Project based learning: Real world experiential projects creating the 21st century engineer

Sanger, P.; Ziyatdinova, Julia

doi:10.1109/icl.2014.7017830

Cited by 31 publications

(14 citation statements)

References 4 publications

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“…Apart from academic mobility, universities practice intersectoral mobility when doctoral programs are implemented in collaboration with industrial partners who provide temporary placement for doctoral students in applied research programs. Thus, they can participate in real world experiential projects (Sanger & Ziyatdinova, 2014).…”

Section: Methodsmentioning

confidence: 99%

Prospects Of Using Best European Practices For Modernizing Doctoral Education In Russia

Ziyatdinova¹

2022

European Proceedings of Social and Behavioural Sciences

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Throughout its history, doctoral education has always experienced significant changes due to arising challenges and shifts in higher education. Due to the changes in academic and non-academic career opportunities for doctoral school graduates, there is a growing need for the changes in the pathways towards a doctoral degree. Doctoral education in Russia is currently going through the reformation process with changes in the state educational standards and cancellation of state accreditation procedures. Recent European experience of doctoral education reforms can help Russian universities in shaping the new infrastructure and contents of PhD studies. The paper aims at studying the best European practices of modernizing doctoral education and developing possible solutions for the Russian universities in reformation of their doctoral schools. The authors analyze the current state and trends in EU doctoral education based on recent research publications, reports of European Universities Association and involved observation in the framework of Erasmus+ joint CBHE MODEST project. The results show that the best European practices include Doctoral Training Centers as a new model of doctoral education management. Creating such centers at Russian universities could improve international networking cooperation, quality assurance, collaboration with non-academic sector, and development of doctoral students' soft skills, namely, leadership, teamwork, academic writing, etc. Further research could support the set-up of regulatory documents and development of teaching and learning materials for such centers.

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Section: Methodsmentioning

confidence: 99%

Prospects Of Using Best European Practices For Modernizing Doctoral Education In Russia

Ziyatdinova¹

2022

European Proceedings of Social and Behavioural Sciences

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“…Various research findings have shown that the traditional methods being practiced in Nigerian institutions of learning are obsolete and far from meeting the skills need of the 21 st century, 4 th industrial revolution and the needs of the present society [41], [43], [44].…”

Section: Impact Of Nigerian Conventional Teaching Methods On the mentioning

confidence: 99%

Engineering and Related Programs’ Teaching Methods in Nigeria

Akor¹,

Subari²,

Jambari³

et al. 2019

IJRTE

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The failure of engineering education in Nigeria has been blamed on many factors from various research findings. To have an in-depth view of some of the problems, this study reviewed research findings on the methods of teaching engineering and related programs in Nigerians institutions of learning. The study reviewed articles and theses on teaching methods in Nigeria, skills need of the 21st century and the 4th industrial revolution, and how the existing teaching methods impart the needed skills. The review showed that: the most popular teaching methods of teaching engineering and related programs in Nigeria are lecture method, laboratory experiment, field trip and final year practical project; the skills that the 21st century industry and 4IR demand are critical thinking, innovation and creativity, problem solving, teamwork, life-long learning, and communication skills; the teaching methods employed in Nigeria are not able to impart the needed skills. The researchers, therefore recommended innovative, students centered learning like problem based learning, project based learning, inquiry based learning and well as effective utilization of instructional resources like multimedia, simulations and virtual laboratory for the teaching and learning of engineering, science and technology programs

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“…Unlike traditional classroom practices that are short and teacher-centered, project based learning emphasizes learning activities that are long term, student-centered, and integrated with real world issues and real life practices. Incorporation of real-world projects into the classroom provides a unique and priceless enhancement to the educational experience [33]. Project-based learning involves a series complex tasks which engages students by working on open-ended projects, problem-solving, decision making, or investigative activities.…”

Section: Project-based Learningmentioning

confidence: 99%

Facilitating K-12 Teachers in Creating Apps by Visual Programming and Project-based Learning

Chiu

2020

Int. J. Emerg. Technol. Learn.

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The use of apps in education has become popular in recent years with the development of technology. How to prepare K-12 teachers in creating apps for students learning is worth our attention. This paper presents how to ap-ply visual programming and project-based learning to facilitate K-12 teachers in creating apps. Seven K-12 teachers with less computer background partic-ipated in this study. Data source including (1) K-12 teachers’ project codes, (2) K-12 teachers’ questionnaire, (3) K-12 teachers’ interviews, and (4) ques-tionnaire giving to K-12 students were collected and analyzed. The results reveal that K-12 teachers applied many programming concepts in the coding implementation in these projects. Most students gave positive feedback to these K-12 teachers’ app projects. Furthermore, K-12 teachers were also very positive toward the creation of apps by visual programming and project implementation, which was reflected through K-12 teachers’ questionnaire surveys and interview results. The above findings provide a practicable ap-proach for future teaching to K-12 teachers or novice programmers on app programming.

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Project based learning: Real world experiential projects creating the 21st century engineer

Cited by 31 publications

References 4 publications

Prospects Of Using Best European Practices For Modernizing Doctoral Education In Russia

Prospects Of Using Best European Practices For Modernizing Doctoral Education In Russia

Engineering and Related Programs’ Teaching Methods in Nigeria

Facilitating K-12 Teachers in Creating Apps by Visual Programming and Project-based Learning

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