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334 results

Article

✓ Peer Reviewed

Supporting Self-Directed Learning in a Project-Based Embedded Systems Design Course

Available from: IEEE Xplore

Publication: IEEE Transactions on Education, vol. 63, no. 2

Pages: 88-97

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Abstract/Notes: This article shares the learning ecosystem of a project-based embedded systems course, identifying course elements that support self-directed learning and how assignments guide students toward becoming adaptive experts. The technology advances while the fundamentals of electrical engineering remain static. Educators can increasingly prepare students to identify what they need to know to solve problems and avail themselves of resources to learn. This article seeks to further understand ways that a project-based learning approach in an undergraduate embedded systems course can facilitate students' self-directed learning. In what ways can a project-based learning approach in an undergraduate embedded systems course facilitates the self-directed learning amongst students? This article, conducted in the context of an existing embedded systems design (ESD) course, relied on interviews of students, teaching assistants, and faculty along with document analysis and a mixed inductive-deductive thematic analysis. Findings: A learning ecology of the course is presented. This includes descriptions of space and facilities that influence student motivation, means by which the pedagogical intent of the instructor impacts the student experience, how the course builds on project-based learning knowledge, how the content is distributed using knowledge sharing, how Making supported the ecosystem, how students and instructor occupy similar roles, how the curricular design process was conducted, and how the open ecology promotes student self-direction.

Language: English

DOI: 10.1109/TE.2020.2975358

ISSN: 1557-9638

Article

✓ Peer Reviewed

Design Thinking, Leadership, and the Grammar of Schooling: Implications for Educational Change

Available from: University of Chicago Press

Publication: American Journal of Education, vol. 126, no. 4

Pages: 499-518

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Abstract/Notes: A growing number of schools across the globe have implemented design thinking (DT) as an instructional approach to increase student engagement, motivate creative thinking, and teach students to problem solve. Although offering significant opportunity to students, implementing DT can involve pushing against the traditional “grammar of schooling.” Drawing on in-depth qualitative case study data, we present findings on a previously low-performing, underenrolled middle school that underwent a dramatic shift when becoming a magnet school focused on DT. We explain the intentional leadership actions that facilitated structural and cultural changes, including building a collaborative leadership structure. Interactions between the principal and the teachers led to the emergence of practices that supported innovation schoolwide. At the same time, internal and external challenges rooted in the grammar of schooling arose, requiring educators to respond to sustain the momentum for change. Implications for policy and practice are discussed.

Language: English

DOI: 10.1086/709510

ISSN: 0195-6744, 1549-6511

Article

Envisioning a School: Design Students at Work in Savannah [Georgia]

Publication: Public School Montessorian, vol. 20, no. 1

Pages: 15

Public Montessori

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Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

Cultural Determinants Within the Design Set Up of Kindergarten and Preschool Interiors: Assessment of Four Typologies in Terms of Their Spatial Formation [Anaokulu ve Kreşlerin İç Mekan Tasarım Kurgusu İçerisindeki Kültürel Belirleyiciler; Mekansal Oluşumlarının Dört Tipolojisi üzerinde Analizi]

Available from: Megaron Journal

Publication: Megaron: Yıldız Technical University, Faculty of Architecture E-Journal, vol. 16, no. 2

Pages: 130-144

Architecture, Asia, Middle East, Turkey, Western Asia

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Abstract/Notes: The dynamic and complex nature of children’s sense of physical environment (Lim, Barton, 2010) with respect to the location of the space concerning cultural conditions, relations, and parameters direct design criteria to meet pedagogic, physiologic, and biological needs and requirements of the children in the preschool interiors. This enquiry has grown out of the desire to examine the parameters, cultural aspects, dimensions, or contexts affecting the built environment in the preschool interiors where children spend most of their time out of their home. Conceptual components affecting the interior space of pre-school education centers are identified and based on literature review, interviews, surveys, observational data, and statistical concepts such as education models, socio-economic conditions, appreciation of adults, child–teacher–parent relations, and location related to culture. These contextual connections and relations with the interior environment shaped the body of the study. Based on the above-mentioned items, a research questionnaire was used in centers located in the Çankaya and Çayyolu regions of Ankara. Subjects were randomly selected from among the parents of these preschools’ students. Accordingly, the research questionnaire was directed to a total of 200 respondents from 15 pre-school centers; these preschool education centers are the ones applying the Montessori education model, providing education in English and highlighting features like physical space comfort, etc. Those centers have maintained their corporate identity thanks to the above-counted features. Consequently, data has shown that the education model, socio-economic conditions, appreciation of adults, child–teacher–parent relations, and location have an indirect and direct bearing on parent perception of the preschool centers which affects the centers’ formation of Interior spatial design. [Anaokullarının mekansal oluşumu,çocuğun,değişen fiziksel çevre koşullarına bağlı olarak gelişen karmaşık ve dinamik bir etkileşim sürecidir. Farklı kültürel koşullar, ilişkiler ve parametreler bu mekanlarda pedagojik, psikolojik ve biyolojik gereksinimleri doğurmaktadır. Bu çalışmanın amacı çocukların ev dışında en çok vakit geçirdiği ana okullarının mekan oluşumunda etkili olan kültürel parametrelerin, boyut ve bağlamını ortaya koymaktır. Literatür taraması, mülakat ve istatistiksel araştırma sonucunda elde edilen verilere göre; Eğitim Modeli, Socio-Ekonomik koşullar, Yetişkin ölçütü, Çocuk-Eğitim-Ebeveyn İlişkileri ve Konum Kültür ile ilişkilidir. Bu kavramsal İlişkiler çalışmanın gövdesini oluşturmaktadır. Yukarıda belirtilen unsurlarla ilişkili olarak Ankara Çankaya ve Çayyolu semtlerinde yer alan anaokullarında anket çalışması yapılmıştır. Anketler, bahsi geçen bölgede 15 Anaokulunda 200 katılımcıya uygulanmıştır. Anaokulları Montessori eğitim modeli uygulayan, İngilizce eğitim veren, fiziksel şartları ile öne çıkan ve bir markanın zinciri olmak üzere sınıflandırılmıştır. Sonuç olarak, yapılan farklı sınıflandırmalara bağlı olarak, değişen kültürel parametrelerin Anaokullarının mekansal oluşumunda direk ve dolaylı etkisi bulunmaktadır.]

Language: English

DOI: 10.5505/megaron.2017.49469

ISSN: 1309-6915

Article

Designing the Peaceful Classroom

Publication: Public School Montessorian, vol. 19, no. 4

Pages: 4

Public Montessori

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Language: English

ISSN: 1071-6246

Article

What Would Maria Assess? Denver's Denison School Designs Own Report

Publication: Public School Montessorian, vol. 20, no. 1

Pages: 1, 27

Public Montessori

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Language: English

ISSN: 1071-6246

Article

The Architecture of 'Flow': Observations on What We Know About Learning and How to Design Spaces Where It Happens

Publication: Public School Montessorian, vol. 16, no. 2

Pages: 14-15

Architecture, Design, Learning environments, Public Montessori

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Language: English

ISSN: 1071-6246

Article

NCME Magazine Gets New Design

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 13, no. 2

Pages: 28

Public Montessori

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Language: English

ISSN: 1071-6246

Article

Public Schools Getting Their Say in Design of Training

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 7, no. 3

Pages: 20

Public Montessori

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Language: English

ISSN: 1071-6246

Article

When Play Is Learning: A School Designed for Self-Directed Education

Available from: JSTOR

Publication: Phi Delta Kappan, vol. 65, no. 9

Pages: 608-611

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Language: English

ISSN: 0031-7217

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