The Experts below are selected from a list of 41169 Experts worldwide ranked by ideXlab platform
Sivachandran Chandrasekaran - One of the best experts on this subject based on the ideXlab platform.
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Assessing Team Learning Practices in Project/Design Based Learning Approach
International Journal of Engineering Pedagogy (iJEP), 2016Co-Authors: Sivachandran Chandrasekaran, Riyadh Al-ameriAbstract:Team learning is considered as a constructive way for enhancing students learning in collaborative environment. It involves interaction between students through peer-to-peer learning, which makes students to be problem solver, an excellent communicator, a good reviewer and a manager. The School of Engineering at Xxx University practices Project/Design based learning as one of its learning and teaching approach. The Project/Design based learning process helps students to be self directed leaners which enhances the student learning outcomes towards attaining graduate career expected skills. An Overarching goal of this study is assessing the team learning experiences of cohort of students from third year civil undergraduate engineering in a Project/Design based learning approach at Xxx University. From the students’ experiences and views, this study will investigate and visualize the students choice of a unique team learning practice which enhances their learning outcomes in Project/Design based curriculum.
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Students and staff perceptions of Project/Design based learning in an engineering curriculum
2016Co-Authors: Sivachandran Chandrasekaran, Guy Littlefair, Alex StojcevskiAbstract:This paper focuses on the students and staff perceptions of Project/Design-based learning in an engineering curriculum. Engineering at Deakin University has used Project/Design based learning as one of its engineering learning principles for further development in learning and teaching. It is required to improve the learning and teaching process as a holistic approach from the perspective of students’ and staff over the entire degree program. Engaging students are an important aspect of the Project/Design based learning model which it helps students to be self-directed active learners. A Project/Design based learning environment helps a curriculum to practice career related skills for students, such as practical learning, problem solving, collaborative teamwork, innovative creative Designs, active learning, and engagement with real-world assignments. The focus of this paper is to analyse the impact of Project/Design-based learning in an engineering curriculum. From the quantitative and qualitative analysis performed, the results are analysed and presented from a students’ and staff perspective about Project/Design based learning within the curriculum. This paper is also concerned with enhancing staff and students engagement through Project/Design based learning. The feedback was sought from students on Project/Design-based learning. Additional feedback is also needed from staff members who teach and perform research in engineering Design. The survey results shows more than 50% of students and 75% of staff views on Project/Design based learning proven that the impact of Project/Design based learning is helps to enhance of student and staff interaction in the School of Engineering at Deakin University.
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The role of the facilitator in a Project/Design based learning environment
2015 International Conference on Interactive Collaborative Learning (ICL), 2015Co-Authors: Sivachandran Chandrasekaran, Guy Littlefair, Alex StojcevskiAbstract:The Project Oriented Design Based Learning (PODBL) is a teaching and learning approach (TLA) that is based on engineering Design activities undertaken during a Project. PODBL encourages independent learning and a deep approach to student learning outcomes. The Centre for Advanced Design in Engineering Training (CADET) is a new engineering building with cutting edge technology facilities at Deakin University. It acts as a catalyst for a pedagogical change in the way that Engineering is delivered. This paper is focused on the role of the facilitator in a Project/Design based learning environment and it also looks in to appropriate staff development training for a Project/Design based learning environment.
Alex Stojcevski - One of the best experts on this subject based on the ideXlab platform.
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Students and staff perceptions of Project/Design based learning in an engineering curriculum
2016Co-Authors: Sivachandran Chandrasekaran, Guy Littlefair, Alex StojcevskiAbstract:This paper focuses on the students and staff perceptions of Project/Design-based learning in an engineering curriculum. Engineering at Deakin University has used Project/Design based learning as one of its engineering learning principles for further development in learning and teaching. It is required to improve the learning and teaching process as a holistic approach from the perspective of students’ and staff over the entire degree program. Engaging students are an important aspect of the Project/Design based learning model which it helps students to be self-directed active learners. A Project/Design based learning environment helps a curriculum to practice career related skills for students, such as practical learning, problem solving, collaborative teamwork, innovative creative Designs, active learning, and engagement with real-world assignments. The focus of this paper is to analyse the impact of Project/Design-based learning in an engineering curriculum. From the quantitative and qualitative analysis performed, the results are analysed and presented from a students’ and staff perspective about Project/Design based learning within the curriculum. This paper is also concerned with enhancing staff and students engagement through Project/Design based learning. The feedback was sought from students on Project/Design-based learning. Additional feedback is also needed from staff members who teach and perform research in engineering Design. The survey results shows more than 50% of students and 75% of staff views on Project/Design based learning proven that the impact of Project/Design based learning is helps to enhance of student and staff interaction in the School of Engineering at Deakin University.
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The role of the facilitator in a Project/Design based learning environment
2015 International Conference on Interactive Collaborative Learning (ICL), 2015Co-Authors: Sivachandran Chandrasekaran, Guy Littlefair, Alex StojcevskiAbstract:The Project Oriented Design Based Learning (PODBL) is a teaching and learning approach (TLA) that is based on engineering Design activities undertaken during a Project. PODBL encourages independent learning and a deep approach to student learning outcomes. The Centre for Advanced Design in Engineering Training (CADET) is a new engineering building with cutting edge technology facilities at Deakin University. It acts as a catalyst for a pedagogical change in the way that Engineering is delivered. This paper is focused on the role of the facilitator in a Project/Design based learning environment and it also looks in to appropriate staff development training for a Project/Design based learning environment.
Jon-chao Hong - One of the best experts on this subject based on the ideXlab platform.
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Gender differences in social cognitive learning at a technological Project Design
International Journal of Technology and Design Education, 2012Co-Authors: Jon-chao Hong, Ming-yueh Hwang, Wan-tzu WongAbstract:This study aims to investigate the differences between male and female students in technology Project Design. The major gender differences discussed in this study include the problem discovering and solving abilities, maneuverability, and inquiry attitude among middle grade students. In the Project Design, students were required to Design and complete a wooden robot with limited materials in a restricted timeframe. Data was collected through field study during the Project making. The results of this study indicated that some differences existed between male and female students. For example, power tool manupulation was more appealing to boys than girls. On the other hand, girls were better at resource management than boys. Through social learning, female students have an overtime improvement. Pedagogical considerations are suggested to strengthen gender-specific problem solving skills, so that all students can realize their Design potential.
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Collaborative learning in technological Project Design
International Journal of Technology and Design Education, 2010Co-Authors: Jon-chao Hong, Kuang Chao Yu, Mei-yung ChenAbstract:The POWERTECH contest in Taiwan was established in an attempt to promote inventiveness and technology to elementary school pupils. The POWERTECH contest is Designed as a collaborative learning system for Project Design. Project Design is comprised of technical processes, which include the construction of an artifact and improvement of its functions. Thus, pupils learn scientific and technical knowledge through a collaborative Design Project. The purpose of the study was to examine how collaborative learning could be facilitated in technological Project Design, and whether and how pupils working collaboratively were able to share their Design ideas. The study was carried out by analyzing the Design portfolio compiled by a team of four elementary school pupils who were engaged in a collaborative Design Project that focused on making a robot rat for the POWERTECH contest. A portfolio analysis was used in this study to help researchers assess the actual collaboration process among the team members. The study indicated that collaborative learning in a contest facilitated the sharing of knowledge and resources among the team members. Furthermore, reflections essential for problem-solving among the team members were often raised during the Design process. These reflections were also conducive to the reduction of mistakes during the contest.
Wan-tzu Wong - One of the best experts on this subject based on the ideXlab platform.
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Gender differences in social cognitive learning at a technological Project Design
International Journal of Technology and Design Education, 2012Co-Authors: Jon-chao Hong, Ming-yueh Hwang, Wan-tzu WongAbstract:This study aims to investigate the differences between male and female students in technology Project Design. The major gender differences discussed in this study include the problem discovering and solving abilities, maneuverability, and inquiry attitude among middle grade students. In the Project Design, students were required to Design and complete a wooden robot with limited materials in a restricted timeframe. Data was collected through field study during the Project making. The results of this study indicated that some differences existed between male and female students. For example, power tool manupulation was more appealing to boys than girls. On the other hand, girls were better at resource management than boys. Through social learning, female students have an overtime improvement. Pedagogical considerations are suggested to strengthen gender-specific problem solving skills, so that all students can realize their Design potential.
Robert M. Metzger - One of the best experts on this subject based on the ideXlab platform.
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Reengineering the Project Design process
Acta Astronautica, 2000Co-Authors: E. Kane Casani, Robert M. MetzgerAbstract:Abstract In response to the National Aeronautics and Space Administration's goal of working faster, better, and cheaper, the Jet Propulsion Laboratory (JPL) has developed extensive plans to minimize cost, maximize customer and employee satisfaction, and implement small- and moderate-size missions. These plans include improved management structures and processes, enhanced technical Design processes, the incorporation of new technology, and the development of more economical space- and ground-system Designs. The Laboratory's new Flight Projects Implementation Development Office has been chartered to oversee these innovations and the reengineering of JPL's Project Design process, including establishment of the Project Design Center (PDC) and the Flight System Testbed (FST). Reengineering at JPL implies a cultural change whereby the character of the Laboratory's Design process will change from sequential to concurrent and from hierarchical to parallel. The Project Design Center will support missions offering high science return, Design to cost, demonstrations of new technology, and rapid development. Its computer-supported environment will foster high-fidelity Project life-cycle development and more accurate cost estimating. These improvements signal JPL's commitment to meeting the challenges of space exploration in the next century.
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Reengineering the Project Design process
Acta Astronautica, 1995Co-Authors: E. Kane Casani, Robert M. MetzgerAbstract:In response to the National Aeronautics and Space Administration's goal of working faster, better, and cheaper, the Jet Propulsion Laboratory (JPL) has developed extensive plans to minimize cost, maximize customer and employee satisfaction, and implement small- and moderate-size missions. These plans include improved management structures and processes, enhanced technical Design processes, the incorporation of new technology, and the development of more economical space- and ground-system Designs. The Laboratory's new Flight Projects Implementation Development Office has been chartered to oversee these innovations and the reengineering of JPL's Project Design process, including establishment of the Project Design Center (PDC) and the Flight System Testbed (FST). Reengineering at JPL implies a cultural change whereby the character of the Laboratory's Design process will change from sequential to concurrent and from hierarchical to parallel. The Project Design Center will support missions offering high science return, Design to cost, demonstrations of new technology, and rapid development. Its computer-supported environment will foster high-fidelity Project life-cycle development and more accurate cost estimating. These improvements signal JPL's commitment to meeting the challenges of space exploration in the next century. © 1994, All rights reserved.
