Relevant bibliographies by topics / Active learning Case studies

Contents

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

Academic literature on the topic 'Active learning Case studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Active learning Case studies"

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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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Mitki, Yoram, and Ram Herstein. "From crisis to success: three case studies in organizational learning." Learning Organization 18, no. 6 (2011): 454–67. http://dx.doi.org/10.1108/09696471111171303.

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PurposeRadical changes and increasing competition in the global economy and markets lead enterprises to change their business policy and activities. This process demands the creation of effective organizational learning mechanisms. This paper seeks to illustrate how three service organizations designed and utilized organizational learning mechanisms to introduce a successful, new corporate brand.Design/methodology/approachThe research methodology was based on interviews and hard data collection. These techniques were found most appropriate for learning and understanding in‐depth organizational transformation processes.FindingsTwo main research findings can be noted. The first is that there are various mechanisms of learning organizations that can improve organizational performance and reputation. The second is that any organizational learning mechanism should be based on the on‐going active involvement of internal stakeholders (employees) both as individuals and as teams.Originality/valueThis paper provides a unique understanding of three dimensions of organizational learning (cognitive, structural and procedural) and their impact on designing a new corporate brand strategy. The research, conducted in three different service organizations, gives new significance to the notion of collaboration
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Hutchings, Maggie, Mark Hadfield, George Howarth, and Steven Lewarne. "Meeting the challenges of active learning in Web‐based case studies for sustainable development." Innovations in Education and Teaching International 44, no. 3 (2007): 331–43. http://dx.doi.org/10.1080/14703290701486779.

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Ismail, Ramlee, Marinah Awang, Seow Yea Pyng, and Muhammad Ridhuan Bos Abdullah. "Active Learning in Economic Subject: A Case Study at Secondary School." International Journal of Learning, Teaching and Educational Research 19, no. 10 (2020): 19–31. http://dx.doi.org/10.26803/ijlter.19.10.2.

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This study aims to investigate the impact of active learning in the economics subject in Perak secondary school on students’ achievement, motivation, interest, and social interaction. This study applies a quasi-experimental research design, which involves the control and the treatment groups with thirty and thirty-four participants, respectively. The active learning materials for the treatment group were based on active learning methods provided by the Ministry of Education with support from structured lesson plans namely: simulations, discussions, brainstorming, case studies, and visits in the school’s compound. A questionnaire is also used to measure students’ motivation, interest and social interaction before and after the intervention. The results showed that students who had experienced active learning activities score higher than their counterparts significantly for topic 1 and 2. Besides, findings show that they were motivated and interested in learning economics through active learning compared to the traditional approach. However, the researchers find that the social interaction element is not as significant as the others. It has been concluded that the active learning method attracts student’s interest and motivation in the economic subject and subsequently improves their achievement. Students also will get benefit from the varieties of teaching method with a focus of learning outcomes to enrich student-learning activities.
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Dissertations / Theses on the topic "Active learning Case studies"

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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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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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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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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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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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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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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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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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Books on the topic "Active learning 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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Burnard, Philip. Experiential learning in action. Avebury, 1991.

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

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Women's leadership and participation: Case studies on learning for action. Practical Action Publishing, 2009.

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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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Book chapters on the topic "Active learning Case studies"

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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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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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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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Brinkmann, Jan. "Case Studies." In Active Balancing of Bike Sharing Systems. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35012-3_8.

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Angelini, M. Laura. "Case Studies." In Learning Through Simulations. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65540-2_4.

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Akhilesh, K. B. "Case Studies." In Co-Creation and Learning. Springer India, 2017. http://dx.doi.org/10.1007/978-81-322-3679-5_3.

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Salomon, Shaul. "Case Studies." In Active Robust Optimization: Optimizing for Robustness of Changeable Products. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15050-1_5.

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Lall, Sanjaya. "Special Case Studies." In Learning to Industrialize. Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-18798-0_7.

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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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Armellini, Alejandro, and Brenda Cecilia Padilla Rodriguez. "Active Blended Learning." In Cases on Active Blended Learning in Higher Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7856-8.ch001.

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This chapter focuses on the joint implementation of blended learning and active learning. The authors analysed 152 institutional websites containing definitions of these concepts. Blended learning is commonly, though arguably simplistically, viewed as the combination of face-to-face and online components. Active learning is often described as a pedagogical approach that engages students in higher-order thinking tasks, usually requiring collaboration with others. The authors systematically reviewed the literature on active blended learning (ABL). Health sciences is the most common field where empirical studies have been conducted. Most research used quantitative or mixed data and focused on the perspective of students. The tone of the discourse is predominantly positive, with an emphasis on the benefits of ABL. The chpater concludes by defining ABL as a pedagogical approach that combines sense-making activities with focused interactions in and outside the classroom. It puts forward a rationale and a framework for the implementation and scaling up of ABL in a higher education setting.
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Conference papers on the topic "Active learning 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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Mokhothu, Khojane Geoffrey, Charles S. Masoabi, and Alfred H. Makura. "INVESTIGATING THE USE ACTION LEARNING APPROACHES IN CIVIL ENGINEERING AND CONSTRUCTION STUDIES: A CASE OF SKILLS CENTRE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end045.

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Civil Engineering and Construction studies are the study fields that embraces practical and theory. While action learning approaches is encompassed with a myriad of teaching and learning methods to closed the deficits. The research aims to investigate the use of action learning approaches in Civil engineering and Construction studies. while the objective of the research is to assess the extent to which action learning approaches is employed in teaching practical and content knowledge in Civil Engineering and Construction studies. The research used a mixed-method approach comprising quantitative and qualitative methodology to collect data. Questionnaire and face to face semi-structured interview were used as the tools to gather data. Participants were all 10 lecturers and assistance lecturers, males and females from different culture, age and race. Findings of the research revealed that lecturers are using action learning approaches unaware. The research, suggests that all lecturer at the skills centres should be afforded opportunities to attend facilitations and assessor courses or Universities of Technology should develop a short education methodology for them of which it will equip their teaching and learning skills.
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de Villiers, Ruth. "Multi-Method Evaluations: Case Studies of an Interactive Tutorial and Practice System." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2940.

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The teaching and learning of a complex section in Theoretical Computer Science 1 in a distance-education context has been enhanced by a supplementary interactive e-learning system with tutorial and practice functionality in a classic computer-aided instruction (CAI) style. A participative action research process was used to develop, evaluate and refine the application over a longitudinal period. Case studies are presented of evaluations by four different methods - questionnaire surveys, interviews, heuristic evaluation and a post-test. Their respective findings, relating to functionality, usability and contributions to learning, are given and discussed. The findings lead to reflection and lessons are learned regarding the design of e-learning applications. In an overview, the complementary roles of different evaluation techniques are discussed.
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Guo, Tinghao, Daniel R. Herber, and James T. Allison. "Reducing Evaluation Cost for Circuit Synthesis Using Active Learning." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85654.

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In this article, an active learning strategy is introduced for reducing evaluation cost associated with system architecture design problems and is demonstrated using a circuit synthesis problem. While established circuit synthesis methods, such as efficient enumeration strategies and genetic algorithms (GAs), are available, evaluation of candidate architectures often requires computationally-expensive simulations, limiting the scale of solvable problems. Strategies are needed to explore architecture design spaces more efficiently, reducing the number of evaluations required to obtain good solutions. Active learning is a semi-supervised machine learning technique that constructs a predictive model. Here we use active learning to interactively query architecture data as a strategy to choose which candidate architectures to evaluate in a way that accelerates effective design search. Active learning is used to iteratively improve predictive model accuracy with strategically-selected training samples. The predictive model used here is an ensemble method, known as random forest. Several query strategies are compared. A circuit synthesis problem is used to test the active learning strategy; two complete data sets for this case study are available, aiding analysis. While active learning has been used for structured outputs, such as sequence labeling task, the interface between active learning and engineering design, particularly circuit synthesis, has not been well studied. The results indicate that active learning is a promising strategy in reducing the evaluation cost for the circuit synthesis problem, and provide insight into possible next steps for this general solution approach.
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Lievens, Jeroen. "“GETTING REAL” WITH ACTION RESEARCH IN TECHNOLOGY-MEDIATED TASK-BASED LANGUAGE TEACHING (TBLT): A PROPOSITION, A MAP AND THREE CASE STUDIES." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0314.

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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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Duarte, Emanuel Felipe, Vanessa Maike, Yusseli Lizeth Méndez Mendoza, Camilla Brennand, and M. Cecília Baranauskas. ""The Magic of Science:" Beyond Action, a Case Study on Learning Through Socioenaction." In Workshop de Informática na Escola. Sociedade Brasileira de Computação, 2019. http://dx.doi.org/10.5753/cbie.wie.2019.501.

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Recent advances in Human-Computer Interaction (HCI) can significantly affect technology-enhanced educational contexts. Our evolving relationship technology is a challenging topic of investigation, but alternative theories to cognition and socially aware empirical studies can shed light on the subject. In this paper, we explore "The Magic of Science" workshop, conducted in an educational museum context. With a background on learning through action and enactivism, our objective is to observe how people can individually and socially experience pervasive digital technology in educational contexts. Our study included 15 participant children and adolescents, who explored an exhibit of three interactive artworks and then built an interactive artifact from scratch during the workshop. We observed how these interactions took place and collected feedback on the experience of the workshop. Our results indicate that new ways of interacting with pervasive technologies allow us to expand the concept of learning through action, towards learning through socioenaction.
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Reports on the topic "Active learning Case studies"

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El-Ahmed, Nabila. A Model for Women-Led Value Chains in Market Systems Development in a Fragile Context: Programme learning case studies from the Occupied Palestinian Territory. Oxfam, 2019. http://dx.doi.org/10.21201/2019.5334.

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Johnson, Vicky, Tessa Lewin, and Mariah Cannon. Learning from a Living Archive: Rejuvenating Child and Youth Rights and Participation. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/rejuvenate.2020.001.

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This paper reflects the findings of the first phase of the REJUVENATE project, which set out to understand and map approaches to integrating children, youth, and community participation in child rights initiatives. We did this through a scoping of existing practitioner and academic literature (developing a project-based literature review matrix), a mapping of key actors, and the development of a typology of existing approaches. All three of these elements were brought together into a ‘living archive’, which is an evolving database that currently comprises 100 matrices, and a ‘collection’ of key field practitioners (many of whom we have interviewed for this project). In this paper we: (1) present a user-friendly summary of the existing tradition of substantive children’s participation in social change work; (2) share case studies across various sectors and regions of the world; (3) highlight ongoing challenges and evidence gaps; and (4) showcase expert opinions on the inclusion of child rights and, in particular, child/youth-led approaches in project-based work.
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Coulson, Saskia, Melanie Woods, Drew Hemment, and Michelle Scott. Report and Assessment of Impact and Policy Outcomes Using Community Level Indicators: H2020 Making Sense Report. University of Dundee, 2017. http://dx.doi.org/10.20933/100001192.

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Making Sense is a European Commission H2020 funded project which aims at supporting participatory sensing initiatives that address environmental challenges in areas such as noise and air pollution. The development of Making Sense was informed by previous research on a crowdfunded open source platform for environmental sensing, SmartCitizen.me, developed at the Fab Lab Barcelona. Insights from this research identified several deterrents for a wider uptake of participatory sensing initiatives due to social and technical matters. For example, the participants struggled with the lack of social interactions, a lack of consensus and shared purpose amongst the group, and a limited understanding of the relevance the data had in their daily lives (Balestrini et al., 2014; Balestrini et al., 2015). As such, Making Sense seeks to explore if open source hardware, open source software and and open design can be used to enhance data literacy and maker practices in participatory sensing. Further to this, Making Sense tests methodologies aimed at empowering individuals and communities through developing a greater understanding of their environments and by supporting a culture of grassroot initiatives for action and change. To do this, Making Sense identified a need to underpin sensing with community building activities and develop strategies to inform and enable those participating in data collection with appropriate tools and skills. As Fetterman, Kaftarian and Wanderman (1996) state, citizens are empowered when they understand evaluation and connect it in a way that it has relevance to their lives. Therefore, this report examines the role that these activities have in participatory sensing. Specifically, we discuss the opportunities and challenges in using the concept of Community Level Indicators (CLIs), which are measurable and objective sources of information gathered to complement sensor data. We describe how CLIs are used to develop a more indepth understanding of the environmental problem at hand, and to record, monitor and evaluate the progress of change during initiatives. We propose that CLIs provide one way to move participatory sensing beyond a primarily technological practice and towards a social and environmental practice. This is achieved through an increased focus in the participants’ interests and concerns, and with an emphasis on collective problem solving and action. We position our claims against the following four challenge areas in participatory sensing: 1) generating and communicating information and understanding (c.f. Loreto, 2017), 2) analysing and finding relevance in data (c.f. Becker et al., 2013), 3) building community around participatory sensing (c.f. Fraser et al., 2005), and 4) achieving or monitoring change and impact (c.f. Cheadle et al., 2000). We discuss how the use of CLIs can tend to these challenges. Furthermore, we report and assess six ways in which CLIs can address these challenges and thereby support participatory sensing initiatives: i. Accountability ii. Community assessment iii. Short-term evaluation iv. Long-term evaluation v. Policy change vi. Capability The report then returns to the challenge areas and reflects on the learnings and recommendations that are gleaned from three Making Sense case studies. Afterwhich, there is an exposition of approaches and tools developed by Making Sense for the purposes of advancing participatory sensing in this way. Lastly, the authors speak to some of the policy outcomes that have been realised as a result of this research.
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Nagahi, Morteza, Raed Jaradat, Mohammad Nagahisarchoghaei, Ghodsieh Ghanbari, Sujan Poudyal, and Simon Goerger. Effect of individual differences in predicting engineering students' performance : a case of education for sustainable development. Engineer Research and Development Center (U.S.), 2021. http://dx.doi.org/10.21079/11681/40700.

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The academic performance of engineering students continues to receive attention in the literature. Despite that, there is a lack of studies in the literature investigating the simultaneous relationship between students' systems thinking (ST) skills, Five-Factor Model (FFM) personality traits, proactive personality scale, academic, demographic, family background factors, and their potential impact on academic performance. Three established instruments, namely, ST skills instrument with seven dimensions, FFM traits with five dimensions, and proactive personality with one dimension, along with a demographic survey, have been administrated for data collection. A cross-sectional web-based study applying Qualtrics has been developed to gather data from engineering students. To demonstrate the prediction power of the ST skills, FFM traits, proactive personality, academic, demographics, and family background factors on the academic performance of engineering students, two unsupervised learning algorithms applied. The study results identify that these unsupervised algorithms succeeded to cluster engineering students' performance regarding primary skills and characteristics. In other words, the variables used in this study are able to predict the academic performance of engineering students. This study also has provided significant implications and contributions to engineering education and education sustainable development bodies of knowledge. First, the study presents a better perception of engineering students' academic performance. The aim is to assist educators, teachers, mentors, college authorities, and other involved parties to discover students' individual differences for a more efficient education and guidance environment. Second, by a closer examination at the level of systemic thinking and its connection with FFM traits, proactive personality, academic, and demographic characteristics, understanding engineering students' skillset would be assisted better in the domain of sustainable education.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Wang, Chih-Hao, and Na Chen. Do Multi-Use-Path Accessibility and Clustering Effect Play a Role in Residents' Choice of Walking and Cycling? Mineta Transportation Institute, 2021. http://dx.doi.org/10.31979/mti.2021.2011.

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The transportation studies literature recognizes the relationship between accessibility and active travel. However, there is limited research on the specific impact of walking and cycling accessibility to multi-use paths on active travel behavior. Combined with the culture of automobile dependency in the US, this knowledge gap has been making it difficult for policy-makers to encourage walking and cycling mode choices, highlighting the need to promote a walking and cycling culture in cities. In this case, a clustering effect (“you bike, I bike”) can be used as leverage to initiate such a trend. This project contributes to the literature as one of the few published research projects that considers all typical categories of explanatory variables (individual and household socioeconomics, local built environment features, and travel and residential choice attitudes) as well as two new variables (accessibility to multi-use paths calculated by ArcGIS and a clustering effect represented by spatial autocorrelation) at two levels (level 1: binary choice of cycling/waking; level 2: cycling/walking time if yes at level 1) to better understand active travel demand. We use data from the 2012 Utah Travel Survey. At the first level, we use a spatial probit model to identify whether and why Salt Lake City residents walked or cycled. The second level is the development of a spatial autoregressive model for walkers and cyclists to examine what factors affect their travel time when using walking or cycling modes. The results from both levels, obtained while controlling for individual, attitudinal, and built-environment variables, show that accessibility to multi-use paths and a clustering effect (spatial autocorrelation) influence active travel behavior in different ways. Specifically, a cyclist is likely to cycle more when seeing more cyclists around. These findings provide analytical evidence to decision-makers for efficiently evaluating and deciding between plans and policies to enhance active transportation based on the two modeling approaches to assessing travel behavior described above.
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Bruce, Judith, and Shelley Clark. Including married adolescents in adolescent reproductive health and HIV/AIDS policy. Population Council, 2004. http://dx.doi.org/10.31899/pgy22.1002.

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The majority of sexually active girls aged 15–19 in developing countries are married, and married adolescent girls tend to have higher rates of HIV infection than their sexually active, unmarried peers. Married adolescent girls represent a sizable fraction of adolescents at risk and experience some of the highest rates of HIV prevalence of any group. Nonetheless, married adolescents have been marginal in adolescent HIV/AIDS policies and programs and have not been the central subjects for programs aimed at adult married women. This paper offers a partial explanation for why married adolescents have so often been overlooked, the reasons why marriage might bring elevated risk of HIV, initial analytic tools to assist policymakers in determining how to accord appropriate levels of priority to the marriage process, five brief case studies, and a menu of potential policy interventions and actions to make married adolescents an integral part of reproductive health and HIV-prevention initiatives.
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Schlossberg, Marc, Rebecca Lewis, Aliza Whalen, et al. Rethinking Streets for Physical Distancing. Transportation Research and Education Center (TREC), 2021. http://dx.doi.org/10.15760/trec.257.

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This report summarizes the primary output of this project, a book of COVID-era street reconfiguration case studies called Rethinking Streets During COVID-19: An Evidence-Based Guide to 25 Quick Redesigns for Physical Distancing, Public Use, and Spatial Equity. COVID-era needs have accelerated the process that many communities use to make street transformations due to: a need to remain physically distanced from others outside our immediate household; a need for more outdoor space close to home in every part of every community to access and enjoy; a need for more space to provide efficient mobility for essential workers in particular; and a need for more space for local businesses as they try to remain open safely. This project is the third in a series of NITC-supported case study books on best practices in street reconfigurations for more active, sustainable, and in this case, COVID-supportive uses. The full, 154-page book is available for free download from the National Institute for Transportation and Communities (NITC).
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Nelson, Gena. Proportional Reasoning Interventions in Special Education Synthesis Coding Protocol. Boise State University, 2021. http://dx.doi.org/10.18122/sped136.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code nine group and single case design intervention studies focused on proportional reasoning interventions for students (grades 5-9) with learning disabilities (LD) or mathematics difficulty (MD). The studies yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau-U = 0.88 to 1.00. We coded all of the studies for variables in the following categories: study information, intervention features, dependent measures, participant demographics, LD and MD criteria and definitions, instructional content, study results, and quality indicators for group and single case design. The study quality indicator coding portion of this coding protocol was adapted from Gersten et al. (2005) and Horner et al. (2005). This code book contains variable names, code options, and code definitions. The mean interrater reliability across all codes using this protocol was 91% (range across categories = 82%–96%). The publication associated with this coding protocol is Nelson et al. (2020).
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Mehrotra, Santosh. Monitoring India’s National Sanitation Campaign (2014–2020). Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/slh.2021.011.

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In 2011, India had more phone users (around 54 per cent of households) and television access (33 per cent) in rural areas than people with access to tap water (31 per cent) and toilet facilities (31 per cent), according to Census 2011. This clearly indicates the failure of government programmes to change the centuries-old practice of defecation in the open. This neglect of safe sanitation has had catastrophic outcomes in terms of human well-being. This case study is an analysis of the latest central government Swachch Bharat Mission - Gramin (Clean India Mission - Rural) (or SBM-G), which has achieved much greater success than any hitherto government effort in providing access to and use of toilets, especially in rural areas where the need is greatest. However, any conception of achieving ODF status, or free of open defecation, in a village (or any limited geography) is more than merely building toilets. The Sanitation Learning Hub commissioned case studies of sanitation campaigns in both India and Nepal, drawing out the lessons learnt for other countries wishing to implement similar initiatives. Both case studies focus on how target setting and feedback and reporting mechanisms can be used to increase the quality of campaigns.
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