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Developing construction graduates fit for the 4th industrial revolution through fieldwork application of active learning 通过主动学习的实地应用培养适应第四次工业革命的建筑专业毕业生
IF 2.5 Q1 Social Sciences Pub Date : 2020-01-01 DOI: 10.1080/23752696.2020.1816844
T. Papadopoulou
ABSTRACT The link between active learning and the development of graduate attributes has been cogently advocated in pedagogical research. Despite the extensive adoption of fieldwork in environmental and social sciences, enigmatically, there are no reported applications of fieldwork in construction and related engineering disciplines. This paper employs a case study approach to address this gap and exemplify the application of fieldwork in a postgraduate construction degree programme. It presents a robust design framework for assessed residential fieldwork that aids the scaffolding of a holistic set of graduate attributes. The framework promotes undertaking field-based experiential learning in international destinations in order to support the development of adaptable leadership and graduate future readiness for the fourth industrial revolution. After discussing its theoretical underpinnings, the paper presents the context for the case study, the design framework and stages of the fieldwork and concludes with an evaluation of its implementation, limitations and implications for practice.
摘要积极学习与研究生特质发展之间的联系在教学研究中得到了有力的提倡。尽管实地调查在环境和社会科学中被广泛采用,但令人费解的是,没有实地调查在建筑和相关工程学科中的应用报告。本文采用案例研究的方法来解决这一差距,并举例说明实地调查在研究生建筑学位课程中的应用。它为评估住宅实地工作提供了一个稳健的设计框架,有助于构建一套完整的毕业生特征。该框架促进在国际目的地进行基于实地的体验式学习,以支持培养适应性强的领导力,并为毕业生未来为第四次工业革命做好准备。在讨论了其理论基础后,本文介绍了案例研究的背景、设计框架和实地调查的阶段,并对其实施、局限性和对实践的影响进行了评估。
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引用次数: 7
Fostering student engagement through a real-world, collaborative project across disciplines and institutions 通过跨学科和机构的现实世界合作项目培养学生的参与度
IF 2.5 Q1 Social Sciences Pub Date : 2020-01-01 DOI: 10.1080/23752696.2020.1750306
Laura Mebert, R. Barnes, Jacqueline Dalley, L. Gawarecki, Farnaz Ghazi-Nezami, Gregory Shafer, Jill A. Slater, E. Yezbick
ABSTRACT Ample research has identified several features of a learning experience likely to enhance student learning, including collaboration, open-ended exploration, and problem-based learning in real-life scenarios. Missing is a model of how instructors might combine these elements into a single project that works flexibly across disciplines and institutions. This article fills this gap by offering such a model and reporting on its effectiveness in fostering student engagement. It describes a project that instructors at four colleges and universities in Flint, Michigan (USA) piloted during the height of the Flint water crisis. The project asked students to apply class content to the real-world problem unfolding around them, and offered students an opportunity to collaborate with peers. We collected qualitative and quantitative data on students’ reactions to the project, and found that the project succeeded in engaging students. We offer recommendations for how instructors can create similar projects in their own classrooms.
摘要大量研究发现,学习体验的几个特征可能会增强学生的学习,包括协作、开放式探索和现实场景中基于问题的学习。缺少的是一个教师如何将这些元素组合成一个跨学科和机构灵活工作的单一项目的模型。本文通过提供这样一个模型并报告其在促进学生参与方面的有效性来填补这一空白。它描述了美国密歇根州弗林特市四所学院和大学的讲师在弗林特水危机最严重的时候试点的一个项目。该项目要求学生将课堂内容应用于他们周围的现实世界问题,并为学生提供了与同龄人合作的机会。我们收集了学生对该项目反应的定性和定量数据,发现该项目成功地吸引了学生。我们为教师如何在自己的课堂上创建类似的项目提供建议。
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引用次数: 10
The need for positive pedagogy in multi-disciplinary STEM courses in higher education: an opinion piece 高等教育多学科STEM课程中积极教育学的必要性:一篇评论文章
IF 2.5 Q1 Social Sciences Pub Date : 2020-01-01 DOI: 10.1080/23752696.2020.1847161
P. Shukla, Stephen McClean, Elizabeth Hidson
In the context of market demands and expectations from STEM graduates, we are moving from an era of specialisation to super-specialisation to multi-specialisation courses. In future, a significant ...
在市场需求和STEM毕业生期望的背景下,我们正从一个专门化到超专门化再到多专门化课程的时代。在未来,一个重要的……
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引用次数: 2
Evaluation of a novel digital environment for learning medical parasitology 医学寄生虫学学习的新型数字环境评估
IF 2.5 Q1 Social Sciences Pub Date : 2020-01-01 DOI: 10.1080/23752696.2019.1710549
A. Peña-Fernández, L. Acosta, S. Fenoy, Á. Magnet, F. Izquierdo, F. Bornay, M. Ollero, C. Hurtado, C. del Águila
ABSTRACT Eukaryotic parasites represent a serious human health threat requiring health professionals with parasitology skills to counteract this threat. However, recent surveys highlight an erosion of teaching of parasitology in medical and veterinary schools, despite reports of increasing instances of food and waterborne parasitic infections. To address this we developed a web-based resource, DMU e-Parasitology®, to facilitate the teaching and learning of parasitology, comprising four sections: theoretical; virtual laboratory; virtual microscopy; virtual clinical case studies. Testing the package was performed using a questionnaire given to ninety-five Pharmacy students in 2017/18 to assess effectiveness of the package as a teaching and learning tool. 89.5% of students reported appropriate acquisition of knowledge of the pathology, prevention and treatment of some parasitic diseases. 82.1% also welcomed the clinical specialism of the package as it helped them to acquire basic diagnostic skills, through learning infective features/morphology of the parasites.
真核寄生虫是一种严重的人类健康威胁,需要具有寄生虫学技能的卫生专业人员来应对这种威胁。然而,最近的调查突出表明,医学院和兽医学校的寄生虫学教学受到了侵蚀,尽管有报告称,食物和水传播的寄生虫感染病例不断增加。为了解决这个问题,我们开发了一个基于网络的资源,DMU e-Parasitology®,以促进寄生虫学的教学,包括四个部分:理论;虚拟实验室;虚拟显微镜;虚拟临床案例研究。在2017/18学年,对95名药学专业学生进行了问卷调查,以评估该包装作为教学工具的有效性。89.5%的学生报告对某些寄生虫病的病理、预防和治疗有适当的了解。82.1%的人还欢迎该套餐的临床专科,因为它通过了解寄生虫的感染特征/形态,帮助他们获得基本的诊断技能。
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引用次数: 5
Talking to myself: reflections on ReframingA conversation reflecting on my experiences of using creative practice (specifically the Reframing technique) within a STEM context 与自己对话:对重构的反思在STEM背景下我使用创造性实践(特别是重构技术)的经历
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1587716
J. Reeve
ABSTRACT This self-reflective conversation looks back on my experiences as an Art & Design practitioner delivering a workshop at the HEA STEM Conference. The focus is on one technique, Reframing, as part of a wider discussion of the way that creative practice can enhance student engagement. The conversation explores different applications of the Reframing method across disciplinary boundaries, and refers to academics who have inspired my work. I reflect on the way that my experiences at the conference have impacted on my pedagogic practice, philosophy and identity, using a non-traditional and light-hearted format designed to encourage both my own reflective process and reader engagement. Graphical abstract
这段自我反思的对话回顾了我作为一名艺术与设计从业者在HEA STEM会议上发表研讨会的经历。作为创造性实践如何提高学生参与度的更广泛讨论的一部分,重点是一种技术,即“重新构建”。对话探讨了跨学科界限的重构方法的不同应用,并提到了启发我工作的学者。我反思我在会议上的经历对我的教学实践、哲学和身份的影响,用一种非传统的、轻松的形式来鼓励我自己的反思过程和读者的参与。图形抽象
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引用次数: 0
Intentional content and the professional educator 意向性内容与职业教育者
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1633944
M. Lawton
ABSTRACT A definition of flipped learning by the Flipped Learning Network identifies ‘The Four Pillars of F-L-I-P™’; Flexible learning environment, a change in Learning cultures, Intentional content, and the Professional educator. This case study concentrates on the ‘I’ and ‘P’, intentional content and the professional educator. Appreciative Inquiry is used to explore, from both a student and staff perspective, the following questions: when does learning and teaching start? what is our role in developing the online environment? what is the impact on our own academic practice in both the online and face-to-face learning environments? what is recognised and respected as ‘teaching’ and what is recognised as ‘learning’? and by whom? This case study will offer some recommendations relating to intentional content and the role of a professional educator that could be interpreted into most flexible learning approaches concluding with a model for a different mind-set for developing the online environment.
通过翻转学习网络对翻转学习的定义确定了“F-L-I-P的四大支柱™”;灵活的学习环境,学习文化的变化,意向性的内容,以及专业的教育者。本案例研究的重点是“I”和“P”、有意内容和专业教育者。欣赏式探究从学生和教师的角度探讨以下问题:学习和教学何时开始?我们在发展网络环境中扮演什么角色?在线和面对面的学习环境对我们自己的学术实践有什么影响?什么被认为是“教”,什么被认为是“学”?谁呢?本案例研究将提供一些与有意内容和专业教育者的角色相关的建议,这些建议可以解释为最灵活的学习方法,并以开发在线环境的不同思维模式为结论。
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引用次数: 1
An institute-wide framework for assessed group work: development and initial implementation in an Irish Higher Education Institution 评估小组工作的全学院框架:爱尔兰高等教育机构的发展和初步实施
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1631708
R. Bree, C. Cooney, Moira Maguire, P. Morris, Paula Mullen
ABSTRACT Despite the academic, practical and social benefits, the assessment of group work brings challenges . S In response to feedback from students and staff, a framework and set of guidelines around assessed group work were developed by Dundalk Institute of Technology’s Learning and Teaching sub-committee of Academic Council. This article describes the development, implementation, and inititial evaluation of the framework and its impact. The mixed-method evaluation involved multiple stakeholders -student representatives, academic staff and key informants The evaluation suggests the framework is having a positive impact on both the staff and student experience. Predictably, the greatest impact is on awareness although there is also evidence of impact on lecturers’ practice. The impact at programme level is limited but encouraging early indications exist. Nonetheless, the evaluation demonstrates the need for ongoing support in interpreting and implementing the framework
小组作业评估在学术、实践和社会方面都有一定的效益,但也带来了挑战。根据学生和教职员的反馈意见,邓多克理工学院学术委员会的学习和教学小组委员会制定了一套关于评估小组工作的框架和指导方针。本文描述了该框架的开发、实现和初步评估及其影响。混合方法评估涉及多个利益相关者——学生代表、学术人员和关键线人。评估表明,该框架对员工和学生的体验都产生了积极影响。可以预见的是,最大的影响是对意识的影响,尽管也有证据表明对讲师实践的影响。在方案一级的影响有限,但存在令人鼓舞的早期迹象。尽管如此,评估表明在解释和实施框架方面需要持续的支持
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引用次数: 2
Making assessment accessible: a student–staff partnership perspective 使评估易于获取:学生与教职员合作的视角
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1695524
Pascale Lorber, Steve Rooney, Mark Van der Enden
ABSTRACT Student assessment literacy, and staff assessment practices can be enhanced through constructive dialogue, designed to help build better shared understandings, and in which both students and staff can meaningfully contribute. Such a dialogue has great potential to increase student engagement with their own learning. Focusing on a UK university law school’s staff–student partnership initiative called Getting It Right: Assessment and Feedback in Translation (GRAFT) and aimed at improving assessment feedback practices, this paper demonstrates how students and staff working as partners in this context can make a major contribution to assessment literacy and student engagement.
学生评估素养和教职员工评估实践可以通过建设性对话来加强,旨在帮助建立更好的共同理解,学生和教职员工都可以为此做出有意义的贡献。这样的对话具有极大的潜力,可以提高学生对自己学习的参与度。本文以英国一所大学法学院的师生合作倡议为重点,该倡议名为“正确翻译:翻译中的评估和反馈”(GRAFT),旨在改进评估反馈实践。本文展示了在这种情况下,学生和教职员工作为合作伙伴如何为评估素养和学生参与做出重大贡献。
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引用次数: 3
Flipped classroom experiences and their impact on engineering students’ attitudes towards university-level mathematics 翻转课堂经验及其对工科学生对大学数学态度的影响
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1644963
Héctor Turra, Valeria Carrasco, C. Gonzalez, Vicente Sandoval, Soledad Yáñez
ABSTRACT This paper analyzes the impact of a Course Transformation process based on a Flipped Classroom strategy on Chilean Engineering students’ attitudes toward university-level mathematics. The Attitudes Toward Mathematics Inventory (ATMI) questionnaire was applied as both pre- and post-test to 76 students in three mathematic courses (Calculus I, Calculus II and Elements of Algebra for Computing) at Universidad Católica de Temuco's Faculty of Engineering which adopted a flipped classroom method. The results showed a significant positive change in the perceived value of mathematics in the four ATMI categories (P < 0.05) with different effect sizes after the implementation of the flipped classroom and active learning strategies. The results suggest that the implementation of transformed courses using a Flipped Classroom method has a positive effect on students’ attitudes toward Mathematics, especially in those who come from families with lower economical income.
摘要本文分析了基于翻转课堂策略的课程转型过程对智利工科学生对大学水平数学态度的影响。采用翻转课堂教学方法,对Católica德特穆科大学工程学院三门数学课程(微积分I、微积分II和计算代数要素)的76名学生进行了数学态度调查表(ATMI)的前后测试。结果显示,在实施翻转课堂和主动学习策略后,四个ATMI类别的数学感知价值发生了显著的正变化(P < 0.05),且有不同的效应量。结果表明,运用翻转课堂方法实施改造课程对学生的数学态度有积极的影响,特别是对那些来自经济收入较低家庭的学生。
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引用次数: 26
Reflecting on sustainability: coproducing a critical framework for sustainable design in the architectural studio 反思可持续性:在建筑工作室中共同制作可持续设计的关键框架
IF 2.5 Q1 Social Sciences Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1624589
R. Grover, S. Emmitt, A. Copping
ABSTRACT Due to the holistic and often contradictory nature of sustainable design, learning for sustainability in the architectural design studio requires students to adopt critical and reflective practices. This research developed a reflective mapping framework to enable deep learning. It was created through a participatory action research methodology within a learning environment parallel to the design studio. The framework was used to inform approaches to sustainability at conceptual design stage. It encouraged participant engagement, understanding and reflection. This form of structured group learning is a possible alternative to the one-to-one tutorial for enabling deep learning in the design studio. The research highlights the importance of alternative learning environments to the design studio that can encourage critical reflection. This research contributes to design pedagogy by describing a methodology for enhancing deep learning for sustainability through participatory action.
由于可持续设计的整体性和矛盾性,在建筑设计工作室学习可持续发展要求学生采取批判性和反思性的实践。这项研究开发了一个反射映射框架来实现深度学习。它是在与设计工作室平行的学习环境中通过参与式行动研究方法创建的。该框架用于在概念设计阶段告知可持续性方法。它鼓励参与者参与、理解和反思。这种形式的结构化小组学习是在设计工作室中实现深度学习的一对一教程的可能替代方案。该研究强调了设计工作室中可以鼓励批判性反思的替代学习环境的重要性。本研究通过描述一种通过参与性行动增强可持续性深度学习的方法,为设计教育学做出了贡献。
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引用次数: 2
期刊
Higher Education Pedagogies
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