programme in NUIG. The PME cohort (2015-2016) is the focus of the present study. The study sought a critical reflection on, and evaluation of, this training programme, from a student perspective. This study is phase one of a larger on-going study.
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Kushnazarov, Mansurbek, Crystal Jing Luo, and Nicole Kwan Yee Lai. "The effect of an online active learning-based course on approaches to teaching." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13050.

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The quality of teacher training research postgraduate (RPg) students receive is highly likely to determine the quality of teaching and learning they will provide when they are given teaching duties. Designing and developing such a teaching development course is considerably challenging, particularly if it is fully online. Owing to its focus on student learning, we integrated group learning, case-based learning and technology-enhanced learning approaches of active learning into an online Professional Development (PD) course at a university in Hong Kong. The course intended to enhance RPg students’ student-focused teaching approaches which, in turn, would help their students demonstrate high academic performance and achieve learning objectives. We relied on the concept of teaching approaches to build the theoretical foundation of this study and used Approaches to Teaching Inventory (ATI) to test the effectiveness of the PD course in improving the RPg students’ teaching quality. The quantitative analysis of the survey conducted showed that there was a significant increase in both Conceptual Change/Student Focused (CCSF) and Information Transmission/Teacher Focused approaches to teaching among the RPg students. The results provided opportunities to make informed decisions for further enhancement of the course design and start a new potential dialogue in studies of teaching approaches.
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Meor Hashim, Meor M., M. Hazwan Yusoff, M. Faris Arriffin, Azlan Mohamad, Tengku Ezharuddin Tengku Bidin, and Dalila Gomes. "Case Studies for the Successful Deployment of Wells Augmented Stuck Pipe Indicator in Wells Real Time Centre." In International Petroleum Technology Conference. IPTC, 2021. http://dx.doi.org/10.2523/iptc-21199-ms.

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Abstract The restriction or inability of the drill string to reciprocate or rotate while in the borehole is commonly known as a stuck pipe. This event is typically accompanied by constraints in drilling fluid flow, except for differential sticking. The stuck pipe can manifest based on three different mechanisms, i.e. pack-off, differential sticking, and wellbore geometry. Despite its infrequent occurrence, non-productive time (NPT) events have a massive cost impact. Nevertheless, stuck pipe incidents can be evaded with proper identification of its unique symptoms which allows an early intervention and remediation action. Over the decades, multiple analytical studies have been attempted to predict stuck pipe occurrences. The latest venture into this drilling operational challenge now utilizes Machine Learning (ML) algorithms in forecasting stuck pipe risk. An ML solution namely, Wells Augmented Stuck Pipe Indicator (WASP), is developed to tackle this specific challenge. The solution leverages on real-time drilling database and supplementary engineering design information to estimate proxy drilling parameters which provide active and impartial pattern recognition of prospective stuck pipe events. The solution is built to assist Wells Real Time Centre (WRTC) personnel in proactively providing a holistic perspective in anticipating potential anomalies and recommending remedial countermeasures before incidents happen. Several case studies are outlined to exhibit the impact of WASP in real-time drilling operation monitoring and intervention where WASP is capable to identify stuck pipe symptoms a few hours earlier and provide warnings for stuck pipe avoidance. The presented case studies were run on various live wells where restrictions are predicted stands ahead of the incidents. Warnings and alarms were generated, allowing further analysis by the personnel to verify and assess the situation before delivering a precautionary procedure to the rig site. The implementation of the WASP will reduce analysis time and provide timely prescriptive action in the proactive real-time drilling operation monitoring and intervention hub, subsequently creating value through cost containment and operational efficiency.
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Siddique, Zahed, Mrinal C. Saha, Bipul Barua, and Firas Akasheh. "Learning Casting Through Interactively Creating a Scenario." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28593.

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Students can learn more effectively when actively involved in the learning process. Traditional approach is mainly “teacher-centered” and lacks in nurturing the students’ skills in today’s changing world. Various non-traditional approaches, that are based on experiential learning, such as project-based, problem-based or case studies-based learning have been developed and found to improve student’s learning concepts in engineering. Course modules that engage students can (i) stimulate active learning, (ii) prepare students to solve open-ended real-world problems in industries, and (iii) serve as a natural link to subsequent courses in the STEM disciplines. In this paper, we discuss Create your Scenario Interactively (CSI), which is being developed using Experiential Learning as a model to provide an engaging learning experience of engineering concepts by allowing students to visualize and interact with 2D/3D objects. A casting CSI module is being developed for a sophomore level manufacturing engineering course. We will discuss some initial research results on the CSI module development, implementation and evaluation plan for teaching manufacturing engineering course at University of Oklahoma and Tuskegee University. The pedagogical effectiveness of the CSI system will be evaluated by covering two different areas — (i) students’ learning and (ii) usability of the CSI system.
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Mahabir, Amrita, Dinesh Soodeen, and Natalie Persadie. "EXAMINING THE PROCESSES OF NEW PRODUCT DEVELOPMENT AND INNOVATION: THE K. C. CONFECTIONERY CASE IN TRINIDAD AND TOBAGO." In International Conference on Emerging Trends in Engineering & Technology (IConETech-2020). Faculty of Engineering, The University of the West Indies, St. Augustine, 2020. http://dx.doi.org/10.47412/jwqn1339.

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Teaching case studies are a great way to implement active learning tactics. Writers describe case studies as complex examples, giving insight into the context of a problem and illustrating the main point. It provides student-centred activities based on topics that demonstrate theoretical concepts in an applied setting. This paper is concerned with exploring and promoting the teaching of new product development (NPD) and innovation using case studies in one of the universities in Trinidad and Tobago (T&T). The aim of this paper is to create the first local teaching case study, accompanied by an instructor’s manual. The outcome is a six-page case study, validated by undergraduate and postgraduate students, which examined the NPD and innovation processes at K. C. Confectionery Limited (KCC), a T&T based food and beverage manufacturing company.
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Huang, Xin, and Duan Li. "A Two-level Reinforcement Learning Algorithm for Ambiguous Mean-variance Portfolio Selection Problem." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/624.

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Traditional modeling on the mean-variance portfolio selection often assumes a full knowledge on statistics of assets' returns. It is, however, not always the case in real financial markets. This paper deals with an ambiguous mean-variance portfolio selection problem with a mixture model on the returns of risky assets, where the proportions of different component distributions are assumed to be unknown to the investor, but being constants (in any time instant). Taking into consideration the updates of proportions from future observations is essential to find an optimal policy with active learning feature, but makes the problem intractable when we adopt the classical methods. Using reinforcement learning, we derive an investment policy with a learning feature in a two-level framework. In the lower level, the time-decomposed approach (dynamic programming) is adopted to solve a family of scenario subcases where in each case the series of component distributions along multiple time periods is specified. At the upper level, a scenario-decomposed approach (progressive hedging algorithm) is applied in order to iteratively aggregate the scenario solutions from the lower layer based on the current knowledge on proportions, and this two-level solution framework is repeated in a manner of rolling horizon. We carry out experimental studies to illustrate the execution of our policy scheme.
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Echiverri, Leah Li. "Classroom Learning Motivators:Breaking ESL Chinese university students' passivity in class discussion." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11098.

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Chinese university students enrolled in overseas coursework and English as Medium of Instruction courses domestically have a reputation for classroom passivity as recognized internationally. Thus, the case study was employed to explore Wenzhou Kean University (WKU) students’ ‘willingness to communicate’ based on motivation and attitude toward the classroom learning milieu. Purposive and convenience sampling techniques were used in the semi- structured interview of 75 informants during the focus group discussion. Thematic content analysis method was used to analyze qualitative data collected. Grounded theory was used for the generation of theories. Findings showed that ESL Chinese university students are motivated because of knowledge acquisition and English spoken ability improvement when they engage in class discussion. A relaxing classroom climate, teacher’s personality and professional competence in designing the learning experiences contribute in shaping favorable learning attitudes necessary for active student participation in class discussion. Most WKU students intend to pursue graduate studies abroad and considers English speaking ability important in their future and career goals. This belief persistently motivates them to engage in class discussion. Besides, thinking skills development, English spoken language improvement, self-confidence build up, leadership skills, teamwork skills and adaptability to new environment development heighten the importance of class discussion.
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Feyt, Tana, and Gwamaka Mwalemba. "The Role of Service-Learning in Information Systems Education." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4747.

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Aim/Purpose: The aim of this study is to explore the role of service-learning in Information Systems (IS) education. Background: While the use of modern technologies presents many operational benefits, such as the lowering of the costs, it may also aggravate social-economic is-sues. IS professionals should account for these issues as well as exhibit the skills demanded by modern-day employers. Hence, why there is a need for IS educators to adopt a new pedagogy that supports the development of more holistic and socially responsible IS graduates. Methodology: In this qualitative exploratory case study, two IS service-learning courses at a South African university were studied. Interviews, course evaluations, and reflection essays were analyzed to gain insight into the implications that service-learning may have for students. Contribution: This study contributes to IS education research by advancing discussions on the role of service-learning in providing learning outcomes such as the development of important skills in IS, civic-mindedness, and active participation in society. Findings: The findings showed that the courses had different implications for students developing skills that are important in IS and becoming civic-minded due to the variation in their design and implementation. Recommendations for Practitioners: It is recommended that IS educators present their courses in the form of service-learning with a careful selection of readings, projects, and reflection activities. Recommendations for Researchers: IS education researchers are advised to conduct longitudinal studies to gain more insight into the long-term implications that service-learning may have for IS students. Impact on Society: This paper provides insight into how IS students may gain social agency and a better understanding of their role in society. Future Research: It is recommended that future research focus on mediating factors and the implications that service-learning may have for IS students in the long-term. NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 103-119. Click DOWNLOAD PDF to download the published paper.
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