Project-based learning (PBL) has been introduced at many educational institutions and had a considerable effect on human resource development. However, researchers have pointed out that PBL performance can be diminished by a lack of basic management skills among participants or a general sense among them that they are simply being told what to do. We anticipate that PBL performance can be improved by identifying meta-competencies capable of being developed by PBL and introducing praise to the PBL process. In this study, we investigate the effectiveness of praise within PBL by means of structural equation modeling. Our results suggest that the satisfaction of PBL participants can be increased by identifying developable meta-competencies and applying a praise model under the MEH model.
This paper reports a project-based learning (PBL) program for graduate students to develop science communication skills. To achieve this, the program made graduate students majoring in control engineering designed about an educational experiment system to understand the concept of control technique for elementary and junior high school pupils. As a result, they designed an educational program using a single-degree-of-freedom helicopter model. This program was carried out in the “youngsters’ science festival” which is regional science festival. In addition, they summarized the details of the system and the responses of participants and presented at a conference on control, measurement and system integration. Through this PBL program, the students could develop their science communication skills by themselves.
The teacher can enhance the learning effect of the student and facilitate the review by the student by using class methods to show next 1. a teacher products the lecture videos. 2. a teacher shows the videos to a student by LMS (Learning management system) . 3. a teacher performs prompt report correction on LMS. 4. a teacher does “flipped class” with these. The production of the lecture videos is relatively easy, and the update is not difficult, too. The teacher can manage the student report (including the instruction by the teacher) , and the student can make learning result a portfolio in a mass by utilizing LMS.
This paper describes a development of e-Learning system which supports computer-aided assessment in numerical expressions and a fundamental engineering education using the system. We utilized this in assignments of lectures, verifications of calculation in laboratory activities and pre-entrance education program. Using numerical expressions in contents, various type of questions can be available.
This paper assesses the development of the teaching method of Monozukuri, an initiative to address the deficit of labor force accustomed to Monozukuri. The method intends to promote the Japanese-Style Monozukuri by standardizing the global teaching materials and method of Monozukuri philosophy. The training materials were developed for students and non-traditional students. This paper will present the content of curriculum, training and development of local lecturers, and the application and delivery of teaching approach. The contents of the curriculum outline the Life in the Real World textbook and the concept of Monozukuri. Various schemes and programmes were created in the provision of training and development of local teachers. Trial lessons were administered to evaluate the training program as a whole, guided by the feedback from attendees. Results of the trial lesson were provided to give insights on the impact of the lecture given to certain audience. Lastly, the details of “Yakinaoshi” method were demonstrated to emphasize the developmental phase of the programme design.
Contest style practices in paper crane making have been conducted for two purposes. The first one is for the improvement of interest and motivation in learning about the fundamentals of mechanical engineering. The second one is for the understanding of the importance of natural science. Upon instruction, a hypothesis was framed:Successful experience by oneself deepens understanding and raises interest and motivation. It was found that many students gave themselves high self-evaluations even though their records were not successful. Furthermore, many students described in their reports that they learned much from failures or mistakes in their own work, as well as from works generated by others. The hypothesis was effective, but a revision is to include another point of view:Learning together in groups.
In this paper, we propose the systematization of physical quantities and the learning tool for physics in high school curriculum. This tool gives students the correlation diagram of physical quantities with button operation on PC. We gave a class about correlations between each physical quantity to four groups under different conditions, and carried out before-and-after comprehension test and questionnaire survey on the lecture content. Group A is an explanation of answers to the test carried out before a class without them, group B is to teach the systematization, group C is to teach it with a learning tool, and group D is to study it by themselves with a learning tool. Here we report the effect on the systematization and learning tool.
In this paper, we propose the self-active educational model and design the diversity-oriented exercises by the students of national technical colleges and University in order to develop student learning leaders for this educational model. We constructs two following exercises with group works by the diverse members composed of different age, gender, and nationality:(1) Multi-lingual exercise, (2) Hackathon exercise. These exercises were performed by the students of national technical colleges and Nagaoka University of technology in 2014 December. It was shown that such important generic skills as communication, team work, problem seeking and solving, engineering design, were all clearly improved with these exercises. These skills could be important for the student learning leaders to develop the self-active educational system.
Focusing on their attitudes toward founding a company, a questionnaire survey was conducted with graduate students in science and engineering majors at regional national universities to explore the relationship between their attitudes and factors such as their major fields of study and desired occupations. The results showed that their “attitudes toward founding a company” did not differ by their major courses at university enrollment, and not relate to their “desired occupations” five years later. Since some students had interest in founding a company even if they did not choose corporate management as a desired occupation five years after entering university, the presence of students aiming to be an entrepreneur could become obvious through entrepreneur education at university and support by people around them.
A digital self-learning material for smartphone use was prepared using a quiz preparation site. This learning material had the function of answering fill-in-the-blank questions by selecting correct answers from a list of choices including incorrect ones. The learning material relevant to model questions for extraction on the in-class exercise was offered to the students just after the exercise. After a week, the confirmation testing including the corresponding questions was performed. From increase in the ratio of the number of students who gave the correct answers for the corresponding testing by using the leaning material, it was suggested that the learning material was effective for the improvement of the ability of problem solving for students.