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Journal articles on the topic 'Pedagogical project. eng'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

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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Tejada, Jesús, and Tomás Thayer Morel. "Design and validation of a music technology course for initial music teacher education based on the TPACK framework and the project-based learning approach." Journal of Music, Technology and Education 12, no. 3 (2019): 225–46. http://dx.doi.org/10.1386/jmte_00008_1.

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This project outlines a design for, and presents an evaluation and validation of, an information and communication technology (ICT) training course on an initial teacher education programme for pre-service music teachers at a Spanish University. The primary objective was to improve initial teacher education in music technology through a course design with two key components: (1) constructivist learning through collaborative projects (PBL) and (2) the technological pedagogical content knowledge (TPACK) integration framework. The course saw students carry out four real-life projects, three of wh

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Østergaard, Lars Domino. "Inquiry Based Science Education og den sociokulturelt forankrede dialog i naturfagsundervisningen. "Inquiry Based Science Education and the socio-cultural anchored dialogue in science teaching"." Nordic Studies in Science Education 8, no. 2 (2012): 162–77. http://dx.doi.org/10.5617/nordina.525.

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Through study, investigation and discussion of the concept Best Practice in science education (Ellebæk & Østergaard, 2009) it was shown, that the dialogue in the teaching sequences was an important factor for the children’s understanding, engagement and interest for the science subjects and phenomena. In this article we will discuss dialogue in the light of sociocultural learning theories, and relate it to Inquiry Based Science Education (IBSE), as the pedagogical and didactical method, which are promoted most strongly these years (e.g. in the inter-European Pollen and Fibonacci projects).

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Jin, Ruoyu, Tong Yang, Poorang Piroozfar, et al. "Project-based pedagogy in interdisciplinary building design adopting BIM." Engineering, Construction and Architectural Management 25, no. 10 (2018): 1376–97. http://dx.doi.org/10.1108/ecam-07-2017-0119.

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Purpose The purpose of this paper is to present a pedagogical practice in the project-based assessment of architectural, engineering and construction (AEC) students’ interdisciplinary building design work adopting BIM. This pedagogical practice emphasizes the impacts of BIM, as the digital collaboration platform, on the cross-disciplinary teamwork design through information sharing. This study also focuses on collecting students’ perceptions of building information modeling (BIM) effects in integrated project design. Challenges in BIM adoption from AEC students’ perspective were identified and

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Bulgakov, R., V. Golovanʼ, and L. Knaub. "METHODS OF DISTRIBUTION OF RESEARCH WORKS AMONG THE COLLECTIVES OF IMPLEMENTERS OF SCIENTIFIC PROJECTS HIGHER MILITARY EDUCATION INSTITUTIONS." Collection of scientific works of Odesa Military Academy 2, no. 12 (2019): 178–87. http://dx.doi.org/10.37129/2313-7509.2019.12.2.178-187.

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The article deals with increasing the efficiency of scientific project management in higher military educational establishments by introducing the method of distribution of research works among the teams of performers of scientific projects of higher military educational establishments, analyzes the load of scientific and pedagogical workers of typical structural units of higher educational establishments of higher educational establishments. Actions of the functional leader in the selection of the team of executors of the scientific project. Specificity of scientific tasks in the military fie

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Biasutti, Michele, Eleonora Concina, Sara Frate, and Ibrahim Delen. "Teacher Professional Development: Experiences in an International Project on Intercultural Education." Sustainability 13, no. 8 (2021): 4171. http://dx.doi.org/10.3390/su13084171.

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The present study reports on the analysis of a professional development experience within an international Erasmus + project for primary and secondary teachers focused on intercultural education. The project consisted of intercultural education actions to promote the integration of migrant children in primary and secondary schools. A qualitative research method framed as a case study was chosen to assess the effects of the project activities. The perceived professional development was analyzed through the administration of semi-structured interviews with the teachers after the end of the proje

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O’Shea, Patrick, and Daniel Curry-Corcoran. "The Viability and Value of Student- and Teacher-Created Augmented Reality Experiences." International Journal of Virtual and Personal Learning Environments 4, no. 3 (2013): 78–87. http://dx.doi.org/10.4018/jvple.2013070106.

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This paper describes the process and results of a project to incorporate Augmented Reality (AR) technologies and pedagogical approaches into a Virginian elementary school. The process involved training 5th grade teachers on the design and production of narrative-based AR games in order to give them the skills that they could then pass on to their students. This article focuses on describing the training process, the pedagogical approach, and an exploration of the practical issues that arose from this project (e.g. policy and fiscal issues that dictated the choice of technology). The discussion

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Widmer, Daniel, Patrick Ouvrard, Carla Vaucher, et al. "Thinking rural health in Santal community in West Bengal: An interprofessional bottom-up approach to rural health." Journal of Research in Nursing 25, no. 6-7 (2020): 523–37. http://dx.doi.org/10.1177/1744987120937407.

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Background An interprofessional and cross-cultural pedagogical project in community health for students in nursing, social work, anthropology and medicine at the end of the bachelor’s degree begun in 2014. After a rural context fieldwork in several Santal villages of West Bengal (India), students had to conduct a research project, based on a community-health topic. Aims This paper describes how such a pedagogical project, introducing students to ethnographic research, can initiate new ways of thinking for possible future health interventions in rural communities. Methods An inductive approach

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Mazzini, Alessandra. "Poetry for children as an educational project by Alfonso Gatto." Rivista di Storia dell’Educazione 7, no. 2 (2020): 47–59. http://dx.doi.org/10.36253/rse-9652.

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In 1945 Alfonso Gatto published Il sigaro di fuoco. Poesie per bambini, a volume in which the author, who had already identified in art, urban planning and architecture the possible factors of a moral and civil progress of the nation, renews his ethical commitment. The collection becomes an opportunity to develop an idea and a practice of education, as well as a pedagogical model other than that proposed in the Fascist period. An unprecedented and courageous project that does not end with the end of the war. In the years of the economic boom, of the degeneration of consumption, the poet publis

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Petersen, Ann-Louise. "Rektors roll som pedagogisk ledare i IKT-baserat skolutvecklingsprojekt." Acta Didactica Norge 10, no. 3 (2016): 11. http://dx.doi.org/10.5617/adno.3873.

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The principal of a Swedish school is among other duties the responsibility for the pedagogical development of the school. This article analyses how the principals act as pedagogical leaders in a collaborative ICT project (Information and Communication Technology). The analysis is based on a case study of an EU funded Nordic school development project where the goal was to develop cross-boarder educational models between the national education systems in the three participating countries Sweden, Denmark and Norway. The project was based on virtual communication between the schools using digital

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Ford, Emily, Betty Izumi, Jost Lottes, and Dawn Richardson. "Badge it!" Reference Services Review 43, no. 1 (2015): 31–44. http://dx.doi.org/10.1108/rsr-07-2014-0026.

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Purpose – The purpose of this article is to discuss the collaborative learning outcomes-based approach taken by a librarian and disciplinary faculty members to improve information literacy (IL) curriculum within disciplinary courses. To this end, the team aimed to award badges to certify IL skills. Design/methodology/approach – This article considers relevant literature on competency-based curriculum, technological innovation in higher education, collaboration between library and disciplinary faculty and badges. This literature is used to frame the approach to plan a successful and sustainable

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Pérez Gómez, Mario Rolando, Susana Rufina Arteaga González, Noevia Torres Díaz, and Arián Sánchez Vigoa. "Act pro-childhood in and from the university in Manicaragua. Pedagogical conception." Cuadernos de Extensión Universitaria, no. 4 (December 1, 2020): 133–54. http://dx.doi.org/10.19137/cuadex-2020-04-06.

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The article proposes a pedagogical conception that enhances pro-childhood action in its different contexts of action in Manicaragua. Its construction, in and from the university, fosters transformations in the Cuban educational system in response to vulnerabilities related to family dysfunction, responsible for the occurrence of child abuse. Educational agents, such as teachers who are graduates or in training and outside the educational sector, are trained through the municipal community pedagogical project For a Happy Childhood, the main setting where they get involved in a cooperative way.

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Opaluwah, Akor Omachile, and Akor Omachile Opaluwah. "Participatory Development: A Tool of Pedagogy." Exchanges: The Interdisciplinary Research Journal 4, no. 1 (2016): 120–39. http://dx.doi.org/10.31273/eirj.v4i1.151.

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Participatory development has been heralded as the tool that is capable of bringing development to the most marginalised people. Theorists including Robert Chambers, Mohan Giles, Kristian Stokke, Paulo Freire and Amartya Sen have argued extensively on the importance of including people in the decisions that affect their livelihood. This tool of participation has been employed as a means of accomplishing projects that appeal to a larger group of people. Though a debatable improvement from the top-down approach, this approach to communication has relegated the use of participation to being a mea

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Háhn, Judit. "“I felt a bit nervous”." Apples - Journal of Applied Language Studies 15, no. 1 (2021): 59–80. http://dx.doi.org/10.47862/apples.99891.

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Virtual Exchange is a collective term for a set of collaborative online learning practices that cut across institutional, cultural, and international borders. Moving outside their learning environments, the participants engage in project work with foreign peers. The teams have to work across time zones, use foreign languages, manage cultural differences and apply digital tools for communication and collaboration. The virtual projects enhance the development of transversal work/life skills, which are an asset in today’s global labour market. The aim of the present study is to explore the emotio

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Sá, Maria José, Ana Isabel Santos, and Sandro Serpa. "The Academic Supervisor of Higher Education Students’ Final Projects: A Gatekeeper of Quality?" Academic Journal of Interdisciplinary Studies 10, no. 1 (2021): 152. http://dx.doi.org/10.36941/ajis-2021-0013.

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The production and presentation for public discussion of an end-of-programme project, thesis or dissertation are unavoidable elements for the conclusion of academic training in study programmes of various levels, namely bachelor’s, master’s and PhD. Although these end-of-programme projects may take on various forms, as well as different levels of demand, supervision in the production of these projects is one of the critical elements for their success. This article aims to analyse the supervision process, examining the supervision strategies that faculty members may mobilise in their role as ac

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Bourner, Tom, and Penny Simpson. "Action learning and the pedagogy of professional doctorates." Higher Education, Skills and Work-based Learning 4, no. 2 (2014): 122–36. http://dx.doi.org/10.1108/heswbl-10-2013-0014.

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Purpose – This paper is about action learning and the pedagogy of professional doctorates. The purpose of this paper is to explore the pedagogical problems of the relatively new professional doctorates and consider whether action learning offers potential solutions. Design/methodology/approach – This conceptual paper seeks to answer the question: how good is the fit between the learning processes of action learning and the learning goals of professional doctorates? Findings – The main conclusions of the paper are that action learning can support the learning of students enroled on professional

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Pratt-Adams, Simon, and Adam Longcroft. "Enhancing The Supervision Of Undergraduate Major Projects." Journal of Perspectives in Applied Academic Practice 8, no. 1 (2020): 135–46. http://dx.doi.org/10.14297/jpaap.v8i1.385.

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Most undergraduate students are still required to complete a project of some kind, often in their final year of study. However, levels of student satisfaction on project modules and student outcomes are subject to considerable variation. Project modules sometimes detract from rather than add value to the student experience. Published research in the sector focused on best practice in the supervision of undergraduate projects and dissertations is limited. Using a case study approach, this article considers recent academic staff development interventions focused on enhancing supervision practice

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Takács, Viktor László, Katalin Bubnó, and Róbert Szilágyi. "Tools to develop end-user programming skills from primary school to higher education." International Journal of Engineering and Management Sciences 3, no. 1 (2018): 30–40. http://dx.doi.org/10.21791/ijems.2018.1.5.

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Some years ago at the MIDK2013 Conference [16] we presented a concept regarding the use of a new generation of computer programming novice languages (in fact, an environment, called ‘block languages’). We showed how we imagine the use of this kind of language for different ages and at different levels of education. Now we would like to present the results of our projects related to this concept and our psychological and pedagogical experiences. Furthermore we would like to present further tools to develop end-user programming skills from primary school to higher education.

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Cobb, Paul, Terry Wood, Erna Yackel, et al. "Assessment of a Problem-Centered Second-Grade Mathematics Project." Journal for Research in Mathematics Education 22, no. 1 (1991): 3–29. http://dx.doi.org/10.5951/jresematheduc.22.1.0003.

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Ten second-grade classes participated in a year-long project in which instruction was generally compatible with a socioconstructivist theory of knowledge and recent recommendations of the National Council of Teachers of Mathematics. At the end of the school year, the 10 project classes were compared with 8 nonproject classes on a standardized achievement test and on instruments designed to assess students' computational proficiency and conceptual development in arithmetic, their personal goals in mathematics, and their beliefs about reasons for success in mathematics. The levels of computation

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Nikos, Tzimopoulos, Provelengios Petros, and Iosofidou Maria. "Implementation and evaluation of a remote seminar on the pedagogical use of educational robotics." Advances in Mobile Learning Educational Research 1, no. 2 (2021): 48–57. http://dx.doi.org/10.25082/amler.2021.02.001.

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This article describes distance teacher training for educational robotics' pedagogical use, e.g., the planning, the implementation, and the evaluation by the teachers involved. The training seminars were organized as part of the Greek eTwinning community's seminars. They were based on a Teacher Practice Community of the South Aegean about using ICT in teaching practice. From 2018 we have included seminars on educational robotics. There is a growing interest in the use of educational robotics in teaching practice. Although the topic is such that face-to-face contact and experimentation with the

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Martín-Garin, Alexander, José Antonio Millán-García, Iñigo Leon, Xabat Oregi, Julian Estevez, and Cristina Marieta. "Pedagogical Approaches for Sustainable Development in Building in Higher Education." Sustainability 13, no. 18 (2021): 10203. http://dx.doi.org/10.3390/su131810203.

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Education for sustainable development (ESD) is one of the great challenges that university faculties have to face. Therefore, a multidisciplinary team from the faculty of Engineering of Gipuzkoa (EIG) at the University of the Basque Country (UPV/EHU) has developed pedagogical approaches to apply in construction degrees, namely Civil Engineering and Technical Architecture. Pedagogical tools, such as problem-based learning (PBL) or research-based learning (RBL), and environmental tools, such as the life cycle assessment (LCA) and computational thinking (CT), have been used; in doing so, they acq

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Rottenberg, Sam, Claire Lecocq, and Sébastien Leriche. "Design and Evaluation of a Project-Based Learning Ubiquitous Platform for Universal Client." International Journal of Mobile and Blended Learning 4, no. 3 (2012): 1–15. http://dx.doi.org/10.4018/jmbl.2012070101.

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Mobile technologies are more and more present in students’ lives. Therefore, it is interesting to see how these technologies enable students to learn beyond their courses. In this paper, the authors describe some ongoing work funded by their institution. The authors are developing a prototype of a project-based learning ubiquitous platform which aims at helping students learn some skills and knowledge about project management. In accordance with project-based learning theories, their platform also teaches students how to collect knowledge and introduces them to lifelong learning skills. The so

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Yu., Petrovska. "ARTISTIC AND PEDAGOGICAL ACTIVITIES OF TEODOR TALIOVSKYI IN LVIV SCHOOL OF ARCHITECTURE." Vìsnik Nacìonalʹnogo unìversitetu "Lʹvìvsʹka polìtehnìka". Serìâ Arhìtektura 2, no. 2 (2020): 141–46. http://dx.doi.org/10.23939/sa2020.02.141.

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The research covers the creative and pedagogic activity of Teodor Taliovskyi, the professor of Lviv Polytechnic Institute of the end of the 19th century — early 20th century. The paper describes the architectural, artistic, pedagogic, academic and administrative activity of the prominent artist, examines archive materials of the Polytechnic School of that period which cover academic disciplines taught by the professor. The author also performs a review of the album of draft drawings of projects of churches designed by Teodor Taliovskyi. This year we commemorate the 110th death anniversary of T

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Geerling, Wayne, G. Dirk Mateer, and Brian O’Roark. "Music Then and Now: Using Technology to Build a Lyric Animation Module." American Economist 65, no. 2 (2019): 264–76. http://dx.doi.org/10.1177/0569434519889063.

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This article describes a student group project (Music for Econ) which synthesizes music with economics and is a great way to connect with your audience. We trace the journey of Music for Econ from its inception as a Pop-Up video in the early 2000s through to the creation of a Music for Econ library on Critical Commons. Music for Econ is a pedagogical device which can be used to demonstrate the everyday application of economics and help unlock student creativity. Consequently, we provide the instructor with a do it yourself (DIY) manual, which shows them how to set up the project, customize it

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Audétat, Marie-Claude, Geneviève Grégoire, Nicolas Fernandez, and Suzanne Laurin. "FROM INTUITION TO PROFESSIONALIZATION: A QUALITATIVE STUDY ABOUT THE DEVELOPMENT OF TEACHER IDENTITY IN INTERNAL MEDICINE SENIOR RESIDENTS." International Journal of Health Education 1, no. 1 (2017): 5. http://dx.doi.org/10.17267/2594-7907ijhe.v1i1.1234.

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Objectives: Professional identity can be defined as a developmental process. Literature suggests that residents aiming to practice in a teaching institution should receive support for the development of teaching competencies as much as they do for medical competencies, but there is limited data on how to recognize teacher identity development in residents. Our study focused on the manifestations of teacher identity development in a group of senior residents in a four-week optional pedagogy rotation. In particular, we were interested in seeing teacher identity development towards the end of the

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Digión, Leda Beatriz, and Margarita María Álvarez. "Teaching and learning experience with a virtual classroom in the field of pedagogical support due to Covid-19." Apertura 13, no. 1 (2021): 20–35. http://dx.doi.org/10.32870/ap.v13n1.1957.

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This work describes a pedagogical proposal for the dictation of a degree course, which originally had a face-to-face modality, sustained with the e-learning modality in the 2020 school year due to the social health situation caused by Covid-19. An analytical framework based on the pedagogical model of dimensions was applied, adapted for the virtual design of the Medical Informatics subject, of the Medicine career of the National University of Santiago del Estero, Argentina. The proposed dimensioning in the field of the pedagogical accompaniment process projected by the authorities of the facul

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Noone, Simon, Alison Brody, Sasha Brown, et al. "Geo-locate project: a novel approach to resolving meteorological station location issues with the assistance of undergraduate students." Geoscience Communication 2, no. 2 (2019): 157–71. http://dx.doi.org/10.5194/gc-2-157-2019.

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Abstract. The Global Land and Marine Observations Database aims to produce a comprehensive land-based meteorological data archive and inventory. This requires the compilation of available information on data from land-based meteorological stations from all known available in situ meteorological data repositories/sources at multiple timescales (e.g. sub-daily, daily, and monthly). During this process the service team members have identified that many of the data sources contain stations with incorrect location coordinates. These stations cannot be included in the processing to be served via the

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Guénette, Danielle. "The Pedagogy of Error Correction: Surviving the Written Corrective Feedback Challenge." TESL Canada Journal 30, no. 1 (2013): 117. http://dx.doi.org/10.18806/tesl.v30i1.1129.

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Should we correct our students’ language errors? Most ESL teachers would an- swer this question with a resounding Yes while at the same time wondering how to meet the challenge. The collaborative project reported below was designed to provide ESL teacher trainees with an opportunity to experience the ups and downs of providing corrective feedback on writing and develop their awareness in this regard. To this end, the teacher trainees acted as corrective-feedback tutors to high school learners during one school semester. During the course of the proj- ect, they kept journals documenting their r

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Campillos Llanos, Leonardo. "A Spanish learner oral corpus for computer-aided error analysis." Corpora 9, no. 2 (2014): 207–38. http://dx.doi.org/10.3366/cor.2014.0058.

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This paper describes the collection of a semi-spontaneous spoken corpus of learners of Spanish from more than nine different mother tongues. The corpus was tagged to conduct a computer-aided error analysis. In addition, the corpus was used to develop a computer-based tool that has practical pedagogical applications (e.g., to train teachers of Spanish). The interface is available online to allow teachers and linguists to consult the data. This paper explains the methodology I followed to gather the data. First, I consider the data collection method and the corpus design. Secondly, the transcrip

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Terrón-López, María-José, Paloma-Julia Velasco-Quintana, María-José García-García, María-Cruz Gaya-López, and Juan-José Escribano-Otero. "Design and Implementation of a Comprehensive Educational Model: Project Based Engineering School (PBES)." International Journal of Engineering Pedagogy (iJEP) 5, no. 3 (2015): 53. http://dx.doi.org/10.3991/ijep.v5i3.4673.

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The School of Engineering at the Universidad Europea de Madrid (UEM) implemented a change in the pedagogical model applied in its degrees at the 2012/2013 period: the "Project Based Engineering School" (PBES). It consists on the application of the Project-Based Learning (PBL) methodology in at least several subjects each course in all its degrees. Each academic year, the students develop a capstone project covering partially the content of several subjects; faculty board and teachers were involved in the designing of a global framework and implementation adapted to each degree. How this proces

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Kasimatis, Katerina, and Theodora Papageorgiou. "Using rubrics as alternative self-assessment technique of project." World Journal on Educational Technology: Current Issues 11, no. 3 (2019): 173–85. http://dx.doi.org/10.18844/wjet.v11i3.4142.

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In this paper, we investigate the effectiveness of employing rubric as a self-assessment technique of the project method, which covers a wide range of knowledge, skills and abilities in a variety of learning objects and activities. The assessment rubric is defined as a descriptive rating guide, which consists of specific pre-defined performance criteria (Petropoulou, Kasimatis&Retalis, 2015). It is an alternative assessment technique, which produces a valid evaluation through a process of determining attainment based on pre-defined qualitative classifications of specific criteria (Mitchel&

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Novikova, E. O., and I. N. Vlasova. "SYSTEM FOR THE FORMATION OF DESIGN SKILLS OF STUDENTS OF THE BASIC SCHOOL." Scientific Notes of V.I. Vernadsky Crimean Federal University. Sociology. Pedagogy. Psychology 6(72), no. 4 (2021): 74–87. http://dx.doi.org/10.37279/2413-1709-2020-6-4-74-87.

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Modern society has features such as rapidly changing conditions and a large amount of information. In this regard, each person should be able to realize and formulate a problem in a short time, study new information, determine the purpose of the activity and the necessary actions to achieve it, evaluate the result and, if necessary, return to the intended actions and make adjustments. The formation of these skills does not occur spontaneously. In this regard, the federal state educational standard of general education includes a new group of educational results – meta-subject [1, 2]. Therefore

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Humeniuk, Tetiana. "DESIGNING A SPECIALIST OF THE FUTURE IN THE PROCESS OF PROFESSIONAL AND PEDAGOGICAL TRAINING AT THE UNIVERSITY." Educational Discourse: collection of scientific papers, no. 5(5) (June 20, 2018): 77–96. http://dx.doi.org/10.33930/ed.2018.5007.5(5)-8.

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Today, Ukraine needs to establish a new role for higher education, which it plays in Europe, where universities are the source of the dissemination of new knowledge and the definition of future intellectual guidelines for society. Higher education raises the importance of universal values. In the favorable conditions of academic freedom, which universities received under the new Law of Ukraine "On Higher Education", Considering the global problems of the development of civilization and conservation of the biosphere, there is the possibility of implementing a project of advanced education. To t

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Perera, Chamila Roshani, and Chandana Rathnasiri Hewege. "Integrating sustainability education into international marketing curricula." International Journal of Sustainability in Higher Education 17, no. 1 (2016): 123–48. http://dx.doi.org/10.1108/ijshe-03-2014-0041.

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Purpose – The purpose of this study is to extend the current knowledge of curriculum developments in international business and marketing curricula. Integrating sustainability into business and marketing curricula of the universities are widely debated in previous literature. Sustainability is a global phenomenon; however, curriculum development projects aimed at integrating sustainability education into international business and marketing curricula are scarce. The study investigates the learning gaps in sustainability education among undergraduates enrolled in an International Marketing cour

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Marche, Tammy A., and Jennifer Briere. "28. Community-Based Research: Learning About Attitudes Towards the Criminal Justice System." Collected Essays on Learning and Teaching 5 (June 19, 2012): 161. http://dx.doi.org/10.22329/celt.v5i0.3438.

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Research points to the pedagogical value of an engaged and community service-learning approach to developing understanding of course content (Astin, Vogelgesang, Ikeda, & Yee, 2000). To help students achieve a better understanding of how the discipline of psychology contributes to the discipline of law, some students in a second year psychology class participated in a community-based research project, partnering with the Elizabeth Fry Society and the John Howard Society. The objective of the study was to determine whether there are differences in attitudes towards the criminal justice syst

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Halberstam, Jack. "A Frightful Leap into Darkness: Auto-Destructive Art and Extinction." Journal of French and Francophone Philosophy 26, no. 2 (2018): 6–14. http://dx.doi.org/10.5195/jffp.2018.853.

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In a new book titled Wild Things: Queer Theory After Nature, I develop a new critical vocabulary to access different, transdisciplinary ways of thinking about race, sexuality, alternative political imaginaries and queer futurity and extinction. Wildness in no way signals the untamed frontier, or the absence of modernity, the barbarian, the animalistic or the opposite of civilization. Rather, in a post-colonial and even de-colonizing vein, it has emerged in the last few years as a marker of a desire to return queerness to the disorder of an unsorted field of desires and drives; to the disorient

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Sorokin, A. N., E. I. Yakovleva, I. F. Filchenkova, Yu S. Shiryaeva, and T. F. Krasnopevtseva. "Competence of the research and education center: definition, list and structure." Vestnik of Minin University 9, no. 1 (2021): 4. http://dx.doi.org/10.26795/2307-1281-2021-9-1-4.

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Introduction. The article substantiates the need to introduce the concept of "REC competencies", associated with the emergence of a new type of partnership of education, science and business – world-class research and educational centers. The emergence of new positions within the REC and their dynamic changes also pose the task of continuous work with competencies. The article presents an analysis of the methodological results of the work of the competence group within the framework of the strategic sessions of the scientific and educational center of the Nizhny Novgorod region, research and a

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Severino, Augusta Teresa Barbosa, and Renata Cristina Geromel Meneghetti. "O projeto EMAI: uma Análise de sua Estrutura Organizacional e seus Pressupostos Metodológicos." Jornal Internacional de Estudos em Educação Matemática 12, no. 3 (2020): 304–14. http://dx.doi.org/10.17921/2176-5634.2019v12n3p304-314.

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Este artigo focaliza o projeto EMAI (Educação Matemática nos anos iniciais) criado em 2013 pelo Governo do Estado de São Paulo e implementado nas escolas no ano de 2014 e tem como propósito analisar a estrutura organizacional e os pressupostos metodológicos deste material na versão destinada ao uso do professor, buscando responder à seguinte questão de investigação: O projeto EMAI dá ao professor um suporte pedagógico que propicie a autonomia e a reflexão sobre sua própria prática pedagógica? Para tal, além dos aspectos gerais do material foi também considerado o tratamento dado ao conheciment

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Berchiolli, Barbara, Farahnaz Movahedzadeh, and Abour Cherif. "Assessing Student Success in a Project-Based Learning Biology Course at a Community College." American Biology Teacher 80, no. 1 (2018): 6–10. http://dx.doi.org/10.1525/abt.2018.80.1.6.

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Project-based learning (PBL) and traditional teaching methods represent two opposing pedagogical philosophies. A PBL Biology lab course was designed and taught concurrently with its traditional counterpart to compare student success. The PBL course investigated the effects of simulated acid rain on the rate of adaptation in two species that differ in complexity and rate of reproduction, Caenorhabditis elegans and Paramecium caudatum. The species with the highest number of survivors at the end of six week's exposure to acid rain was deemed to have adapted best. In two out of three semesters stu

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Németh, András, and Béla Pukánszky. "Life reform, educational reform and reform pedagogy from the turn of the century up until 1945 in Hungary." Espacio, Tiempo y Educación 7, no. 2 (2020): 157–76. http://dx.doi.org/10.14516/ete.284.

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Since the end of the 19th century, the modernisation processes of urbanisation and industrialisation taking place in Europe and the transatlantic regions have changed not only the natural environment but also social and geographical relations. The emergence of modern states changed the traditional societies, lifestyles and private lives of individuals and social groups. It is also characteristic of this period that social reform movements appeared in large numbers – as a «counterweight» to unprecedented, rapid and profound changes. Some of these movements sought to achieve the necessary change

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ELFLEIN, DIETMAR. "A popular music project and people with disabilities community in Hamburg, Germany: the case of Station 17." Popular Music 28, no. 3 (2009): 397–410. http://dx.doi.org/10.1017/s0261143009990134.

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AbstractIn this article I discuss the past and present of Station 17, a project made up of disabled and non-disabled musicians, which was founded in Hamburg, Germany in 1988. Station 17 refuse to regard themselves as a pedagogic or therapeutic project. My specific interest is to show how they attempt to solve artistic and economic problems that arise out of this decision. In artistic terms they developed two major modes of production, which both led to a dead end. As a consequence they merged these two modes in order to regain the flexibility of improvisation without losing the benefits of seq

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