Project Based Learning (PBL)

[CURRENT INFO:  http://evaluationbydesign.com/survey21cs ] 
This teacher survey is available for re-use in studies of 21st century teaching and learning.  It has demonstrated excellent reliability, improving on reliable measures from previous studies (std. alpha > .90, inter-item correlations > .58).  Support for content validity is based on review of existing frameworks and measures.  Support for concurrent validity includes strong relationships to time spent using project-based learning.

Bu kitap; duygusal ve davranışsal bozukluklara sahip öğrenciler hakkında bilgi sahibi olmak isteyen sınıf öğretmenleri, özel eğitim öğretmenleri ve alanda çalışan uzmanlar için hazırlanmış giriş niteliğinde bir uygulama kitabıdır. Her bir bozukluğun nedeni, tanımlanması, güncel araştırmalar ışığında verilmeye çalışılmış ve okul ortamındaki pratik uygulamalarla da anlatım zenginleştirilmiştir. Bunlara ek olarak belirli bir bozukluğun tüm yönlerine ilişkin temel yaklaşımla birlikte bilimsel olarak geliştirilmiş müdahele yöntemleri de verilmeye çalışılmıştır.

Bu kitabın alanda yeni çalışmaya başlayan öğretmenler kadar güncel verilerle desteklenen tanı koyma ve müdahele stratejilrine önem vermesi nedeniyle alanda uzun süredir çalışmakta olan öğretmenlere ve uzmanlara da yararlı olacağını düşünmekteyiz.

described the PBL resources and the extent of their utilization along science, technology, engineering, and mathematics (STEM) components. It compared the administrators' and teachers' assessment on the PBL resources. Further, it identified the opportunities and challenges in these resources. A management program was prepared to enhance the delivery of STEM instruction. This study used the descriptive method of research with a questionnaire as the main data gathering instrument. Unstructured interview and focus group discussion complemented the results. Respondents were 124 administrators and 304 STEM teachers from the four Division of Batangas – Division of Lipa, Batangas, Batangas City, and Tanauan. Weighted mean and t-test were used in the analysis of data. Project-based learning in public senior high schools was supported with capable teachers and sufficient material resources. The utilization of PBL resources Along Science, Technology, Engineering, and Mathematics was o...

En esta comunicación compartiremos algunas ideas referidas a proyectos pedagógicos que llevamos a cabo con nuestros estudiantes en la Universidad Nacional de Río Negro, Argentina. Estos proyectos tienen algunas características que podrían describirse como proyectos interdisciplinarios con la comunidad. A la fecha, entre los concluidos y los en curso, contamos con los siguientes proyectos: Hornos solares, molinos verticales tipo savonius, deshidratador de fruta solar automatizado y planta potabilizadora familiar. Comenzaremos con las motivaciones pedagógicas que guian estos trabajos, para luego desarrollar más precisamente algunos detalles referidos a los mismos, en particular las potencialidades y dificultades encontradas. Motivaciones Los proyectos antes mencionados tienen un conjunto de motivaciones en común en las que el término "integración" es un denominador común. Esta integración se desarrolla en varias direcciones: a) integración de disciplinas. Entendemos que en las actividades tanto sea personales como profesionales futuras, los estudiantes (y todos nosotros) deben resolver situaciones que en su inmensa mayoría son de abordaje interdisciplinario. En efecto, raras son aquellas donde solo bastan los conocimientos de una sola disciplina, la mayoría convoca la convergencia de saberes de disciplinas de diferente tipo. En este sentido, entendemos que el ejercicio de convocación de varias disciplinas debe producirse desde la etapa de formación de los estudiantes. b) Integración de personas. En consonancia con el ítem anterior, creemos que las situaciones a las que se confrontan o confrontarán los estudiantes, rara vez se resuelven de manera autónoma. Resulta necesario entonces fomentar el aprendizaje de trabajo en equipo en los estudiantes. c) Integración de tiempos. Este es uno de los ítems que creemos mayormente contribuye a darle sentido a los conocimientos a aprender. Usualmente los estudiantes viven el aprendizaje como una inversión de tiempo a futuro. Así, los conocimientos aprendidos hoy servirían para un mejor desempeño (profesional) en el futuro. De esta manera, el presente se justifica por el futuro.

This study aims to: 1) examine the challenges teachers encounter in implementing project-based learning in 2013 curriculum, 2) to examine teachers’ strategies in integrating project-based learning in 2013 curriculum. This research finds several obstacles faced by teachers and strategies that can be done in the implementation of project-based learning, they are: 1) the obstacle in terms of students' capability can be overcome by familiarizing them to complete projects; 2) the obstacle in terms of indiscipline can be solved by optimizing the teacher's role as supervisor; 3) the time constraint is overcome by some alternative ways; 4) the obstacle in terms of equipment availability is addressed by modifying projects; 5) the obstacle in terms of student's inequality is overcome by forming  propori sembang group; 6) the cost issues are resolved by using classroom cash or selecting projects suitable for the available resources. Another positive finding is that teachers should ...

Capstone is defined by the American Heritage Dictionary (2009) as a “crowning achievement or final stroke, the culmination or acme”. As the pinnacle of a student’s academic experience they mark a unique opportunity for students to showcase their knowledge, skills, and abilities acquired during their time in an academic program through a comprehensive, intensive, and integrative individualized experience. In a capstone experience, students synthesize, integrate, and/or apply their previous knowledge, in a way that demonstrates mastery while building a deeper level of understanding.The student created products generated from the capstone experience should be designed to help assess crucial learning outcomes of the BMF completer program in which the student is enrolled. Additionally, demonstration of general education and/or interdisciplinary outcomes should also be evident in the capstone such as effective written and oral communication, critical thinking, information accessing and information processing, and problem solving (Buzzetto-More and Pinhey, 2007).

A capstone course is a transformative educational experience predicated on student-centered constructivist pedagogy. In a capstone course, the tutor is not the foci of erudition, rather there is a shift of responsibility as the instructor becomes a facilitator who guides the tutee on their self-charted scholarly expedition (Buzzetto-More, 2013).

Various incarnations of student capstone courses can be found in higher education, most commonly within undergraduate and graduate nursing, education, computing, engineering, and/or or business programs. While still considered an unusual occurrence in K-12 teaching and learning in the United States, recognition of the benefits of capstone experiences has been growing steadily, albeit slowly, during the past fifteen years.

The pioneer of public K-12 capstone experiences is the State of Rhode Island. Under the Rhode Island Diploma System, students demonstrate proficiency through multiple sources of evidence gathered over time. State assessment results count for no more than 10 percent of this evidence. Other factors considered include: portfolios, capstone projects, public exhibitions, and the State's Certificate of Initial Mastery. As the culminating achievement of a student’s K-12 studies, the Rhode Island Capstone Project requires students to focus in-depth on a core question, the product of which plays an essential part in demonstrating that a student can meet applied learning standards, RI Grade Span Expectations, and other content standards (Rhode Island Skills Commission, 2012).

There are many different models for capstone course delivery and conducting these courses is a complex task. Clear, Goldweber, Young, Ledwig, and Scott (2001) addressed the complexity of creating, implementing and delivering a successful capstone experience. They explained that there are a number of important issues that need to be addressed. These questions include: Goals of the Course; Characteristics of Projects; Project Deliverables;Prerequisites and Preparation; Grading and Assessment; Administration and Supervision; and Reflection, Analysis and Review.

Capstone experiences are highly constructivist and almost always project based whereas project, or problem based learning, it is a constructivist form of instruction where students engage in critical thinking, synthesis, evaluation, multilayered decision making, goal setting, problem solving, and collaboration (Page, 2006). Further, the exploratory and inquiry oriented nature of project based learning activities helps to build and/or reinforce information literacy skills (Buzzetto-More, 2009; Kuhlthau and Todd, 2007) where students demonstrate the ability to: plan, select sources, find and locate information, engage in critical analysis, apply multilayered decision making, and generate meaning (Page, 2006).

Teaching a capstone course is an exciting and ever changing experience. It requires an ongoing and
meaningful dialogue to occur between tutor and tutee, the unique nature of which stimulates learning in
a way that is without parallel. As such, an enthusiastic and supporting attitude is paramount.

In the practical subjects of the Degrees in Industrial Design students usually apply theoretical knowledge to solve complex cases, but in many occasions these cases are only fictional. However, it is also possible to provide students with cases that respond to real needs, and on many occasions it is the companies that propose them through contests. Numerous experiences endorse the Competition-Based Learning (CBL) as a working methodology that improves the motivation of the students. But it is worth asking to what extent this motivation achieves a significant improvement in student performance. This paper hypothesizes that the performance of industrial design students is higher when they work to solve real cases than when they have to solve fictional cases. To demonstrate it, the average grades obtained during 8 academic years in a subject related to packaging are compared. Between 2011 and 2014, students were presented with a fictional case in which it was necessary to solve a speci...

Nos últimos anos, o ensino de língua estrangeira tem sido remodelado por propostas pedagógicas de base construcionista, as quais sugerem que construir conhecimento é consequência natural da experiência de criação e experimentação. Partindo de tais perspectivas, os estudantes são encorajados a observar diretamente suas próprias ações e analisar os efeitos delas consequentes. Nesse contexto, metodologias ativas passam a representar um contexto de ensino altamente motivador, pois fornecem condições de aprender em estilos e ritmos particulares. A Aprendizagem baseada em problemas (problem-based learning) e a Aprendizagem baseada em projetos (project-based learning) são partes integrantes da sala de aula do século XXI. Quando os alunos se deparam com a solução de problemas reais, complexos, abertos e confusos, eles são levados a pensar de maneira mais crítica e a trabalhar de forma colaborativa. Este curso foi desenvolvido para ajudar você a entender o que o que são tais metodologias e como planejar e implementar uma experiência de aprendizagem baseada em problemas e/ou projetos em sua sala de aula. Os objetivos específicos deste curso são: (a) compreender os elementos essenciais que compõem uma experiência de aprendizagem baseada em problemas e/ou projetos; (b) articular a importância da resolução de problemas em relação ao pensamento de ordem superior e à aprendizagem do século XXI; (c) descrever a necessidade de PBL para permitir a auto-aprendizagem e auto-determinação em estudantes; (d) reconhecer e implementar cada um dos princípios de tais metodologias em seu planejamento; (e) identificar as características da avaliação autêntica e entender sua eficiência para avaliar o aprendizado; e, enfim, (f) aplicar modelos de metodologias ativas que visem os domínios de conhecer, pensar e fazer em língua estrangeira.
Palavras-chave: project-based learning; problem-based learning; Metodologias ativas; ensino de língua estrangeira.

Inserted on the questioning of visual sintax, studying architectural graphic
representation through its means of production is an attempt to restrict the limits an
abstraction imposes. The citation: “ the new possibilities offered with the use of
digital technologies”, constitutes the basis of this paper, in which the designing
method applied by different architects both on conception as well as on
presentation of Architectural Design, is analised.

Higher education in law is expected to develop students' skills such as working collaboratively, and communicating and influencing others through critical legal reasoning. Traditional legal education is partially based on active learning methods, but problem-based learning ("PBL") is still relatively absent, with a comparatively smaller number of field applications being reported in available literature, and no reports of the use of this method in legal education in Portugal. This paper describes the application of the problem-based learning methods to an Erasmus class of International Public Law in a Portuguese university, during an academic semester. The method was applied to half of the classes, with the remaining half being taught using traditional methods. Students' perceptions and preference for the different methods were assessed through surveys. In general, results suggest that student perceptions on the PBL method depend on their social skills and knowledge of the topics, as well as personal preference. Considering experiences from previous years, the teacher's assessment is that using PBL methods allowed for feedback and closer follow-up on the students' progress, and created the opportunity for the development of relevant skills, which would otherwise be excluded from the classroom. These results, as well as limitations, are discussed.

The aims of this paper is describing students perception regarding project based learning model for design and strategy of training program course. Design and strategy of training program course is a compulsory course for Educational Technology students. The students are expected to be able to design a training program for both private and state-owned training center. The course focuses on the delivery of concept and training program development practice and several learning strategies for training. The learning process involves the presentation of materials, discussions, workshops of program design development, online and offline consultation and final presentation of program design. Student learning progress can be monitored and given feedback on the results of their work. At the end of the learning, the students have been able to develop the design of the training program. The research method used a qualitative approach with descriptive data analysis technique. It further shows t...

Ponencia presentada en el XI Encuentro Latinoamericano de Bibliotecarios, Archivistas y Museólogos. San Juan, Puerto Rico - 5- 9 de agosto de 2019.

Resumen: El presente proyecto busca conocer los diferentes museos del mundo, a través de las voces de sus propios visitantes y/o miembros de la comunidad en que están enclavados. Utilizando como base la plataforma virtual iEARN.org, los objetivos de desarrollo sostenible de la Organización de Naciones Unidas (ONU) y con la utilización de las TIC se organizan actividades educativas entre clases hermanas alrededor del mundo, creando así redes de comunicación y aprendizaje global. El proyecto tiene como objetivos permitir el acceso presencial y virtual a los museos del mundo, reforzar el sentido de identidad, incrementar respeto por otras culturas, reflexionar sobre el propio aprendizaje de las artes, los museos, su patrimonio y el de otros países y crear una red global de aprendizaje convirtiendo Mi museo, en los museos de toda la humanidad. Palabras claves: aprendizaje basado en proyectos, enseñanza virtual, colaboración, aprendizaje colaborativo, Museos, redes de aprendizaje, educación, patrimonio cultural, objetivos de desarrollo sostenible de la Organización de Naciones Unidas.

This paper presents initial results from a survey of project based learning conducted across a dozen strata of high schools including several major reform networks. This approach to instruction appears to be central to progressive reforms in small high schools. We found relationships to reforms such as teaching across the curriculum, student personalization and community engagement. The most professionally engaged teachers were more frequent users of project based learning and related practices. Equity concerns are discussed in the context of a review of other national studies, and a national evaluation by the American Institutes for Research provides baseline data for comparison.

Nos últimos anos, a comunidade educativa tem refletido ativamente sobre a forma de ensinar e aprender. O consenso recai sobre a necessidade de adequar e adaptar a forma como a dinâmica entre o ensino e a aprendizagem acontece de modo a preparar os alunos para os desafios do mercado de trabalho e da sociedade nos dias que correm.
O cenário do modelo pedagógico em que destaca o professor como o único canal de transmissão de conhecimento tem ficado mais para trás. A utilização de uma aprendizagem cada vez mais ativa promove um aluno mais protagonista e um professor orientador capaz de proporcionar experiências mais motivadoras para os seus alunos, que incentivam o desenvolvimento de competências do Perfil do Aluno à Saída da Escolaridade Obrigatória.
Neste ebook iremos dar um especial foco à Aprendizagem Baseada em Projeto (ABP) como forma de aprendizagem ativa que apresenta um conjunto muito grande de vantagens para o ambiente escolar e para a formação académica, profissional e pessoal dos alunos. Um dos seus grandes objetivos é promover a autonomia na procura do conhecimento, de uma forma orientada e acompanhada pelo professor, recorrendo a métodos práticos e momentos de interação onde o aluno ganha espaço para se expressar e participar no próprio processo de aprendizagem.
Por fim, iremos também explicar de que forma a DreamShaper, como ferramenta online de incentivo à Aprendizagem Baseada em Projeto, apoia as escolas nesta caminhada. A tecnologia, como meio e não como fim, tem um destaque cada vez maior na sociedade e, por isso, assume também um papel importante na formação dos futuros profissionais.
Um aluno interessado em participar, inventar, colaborar, aprender e reaprender, com o apoio do meio tecnológico certo e nos momentos adequados, consegue alcançar resultados aparentemente inatingíveis.

Problem based learning (PBL) are critical for lifelong learning process and has become the considerable research interest among scholars at every education level, such as primary, secondary and tertiary level (Abdul Rahman, 2014; Gaffney and Anderson,  1991). In Malaysia, the use of PBL as a learning method among the students are quite new for Universiti Kuala Lumpur (UniKL). The UniKL top management has resolved to fully implement PBL at UniKL for all programs  and campuses as a long term strategy to contend with other institution and to keep up in the diligence. It is important to note that each campus of UniKL has its own specialization for Instance UniKL MIAT (aviation);UniKL RCMP (medical); UniKl MIIT (information technology); UniKL UBIS (business school) and many more.

Para citar este documento: UNICEF, PLaNEA: ¿Cómo podemos inmunizarnos contra la desinformación? Proyecto 2, 4to año-Segundo ciclo nivel secundario, Buenos Aires, mayo 2021. El uso de un lenguaje que no discrimine, que no reproduzca estereotipos sexistas y que permita visibilizar todos los géneros es una preocupación de quienes trabajaron en esta publicación. Dado que no hay acuerdo sobre la manera de hacerlo en castellano, se consideraron dos criterios a fines de hacer un uso más justo y preciso del lenguaje: 1) evitar expresiones discriminatorias y 2) visibilizar el género cuando la situación comunicativa y el mensaje lo requieren para una comprensión correcta.

The objective of this study is to present and discuss how data visualization can be incorporated into teaching approaches by business faculty in introductory business statistics to strengthen business students' practical skills. Data visualization lessens difficulties in learning statistics by providing opportunities to illustrate analytical findings in graphic form, which is essential for learners with different learning styles. Familiarizing students with Excel, Python, or other software in introductory business statistics is beneficial in helping them attain statistical literacy by analyzing real-world data such as COVID-19statistics. Using such data equips students with knowledge of statistical implementation—a core skill in the business

Ünlü eğitim psikoloğu Robert Slavin'in Eğitim Psikolojisi kitabının onuncu baskısı, kuramı uygulamaya aktarma konusunda önemli bir eksikliği gidermekte ve öğretmenlerin sınıfta ihtiyaç duyabilecekleri alanlarda uygulayabilecekleri bilgileri içermektedir.

Kitap, yansıtıcı ve bilinçli bir öğretmenin uygulayabileceği en yeni araştırmaları sunarak, bilinçli öğretmen üzerine odaklanmaktadır. Slavin'e göre bilinçli öğretmen, uygulamasını devamlı surette yansıtan ve bu uygulamaların öğrencileri nasıl etkilediği hakkında net bir düşünceye dayalı olarak öğretim kararları veren kişidir.

Bu kitapta okuyucular alanda önemli ve yeni ortaya çıkan bazı konular ile karşılaşmaktadır. Bu konulardan bazıları; 21. yüzyıl becerileri, ilk yıllarda dil ve okuma yazmanın gelişimi, iki dilli eğitim, nöroloji alanındaki yeni araştırmalar, iş birliğine dayalı öğrenme konusundaki son araştırmalar, okumada sorun yaşayan okuyucular için özel yardım, küçük gruplarla çalışma ve bilişim alanındaki en yeni araştırmalar, gelişmeler ve uygulamalardır. En ince ayrıntısına kadar güncel olan alıntılar, kitabın en güncel araştırmalar üzerine temellendirildiğinin bir göstergesidir. Bu kitapta, 656 yeni ve güncellenmiş kaynak bulunmaktadır. Bu kaynakların % 55'i 2000 yılı sonrasına aittir.

Robert Slavin, akademik derinliğini sergilerken aynı zamanda sanki ders anlatır gibi okuyucuları ile yüz yüze buluşmayı da amaçlamaktadır. Kitap yeni ve farklı bir yaklaşımla pek çok teorik bilgiyi uygulamalı olarak sunan, teorik bilgilerin kavramsal olarak uygulamaya nasıl dönüştürüleceğini göstererek öğretmeyi amaçlayan ve bunda başarılı olduğu açıkça belli olan iyi bir başvuru ve ders kitabı olarak öğrencilere ve eğiticilere önerilmektedir.

El presente documento  expone el caso práctico: Impacto del Aprendizaje Basado en Problemas (ABP de aquí en adelante) en el razonamiento clínico de alumnos del 6º cuatrimestre de  la Licenciatura en Nutrición en el período Mayo– Diciembre 2015 de la Universidad de Estudios Profesionales de Ciencias y Artes de León, Gto, el cual da respuesta a la problematización de la enseñanza y aprendizaje del razonamiento clínico ante el contexto actual de la Docencia Superior

Uzmanlar, klinisyenler ve araştırmacılar, yeme bozukluklarının duygusal düzensizliklerden kaynaklandığı vakalarda Diyalektik Davranış Terapisinin etkin olacağı konusunda hemfikirdi. Alanda yapılan pek çok adaptasyon çalışması olmasına rağmen Debra Safer, Christy Telch ve Eunice Chen bunu deneysel bazda yapan ilk kişilerdir. Standart diyalektik davranış terapisinin, tıkanırcasına yeme bozukluğu ve blumia nervoza semptomlarını tedavi etme yollarının yapılandırılmış bir özetini sunan bu kitap ile alandaki ihtiyaca cevap vermişlerdir. Bu alanda çalışan klinik psikologların ve danışmanların mutlaka okuması gereken önemli bir kaynak olmakla birlikte bu alanda okuyan öğrenciler için de farklı bir bakış açısı kazandırmaktadır.
Dokuz bölümden oluşan bu kitapta tedavi kapsamlı olarak ele alınmıştır. Genel çerçevede, olumsuz duygularla başa çıkmanın daha uyumsal yollarını öğreten becerilerin kazanımı ile tıkanırcasına yeme ve boşaltmayı durdurma hedefine ulaşma yolu adım adım çizilmiştir. Blumia nervoza ve tıkanırcasına yeme bozukluğuna sahip insanların karılaştığı sorunlar ve mevcut tedavi yöntemleri ele alınarak okuyucuya genel bir bakış açısı kazandırılır. Standart terapinin detaylı bir şekilde tanıtımından sonra bunun adaptasyonunun neden gerekli olduğu, adapte etmenin mantığı mevcut kanıtlar ile sunulur. Daha sonra, tedavi öncesi ve başlangıç oturumlarından tedaviyi sonlandırmaya kadar olan süreç aşama aşama ele alınır. Nüksetmeyi önleme kısmına değinilir. Son olarak kapsamlı vaka örnekleri ile anlatılanların sağlam temeller üzerine oturması sağlanır.
Amacına uygun şekilde düzenlen bu kitap, diyalektik davranış terapisi adapte edilirken belirli sınırlar çizmek yerine okuyucuya geliştirilebilir bir zemin hazırlar. Bu yönüyle tedaviyi uygulamaya ve geliştirmeye teşvik eder. Açıklayıcı vaka örnekleri ve kanıtlar ile tedaviyi tüm ayrıntılarıyla sunarak farklı alanlardan okuyuculara hitap eden bu titiz çalışma özellikle alandaki uzmanlara klinik psikologlara, danışmanlara ve araştırmacılar için bir rehber niteliğinde olacak niteliktedir.

RESUMO
A presente pesquisa tem como objetivo a proposição de uma sequência para o planejamento por meio de projetos pedagógicos em contextos de educação bilíngue. A necessidade de tal pesquisa se revela, em nossa experiência, como professoras, em contextos de ensino bilíngue, na observação de um currículo no qual conteúdos e línguas encontram-se, na maioria das vezes, compartimentalizados. No que se refere aos conteúdos, prevalece a dificuldade do planejamento de uma proposta na qual os saberes são mobilizados para uma investigação significativa que envolve alunos e comunidade escolar. Já para o planejamento linguístico, entre os desafios estão a incerteza sobre quais conteúdos são significativos para serem explorados em cada língua e a falta de oportunidade de discussões sobre as línguas, nas quais o aluno mobiliza todo o seu repertório para compreender as particularidades de cada sistema. Dessa forma, acreditamos que o professor possui o papel de possibilitar que o aluno opere nas relações dos seus saberes, e não na ideia da falta na língua adicional. Para a elaboração da proposta, foram analisadas as contribuições teóricas de Hernández (1998), Mackenzie e Bathurst-Hunt (2018) e Markham et al. (2008). Em comum, os autores propõem o planejamento de projetos organizados a partir dos interesses dos alunos, com o professor como mediador do processo e a avaliação formativa como ferramenta de observação e planejamento. Para a elaboração das estratégias voltadas aos saberes linguísticos, apoiamo-nos em uma visão heteróglossica de linguagem, na qual o aluno bilíngue opera seus saberes de forma dinâmica (GARCÍA, 2009). A partir da contribuição de Beeman (2003), propomos estratégias para que intencionalmente os repertórios do aluno bilíngue sejam valorizados e mobilizados para o desenvolvimento de uma maior consciência metalinguística e expansão do repertório crítico sociocultural. Ao concluirmos nossa pesquisa, observamos a possibilidade de uma educação multicultural, que valida os saberes dos alunos e as suas conexões com o mundo real.
Palavras-chave: Pedagogia de projetos. Educação bilíngue. Currículo Integrado

Our investigation is part of qualitative research based project based learning activities conducted at
STIKI. In such project based learning activities there were a lot of skills and working knowledge which
can be developed according to human resource competencies as required in the so-called Industrial
Revolution 4.0, such as: Complex Problem Solving, Critical Thinking, People Management;
Coordinating with Others; Emotional Intelligence; Judgment and Decision Making. Project Based
learning discussed in this report is Project Based learning (PBL) which were done by our students in
groups. In such a PBL, each group of students should bring output of at least 1 product. Besides, students
should deliver project report, project presentation, and hold a workshop. Workshop is carried out by all
members of the group with a purpose to share their experience while doing Project based Learning. The
output can be in the form of prototype which can be developed further into a final thesis or another
product for other classes. These project based learning activities have been initiated by STIKI Malang
since 2014. Project based learning consists of developing a project to be completed by a group of students
in a given class. Each group consists of 5-10 students.

Genelde canlıların, özelde ise insanoğlunun nasıl öğrendiğine dair araştırma sonuçları her geçen gün önümüze heyecan verici bilgiler ve bulgular sunmaktadır. Bu araştırma sonuçları öğrenmede yeni stratejiler geliştirilmesinde öncülük etmektedir. "Öğrenme Psikolojisi" adlı bu kitap, alandaki en temel ve güncel araştırma bulgularını da kapsayarak eğitim, edebiyat ve tıp fakülteleri gibi değişik alanların birçok programında lisans ve lisansüstü düzeyde kullanılabilecek şekilde hazırlanmıştır.
Okuyucu merkezli olarak hazırlanan bu kitap, tüm yaşlardaki öğrenicilerin bilgi ve becerileri nasıl edindiklerini ve öğrenme sürecinde etkili olabilen inanç, motivasyon, tutum ve tavır gibi faktörleri kapsamaktadır.
Öğrenme konusunda bilgi sahibi olmak isteyen okuyucunun, temel bir psikoloji bilgisine sahip olması ön koşulu yoktur. Kitapta öğrenme kuramlarının tarihsel temellerinden başlayarak güncel öğrenme yaklaşımlarına rahatlıkla geçiş yapılabilir. Alandaki bir profesör, öğrenme ile ilgili en son araştırma bulgularına bu kitapta ulaşabilirken; üniversite eğitimine yeni başlamış bir öğrenci de öğrenme ile ilgili en temel konulara rahatlıkla erişebilir.

From 2008 to 2010, project-based learning (PBL) was a major focus of the Teacher Leadership Institute (TLI), undertaken by the West Virginia Department of Education (WVDE), as a method for teaching 21st century skills. Beginning in January 2011, a summative evaluation was conducted to investigate the effect of PBL implementation on teachers’ perceived ability to teach and assess 21st century skills and on student achievement.

Overall, there were substantial and statistically significant effect size differences between teachers who used PBL with extended professional development and other teachers in the sample. Compared with the matching group, the extensively trained PBL-using teachers taught 21st century skills more often and more extensively. This finding applied across the four content areas, in classrooms serving students with a range of performance levels, and whether or not their schools had block scheduling. The study also found that teachers did not feel as successful at assessing the skills as they did teaching them.

Students of these teachers performed no differently on WESTEST 2 than a matched set of students taught by non-PBL-using teachers or teachers who had not received extensive training. Although students of PBL-using teachers did not show WESTEST 2 gains that exceeded a matched group of students, their performance should serve to mitigate the concern among some educators that engaging in PBL will impede standardized test preparation. This study also provided evidence of the potential of PBL to become part of the larger educational landscape by working in different types of schools.

This article presents a case study of the integration of the Internet of Things (IoT) in high-school biology project-based learning. The study's main goal was to conduct an in-depth, qualitative examination of the students' experiences and the development of their skills over the course of this project. The following research questions were formulated: (1) What were the significant learning experiences for the high-school biology students participating in the IoT-based project? (2) How did these experiences shape students' interpersonal, intrapersonal, and cognitive skills? The research approach applied was that of an instrumental case study with multiple data collection sources (in-depth interviews, observations, one-on-one discussions with the students). The data were analyzed by applying an embedded analysis focused on students' experiences and skills. The findings present students' cognitive, social, and emotional experiences and how these experiences shaped their corresponding cognitive, interpersonal, and intrapersonal skills. This research contributes to the theory and practice of project-based learning in high school.

English language teaching (ELT) at rural schools may pose challenges like insufficient resources and a lack of students' interest. Integrating real-life-based and learner-centred methods like project-based learning (PBL) into rural English classes may help improve the quality of ELT in such contexts, yet the issue still remains underexplored. This case study aims to devise a PBL model for the English classes at a rural school and investigate the effects of PBL on the development of linguistic and non-linguistic competencies as well as the benefits and challenges of the process along with suggested solutions. The data were collected through closed-and open-ended questionnaires, semi-structured interviews, and students' productions. According to the results, PBL was seen to affect students' progress in multidimensional ways. The data suggest that thanks to PBL, the students' interest and confidence in using English increased, and their English language proficiency improved. Besides, the students were found to have developed their real-life related skills like time management, creativity, autonomous decision-making, oral presentation, and computer use. However, PBL was also defined to be a challenging process requiring full devotion and a heavy workload. This study indicates PBL can be an effective means to improve the quality of ELT in rural education.

and that the rethoric and visions associated with construction IT are sometimes distant from the reality of construction usage . This paper discusses the observation-participation method as a way to ground construction IT research in industry practice. This research methodology considers the industry as a point of departure, followed by examination of a case study using the observationparticipation method . In this methodology, the researcher is not merely a passive observer, but assumes a variety of roles within the case study and participates in the studied activities. The observation-participation method application to the case study offers the opportunity to see what others have not yet seen and allows gaining access to events and groups, which, in other ways, are innaccesible to scientific research. The researcher perceieves reality from the point of view of someone "in" the case study instead of someone "external" to it.

This quasi-experimental study aimed to measure the impact of project-based learning and the ARCS motivation
model on students’ motivation to acquire the necessary database applications skills in the secondary level. We
adopted a quasi-experimental methodology based on pre- and post-tests for two groups of students. Two classes
of the second secondary grade were selected, one to be the experimental group and the other representing the
control group. A sample of 65 students was chosen and divided into two classes enrolled in the second secondary
grade. We explained the database programs to the students in the control group using traditional teaching
methods, which involve the teacher first explaining the concepts, and then giving the students the opportunity to
apply their practical computer skills in the laboratory. Students in the experimental group were taught using
project-based learning strategies. At the beginning of the semester, students were given projects that they needed
to complete by the end of the course. In addition, the ARCS motivation model was applied to the subject matter,
whereby additional subject matter was added to the student book, making the database sections more attractive
and relevant to the students by including real-life examples. The results showed that students in the experimental
group (the project-based learning group) achieved higher post-curriculum test grades and obtained higher grades
on the motivational scale.

This article reports the findings of an action research project, which investigated how university students would respond to Task-based Instruction (TBI), with the primary aim to examine its sociocultural appropriateness in the Japanese EFL context. The study employed a hybrid form of task-based and textbook-focused instruction in English classes at the tertiary level. A survey was administered to collect student feedback, which was examined qualitatively using thematic analysis. The analysis revealed that a majority of students positively viewed TBI in terms of main themes that emerged from the data: Social Skills Building; Personal Development; Future Usefulness, with English Learning as a common sub-theme. Pedagogical implications, as well as suggestions for further research, are discussed based on these findings.

The College, Career, and Civic Life (C3) Framework from the National Council for Social Studies (NCSS) features an inquiry approach to teaching K–12 social studies in which social studies standards are organized into an “inquiry arc.” Inquiry in elementary economics is often underused in practice (Laney 2001). This study describes how a class of fifth-grade students engaged in the inquiry arc in economics through the One Hen unit, a curriculum in which students create social businesses. Students learned concepts and skills in economics, math, and language arts while developing questions, evaluating evidence, and presenting results of their work helping homeless youth in their community.

Toplumsal etkileşimin olduğu her yerde, anlaşmazlıkların olması doğal ve kaçınılmazdır. Kişiler, gruplar ve toplumlar arası anlaşmazlıklar; doğru bir biçimde yönetildiğinde gelişimin, ilerlemenin, dönüşümün, barışın ve bütünleşmenin hem enerji kaynağı hem de motoru olabilmektir. Ancak, anlaşmazlıklar yanlış ve yıkıcı yaklaşımlarla yönetildiğinde ise; yıkımın, şiddetin, zulmün ve acının kaynağına dönüşmektedir.

Anlaşmazlıkları ortadan kaldırma, farklılığı ortadan kaldırmaktadır. Doğa ve insanlık, farklılığı ve çoklığı kabul etmeyi ve anlamayı gerektirir. Farklılığı ortadan  kaldırmaya çalışmak yerine; onu anlamaya ve nasıl yöneteceğimizi keşfetmeye başladığımızda, yolumuz anlaşmazlıklarımızı nasıl yöneteceğimizden geçmektedir. Anlaşmazlıkları nasıl yöneteceğimiz üzerine odaklandığımızda, karşımıza en temel yaklaşım ve paradigma olan "dönüşümsel arabuluculuk" çıkmaktadır.Dönüşümsel arabuluculuğun alanyazına en önemli katkısı, anlaşmazlık çözüm sürecinin toplumsal değerlerden ve kültürden bağımsız olmadığı,ideolojimizin ve inanç tarzımızın anlaşmazlıklara ilişkin değerlendirmelerimizi, tutumlarımızı ve anlaşmazlıklarımızı ele alış tarzımızı etkilediği düşüncesidir. Yine, dönüşümsel arabuluculuğun en ayırt edici özelliği, anlaşmazlıkları yönetim sürecinin, kişileri dönüştürebileceğine, geliştirebileceğine ve güçlendirebileceğine yönelik yapıcı ve olumlu duruşudur.

Bush ve P. Folger tarafından geliştirilen "dönüşümsel arabuluculuk modeli" ülkemizde, her sene mahkemelere taşınan yüz binlerce anlaşmazlığı, çekişmeyi ve ayrışmayı yüz yüze müzakere ederek yapıcı ve barışçıl olarak çözme kapasitesini güçlendirmek için bir fırsat ve araç olacaktır. Cezalandırıcı adalet anlayışından, onarıcı adalet anlayışına dönme çabalarına ışık tutacaktır.

Bu eser,içerdiği alternatif paradigma çerçevesinde hukuk sistemimize yeni giren arabuluculuk modelinin doğru ve amacına uygun kullanılması için de referans olacak anlamlı ve önemli bir eserdir. Buna ek olarak, anlaşmazlık çözümü üzerine çalışan hukukçulara, psikologlara, psikolojik danışmanlara, eğitimcilere, psikiyatristlere ve sosyal çalışmacılara hem kurumsal anlamda hem de somut anlaşmazlıkların ve çatışmaların yapıcı ve barışcıl yönetimi konusunda yol gösterecek temel bir başvuru kaynağı olacaktır.

EDITOR NOTE
It is indeed a great pleasure to edit a book which has been long desired by every fresh graduate engineer and engineering professional. Career counseling has a long history within the field of professional counseling and plays important role in every society by guiding students, engineers to apply
academic and employability skills. Employers have reported that the most important skills employees need more include technical skills, reading, writing and communication skills. A person's career is one of the most important life activities occupying nearly half of an adult life. When enjoyed, a career can bring satisfaction and happiness, contribute to higher self-esteem, and ultimately aid to a healthy life adjustment to the society and country. Author has made excellent efforts to provide educational and informational material related to engineering career based on his own knowledge
and experience. Pre-Engineering Students, Undergraduate Engineering Students, Freshly Graduating Engineers, Practicing Engineers, Computer Professionals and Information Technologist may find book valuable with a view to career
prospects and getting better job opportunities in the field of engineering and let them fly their career by 360º. It is a well-established fact that change begins when you start trying.
As Bill Gates rightly said" I am not in competition with some one else but myself. My Goal is to beat my last performance". Being editor, I welcome suggestions for improvement of subsequent printings and editions.
Engr. Prof. Dr B.S Chowdhry

The way we teach and learn, what we teach and who we teach has evolved greatly with the adaptation and development of specific information technologies capable of introducing innovation in the classic teaching and learning process. However, it is important to understand the applicability and impact of these solutions in different contexts, in order to better structure their development. The purpose of this article is to present a case study that resulted from the exploration of a new pedagogical strategy that tries to combine the virtues of face-to-face education with the opportunities of on-line learning, in the computers network studies domain. Quantitative results related to a period of nine years are presented, as well as future developments.

Interdisciplinary competence is important in academia for both employability and sustainable development. However, to date, there are no specific interdisciplinary education models and, naturally, no empirical studies to assess them. Since problem- based learning (PBL) and project-based learning (PjBL) are learning approaches that emphasize students’ collaboration, both pedagogies seem suitable to enhance students’ interdisciplinary competence. Based on the principle of constructive alignment and four instructional principles on interdisciplinary learning, this paper proposes that students profit more from interdisciplinary PBL (iPBL) than interdisciplinary PjBL (iPjBL). A pre-post study was conducted with a sample of 95 students participating in iPBL and 183 students participating in iPjBL. As expected, multilevel models on students’ development in (a) interdisciplinary skills, (b) reflective behavior, and (c) recognizing disciplinary perspectives show that iPBL enhances students’ interdisciplinary competence more than iPjBL.

The article presents the results of a study aimed at verifying the relation of level of student´s creativity and their attitude to the project-based learning (PBL). The research sample consisted of 109 students from the University of Economics. The data was obtained through Torrance's creativity test, a questionnaire to identify students' attitudes to PBL, a questionnaire to find out the characteristics of a teacher supporting and unsupporting creativity. Research has not confirmed the positive impact of PBL on students' level of creativity in the field of fluency and originality, nor the ability of the higher level of creativity to change the attitude of students towards the PBL to be more positive in general or in terms of the studied aspects-interestingness, ability to motivate, popularity, ability to develop personal traits of students.

Tüm yaşamımız duygu ve düşüncelerimiz tarafından yönetilmektedir. Çoğumuz ağırlıkla gerçeğin farkına varmadan yaşadığımızdan düşünce becerilerimizi geliştirmeyi önemsemeyiz. Ancak düşünme, eğitim, psikoloji ve daha birçok alandaki bilim insanının üzerinde çalıştığı ve geliştirmeyi hedefledikleri beceriler arasındandır. Düşünme türleri içinde eleştirel düşünme en temel ve önemlileri arasındadır. Pek çok kişi için düşünme bilinç dışı bir eylem iken bilinç alanına çekip özel eğitim teknikleri ile geliştirmek mümkündür. Bu kitap sayesinde eleştirel düşünme becerilerinin kapsamında kişinin tarafsız düşünür hâline gelme, düşünme seviyesinden haberdar olma, temel akıl becerileri, yetenekleri, içgörülerinin gelişmesine destek olma, sunulan düşüncenin zayıf ve güçlü manasını keşfetme vb. gibi becerilerini geliştirme, kendi düşünme standartlarını bilme, soru sorma ve düşünmedeki yerini anlama, düşünme içeriğini öğrenme, iyi düşünme becerilerini edinme, karar alma, problem çözme, mantık dışı düşünce ile başa çıkma, ulusal ve uluslararası propaganda yolları zihinsel kandırmaca ve manipülasyonun farkına varma, etik akıl yürütme, stratejik düşünme becerileri ve ileri düşünür olma başlıklarında bilgi ve beceri kazandırmayı amaçlamaktadır. Buraya kadar sözü edilen bu becerileri kapsayan kitabın hem bilgi vermesi hem de Türk akademisyen ve düşünürleri tarafından bu konuda yeni eserlerin kaleme alınmasını, araştırma yapılmasını teşvik etmesi hedeflenmektedir. Kitabın hedef kitlesi, matematik bilimlerinde ve sosyal bilimlerde eğitim gören öğrenciler ve akademisyenler, politikacılar, medya mensupları ilk akla gelenler arasındadır. Kitabın, kişisel gelişimi bir yaşam biçimini hâline getirenlere geliştirici bir okuma serüveni olacağına inanılmaktadır. (kim ile, kimin için…)
21. yüzyıl becerileri arasında ilk sıralarda yer alan eleştirel düşünme becerisini stratejik ve sistematik olarak nasıl geliştirilebileceğini anlatan bu kitap, okuyucular için hem günlük yaşamda hem de profesyonel hayatta kullanabilecekleri önemli reçeteler vermektedir. Bilgi çağının getirdiği bilgi bombardımanı içinde hangi bilgiye nerede, nasıl, niye, ne zaman ve kim ile kimin için sorularının cevaplarını çok gelişmiş tablolar ve şekiller ile anlatarak görsel anlamda hatırlanır ve uygulanabilir kılmaktadır. Sol beynin işlevi olan eleştirel düşünceyi çok daha ileriye götürerek bilginin yaratıcılığa dönüştürülmesinde önemli rol oynamaktadır. Basitliğin getirdiği mükemmellik ile değişen ve devrim niteliğinde yaşanan teknolojik gelişimlerde okuyuculara uygulamalı olarak karar verme becerilerini geliştirmekte ve bulundukları ortamda farkındalık oluşturarak fark yaratmalarını sağlayacak donanım vermektedir. Bu kitabın okuyucuları sadece eğitim dünyasındaki değişimi sağlamak isteyen kişiler değil profesyonel dünyada da dönüşümü sağlamak isteyen oyuncular ve liderler olmalıdır.

Drawing on Dewey's concepts and thinking, a middle school mathematics teacher at The School at Columbia University describes her teaching practice and role as a field-based teacher-educator and professional development leader during EdTech Summit Africa. Through a first-person account of her experiences in Cape Town, Johannesburg, and Pretoria, South Africa, the author reflects on how professional development with technology was embraced and illuminates why the development of an international community of practice with primary, secondary, and tertiary teachers is evolving. The article is divided into four sections. In the first section, the author relates how laboratory schools and communities of practice are no longer limited to a single geographic location and how boundaries for professional development are disappearing because of information and computer technology, such as the Internet, the World Wide Web, and globalization. The second section provides a narrative account of the professional development workshop experiences that occurred during EdTech Summit Africa 2017. In the third section, the author reflects on the conditions that she encountered in South Africa while leading professional development workshops on project-based learning and technology integration. This narrative underscores the importance of teacher training, continued professional development, communication and intercommunication between educators, and highlight the benefits of participating in a Professional Learning Network. The fourth section summarizes the value of collaboration among educators and the necessity for collective problem solving given extant research on the digital divide in South Africa.