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Relevant bibliographies by topics / Co-op learning

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Academic literature on the topic 'Co-op learning'

Author: Grafiati

Published: 7 June 2025

Last updated: 16 July 2025

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Journal articles on the topic "Co-op learning"

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Peri Ramdani, Mohamad Yudiyanto, and Jajang Mulyana. "Pembelajaran Fiqih Melalui Model Pembelajaran Kooperatif Tipe Co-op Co-op Untuk Meningkatkan Prestasi Siswa Pada Pokok Bahasan Shalat." MURABBI 1, no. 1 (2022): 24–42. http://dx.doi.org/10.69630/jm.v1i1.3.

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Student achievement in learning fiqh is still considered low. This is partly because teachers in schools tend to use conventional learning which makes students passive in learning. Therefore, a research is needed that can overcome these problems. Cooperative learning is an alternative in improving student achievement. This study uses an experimental method with a quasi-experimental design in the form of a non-equivalent control group design so that there are 2 classes with 1 experimental class and 1 control class. The experimental class I used Co-op Co-op type of cooperative learning, the expe

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Indayani, Mawar, and Enggal Mursalin. "Peningkatan Motivasi Dan Hasil Belajar Siswa Melalui Penerapan Model Pembelajaran Co-Op Co-Op." Biosel Biology Science and Education 11, no. 1 (2022): 72–82. https://doi.org/10.33477/bs.v11i1.2785.

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Biology learning carried out at SMPN 1 Air Buaya is indicated to be less effective because it is still teacher centered learning. This is indicated by the low motivation and student learning outcomes. One of the student-centered cooperative learning models is the co-op co-op type of learning model. This classroom action research aims to improve the motivation and learning outcomes of class VIII students through the application of the co-op co-op learning model on the respiratory system material in humans. This research is carried out in 2 cycles, where each cycle goes through the stages of pla

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Utami, Ika Wahyu Putri, and Rahayu Budhiati Veronica. "Students' mathematical communication skill in co-op co-op type of cooperative learning model reviewed by productive disposition." Unnes Journal of Mathematics Education 10, no. 1 (2021): 71–78. http://dx.doi.org/10.15294/ujme.v10i1.46130.

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The purpose of this study are examine the effectiveness of co-op co-op type of cooperative learning model on the mathematical communication skill of 8th grade students, determine the effect of productive disposition on students' mathematical communication skill in co-op co-op type of cooperative learning model, and describe students' mathematical communication skill reviewed by productive disposition in co-op co-op type of cooperative learning model. The research method used is mixed method. The results showed that: 1) the mathematical communication skill of 8th grade students in co-op co-op t

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Nisa, Chairun, and Fitri Amalia. "Perbedaan Kemampuan Berpikir Kreatif dan Kemampuan Pemahaman Konsep Matematika Siswa dengan Strategi Pembelajaran Kooperatif Tipe Co Op Co Op dan Teams Games Tournament (TGT)." JTMT: Journal Tadris Matematika 2, no. 1 (2021): 9–18. http://dx.doi.org/10.47435/jtmt.v2i1.642.

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Abstrak Tujuan penelitian ini yaitu untuk mengetahui:1)Kemampuan berpikir kreatif siswa yang diajar dengan strategi pembelajaran kooperatif tipe Co Op Co Op dan kooperatif tipe Team Game Tournament (TGT) 2)Kemampuan pemahaman konsep matematika siswa yang diajar dengan strategi pembelajaran kooperatif tipe Co Op Co Op dan kooperatif tipe Team Game Tournament (TGT) 3)Interaksi antara strategi pembelajaran dengan kemampuan matematika siswa. Penelitian ini merupakan penelitian kuantitatif dengan jenis quasi eksperimen. Sampel penelitian ini adalah 60 siswa kelas VII MTs Negeri Lubuk Pakam. D

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LEE, YOUNG-JU. "A Study on the Cultural Text of Korean Textbooks Using Cooperative Learning: Focusing on the Co-op Co-op model." Research Society for the Korean Language Education 20 (December 31, 2023): 97–120. http://dx.doi.org/10.25022/jkler.2023.20.097.

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The purpose of this study is to devise teaching and learning methods that can be applied to Korean culture classes from the methodological perspective of cultural education using learner-centered cooperative learning. To this end, the concept and principles of cooperative learning were first examined, and the research and discussion of Korean language education applying cooperative learning were examined to understand the necessity of Korean language culture classes based on cooperative learning. Among the various models of cooperative learning, based on the principles of Co-op Co-op model, in

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Amalia, Rizki, and Muhamad Ramli. "Upaya Meningkatkan Hasil Belajar IPS Ekonomi Menggunakan Model Pembelajaran Kooperatif Tipe Co-Op Co-Op pada Kelas VIII IPS-2 SMP Islam Nurul Ihsan Palangka Raya." Neraca: Jurnal Pendidikan Ekonomi 4, no. 2 (2019): 41–47. http://dx.doi.org/10.33084/neraca.v4i2.704.

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This study aims to (1) To find out how the learning activities of class VIII IPS-2 students of ISLAMIC NURUL IHSAN SMP Palangka Raya using cooperative learning models Co-op Co-op type. (2) To improve the economics of Class VIII IPS social studies learning outcomes of 2 students in the Islamic Middle School of NURUL IHSAN in Palangka Raya using a cooperative learning Co-op type Co-op model. This type of research is classroom action research (CAR). The students of class VIII IPS-2SMP ISLAMIC NURUL IHSAN Palangka Raya with a total of 30 students. Data collection techniques used are observation an

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Ruslaini, Ruslaini, Nursafiah Nursafiah, Kurniawati Kurniawati, and Eli Nurliza. "PENGARUH MODEL PEMBELAJARAN COOPERATIVE TIPE Co-op Co-op TERHADAP HASIL BELAJAR SISWA PADA KONSEP SISTEM PEREDARAN DARAH MANUSIA." Jurnal Tunas Bangsa 11, no. 1 (2024): 1–14. http://dx.doi.org/10.46244/tunasbangsa.v11i1.2337.

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Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar siswa yang memperoleh pembelajaran model Coperative tipe Co-op Co-op dengan pembelajaran diskusi pada konsep sistem peredaran pada manusia. Penelitian ini dilaksanakan di MTsN Jongar Kutacane Aceh Tenggara. Metode penelitian yang digunakan adalah eksperimen dengan rancangan penelitian pretest postest Grop design pengambilan sampel dilakukan dengan tehnik pourposive sample. Adapun sampel penelitian adalah kelas VIII b sebagai kelas eksperimen dan kelas VIII c sebagai kelas kontrol. Instrument yang digunakan untuk mengukur hasil b

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Istiqlal, Muhammad. "Pola Penerapan Metode Co-Op Co-Op dan Strategi Peninjauan Kembali dalam Pembelajaran Matematika untuk Meningkatkan Keaktifan Dan Kreativitas Siswa." MATEMATIKA DAN PEMBELAJARAN 6, no. 1 (2018): 70. http://dx.doi.org/10.33477/mp.v6i1.445.

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Abstrak Keaktifan dan kreativitas siswa dalam pembelajaran matematika masing tergolong rendah. Terdapat banyak hal yang mempengaruhi rendahnya keaktifan dan kreativitas siswa. Salah satu yang menyebabkannya adalah pemilihan metode pembelajaran yang kurang tepat. Pemilihan metode pembelajaran harus didasarkan pada karakteristik materi dan karakteristik siswa. Pendekatan pembelajaran modern saat ini menuntut siswa untuk berusaha membangun sendiri pengetahuannya. Bantuan guru harus diminalisir agar siswa memiliki kebebasan untuk menemukan pengetahuannya sendiri. Dengan demikian siswa dapat

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Kasmila, Kasmila, Nawir Rahman, and Husain AS. "Peningkatan Minat dan Hasil Belajar IPAS Melalui Penerapan Model Pembelajaran Kooperatif Tipe Co-Op Co-Op pada Murid Kelas V SD Inpres Balangpunia Kecamatan Pattallassang Kabupaten Gowa." AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia 4, no. 2 (2025): 1986–92. https://doi.org/10.57235/aurelia.v4i2.5375.

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This research is a classroom action research that aims to increase interest and learning outcomes of IPAS through the application of the Co-Op Co-Op type cooperative learning model in grade V students of SD Inpres Balangpunia, Pattallassang District, Gowa Regency. The subject of this study is grade V students of SD Inpres Balangpunia, Pattallassang District, Gowa Regency with a total of 22 students, consisting of 13 male students and 9 female students. This research was carried out in two cycles, namely cycle I which was carried out 3 meetings (the first and second meetings for the learning pr

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Sunanto, Rahma Faelasofi, Risna Apriliani, and Walidatul Nafi'ah. "Students’ Mathematical Problem Solving Abilities: The Impact of The Co-Op Co-Op Cooperative Learning Model and Missouri Mathematics Project." Desimal: Jurnal Matematika 3, no. 3 (2020): 279–86. http://dx.doi.org/10.24042/djm.v3i3.7332.

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The development of the industrial revolution must be balanced by the increase of quality soft skills, one of which is problem-solving ability. This study was aimed to determine which learning models that have more influence on students' mathematical problem-solving abilities. Cooperative learning model Co-Op Co-Op with students who applied the Missouri Mathematics Project learning model. This research employed the quasi-experimental design. The sample was selected using cluster random sampling. The data collection instrument used was a problem-solving ability test in the form of an essay test.

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Dissertations / Theses on the topic "Co-op learning"

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Grosjean, Garnet. "Doing co-op, student perceptions of learning and work." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61101.pdf.

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Lee, Scott. "A COMPARISON OF STUDENT PERCEPTIONS OF LEARNING IN THEIR CO-OP AND INTERNSHIP EXPERIENCES AND THE CLASSROOM ENVIRONMENT: A STUDY." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2313.

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This study analyzed hospitality management student perceptions of learning both inside the classroom environment and student perceptions of learning in their experiential learning assignments outside the classroom. There were 681 students attending the Rosen College of Hospitality Management at the University of Central Florida who participated in this study. A modified version of the Predicting Learner Advancement through Cooperative Education (P.L.A.C.E.) instrument was used in order to collect data for the study. The P.L.A.C.E. instrument was developed to be a standardized instrument measur

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Weisz, Miriam S., and miriam weisz@rmit edu au. "The added value of a cooperative education program." RMIT University. Management, 2002. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20050309.163332.

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Co-operative education (co-op) is a form of work-integrated-learning that involves university undergraduate students undertaking full-time paid and discipline-related employment as a structured part of their program of study. Co-op programs provide learning opportunities for students that enable them to integrate their work and their academic experiences. Such opportunities, provided that a number of conditions are met, can lead to deep level learning. Deep level learning results when students engage in and interact with the material that they are learning so that the material is integrated

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Pacheco, Amanda Celeste. "Cooperative Education as a Predictor of Baccalaureate Degree Completion." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2110.

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Baccalaureate degree completion statistics are surprisingly low. National four-year graduation rates hover around 38%, and six-year graduation rates have remained steady at approximately 63% (Berkner, He, & Cataldi, 2002). At the University of Central Florida, as at many public research institutions, the numbers are even lower. Literature has emerged, however, which suggests that students who participate in cooperative education programs may experience increased motivation to continue the formal education process (Avenoso & Totoro, 1994; Schambach & Dirks, 2002; Somers, 1986). This study inves

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Jackel, Daniel. "Evaluating the Effectiveness of an Internship Program." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1117.

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The traditional way to learn about social sciences in a university setting includes taking courses that teach theoretical frameworks and scientific methodologies that are required for one’s major area of study. The courses that are taught to students are determined by what major they sign up for. After a student has taken all required courses,what skills does the student have to take with him after graduation? Whether participation is pursued solely for academic credit, for career development, or for civic engagement, an experiential experience typically enhances a student’s connection between

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Grosjean, Garnet. ""Doing co-op" : student perceptions of learning and work." Thesis, 2000. http://hdl.handle.net/2429/12954.

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This study investigates co-op education programs from the students' perspective. It details how their experience of co-op shapes students' perceptions of learning and work; and how, through these perceptions, they ultimately make meaning of their undergraduate experience. The study focuses on the unique set of social forces and relationships represented in coop education, and investigates them by means of a nested case study, utilizing a variety of data collection methods. The University of Victoria represents the first level of analysis; the co-op department the second level; four individual

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Sullivan, Megan. "Learning from Learn to Camp: Investigating immigrant integration in Canadian parks." Thesis, 2015. http://hdl.handle.net/1828/6103.

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While Canada has, in recent years, experienced a significant increase in global immigration in tandem with rising migration to urban centers, visitorship to Canadian parks has been declining. It is thought that this is, in part, due to shifting cultural demographics. In 2011, as part of a larger measured response to these changes, Parks Canada in partnership with the Mountain Equipment Co-op, launched ‘Learn to Camp’. The Learn to Camp program provides participants the opportunity to learn how to plan and enjoy safe and successful camping trips. The program is facilitated through one to two da

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McEwen, Sara Elizabeth. "Using the Cognitive Orientation to Daily Occupational Performance (CO-OP) Treatment Approach with Adults with Stroke: Efficacy and Adaptations." Thesis, 2009. http://hdl.handle.net/1807/26470.

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This thesis reports on a multi-phased research project conducted to evaluate the use of the Cognitive Orientation to daily Occupational Performance (CO-OP) approach with adults with stroke. Current approaches to motor recovery, called systems approaches, suggest that movement arises from a dynamic interaction among several different systems, including perception, cognition, and action, all within the context of the individual and his or her environment. CO-OP is an established treatment approach for children with motor-based performance problems that takes into account interactions among seve

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賴美婷. "The Level Design Patterns and Evaluation of a 3D Shooting Game for Cooperation and Competition Learning - The Case of a FPS Co-op Game Based Learning for JAVA Programming." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/67x833.

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碩士<br>國立彰化師範大學<br>資訊管理學系所<br>102<br>Abstract MMORPGs (Massively Multi-Player Online Role-Playing Games) and 3D virtual world learning have attracted considerable attention from educational community in recent years. Virtual worlds can provide an authentic learning environment that is lively, sense of presence, motivational, engaging, fun and enjoyable to play and learn. The social nature of virtual worlds has potential to enrich students’ learning experience and allow for peer-to-peer education such as collaboration development to take place. Multi-player co-op game make players work together

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Books on the topic "Co-op learning"

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Desy, Jeanne. Assessing learning time at the co-op training station. National Center for Research in Vocational Education, Ohio State University, 1985.

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Cooperative Education & Internship Association, ed. Learning from experience: A resource book by and for co-op/internship professionals. Mosaic Eye Pub., 2009.

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Grubb, W. Norton. Linking school-based and work-based learning: The implications of Laguardia's co-op seminars for school-to-work programs. National Center for Research in Vocational Education, University of California at Berkeley, 1998.

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Grubb, W. Norton. Linking school-based and work-based learning: The implications of Laguardia's co-op seminars for school-to-work programs. National Center for Research in Vocational Education, University of California, Berkeley, 1995.

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GLENCOE. Co-Op Learning in the Science Classroom. McGraw-Hill Education, 1995.

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Learning from experience: Co-op business development centers. Published and distributed by Asian Women in Co-operative Development Forum, 2008.

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Book chapters on the topic "Co-op learning"

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Kagan, Spencer. "Co-op Co-op." In Learning to Cooperate, Cooperating to Learn. Springer US, 1985. http://dx.doi.org/10.1007/978-1-4899-3650-9_16.

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Cao, Lydia. "BirdHouse: A Wholesome and Joyful Homeschool Co-op." In Designing Democratic Schools and Learning Environments. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-46297-9_29.

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AbstractDemocratic education means giving parents and children the agency to choose their educational experiences, supporting diverse forms of schooling (e.g. homeschooling), and empowering parents to be great educators for their children.

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Teles, Lucio, and Nancy Johnston. "Investigating Patterns of Cognitive and Interactive Acts in an Online Student Cooperative Program." In Cases on Global E-Learning Practices. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-340-1.ch011.

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Student co-op programs are being increasingly developed to enhance employability skills of college and university students. While most of these programs are taught face-to-face, some universities and colleges are now offering co-op programs online. This article investigates the implementation of a pilot online co-op program, the Bridging Online (BOL), at the Simon Fraser University, in Burnaby, B.C., Canada. A research methodology, based on transcript analysis of participants’ messages and interviews, was used to address the research questions. Participants in the pilot project found the online version to be a valuable tool to support co-op students in learning and developing employability skills, including problem defining and solving, planning and goal setting, improved interpersonal communication skills and self assessment, and peer feedback skills.

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Ockman, Joan. "Learning from Co-op City, or What Price Aesthetics?" In Denise Scott Brown In Other Eyes. De Gruyter, 2022. http://dx.doi.org/10.1515/9783035626254-013.

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Em, Sereyrath, and Buratin Khampirat. "Cooperative Education for Sustainability." In Practice, Progress, and Proficiency in Sustainability. IGI Global, 2025. https://doi.org/10.4018/979-8-3373-1917-9.ch004.

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This chapter's purpose is to provide an overview of recent studies examining the potential applications of artificial intelligence (AI) in cooperative education (co-op). The chapter starts by emphasizing the importance of engaging in thorough policy discussions to develop ethical frameworks and strategic regulatory approaches. Concerns about job loss and ethical dilemmas such as privacy and fairness persist despite the advantages of AI in promoting collaboration among individuals and tailoring learning environments to enhance knowledge acquisition. Thus, legal issues must be addressed to ensure the inclusivity and longevity of co-op programs within the context of AI utilization. Promoting creativity and moral behavior in co-op involves expanding studies beyond one country, emphasizing the development of soft skills, and promoting structured interaction with AI. These thoughtful recommendations are rational according to the UN's Sustainable Development Goals.

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Grosjean, Garnet. "8. Co-op Education: Tensions and Outcomes of Experiential Learning." In Educational Outcomes for the Canadian Workplace, edited by Jane Gaskell and Kjell Rubenson. University of Toronto Press, 2004. http://dx.doi.org/10.3138/9781442674295-008.

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Grosjean, Garnet. "Alternating Education and Training: Students’ Conceptions of Learning in Co-op." In Integrating School and Workplace Learning in Canada. McGill-Queen's University Press, 2003. http://dx.doi.org/10.1515/9780773570689-011.

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"Getting Started and Achieving Buy-In: Co-op Education Is Continuous, Contextualized Learning." In Handbook for Research in Cooperative Education and Internships. Routledge, 2003. http://dx.doi.org/10.4324/9781410609434-11.

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Pretti, T. Judene, and Norah McRae. "Preparing Gen Y and Z for the Future of Work Through Co-operative Education." In Applications of Work Integrated Learning Among Gen Z and Y Students. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6440-0.ch005.

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There are many predicted changes for the future of work. These changes will have significant implications for the type of work that people will do and the careers they will have. The question for many higher education institutions is what can be done to support students in preparing for what is predicted to be a volatile, uncertain, complex, and ambiguous (VUCA) future. In this chapter, work-integrated learning (WIL) will be explored as a model of education particularly useful in preparing students for a VUCA world. The chapter will examine one WIL program in particular, the University of Waterloo's co-op program, and consider how its design aligns and supports students in preparing for their future work.

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Matusov, Eugene. "Becoming an Adult Member in a Community of Learners." In Learning Together. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195097535.003.0028.

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I thought it would be relatively easy for me, with my six-year background of high school teaching and tutoring of math and physics, to co-op in the OC classroom with my first-grade son. I was both right and wrong. Indeed, my teaching experience and professional knowledge as a graduate student in child psychology helped me design activities suitable for first- and second-grade children. However, in terms of philosophy of teaching and organization of learning activities, my experience with traditional schooling was more harmful than helpful. My previous experience prepared me for delivering a lesson to a whole class or an individual. I was used to controlling children’s talk, which was supposed to be addressed only to me, and my students had learned early on in their schooling that they could talk legitimately only to the teacher and only when it was allowed by the teacher. The teacher was supposed to be the director, conductor, and main participant in classroom interaction. In the OC, I was shocked to discover that this traditional format of instruction was actively discouraged by teachers, co-opers, and children. This kind of teaching was not supported by the children in their interactions or by the classroom structure, with its small-group organization, children’s choice of groups, and nonsimultaneous rotation of the children from group to group. However, I did not know how to teach any other way. At the beginning of the school year I planned an activity that I called Magic Computer. It was designed to teach the reversibility of addition and subtraction as well as reading and computational skills, and it had worked beautifully with first- and second-graders in the past. The activity involved moving a paper strip that carried “computer commands” (“Think of a number. Add five to it. Take two away from it,” and so on) through an envelope with a window, to see one command at a time. The commands were designed so that addition and subtraction compensated for each other; therefore, the last message was “You have got your initial number!” The children’s job was to discover addition and subtraction combinations that cancel each other out and write them down on the paper strip, line by line.

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Conference papers on the topic "Co-op learning"

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Monteiro, Paulo Martins, Elvys Soares, and Roberto Souto Maior de Barros. "Co-op Training: a Semi-supervised Learning Method for Data Streams." In 2021 IEEE International Conference on Systems, Man, and Cybernetics (SMC). IEEE, 2021. http://dx.doi.org/10.1109/smc52423.2021.9658598.

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McRae, Norah, Dana Church, Jennifer M. Woodside, David Drewery, Anne Fannon, and Judene Pretti. "Toward a Future-Ready Talent Framework for Co-operative and Work-Integrated Learning." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9319.

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Co-operative education and work-integrated learning (WIL) are powerful means to prepare post-secondary students for the VUCA world: a world that is volatile, uncertain, complex, and ambiguous. Co-op and WIL programs expose students to the workplace which, among other things, allows students to learn about the contexts and challenges facing their employers. This contributes to the development of an “adaptive resilience” that is so crucial for coping with VUCA and the future of work and learning. Still, existing co-op and WIL programs can do more. We developed a Future-Ready Talent Framework tha

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Schultz, Anne-Catrin, and Monique Fuchs. "Re-inventing Co-op Education in Light of COVID-19." In 109th ACSA Annual Meeting Paper Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.54.

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As the COVID-19 Pandemic has disrupted how we learn and work, questions about how knowledge and skills are acquired within architecture education have become more urgent than ever. This paper examines the framework and results of running the FutureLab, a participatory project-based learning environment situated in-between academia and practice. Wentworth Institute of Technology requires two mandatory co-op experiences. During the unfolding of the COVID-19 pandemic and the initial disruptions, students had difficulties securing regular co-op jobs in the summer of 2020. Designed to offer a co-op

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Ihsan, Taufiq, and Tivany Edwin. "The Application of the Two Stay Two Stray Learning Model and Co-Op Co-Op for the Improvement of Students’ Learning Outcome in the Environmental Epidemiology Subject." In The 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210202.005.

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Öffl, Andreas, Michael Ulm, Jasmin Koller, and Elmar Krainz. "STUDENTS AND THE AGILE MINDSET - PREPARING CO-OP BACHELOR STUDENTS FOR APPLIED COMPUTER SCIENCE." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1108.

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Frank, Kevin, Ayanna E. Gardner, Irina N. Ciobanescu Husanu, Richard Y. Chiou, and Regina Ruane. "Green STEM: Virtual Reality Renewable Energy Laboratory for Remote Learning." In ASME 2021 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/imece2021-73778.

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Abstract In fulfilling its role as a promotor of critical thinking and of nurturer of students as problem solvers, undergraduate engineering education needs to answer modern educational demands tailoring curricula to meet industry and career requirements and student learning styles. Extended Reality technology, including virtual and mixed reality may enable educators to create tools for multisensory teaching, enhancing learning through guided imagery and haptics. Through undergraduate research, two co-op students explored the VR technology (engine) and developed the framework for a learning mo

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Dong, Janet, and Janak Dave. "Experiential Learning for Engineering Technology Students in 21st Century." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37457.

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Experiential Learning (EL) is a philosophy in which educators purposefully engage learners in direct experience and focused reflection in order to maximize learning, increase knowledge, and develop skills. Based on the learning cycle proposed by Lewin and the philosophy of Dewey, in that each experience builds upon previous experiences and influences the way future experiences will affect the learner, Kolb[1] developed the experiential learning model to describe the learning process. The four stages of the model are: Concrete Experience, Reflective Observation, Abstract Conceptualization and A

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Peterson, Benjamin, and R. Kyle Warren. "Contested Territories: Evaluating the Limits and Liberties of Design (and Designers) in Public Space." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335073.

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Recent accounts in Boston highlight tensions among individuals experiencing homelessness, individuals seeking treatment for substance use disorder, service providers, advocates, residents, and business owners in geographies colloquially referred to as “Mass and Cass.” The dynamic frictions of lived experience unfold in public spaces entangled in a field of social, political, economic, and spatial conditions. The Boston Architectural College, mission-driven to “provide excellence in design education emerging from practice and accessible to diverse communities,” sits less than a mile from these

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Dave, Janak, and Janet Dong. "An Industry-University Collaboration Experience on a Senior Project." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37456.

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Students working toward a baccalaureate degree in Mechanical/Electrical Engineering Technology at the University of Cincinnati are required to complete a “Design, Build, and Test” senior capstone design project. Some of these capstone design projects are done in collaboration with industries to meet their needs. One of the projects during 2009–2010 academic year is to meet the needs of the packaging industry. The student team will design and recommend a specialized End of Arm Tool for palletizing applications. They will build a scaled model and the industrial sponsor may build the full product

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