Relevant bibliographies by topics / Pedagogical project. eng

Contents

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

Academic literature on the topic 'Pedagogical project. eng'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Pedagogical project. eng"

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Chen, Yunchai, Hsueh-Hua Chuang, and Aurora Lacaste. "A pedagogical framework of cross-cultural online collaborative projects in English as Foreign Language (EFL) classrooms." Journal of Education and Learning (EduLearn) 15, no. 2 (2021): 223–33. http://dx.doi.org/10.11591/edulearn.v15i2.19950.

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Many researchers have focused on online collaborative learning, cross-cultural communication, project-based learning, digital literacy, and digital storytelling but there is no pedagogical framework that incorporates these elements for English as Foreign Language (EFL) teaching. This study based on the qualitative design established a pedagogical framework from three different types of cross-cultural collaborative projects with the collected data including students’ artifacts and project structures. We have found that the pedagogical framework proposed here serves as a guide to facilitate diff
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Lower-Hoppe, Leeann M., Liz A. Wanless, Sarah M. Aldridge, and Daniel W. Jones. "Integrating Blended Learning Within Sport Event Management Curriculum." Sport Management Education Journal 13, no. 2 (2019): 105–16. http://dx.doi.org/10.1123/smej.2018-0024.

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Experiential learning is a critical component of sport management education and industry preparation; however, the inclusion of time-intensive experiential projects can displace content learning. Blended learning integrates face-to-face and online instruction to enable the space to maximize multiple learning types. This article proposes an innovative experiential project that integrates blended learning—implemented in a sport event management course—with reflection and scholarship supporting the pedagogical strategies. The article concludes with implications to optimize blended learning (e.g.,
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Safin, Stéphane, Pinky Pintus, and Catherine Elsen. "Ergonomics in design and design in ergonomics: Issues and experience in education." Work 66, no. 4 (2020): 917–31. http://dx.doi.org/10.3233/wor-203237.

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BACKGROUND: Articulating design and ergonomics skills through education is a major challenge for both fields. Indeed, professional ergonomists are increasingly deeply involved in design processes, and ergonomics education should train them in design skills. As courses in ergonomics education are often time-constrained, it is difficult to mobilize students in real-scale projects and to involve them in design processes. Conversely, activity analysis and active involvement of users in design projects (through co-creation or co-design processes) are rarely convened in architecture and design curri
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Silva, Luis Felipe Nogueira, Gabriel Ferreira Santos, Nathalia Cristina Servadio, Lucas Isamu Tamashiro, and Alcides José Scaglia. "Problematizando a masculinidade hegemônica no ensino/treino do futebol: relato de um projeto socio-esportivo liderado por uma entidade estudantil." Caderno de Educação Física e Esporte 19, no. 2 (2021): 93–99. http://dx.doi.org/10.36453/cefe.2021.n2.27249.

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INTRODUÇÃO: As práticas esportivas são imbuídas por valores, crenças e concepções, que, se desprovidas de criticidade pedagógica, podem reforçar desigualdades de gênero, como as decorrentes da masculinidade hegemônica. OBJETIVO: Relatar uma experiência educativa com vistas ao combate da masculinidade hegemônica no contexto esportivo, ancorada, teoricamente, pelo tripé de referenciais da Pedagogia do Esporte e a Pedagogia do Jogo. MÉTODOS: O estudo está sustentado, metodologicamente, sustentado por uma perspectiva descritivo-exploratória, por expor condutas pedagógicas decorrentes de aulas de f
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Jacques, Sébastien. "A Pedagogical Intensive Collaborative Electric Go-Kart Project." International Journal of Engineering Pedagogy (iJEP) 7, no. 4 (2017): 117. http://dx.doi.org/10.3991/ijep.v7i4.7408.

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This paper provides an initial feedback from an intensive, multidisciplinary, and collaborative project implemented in France in higher engineering education through a case study on electric go-kart conception. This kind of project was proposed during 2 successive academic years in collaboration with an industrial partner who is currently a relevant expert in the field. The project consisted in designing, developing, and validating the operation of several electric go-karts within 56 hours of teaching only. Several groups of approximately 10 4th-year university students were involved in this n
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Yilmazli Trout, İnci, Beatrix Perez, and M. Candace Christensen. "Connecting Classroom to Community Through Photovoice: Pedagogical Implications." LEARNing Landscapes 12, no. 1 (2019): 285–301. http://dx.doi.org/10.36510/learnland.v12i1.992.

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This paper explores the pedagogical implications of using arts-based research in an advanced community practice course in a Master of Social Work program. Per the course design, graduate students implemented a photovoice project with undergraduate students focusing on transforming campus rape culture. At the end of the project, graduate students wrote reflection papers that constitute the data for this paper. The data analysis resulted in three categories: enhancing the learning of content, understanding the role of a social worker in macro-level practice, and engaging with the community.
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Ferraz, Daniel de Mello, and Brian Morgan. "TRANSNATIONAL DIALOGUE ON LANGUAGE EDUCATION IN CANADA AND BRAZIL: HOW DO WE MOVE FORWARD IN THE FACE OF NEOCONSERVATIVE/NEOLIBERAL TIMES?" Trabalhos em Linguística Aplicada 58, no. 1 (2019): 195–218. http://dx.doi.org/10.1590/010318138654861490091.

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ABSTRACT This interview with Prof. Dr. Brian Morgan from York University presents some of Dr. Morgan and Dr. Ferraz's perspectives in relation to language education in Canada and Brazil. The conversation plunges into essential topics to be problematized by language educators from both countries: neoconservative politics, neoliberalism, plurilingualism, philosophy of language (Derrida, Bakhtin, Foucault, Deleuze), cultural studies, teacher education, teaching practices. Brian Morgan invites us to go through a process of further thinking in terms of: 1. The Neoliberal agenda within educational p
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Nurbekova, Zhanat, Talant Tolganbaiuly, Parassat Tazabekova, Gulmira Abildinova, and Bahyt Nurbekov. "Enhance Students’ Motivation to Learn Programming Through Projects." International Journal of Emerging Technologies in Learning (iJET) 15, no. 21 (2020): 133. http://dx.doi.org/10.3991/ijet.v15i21.16537.

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This article presents the results of a pedagogical experiment when teaching microcontroller programming. The pedagogical experiment was conducted at the Faculty of Information Technology of the L.N. Gumilyov Eurasian National University in the form of project-based seminars on the Arduino platform (2017-2020). The experiment was attended by 88 first-year IT students. Our goal in this study is to verify the proposed hypothesis on the use of the project-based learning method in teaching microcontroller programming. In the process of conducting a pedagogical experiment, we divided our students in
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McNatt, D. Brian. "Service-learning." Education + Training 62, no. 2 (2019): 129–44. http://dx.doi.org/10.1108/et-02-2019-0039.

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Purpose The purpose of this paper is to test whether engaging in course service-learning projects can impact interpersonal oral communication confidence and skill development beyond that of traditional course research projects. Design/methodology/approach Three sections of a university management course were randomly assigned to have a service-learning team project, while the other three retained the traditional research team project. All projects were student-generated. Survey data were collected at the beginning of the semester and at the end four months later. Findings Results indicated tha
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Murphy, Priscilla Eng Lian, Tanya Evans, Sergiy Klymchuk, Julia Novak, Jason Stephens, and Michael Thomas. "University STEM students' perceptions of creativity in non-routine problem-solving." ANZIAM Journal 61 (July 27, 2020): C152—C165. http://dx.doi.org/10.21914/anziamj.v61i0.15052.

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The primary purpose of this study is to investigate students' perceptions about the characteristics of creativity and engagement in solving non-routine problems. It involved 64 science, technology, engineering, and mathematics (STEM) university students, who participated in a two-year research project in New Zealand during which participants were given opportunities to utilise puzzle-based learning in their courses. Comparing open-ended responses of two surveys, this article focuses on student perceptions about attributes of creativity in non-routine problem-solving. These results have pedagog
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Dissertations / Theses on the topic "Pedagogical project. eng"

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Evangelista, Marta Maria Toledo Teixeira. "A construção do projeto político-pedagógico na Escola Municipal de Educação Infantil (EMEI) "Florípes Silveira de Souza" /." Marília : [s.n.], 2007. http://hdl.handle.net/11449/96381.

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Orientador: Ana Maria Freire da Palma Marques de Almeida<br>Banca: Ricardo Ribeiro<br>Banca: Ana Clara Bortoleto Nery<br>Resumo: Esta dissertação é resultado da pesquisa realizada durante o período de 2004 a 2006 na Escola Municipal de Educação Infantil (Emei) "Florípes Silveira de Souza" no município de Bauru sobre o Projeto Político-Pedagógico cujos objetivos foram: identificar no plano teórico os elementos que constituem o Projeto Político- Pedagógico para a orientação e construção do referido Projeto na unidade escolar; observar e identificar com a equipe da Emei "Florípes Silveira de Souz
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Baumann, Ana Paula Purcina. "Características da formação de professores de matemática dos anos iniciais do ensino fundamental com foco nos cursos de pedagogia e matemática /." Rio Claro : [s.n.], 2009. http://hdl.handle.net/11449/91072.

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Orientador: Maria Aparecida Viggiani Bicudo<br>Banca: Leonor Maria Tanuri<br>Banca: Antonio Carlos Carrera de Souza<br>Resumo: Esta pesquisa busca investigar como os cursos de Licenciatura em Matemática e em Pedagogia apresentam seus projetos de formação de professores, a fim de atender ao Ensino Fundamental em sua primeira fase, tendo a seguinte pergunta diretriz: De que modo se apresenta o projeto de formação de professores de Matemática dos anos iniciais do Ensino Fundamental nos cursos de Licenciatura em Matemática e em Pedagogia? O contexto escolhido para o desenvolvimento desta pesquisa
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Schuveter, Márcia Aparecida. "O processo de alfabetização e o projeto político-pedagógico em escolas de ensino fundamental /." Rio Claro : [s.n.], 2009. http://hdl.handle.net/11449/90055.

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Orientador: Maria Cecília de Oliveira Micotti<br>Banca: Raquel Fontes Borghi<br>Banca: Roseli Rodrigues de Melo<br>Resumo: O projeto político-pedagógico constitui importante instrumento na construção de um caminho para a atuação da escola. Os resultados das avaliações nacionais e internacionais mostram que os estudantes brasileiros apresentam desempenhos aquém dos esperados em leitura e escrita, sugerindo questionamentos sobre os níveis desses desempenhos, as diferenças entre eles e o encaminhamento dado ao processo de alfabetização nas escolas. Como as dificuldades relativas ao ensino-aprendi
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Silva, Eliana. "Formação de professores em educação especial : a experiência da UNESP - Campus de Marília /." Marília : [s.n.], 2009. http://hdl.handle.net/11449/91209.

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Orientador: Anna Augusta Sampaio de Oliveira<br>Banca: Sadao Omote<br>Banca: Lúcia Pereira Leite<br>Resumo: O presente trabalho caracteriza-se por um estudo de caso que envolve investigação documental e tem como objetivo analisar o Projeto Político Pedagógico (1994) e o Plano de Ensino (1999) do curso de Pedagogia da Faculdade de Filosofia e Ciências da UNESP - campus de Marília, levantando dados históricos para a constatação do que se perde em termos de formação de professores, com a extinção da Habilitação em Educação Especial oferecida pela referida universidade. Para tal, trazemos um breve
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Bovério, Maria Aparecida. "Gestão do ensino médio e sua articulação com o ensino superior : um estudo de caso nas escolas públicas de Monte Claro /." Araraquara : [s.n.], 2007. http://hdl.handle.net/11449/90307.

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Orientador: João Augusto Gentilini<br>Banca: Maria José Viana Marinho de Mattos<br>Banca: Dulce Consuelo Andreatta Whitaker<br>Resumo: Esta dissertação aborda a temática da formação do aluno do Ensino Médio Público, especialmente no que concerne a seu interesse de prosseguimento nos estudos de nível superior e centra a questão do papel do Projeto Político-Pedagógico, da atuação dos gestores perante esta demanda e a articulação entre estes níveis de ensino. A interação entre o Ensino Superior e o Ensino Médio se faz necessária, pois é no Ensino Superior que são formados os profissionais respons
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Cervellini, Filho Alberto. "O Significado do projeto pedagógico a partir das representações sociais dos professores /." Presidente Prudente : [s.n.], 2008. http://hdl.handle.net/11449/92343.

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Orientador: Alberto Albuquerque Gomes<br>Banca: Célia Maria Guimarães<br>Banca: Clarilza Prado de Souza<br>Resumo: Este trabalho está vinculado à linha de pesquisa políticas públicas, organização escolar e formação de professores. Trata-se de um estudo qualitativo envolvendo um grupo de professores de uma escola da rede pública do Estado de São Paulo, situada na cidade de Presidente Prudente. O objetivo principal da pesquisa foi identificar as representações sociais desenvolvidas por esses professores sobre o projeto pedagógico e, mais especificamente o projeto pedagógico da escola, para o apr
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Sanches, Raquel Cristina Ferraroni. "Avaliação institucional e projeto pedagógico : articulação imprescindível /." Marília : [s.n.], 2007. http://hdl.handle.net/11449/104790.

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Orientador: Hélia Sônia Raphael<br>Banca: Eduardo José Manzini<br>Banca: Maria Sylvia Simões Bueno<br>Banca: Sônia Maria Duarte Grego<br>Banca: Nadia Aparecida de Souza<br>Resumo: O presente trabalho teve como objetivo estudar a importância de articulação entre o processo de Avaliação Institucional e os Projetos Pedagógicos de cursos de graduação para aprimorá-los a médio e longo prazo, viabilizando processo interativo e de significado real. Esse estudo da relação dialética entre Avaliação Institucional e Projeto Pedagógico pode contribuir para que as Instituições de Educação Superior repensem
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Souza, Flavia Danieli de. "Análise do Projeto Político-Pedagógico : o movimento em direção a uma escola inclusiva /." Marília : [s.n.], 2009. http://hdl.handle.net/11449/91200.

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Orientador: Anna Augusta Sampaio de Oliveira<br>Banca: Mônica Regina Magalhães Kassar<br>Banca: Graziela Zambão Abdian Maia<br>Banca: José Geraldo Silveira Bueno<br>Banca: Maria Candida Soares Del Masso<br>Resumo: A partir da década de 1990, o Brasil reafirma o direito de as pessoas com deficiências terem acesso ao ensino regular, através do aceite aos princípios defendidos por legislações e declarações. Tendo por foco essas determinações legais, esta pesquisa objetiva avaliar o movimento político-pedagógico em relação aos processos inclusivos de quatro Escolas Municipais do Ensino Fundamental
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Medeiros, Isabel Letícia Pedroso de. "Sentidos da democracia na escola : um estudo sobre concepções e vivências." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/16913.

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A presente tese de doutorado constitui-se de um estudo de caso sobre concepções e vivências da democracia na escola, na perspectiva de docentes e de estudantes. Trata-se de uma investigação qualitativa, em três escolas da rede pública municipal de Porto Alegre, a qual apresenta um contexto significativo em termos de implementação de mecanismos formais de gestão democrática em nível de sistema e de escolas. O referencial teórico-metodológico, desenvolvido nos quatro capítulos iniciais, traz conceitos de democracia, política e participação, a partir de várias vertentes teóricas e políticas, e a
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Books on the topic "Pedagogical project. eng"

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Benedict, Cathy, Patrick Schmidt, Gary Spruce, and Paul Woodford, eds. The Oxford Handbook of Social Justice in Music Education. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199356157.001.0001.

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This handbook seeks to present a wide-ranging and comprehensive survey of social justice in music education. Contributors from around the world interrogate the complex, multidimensional, and often contested nature of social justice and music education from a variety of philosophical, political, social, and cultural perspectives. Although many chapters take as their starting point an analysis of how dominant political, educational, and musical ideologies serve to construct and sustain inequities and undemocratic practices, authors also identify practices that seek to promote socially just pedag
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Book chapters on the topic "Pedagogical project. eng"

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Vischi, Alessandra. "Employability and Transitions towards Work: MSc Degree Programme in Educational Planning and Human Resource Development, Catholic University of the Sacred Heart of Brescia." In Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.50.

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The acceleration of changes underlines the need to enhance our efforts to adapt education to the dynamics of the current economic situation and the issue of employment. In the framework of the circular economy, pedagogy, which is based on the educability of individuals, takes into consideration forms of educational planning to identify a long-lasting balance between economic prosperity, social wellness, and environmental development. The challenge of the future is the possibility of increasing youth employment; this calls for pedagogical expertise and organizational planning to ensure that everyone’s development is authentic and holistic. To this end, the MSc Degree programme in Educational Planning and Human Resource Development offered by the Catholic University trains graduates to become professional figures with expertise in coordinating and managing the development of human resources (guidance, selection, personal services); the professional training and retraining of project managers in social and educational contexts for both academic and corporate spheres. The guiding vision behind the MSc in Educational Planning and Human Resource Development is fully in line with the Catholic University of the Sacred Heart’s educational project, to support a culture of responsibility and creativity, entrepreneurism and collaboration, multi-disciplinary knowledge and skills, and scientific research for the purpose of holistic human development. Educational planning, in a period of socio-economic and social change, involving the whole planet in many respects, can relaunch an ‘integral model of development’, based on long-term wellbeing, technological innovation, ‘human development’, and the dignity of work
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Pache-Durán, María, Esteban Pérez-Calderón, and Alicia Fernanda Galindo-Manrique. "Project-Based Learning." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2124-3.ch010.

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This study focuses on the results obtained from the teacher's assessment of Project-Based Learning, a methodological approach that implies a change in the university pedagogical paradigm that affects both the teaching and learning processes. To this end, a study is carried out taking as a sample university teachers during the academic year 2018-2019. Among the results obtained, it is worth mentioning that the teacher considers the Project-Based Learning a methodology that favours in the classroom, constituting a valid alternative to improve the quality of learning in university students.
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Fauzi, El Moudden, and Mohamed Khaldi. "Learning Models, Collaborative Work, and Project Pedagogy." In Personalization and Collaboration in Adaptive E-Learning. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1492-4.ch004.

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The aim of this chapter is to provide an overview of learning models, starting with the transmissive and behavioral model and going through the constructivist and socio-constructivist models to explore their possibilities and limitations in relation to computer-assisted teaching. In the second part of this chapter, the work addresses the topic of active pedagogies that are derived from the pedagogical models presented earlier by trying to give them a precise definition from other existing ones, and at the end, this work studies the possibilities of the use as a basis in online learning situations.
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Bergaoui, Nisseb, and Sonia Ayachi Ghannouchi. "A BPM-Based Agile Approach to Ensure Adaptive Learning." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2021. http://dx.doi.org/10.3233/faia210056.

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In agile, students learn through the gradual implementation of iterative projects with information exchanges between team members. Various research works focused on the assessment of innovative teaching methods to promote the acquisition of professional skills (e.g. project-based learning, active and collaborative learning, flipped classes, digital assisted training, etc.). In addition, adaptive learning is a pedagogical method favoring tailor-made e-learning to respond to the acquisition of certain skills, through the adaptation of pedagogical resources according to the learners’ needs. Therefore, to establish a model based on these different methods in order to benefit from their advantages, we based our work on the BPM (Business Process Management) approach, which constitutes the means of implementing the desired agility in the learning process. Thanks to such a cyclical and continuous improvement approach, the learning process will evolve and take into account not only new needs but also the specificities of each involved actor (learner or teacher).
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Darroch, Fiona, and Mark Toleman. "Lessons in Implementing a Learning System in a University." In End-User Computing. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-945-8.ch090.

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This chapter examines the implementation of two learning management systems (LMS) in a university environment. Within the context of a case study and from the perspective of academic users, there is a review of the technological and organizational challenges that arise. There is an in-depth analysis of the implementation in terms of what went well and what should be done differently (i.e., lessons learned). Along with the macro-environmental factors that influence the global e-learning space, the related pedagogical issues, learning models, and technological toolsets are also explored. The authors hope that the experiences chronicled in the case study may act as a lesson to others contemplating such a project of the many technical and organizational issues that need to be addressed, with an emphasis on understanding the importance of the viewpoint of academic users.
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Sedelmaier, Yvonne, and Dieter Landes. "Practicing Soft Skills in Software Engineering." In Overcoming Challenges in Software Engineering Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5800-4.ch009.

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Software Engineering requires a specific profile of technical expertise combined with context-sensitive soft skills. Therefore, university education in software engineering should foster both technical knowledge and soft skills. Students should be enabled to cope with complex situations in real life by applying and combining their theoretical knowledge with team and communication competencies. In this chapter, the authors report findings from a software engineering project course. They argue that project work is a suitable approach to foster soft skills. To that end, the authors provide justification from a pedagogical point of view, setting project-based learning into relation to action-orientated didactics. As teaching goals, they focus on experiencing a complete development project from end to end, following a software process model that needs to be adapted to the specific situation, self-determined planning and acting, including the organization of the project, teamwork and team communication, and self-reflection on individual roles and contributions, and on the performance of the project team as a whole. In order to achieve these goals, the authors form teams of bachelor students, which are headed by one master student each. It turned out that a clear separation of roles is inevitable within the team, but also with respect to instructors. Self-reflection processes concerning the team roles and the individual competencies are explicitly stimulated and cumulate in individual self-reports and post-mortem analysis sessions. The authors share findings of how well the approaches have worked and outline some ideas to improve things.
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Dawkins, Marcia Alesan. "Ethics, Wearable Technology, and Higher Education." In Global Issues and Ethical Considerations in Human Enhancement Technologies. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6010-6.ch001.

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This chapter explores the relationship between ethics, wearable technology, and higher education through the lens of teaching with Google Glass. Beginning with an introduction to Glass and to the contemporary concept of the digital citizen, the chapter traces out a pedagogical framework aimed at preparing learners to embrace their civic duty to contribute to the virtual world responsibly. Continuing with an investigation of ethical obligations, educational concepts, and learning exercises made available by advances in HET, the chapter describes how to use Google Glass as a case study for examining the limits and possibilities of a new point-of-view angle on interactive instruction. To this end, students' project-based and experiential learning about how Glass impacts communication culture and technology, commerce, security, access, etiquette, branding, ethics, and law is described. The chapter concludes with a discussion of how technology's ethical consciousness continues to be enacted and embodied via a “collusive” point-of-view angle and third voice that shed light on the ongoing rhetorical and pedagogical processes of expression, experience, and identification in the digital age.
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Dawkins, Marcia Alesan. "Ethics, Wearable Technology, and Higher Education." In Human Rights and Ethics. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6433-3.ch087.

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This chapter explores the relationship between ethics, wearable technology, and higher education through the lens of teaching with Google Glass. Beginning with an introduction to Glass and to the contemporary concept of the digital citizen, the chapter traces out a pedagogical framework aimed at preparing learners to embrace their civic duty to contribute to the virtual world responsibly. Continuing with an investigation of ethical obligations, educational concepts, and learning exercises made available by advances in HET, the chapter describes how to use Google Glass as a case study for examining the limits and possibilities of a new point-of-view angle on interactive instruction. To this end, students' project-based and experiential learning about how Glass impacts communication culture and technology, commerce, security, access, etiquette, branding, ethics, and law is described. The chapter concludes with a discussion of how technology's ethical consciousness continues to be enacted and embodied via a “collusive” point-of-view angle and third voice that shed light on the ongoing rhetorical and pedagogical processes of expression, experience, and identification in the digital age.
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Heffernan, Neil. "Teaching Critical Thinking and Academic Writing Skills to Japanese University EFL Learners." In Methodologies for Effective Writing Instruction in EFL and ESL Classrooms. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6619-1.ch009.

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This chapter looks at a critical thinking and academic writing skills course designed for Japanese learners of English. The study presents two sets of data from the 87 participants who have taken part in the course since its inception in 2008. The first data set is concerned with actual writing samples from multiple drafts of a medium-sized research project carried out by the student participants. The second data set results from a self-assessment survey given to the learners both at the beginning and end of the 15-week course described in this chapter. Further, results from a satisfaction survey given to learners at the end of the course are presented. The chapter concludes with some pedagogical implications for both Japanese and other Asian EFL learners and how the methods used in the course described within can be replicated elsewhere.
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Trindade, Larissa, and Elsio José Corá. "La experiencia de formación de profesores en el estado de Rio Grande do Sul." In ESTRATEGIA NACIONAL DE EDUCACIÓN FINANCIERA (ENEF) En búsqueda de un Brasil mejor. Riemma Editora, 2021. http://dx.doi.org/10.52343/riemmaeditora.978-65-00-16994-2.7.

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The Ministry of Education (MEC) included financial education in the National Common Curricular Base (BNCC) as a contemporary theme that will integrate the Basic Education curriculum. Thus, based on minimum content, laid out in the BNCC, and a transversal proposal, the pilot and pedagogical projects of both public and private Brazilian schools, must include content that helps improve student abilities and competencies relative to personal finances and the use of money, whether in a personal sphere or within the family.
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Conference papers on the topic "Pedagogical project. eng"

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Roldan, Wendy, Ziyue Li, Xin Gao, et al. "Pedagogical Strategies for Reflection in Project-based HCI Education with End Users." In DIS '21: Designing Interactive Systems Conference 2021. ACM, 2021. http://dx.doi.org/10.1145/3461778.3462113.

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Rozo-Rojas, Ivanhoe, Carlos Julio Cartagena Linares, Hector Dariole Jaimes Parada, Jose Roberto Cuaran Valenzuela, and Nohra Milena Lopez Sanchez. "Implementation of the Pedagogical Strategy Integrated Project in Four Engineering Bachelor Programs at Bogota." In 2018 Congreso Internacional de Innovación y Tendencias en Ingeniería (CONIITI) [International Congress of Innovation and Trends in Engineering]. IEEE, 2018. http://dx.doi.org/10.1109/coniiti.2018.8587107.

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Sanmartín, Isaias, Francisco Revert, Ignacio Ventura, Ana Lloret, and Jesús Ángel Prieto. "Un proyecto de biología sintética para la motivación y aprendizaje de los estudiantes del primer curso del Grado en Biotecnología." In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.12034.

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In this work we present a professional level synthetic biology project adapted to first year students. We describe the adaptations necessary to make it affordable for laboratory practices, both pedagogically and in terms of the economic viability of the materials used. The objective of the project is the motivation of the students of the Degree in Biotechnology, as well as the acquisition of practical work competences in the biomedical laboratory necessary for the training of the biotechnologist.
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Garcia, Matilde Bolano, Olga Roa, and Nixon Duarte Acosta. "Classroom pedagogical projects (CPP) with ICT for the development of research proficiency in higher education: a classroom experience." In 2019 Congreso Internacional de Innovación y Tendencias en Ingenieria (CONIITI ). IEEE, 2019. http://dx.doi.org/10.1109/coniiti48476.2019.8960829.

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Rodríguez-Calero, Ilka, Marianna Coulentianos, Shanna R. Daly, and Kathleen H. Sienko. "Single Versus Multiple Prototypes: Medical Device Design Practitioners’ Rationale for Varying Prototype Quantities to Engage Stakeholders During Front-End Design." In 2020 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/dmd2020-9046.

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Abstract Engaging stakeholders during medical device design processes, especially during front-end design activities, is a critical consideration for successful product design, which includes the safety and effectiveness of devices. The use of prototypes with stakeholders is encouraged by proponents of human-centered design, but guidelines for front-end stakeholder engagement with detailed descriptions of prototyping practices are lacking. One important question design practitioners must ask for each stakeholder engagement is how many prototypes to use. This study investigated reasons design p
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Gimenez Calpe, Ana. "The Lecture-Performance: Implementing Performative Pedagogy in Literature Class." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11186.

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In recent years the performative has gained importance within the pedagogical field and has opened new perspectives in educational research. Experience has shown that the integration of performative elements in the learning process allow teachers to involve learners emotionally and cognitively. The present paper deals with a learning experience performed with students in the course “German Literature (2nd language)” at the University of Valencia. From the perspective of Performative Pedagogy, students are asked to carry out a research project and then transfer the acquired knowledge to the the
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Newsome, Emily, Laura Militello, M. A, and Sowmya Ramachandran. ""Stratagems: an innovative approach for increasing cognitive authenticity in gamebased environments"." In The 8th International Defence and Homeland Security Simulation Workshop. CAL-TEK srl, 2018. http://dx.doi.org/10.46354/i3m.2018.dhss.001.

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"Combat Search and Rescue aircrew are tasked with challenging missions, usually under conditions of time pressure, dynamic conditions, and a high degree of uncertainty. Many skills required for successful outcomes (e.g., solving problems quickly; accurately evaluating risks; adapting to rapidly changing environmental conditions) are acquired and maintained through first-hand experiences. This paper describes a research project to develop a pedagogically effective game-based trainer for cognitive skills required for Combat Rescue Helicopter aircrew. Training scenarios are developed using cognit
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Pezeshki, C., K. Racicot, and H. Zbib. "A Global Engineering Design Clinic Experience in Engineering Education: Lessons Learned." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42061.

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Though the establishment of clinics for students to participate in engineering activities with partners around the world has achieved a high profile recently, there are major difficulties to surmount in developing workable structures for such enterprises. As with many engineering education endeavors, the focus of initiating global engineering programs is often on the hard technology to enable students to work collaboratively across distances. Too often, the soft technology aspect, such as coordinated work practice, is overlooked during the process of set-up and initial operation. It is relativ
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Bruno, Bradford A., and Ann M. Anderson. "Using Objective-Driven Heat Transfer Lab Experiences to Simultaneously Teach Critical Thinking Skills and Technical Content." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-82689.

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The heat transfer course at Union College has been redesigned to improve critical thinking and problem solving skills, provide an understanding of the origin of the data and parameters used in heat transfer analysis, and familiarize students with modern experimental and computer analysis tools. The course is taught in the junior year and combines a 4-hr/wk lecture with a 3-hr/wk integrated lab component during a 10 week term. The lecture covers the traditional conduction, convection and radiation heat transfer material whereas in the lab students combine hands on experimental measurements with
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Lacomba, Paula. "Le Corbusier y Lilette Ripert. Les Maternelles vous parlent, hacia una pedagogía más humana." In LC2015 - Le Corbusier, 50 years later. Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.758.

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Resumen: La escuela de l´Unité d´habitation de Marseille se desarrolló a lo largo de más de una década. Los primeros dibujos realizados por Le Corbusier datan de 1944 y surgen varias evoluciones del proyecto hasta alcanzar la propuesta que finalmente se ejecuta en 1953. Durante este periodo surge la voluntad de atender a los principios pedagógicos de Céléstin Freinet de l´Ecole Moderne que estudiará y aplicará en la arquitectura que propone. Las técnicas planteadas por Freinet se desarrollaron en el centro de l´Unité por Lilette Ripert, una ferviente admiradora de Le Corbusier y colaboradora d
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