The impact of Group Intelligence software on enquiry-based learning

Despite the increasing use of groupware technologies in education, there is little evidence of their impact, especially within an enquiry-based learning (EBL) context. In this paper, we examine the use of a commercial standard Group Intelligence software called GroupSystems®ThinkTank. To date, ThinkTank has been adopted mainly in the USA and supports teams in generating ideas, categorising, prioritising, voting and multi-criteria decision-making and automatically generates a report at the end of each session. The software was used by students carrying out an EBL project, set by employers, for a full academic year. The criteria for assessing the impact of ThinkTank on student learning were those of creativity, participation, productivity, engagement and understanding. Data was collected throughout the year using a combination of interviews and questionnaires, and written feedback from employers. The overall findings show an increase in levels of productivity and creativity, evidence of a deeper understanding of their work but some variation in attitudes towards participation in the early stages of the project.

Problem-based learning approaches in meteorology

Problem-Based Learning, despite recent controversies about its effectiveness, is used extensively as a teaching method throughout higher education. In meteorology, there has been little attempt to incorporate Problem-Based Learning techniques into the curriculum. Motivated by a desire to enhance the reflective engagement of students within a current field course module, this project describes the implementation of two test Problem-Based Learning activities and testing and improvement using several different and complementary means of evaluation. By the end of a 2-year program of design, implementation, testing, and reflection and re-evaluation, two robust, engaging activities have been developed that provide an enhanced and diverse learning environment in the field course. The results suggest that Problem-Based Learning techniques would be a useful addition to the meteorology curriculum and suggestions for courses and activities that may benefit from this approach are included in the conclusions.

Using problem-based learning in a chemistry practical class for pharmacy students and engaging them with feedback

Objective: To introduce a new approach to problem based learning (PBL) used in the context of medicinal chemistry practical class teaching pharmacy students. Design: The described chemistry practical is based on independent studies by small groups of undergraduate students (4-5), who design their own practical work taking relevant professional standards into account. Students are carefully guided by feedback and acquire a set of skills important to their future profession as healthcare professionals. This model has been tailored to the application of PBL in a chemistry practical class setting for a large student cohort (150 students). Assessment: The achievement of learning outcomes is based on the submission of relevant documentation including a certificate of analysis, in addition to peer assessment. Some of the learning outcomes are also assessed in the final written examination at the end of the academic year. Conclusion: The described design of a novel PBL chemistry laboratory course for pharmacy students has been found to be successful. Self-reflective learning and engagement with feedback were encouraged, and students enjoyed the challenging learning experience. Skills that are highly essential for the students’ future careers as healthcare professionals are promoted.

Game-based Learning (Interactive Demo)

What does the lesson “Finding Citations,” the game “Trivial Pursuit,” and the mechanic “Bluffing” all have in common? In this bootcamp brainstorm facilitated by a CUNY professor, attendees are broken up into design teams whose job it is to enhance a traditional lesson with the mechanics of popular board games in only 20 minutes. Whether you have to teach the rules of citation or the rules of interviewing, there is usually a game plan that can help. This game teaches you how to integrate educational games into your classroom, while providing a fun introduction to the principles of game-based learning.

Interactive Lightning Session: Game-based Learning in Higher Education

Games are known for leveraging enthusiasm, engagement, energy, knowledge, and passion on gamers; areas that are fundamentally important in higher education. Our panelists will share their perspectives on how Higher Education can take advantage of the potential of game based learning to create a more engaging student learning experien

Unveiling fieldbus network technology through project-based learning

Fieldbus communications networks are a fundamental part of modern industrial automation technique. This paperwork presents an application of project-based learning (PBL) paradigm to help electrical engineering students grasp the major concepts of fieldbus networks, while attending a one-term long, elective microcontroller course. © 2012 IEEE.

Aprendizagem Baseada em Problemas (PBL – Problem-Based Learning): estratégia para o ensino e aprendizagem de algoritmos e conteúdos computacionais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Automatic (data-based) learning of expressive indicators for machine failure detection : a proposal

Máster Universitario en Sistemas Inteligentes y Aplicaciones Numéricas en Ingeniería (SIANI)

Project-based learning using robots with open-source hardware and software

[EN]One of the main issues of the current education system is the lack of student motivation. This aspect together with the permanent change that the Information and Communications Technologies involve represents a major challenge for the teacher: to continuously update contents and to keep awake the student’s interest. A tremendously useful tool in classrooms consists on the integration of projects with participative and collaborative dynamics, where the teacher acts mainly as a guidance to the student activity instead of being a mere knowledge and evaluation transmitter. As a specific example of project based learning, the EDUROVs project consists on building an economic underwater robot using low cost materials, but allowing the integration and programming of many accessories and sensors with minimum budget using opensource hardware and software.

Developing and Deploying an XML-based Learning Content Management System at the FernUniversität Hagen

This paper is a report about the FuXML project carried out at the FernUniversität Hagen. FuXML is a Learning Content Management System (LCMS) aimed at providing a practical and efficient solution for the issues attributed to authoring, maintenance, production and distribution of online and offline distance learning material. The paper presents the environment for which the system was conceived and describes the technical realisation. We discuss the reasons for specific implementation decisions and also address the integration of the system within the organisational and technical infrastructure of the university.

Towards an Open Source Framework for Collaborative Problem-Based Learning Environments

This paper presents our research works in the domain of Collaborative Environments centred on Problem Based Learning (PBL) and taking advantage of existing Electronic Documents. We first present the modelling and engineering problems that we want to address; then we discuss technological issues of such a research particularly the use of OpenUSS and of the Enterprise Java Open Source Architecture (EJOSA) to implement such collaborative PBL environments.

Modified Team-based Learning (TBL) as a tool in Problem-based learning (PBL); Observations and Lessons from Year One

Both TBL and PBL attempt to maximally engage the learner and both are designed to encourage interactive teaching / learning. PBL is student centered. TBL, in contrast, is typically instructor centered. The PBL Executive Committee of the UTHSC-Houston Medical School, in an attempt to capture the pedagogical advantages of PBL and of TBL, implemented a unique PBL experience into the ICE/PBL course during the final block of PBL instruction in year 2. PBL cases provided the content knowledge for focused learning. The subsequent, related TBL exercises fostered integration / critical thinking about each of these cases. [See PDF for complete abstract]