The revolution caused by the advancement of technology, globalization and internet-enabled manufacturing is rapidly changing the manufacturing industry and requires engineers with different and more ...diverse knowledge than provided by traditionally-based curricula. In order to fill the emerging gap in engineering education we, educators, have to start thinking about preparing students for the future. This paper describes our efforts to address the 21 st century workforce challenges and opportunities. We present a novel multidisciplinary education approach through a case study example from a recently implemented course. This course was part of a larger institution-wide industry-university partnership to address the education gap in industrial and manufacturing engineering programs, beginning with the Connected Enterprise Concepts (CECs). The program started with developing a multi-faceted partnership with local companies and leaders in the manufacturing industry, and cross-disciplinary collaboration between Faculty members from the University of Wisconsin-Milwaukee (UWM). We present the framework within which this course, the first of its kind, was initiated, designed and implemented. We will also provide the initial results of students' survey and propose a way to address the challenges.
This Research to Practice Full Paper presents the results of the third evaluation of the learning office approach, an alternative, self-driven branch introduced at the information technology ...department of an Austrian higher vocational upper secondary school encompassing grades 9 to 13 (K9-13). Learning office students benefit from a flexible class schedule, which allows them to choose time and depth for most school subjects and helps students develop valuable 21 st century skills.The results revealed a highly significantly lower variance of the grade point average in the learning office at grade 12 and a ratio of sample variances of 3.534. Expert interviews held with ten teachers showed that the most mentioned advantages of the learning office approach were an improved self-reliance of the students, enabling individualization, and supporting weaker students. Furthermore, the teachers rated the learning office as the most promising approach of a set of 14 selected methods of learning. A course evaluation conducted with one learning office cohort showed that the structure of the chosen learning office subject was rated significantly better than the structure of the selected traditional subject. Finally, students of the learning office revealed a significantly lower number of absent lab days at grade 12 and a significant correlation between absent lab days and the grade point average was discovered. The findings confirm the learning office as viable approach to 21 st century education.
This innovative practice work-in-progress paper examines student responses to a course whose content and pedagogy is aimed at preparing students to take on interdisciplinary work, and to consider ...human nature and societal context in their work. The course was developed in responds to the NAE call for undergraduate curricula to include interdisciplinary learning. The course helps students view engineering as a fundamentally human activity with all the features present when humans work together towards common goals. It uses active, experiential, and kinesthetic pedagogies to help students engage with the material. In the most recent iteration, data from course evaluations and student reflections indicate that students find the course applicable to their current and future endeavors working in interdisciplinary teams and valuable in their development. Students also generally find the pedagogy effective in helping them engage with the course content.
We describe the planning, delivery, and assessment of laboratory classes offered as part of two first-year mathematics courses for engineering students. The laboratory classes, which use practical ...examples inspired by second-, third- and fourth-year engineering courses, were designed to illustrate the relevance of mathematics to engineering. Once these classes were introduced the percentage of engaged students increased by up to a third, leading to similar improvements in pass rates and median marks.
Slavonski dijalekt u teoriji i praksi danas Mance, Nina; Sesar, Tena Babić
Rasprave Instituta za hrvatski jezik i jezikoslovlje,
12/2017, Letnik:
43, Številka:
2
Journal Article
Recenzirano
Odprti dostop
U radu se problematizira status slavonskoga dijalekta na početku 21. st. u razdoblju od 2000. do 2015. g., u teoriji i praksi. Teorijom je obuhvaćena bibliografija radova kojima je tema slavonski ...dijalekt, a praksom aktivnosti kojima se poučava o tome dijalektu i kojima se on promiče. Pri oblikovanju stava o slavonskome dijalektu, vodeći brigu o onome što će ostati mlađim naraštajima, valja imati na umu raznolikost hrvatskih regionalnih i mjesnih govora te znanstvenom gledištu pridružiti i sociolingvističko, kulturološko, a onda i identitetsko – jedino se tako zavičajni jezik može smatrati sastavnim dijelom nacionalnoga i regionalnoga identiteta. Poseban dio rada čini popis bibliografskih jedinica za razdoblje od 2000. do 2015. koji može biti polazištem za cjelovitu bibliografiju radova o slavonskome dijalektu.
Karadžićevo ime in delo v slovenskem literarnem prostoru spremljamo že v prvih številkah Krajnske čbelice. Recepcija je potekala od krajših informativnih besedil v slovenskem časopisju k daljšim ...analitičnim člankom in znanstvenim študijam slovenistov in slavistov, ki so se s Karadžićem ukvarjali znotraj odnosa Kopitar-Karadžić, produktivne recepcije v slovenski literarni zgodovini oziroma v medkulturnih južnoslavističnih študijah. Ključne
The wrong models of organizational development are being used to reorganize universities. This paper examines the demands of 21st century universities and why Business Process Reengineering (BPR) ...won't get us there. By presenting an ethnographic case study of one Public Research University's tragic journey with BPR and reflecting on the unintended but predictable consequences, a socioeconomic approach that is decidedly against reengineering is proposed to be the path forward. A socioeconomic approach builds human potential and launches revenue development projects self-financed by diagnosing and redressing hidden costs.
Education in Indonesia is currently required to prepare students who are smart, creative and independent. This is in line with the expectations of the achievement of 21st century skills. Where ...learning is not only centered on cognitive abilities, but also includes a number of personal and social skills. Known as the 4Cs of 21st Century Learning: critical thinking, creativity, collaboration, and communication. Advances in Information and Communication Technology provide tremendous benefits for the world of education. All can be easily done without any limits because each individual can do it himself. Such a broad impact has given a new color or face in the education system in this world. This is evidenced by the many developments of learning models that refer to information technology-based learning. This paper helps provide information to teachers about how to apply Blended Learning at MTs N 1 Tegal. For online learning, teachers use constructivist pedagogical strategies, this is chosen to make it easier for teachers to deliver learning which is considered very helpful because it includes interaction, collaboration, projects, problem-based. Our online learning process requires a cellphone and a data package to be able to convey and receive messages. Offline learning itself, the teacher conveys his learning using only 4 learning strategies which include guided discovery, discussion, demonstration and cooperative learning, this is done because of the limited time for offline learning.
This study aims to develop 21st century innovative learning characteristics in linear programming based on cooperative learning models in class XI IPA MAN 1 Tegal. This research is a development ...research. Data were collected using observation sheets, and analysis of the learning design of 3 learning method models on linear programming material, namely the problem based learning model, the discovery learning model, and the cooperative learning model. The research subject is class XI MAN 1 Tegal. The results of the research analysis of learning tools state that the cooperative learning method in linear programming material has many weaknesses including not having 21st century innovative characteristics. To cover and perfect these weaknesses there are learning methods that can be alternatives in the learning process, namely problem based learning learning models and discovery learning models. learning. Problem based learning learning methods and discovery learning models can cover the shortcomings of cooperative learning methods this is because education in the 21st century is related to new problems that exist in the real world. The PBM approach is related to the use of intelligence from within individuals who are in a group of people, or the environment to solve problems that are meaningful, relevant, and contextual.
