Technology Supported Active Learning: Student-Centered Approaches (Lecture Notes in Educational Technology)

✍ Scribed by Carlos Vaz de Carvalho (editor), Merja Bauters (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 191
• Category: Library

✦ Synopsis

This book promotes student-centered approaches to the learning process, allowing students to develop skills and competences that traditional, passive learning methods cannot foster. In turn, supporting active learning with digital technology tools creates new possibilities in terms of pedagogical design and implementation. This book addresses the latest research and practice in the use of technology to promote active learning. As such, on the one hand, it focuses on active pedagogical methodologies like problem-based learning, design thinking and agile approaches; on the other, it presents best practice cases on the use of digital environments to support these methodologies. Readers will come to understand and learn to apply active learning methodologies, either by replicating the best practices presented here, or by creating their own methods.

✦ Table of Contents

Contents
1 Technology to Support Active Learning in Higher Education
1.1 Book Structure
References
2 Agile and Lean Methods with Design Thinking
2.1 Introduction
2.2 The Rise of Agile and Lean Design Methods
2.3 Design Thinking and Its Origins Introduction
2.3.1 Design Thinking Process and Phases
2.3.2 Techniques
2.3.3 Design Thinking Types
2.3.4 Stakeholders and Empathy
2.4 Best Practices and Critical Constraints for Design Thinking Teams
2.5 Conclusion
References
3 Project-Based Learning in Higher Education
3.1 Introduction
3.2 Defining Project-Based Learning
3.2.1 Reasons for Project-Based Learning Implementation
3.2.2 Phases in Project-Based Learning
3.2.3 PBL Versus Doing Projects
3.2.4 Relevance and the Educational Value of PBL Implementation
3.3 Models for Supporting PBL with Technology
3.4 Collaborative Learning Through PBL
3.5 Interdisciplinary Teaching and Learning
3.6 Assessment Methodology in PBL Settings
3.7 Examples of PBL in Higher Education
3.8 Conclusion
References
4 Inquiry-Based Learning in Higher Education
4.1 Introduction
4.2 Definitions and Frameworks of Inquiry-Based Learning
4.3 Examples of Using Inquiry-Based Learning in Higher Education
4.3.1 Inquiry-Based Learning in Curricula
4.3.2 Separate Inquiry-Based Courses
4.3.3 Inquiry-Based Learning as Part of a Course
4.4 Benefits and Challenges of Using Inquiry-Based Learning
4.5 Conclusions
References
5 Agile Methodologies in Learning with Design Thinking
5.1 Introduction
5.2 Educational Methods in Project-Based Learning
5.3 Experiences Form Modules Using Agile and Design Thinking Methods
5.3.1 Application Development Project (ADP)
5.3.2 Software Engineering Intensive Module (Swengi)
5.3.3 Game Development
5.3.4 Mobile Project
5.3.5 Software Business Start-Up
5.4 Discussion
5.5 Conclusions
References
6 The Design of a Problem-Based Learning Platform for Engineering Education
6.1 Introduction
6.2 Challenges Towards Modernizing Engineering Higher Education
6.3 Problem-Based Learning in Higher Education
6.4 Objectives of the ALIEN Active Learning Intervention
6.5 Addressing Institutional Challenges on the Adoption of Problem-Based Learning
6.5.1 Physical Infrastructure
6.5.2 A Digital Platform for Supporting Problem-Based Learning in Engineering Education
6.5.3 Instructor Capacity Building
6.6 Experiences from the Deployment of Problem-Based Learning in Engineering Higher Education
6.6.1 In Greece
6.6.2 In Malaysia
6.7 Conclusions
References
7 Serious Games to Support Agile and Lean Methodologies
7.1 Introduction
7.2 Agile Design
7.3 Lean Production
7.4 The Educational Benefits of Serious Games
7.5 A Serious Game for Demonstrating the Applications of the 5S Lean Production Model in Engineering
7.6 A Serious Game for Demonstrating the Applications for the SCRUM Agile Design Model in Engineering
7.7 Experiences from the Deployment of Serious Games on Agile and Lean Design in Engineering Higher Education
7.8 A Suggested Approach for Introducing Serious Games in Problem-Based Learning in Engineering Higher Education
7.9 Conclusions
References
8 Design Thinking as a Collaborative Learning Design Tool for Teachers
8.1 Introduction
8.2 Design Thinking for Supporting Teachers Work and Curricula Design
8.3 Methods and Analysis Tools for Describing the Design Process
8.3.1 Data Collection Methods
8.3.2 Analysis Methods
8.4 Applying Design Thinking to Collaborative Learning Design
8.4.1 Context
8.4.2 Developing the Learning Design Process
8.4.3 The Five Design Phases
8.5 Conclusions
References
9 Design Thinking for Promoting Human-Centred Design
9.1 Introduction
9.2 Approaches, How Design Thinking Principles Are Used in Higher Education Context
9.3 Design Thinking Competences
9.4 DesignIT Project and DesignIT Collaborative Application
9.5 Data Collection and Analysis Methods
9.6 Results
9.6.1 Case Studies with DesignIT Platform
9.6.2 Supporting Design Thinking Competences with DesignIT
9.6.3 Usability of DesignIT Platform for Design Thinking
9.6.4 Discussion
9.7 Conclusions
References
10 Game Design-Based Learning for Preservice and in-Service Teacher Training
10.1 Introduction
10.2 Game Design-Based Learning
10.2.1 The Process of Game Development
10.2.2 Game Development Framework
10.3 GDBL and Learning
10.3.1 Constructivism and Constructionism
10.3.2 Trialogical Learning
10.4 The SADDIE Method
10.4.1 Specification Phase
10.4.2 Analysis Phase
10.4.3 Design Phase
10.4.4 Development Phase
10.4.5 Implementation Phase
10.4.6 Evaluation Phase
10.5 Achieving Digital Competences with GDBL and SADDIE
10.5.1 Professional Cooperation and Training
10.5.2 Digital Resources
10.5.3 Teaching and Learning
10.5.4 Assessment
10.5.5 Empowering Learners
10.6 Conclusions
References
Index