Inicio » ResourceType (Página 3)
Archivos de la categoría: ResourceType
Assessing students’ critical thinking in sustainable development. Extended description
Objectives To support students to reflect and self-assess their competence of critical thinking in sustainable development. Methods The assessment items about competence in sustainable development are included under the dimension of critical thinking in SINCOE assessment tool. This testing of these optional competence items in the assessment tool were implemented as students’ self-assessment with […]
Assessing students’ critical thinking in sustainable development
Keywords: Assessment, method, role, sustainable development, sustainability The objective was to support students to reflect and self-assess their competence of critical thinking in sustainable development. Students were asked to consider the assessment items in their own studies so far, and after answering there was a discussion on their thoughts how they experienced the items. The […]
Apply SINCOE@ Assessment Tool as a feedback tool for student project-based learning
Objectives: The aim of this pedagogical example was to test the SINCOE@ Assessment tool as a feedback tool for two multidisciplinary groups of third year Bachelor-students solving the specific problem assigned from the external project owner. The project owner met the student groups face-to-face only at the beginning and end of the course, otherwise the […]
Activating Innovative Teaching Methods and Assessment Tools: A Case Study on Developing Collaborative and Participative Teamwork Skills. Extended description
Objectives: This pilot focuses on three aspects of the SINCOE project: In this pilot we want to: Methods: We will use a highly participative workshop methodology that will allow you to develop knowledge, skills and attitudes, but above all, be able to practice them frequently enough in the classroom so that students can receive feedback […]
Activating Innovative Teaching Methods and Assessment Tools: A Case Study on Developing Collaborative and Participative Teamwork Skills
Keywords: Self-assessment, teamwork skills, participative learning, student motivation, innovative assessment. This case study piloted innovative teaching methods and assessment tools to foster collaborative and participative teamwork skills among students. Highly interactive workshops were implemented, enabling students to practice teamwork through group activities. The SINCOE@self tool was used for self-diagnosis and data collection, while the Belbin […]
Enhancing Team Competencies: A Case Study on Motivating Students, Peer Assessment with Sincoe@, and Mapping Team Roles to Innovative Outcome. Extended description
Objectives: This pilot focuses on three aspects of the SINCOE project: Activating learning and teaching methods to involve and motivate students Efficient assessment methods and tools to involve and motivate students Test the Self and Peer assessment tool SINCOE@ with students In this pilot we want to: Check if the “talent selection dynamic” allows for […]
Enhancing Team Competencies: A Case Study on Motivating Students, Peer Assessment with Sincoe@, and Mapping Team Roles to Innovative Outcome
Keywords: Active learning, Sincoe@ self-peer assessment, team role dynamics, innovative behavior, engineering education. The motivation behind this initiative was to engage and motivate students, test efficient assessment tools, and analyze team performance based on personal competencies and roles. Through classroom workshops, the implementation of the Sincoe@ tool, and the use of the Belbin model, the […]
Apply SINCOE@ Assessment Tool as a feedback tool for student project-based learning
Keywords: ASSESSMENT, innovation competence (critical thinking, creativity, initiative, teamwork, networking), project-based learning, online, external supervisor, motivation, feedback, complimentary evaluation This experience aimed to use the SINCOE@ Assessment tool as a feedback tool for student groups solving a specific problem. The project owner met the student groups face-to-face only at the beginning and end of the course. Otherwise, the guidance […]
Critical Thinking. Easy exercise
Why Critical thinking hinges on the kinds of questions we ask. If you just give an answer when asked, it means you’re just repeating what you know without much thought. But if you respond to a question by asking more questions, it shows you’re really thinking it through. This approach means you’re not just taking […]
Peer assessment as a pedagogical activity
A structured approach to incorporate peer feedback and evaluation in the learning process Peer assessment specifically focused on innovation competencies helps students understand and evaluate the creative, critical thinking, initiative, teamwork, and networking aspects of their colleagues’ work. This process enhances both the assessor’s and the assessee’s understanding of innovation in engineering practice. Setting Up […]
Persona
How to empathize with your students? To discover the needs of students through a deep understanding of their interests and concerns requires empathizing with them in order to gain insights that guide the design of the learning experience. Persona tool has been widely used in the field of marketing and, more recently, in education, as […]
Student Journey
How to enhance the student experience? The «journey map» is a graphic visualization tool for mapping the user experience of a product or service. It has a matrix structure where horizontally, it defines a timeline of the service process, and vertically, it gathers insights aligned with user actions: touchpoints, emotions, and pains. The bottom row […]
Asynchronous remote teaching
Each participant connects to the digital resources or devices when they select, without expecting to receive an immediate response or observe activity from others. Examples of remote asynchronous teaching include accessing pre-recorded lectures or instructional videos that can be viewed at any time; engaging in online discussion forums where participants post and respond to messages […]
Synchronous remote teaching
All participants are simultaneously connected to digital resources or devices, allowing each individual to observe the actions of others in real-time as they are being performed (or with a minimal delay of only a few seconds). Examples of synchronous remote teaching include live online classes where students and instructors interact in real-time through video conferencing […]
Face-to-face teaching (in-person)
A meeting in the learning process with more than two people, all present physically and in a synchronous format. This can occur, for example, in a classroom where the teacher and the students are all in the same physical space and communicate in real-time. It can also include individual or group tutorials where participants gather […]
Context definition tab
Please describe the environment where the learning experience takes place. Capstone Courses and Projects Collaborative Assignments and Projects Common Intellectual Experiences Diversity/Global Learning ePortfolios First-Year Seminars and Experiences Learning Communities Service Learning, Community-Based Learning Undergraduate Research Writing-Intensive Courses
Ice-breakers for on-line class
Virtual Ice-Breakers for Online/hybrid Classes «Three Things About Me» (Two Truths and a Lie) Each person shares three facts about themselves. Two are true, one is made up. Others must guess which one is the lie. «What’s Near You?» Ask your students to quickly find an object in their surroundings that has special meaning or […]
Hybrid teaching environment (hybrid)
Some participants, either faculty or groups of students, are physically present in a face-to-face setting, while other participants are simultaneously engaged in synchronous remote teaching. This means some class attendants are in person, while others are remotely in real-time. Examples of simultaneous remote and in-person teaching (hybrid) can include a classroom setting where some students […]
What is Innovation Competence?
The ability to create, introduce, adapt, and/or apply a beneficial novelty in any part of an organization. That is to say, being able to introduce something new (an idea, a method or process to do something, or a device, or an invention) or the useful improvement of something that already exists and adds value […]
References
Cheng, C. Y., & Chang, P. Y. (2012). Implementation of the Lean Six Sigma framework in non-profit organisations: A case study. Total Quality Management & Business Excellence, 23, 431-447. Clune, S. J., & Lockrey, S. (2014). Developing environmental sustainability strategies, the Double Diamond method of LCA and design thinking: a case study from aged care. […]
