Jaana Holvikivi. Minna Lakkala. Petri Vesikivi. Sakari Lukkarinen. A short summary of this paper. A large-scale reform in curricula was launched in August , in order to address low retention in engineering studies. The aim was to enhance education by applying collaborative project based learning models through the whole university.
In the information technology degree programme, first year studies were integrated into four thematic 15 ECTS modules of eight study weeks. Analysis of first year study results indicate that the new approach has helped students to keep up with the planned pace of study.
The distinction between these terms is not clear-cut. Project-based learning, in particular, has been used in engineering education, as it follows professional practices in the field and, therefore, appears as a natural mode for studies. One of the well-known systematic efforts towards project-based learning is the global CDIO initiative that has united a number of engineering institutions around a common curriculum structure, including several Finnish universities [2].
Another global model which extends beyond engineering is led by the Aalborg University in Denmark [3]. Kolmos [4] has compared these two models and finds them to be mutually complementary rather than competing. Numerous other implementations of project-based learning methods have been reported in various countries in recent years [5 - 9]. In the CDIO syllabus, personal, professional, and interpersonal skills include engineering reasoning and problem-solving, experimentation and knowledge discovery, system thinking, multidisciplinary teamwork, and communication [2].
Collaborative problem-solving and project-based learning simulate challenges that the students will face in their professional work, such as open ended assignments, uncertainty and coordination of collaborative efforts. Learning takes place between members of the collaborative community, and it is indistinguishable from practice [10]. In this study, we assumed that it is most efficient to start with open-ended problems immediately at the beginning of studies. The incoming groups started with short courses in mathematics, physics, and the basics of information technology or media technology.
Most courses were from 3 to 5 ECTS credits, and consisted of lectures to a large audience and laboratory practice for groups of 24 students. If students failed the courses, they could retake them during the following academic years. Interrupting studies is quite common in Finland where higher education is free. However, the high dropout rate was costly for the university, causing big losses of income from the government, which gives funding for ECTS credits and graduates. Table 1.
Another aim was to examine how students describe their learning experiences and outcomes, and how teachers evaluate the success of new pedagogical practices. The results of the study will be used as a basis for planning courses for the next academic year.
The questions addressed in this study are the following: What is the impact of integrated 15 ECTS credit models on the student course completion rate in comparison to previous curricula? Did the dropout rate change and how from previous years? How do the students and teachers evaluate the benefits and challenges of the course practices? Presence was declared compulsory, even though it was not very strictly controlled.
However, regular presentation sessions forced students to be present also in practice. Information technology students were divided into groups of approximately 30 individuals and altogether 10 groups in two campus locations were formed.
It actively involves students in a process that combines what is taught, how it is taught, and how it is evaluated. This can be achieved by using a pre-determined set of criteria for instance rubrics, a scoring scale incorporating a set of essential criteria for the task and appropriate levels of performance for each criterion used.
Portfolio Assessment evaluates the compilation of work and processes attested in efforts and success of a particular project or area. Examinees are required to review and select items that best demonstrate their learning.
Example of portfolios can be paper-based, computer-based or a combination of both. Authentic assessment corresponds closely to real- world experience. Originally developed in the arts and apprenticeship systems, assessment has always been performance-based. Authentic assessment takes this principle of evaluating real work into all areas of the curriculum. Rubrics Rubrics are authentic assessment tools designed to simulate real-life activity where students are engaged in solving real-life problems.
It is particularly useful in assessing complex and subjective criteria. Formative assessment best describes rubrics and it becomes an ongoing part of the whole teaching and learning process. Its assessment tools comprise the rating scale, a set of evaluation criteria and descriptors.
They write down dates, times, how much of the moon was visible, and any other comments they have about their observations. From there, they have to write up what patterns they observed and research why these patterns occur. They also must have a visual to go along with their observations. The idea is to get them to discover that there are phases of the moon, why there are phases, and how long a revolution takes.
Visual The visual is The visual clearly The visual The visual is not colourful and represents the is somewhat representative of also clearly data and is meaningful.
It the project. Patterns the patterns and patterns and patterns. Rubrics CATEGORY 4 3 2 1 Mathematical Explanation Explanation Explanation Explanation Concepts shows complete shows shows some shows very understanding of substantial understanding of limited the mathematical understanding of the mathematical understanding concepts used the mathematical concepts needed of the underlying to solve the concepts used to solve the concepts needed problem s.
Checking The work has The work has Work has been Work was not been checked by been checked by checked by checked by internet site and internet site and internet site but internet and no all appropriate most corrections corrections were corrections were corrections made. Working with Student was Student was Student Student did not Others an engaged an engaged cooperated work effectively partner, listening partner but had with others, with others.
Neatness and The work is The work is The work is The work Organization presented in presented in presented in an appears sloppy a neat, clear, a neat and organized fashion and unorganized. Rubrics CATEGORY 4 3 2 1 Introduction The introduction The introduction The introduction There is no clear is inviting, states clearly states states the main introduction of the main topic the main topic topic, but does the main topic or and previews the and previews not really preview key points of the key points of the the key points of the key points paper.
Neatness Paper is neatly Paper is neatly The writing Many words are written with written with 1 is generally unreadable OR no distracting or 2 distracting readable, but there are several corrections. Conclusion The conclusion is The conclusion is The conclusion There is no clear strong and leaves somewhat strong is included, but conclusion, the the reader with and wraps-up does not wrap-up paper just ends.
Rubrics involve all stakeholders in learning and assessing. As students become familiar with rubrics, they can assist in the rubrics design process.
This involvement empowers students and as a result, their learning become more focused and self-directed. Authentic assessment, therefore, blurs the lines between teaching, learning, and assessment. Other stakeholders are given clear information about student assessment and instructional objectives. Tell students to discuss the task given and create quick samples of papers which would receive marks in each of the categories.
The groups will then present their results to the whole class. The criteria used should relate to the learning outcome s assesed. For example, a musical performance might be rated for intonation, rhythmic accuracy, and tone quality, and an oral presentation might be rated for content, organisation, delivery and language. Be sure that your criteria are explicit.
What is neatness? You may want to look at some actual examples of student work to see if you have omitted any important criteria. Step 2 Determine performance levels. It may be helpful to sort examples of actual student work into three piles: the very best, the poorest and those in between. Try to articulate what makes the good assignments good, and the poor assignments poor.
Step 4 Use, evaluate and revise rubric Reevaluate the rubric if needed. Craft driving questions Present a question that will engage that is too general. Pick different skills and Try to cover skills and content. Real-world problem Give students make- solving. Identify key objectives Expect students will or essential knowledge learn something at the you want all students end. Decide on products Let students decide or performance to what to produce. Encourage cross Overlap themes in a curriculum project to number of projects for connect different areas different subjects or at of learning.
Put emphasis on both Place undue emphasis the learning process on the product of and product. Share with an Limit presentation to appropriately planned classroom audience audience to provide only.
Engage students in Teach skills in isolation purposeful learning and give frivolous experiences that experimentation. Challenge the highs to Accumulate students go higher and provide in the middle of the options for the lows to bell curve. Allow students to Start by giving too make mistakes. Encourage research Limit the use of and use of primary resources. Help students discover Penalise students for ways to correct making mistakes.
Use open-ended Use close-ended questions to facilitate question or yes-no students. Encourage creativity Furnish students with and divergent templates to follow. Join in as a part of the Leave students to work learning community on their own. Show excitement and Worry that students joy in discovery along are not learning. Project-based Learning PBL is an inquiry-based process for teaching and learning. In PBL, students focus on a complex question or problem, then answer the question or solve the problem through a collaborative process of investigation over an extended period of time, and seek to incite a self-driven desire to learn.
Projects are used to investigate authentic issues and topics found outside of school. During the inquiry process, students learn content, information, and facts necessary to draw conclusions about the question.
Students also learn valuable skills and habits of mind during the process. What is the philosophy behind Project-based Learning? The goal of PBL is to produce students who achieve understanding in each area of discipline.
PBL is based on the constructivist theory of Piaget and the whole-language movement. PBL allows learners to create meaning and reach understanding by exposure to challenges of new information, experiences or individuals anchored in the real-world, now, and built on thorough understanding of the past. PBL is extremely effective as a method for engaging students in their learning. With engagement comes focus, discipline, and mastery of academic content. Further, students have the opportunity to work on problems and issues relevant to their lives, as well as learn vital work and life skills necessary to succeed in schools or in working environments.
Does Project-based Learning incorporate content and standards? Projects begin with curriculum standards and alternative assessment tools are used to determine what students have learnt. How does Project-based Learning differ from problem- based learning?
PBL and problem-based learning are similar, and the terms are sometimes used interchangeably. Both are based on inquiry into an authentic problem or question. The study included the respondents such as lectures, students and other professionals of Zanzibar University and outside the compass; they are so vital factors to complete the study. A qualitative research is a systematic subjective approach used to describe life experiences and give them meaning which its main goal is to gain insight; explore the depth, richness, and complexity inherent in the phenomenon.
The purpose of the study is to design a specialized system for student courses repository. The study helps explore and investigate the importance of the student course repository in relation to the old system. Simple random sampling was used when assigning participants, where by each participant has equal chance to participate. This is done so as to minimize the cost and time, also to get accurate information from the participants.
The interviewed people where students in the university, lectures and other IT professionals. The project preparation will take two months which will include the submission of the project documentation. During the designing of the interface and the whole system the will be a constant checking up with the the users who include students and lectures and some professional system developers.
A formal data collection process is necessary as it ensures that data gathered are both defined and accurate and that subsequent decisions based on arguments embodied in the findings are valid.
The process provides both a baseline from which to measure and in certain cases a target on what to improve, an important aspect of any type of research study. Inaccurate data collection can impact the results of a study and ultimately lead to invalid results. In this research the best data collection techniques to used were Questionnaires and Interviews, and those were the ones used Questionnaires: - this is where data is collected by giving a respondent a list of questions that are designed to find out specific information.
The questionnaires can be either Paper-pencil-questionnaires or Web based questionnaires. Interviews: - this is where data is collected by having a conversation between an interviewer and an interviewee. The benefits of the LMS is expected to be more than cost such as hosting maintenance and other cost that may be incurred.
It should be able to hold a lot of actives but still be able to use a less storage capacity. The system-wide capability to support LMS-centric learning technology is challenging in both the short and long terms.
Information from the success NC listening tour notes indicate that: - 1 Colleges differ on LMS preferences but want continued support from the System Office.
The specific objectives of this study include the following:- Firstly to investigate the challenges the university faces with the current system. Secondly is to find out the requirements of the university that will be needed in the new system and how will it meet with the business objectives of the university. Thirdly is to find out whether the new system will benefit the university more than the current system.
Fourth is to find out how to make the new system user friendly i. It presents the findings of the study project, but also the general characteristic of the population. It shows the result of the survey conducted in the study of effectiveness of the ELearning system also known as course repository. This chapter also explains and shows the backbone of the system by showing you the database design, user case diagrams for administrators, lectures and students.
It explain how each user of the system can use the system with easy. How they can start from logging in, what they can do in the system and to logging out. The survey instructed students to provide feedback about their experiences with the e-learning system. Respondents were majority female By age, respondents were grouped into 16 to 19 The aim of this is to help clients make sure they have all required tools or equipment.
With analysis there are some objectives for hardware, software and any other thing that would be the minimum requirements to install the system. The minimum requirements are as follows. In this system there are three main users which are the administrator, the lecture and the student, each one of them has their specific task and roles they can perform within the system. The system is sensitive to privacy protection thereby the system has been designed to observe these matters. Some of these include: - assigning roles to user who is the Admin, lecture or student , deleting users, adding department, faculties , and lastly creating users.
And there is an argument as to what it should be what are the contains of a course repository and what its limits should be. It would be very helpful if the University could concentrate on some of the subjects to be covered in a way that they would help students in their projects, instead of learning C we could be taught ASP.
Finally I would like to express myself as to how I find this process of developing a system to be very awaking to the mind of a student and to learn how to and teach themselves things. I have built a skill of how to search for things and develop then to my needs.
It has indeed been a great experience. It would also easy some of the challenges that students undergo during the project. Generic; using System. Web; using System. UI; using System. WebControls; using System. Security; public partial class login: System. IsNullOrEmpty Request. QueryString["ReturnUrl"] if Membership. ValidateUser UserName. Text, "Admin" Response. Redirect ". Text, "student" Response. Text, "lecture" Response.
Linq; using System. GetAllUsers ; userListBox. GetAllRoles ; roleListBox. ToString ; msgLabel. IO; public partial class sdownload : System. GetFiles Server. Add new ListItem Path. GetFileName FileUpload1. FileName ; FileUpload1. SaveAs Server. Redirect Request. CommandArgument; Response.
GetFileName filePath ; Response. WriteFile filePath ; Response. CommandArgument; File. Delete filePath ; Response. NET 4. Electronic feedback and second language writing. In K Hyland and F. Hyland Eds.
Feedback in second language writing: Contexts and issues pp. New York: Cambridge University Press. Warschauer, M.
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