Experience of Teaching Data Visualization using Project-based Learning

Kammer, Dietrich; Stoll, Elena; Urban, Adam

doi:10.48550/arxiv.2111.04428

Cited by 1 publication

(1 citation statement)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Project-based learning (PjBL) has been widely adopted in high-level computer science courses, spanning all major areas including programming languages 11 , software engineering 12 , database management systems 13 , data virtualization 14 , computer graphics 15 , computer vision 16 , computer architecture 17 , operating systems 18 , compiler design 19 , artificial intelligence 20 , web technologies 21 , mobile developments 22 , data mining 23 , computer security 24 , cybersecurity 25 , and computer networks 26 . Their evaluation results confirm PjBL's effectiveness in helping students attain course learning objectives and develop skills for their employment compared with lecture-based learning.…”

Section: Related Workmentioning

confidence: 99%

A Study Report in the Web Technologies Course: What Makes Feedback Effective for Project-based Learning?

Jaber,

Lechasseur,

Mottakin

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

In this work-in-progress paper, we report our experience of applying project-based learning (PjBL) in a web technology course, with a focus on how different feedback tactics affect students' learning outcomes. Giving high-quality feedback can have an immediate impact on students' learning progress. Although process-level feedback is considered more effective than task-level feedback in traditional pedagogies, it is still unclear whether this conclusion can be exacerbated or mitigated when applied to PjBL, as PjBL emphasizes students' ownership and authenticity. We divided students into two groups and applied different feedback strategies. We report findings and insights to help instructors develop feedback policies and practices that are effective and likely to benefit students. Our results suggest that giving low-level feedback still improves students' learning outcomes in the context of PjBL, especially for technical tasks.

show abstract