Need-Based Learning: An Integration of Just-In-Time-Learning, Flipped Classroom and Gamification in a Project-Based Learning Setting
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| Format: | Recurso digital |
| Langue: | anglais |
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Zenodo
2021
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| _version_ | 1866901667330392064 |
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| author | Pereira Pessôa, Marcus Vinicius Oude Alink, Charlotte Wachter, Grace |
| author_facet | Pereira Pessôa, Marcus Vinicius Oude Alink, Charlotte Wachter, Grace |
| contents | Engineering education must help learners develop analytical, communication, and teamwork skills, alongside independent learning, while meeting ever increasing content demands for solving engineering practice problems. Design problems, typically complex and lacking structure in nature, required an interdisciplinary approach, integrating multiple content domains. The currently most-favored pedagogical models for teaching design are problem-based learning (PBL) and project-based learning (PjBL), both of which are challenged when faced with multidisciplinary open problems, also known as wicked problems. To tackle wicked problems in an educational setting a combination of different pedagogical methods is necessary. This paper strives to create a pedagogical model to use while dealing with wicked problems in the specific education setting of a Master course in an Engineering programme. The behaviorism, cognitivism and situative learning paradigms are analyzed and related to the engineering learning peculiarities, which led to proposing Need-Based Learning (NBL). NBL is a pedagogical approach for teaching product design and development, which innovates by integrating Just-In-Time (JIT) Learning, flipped classroom and gamification in a PjBL setting. NBL includes six activities: challenge, select, acquire, apply, reflect, explain, and evaluate. A challenge is set by the lecturer, which becomes the background for all other course work. During the game phases, the students make a 'just-in-time' selection of knowledge to be acquired in the flipped classroom, applying this knowledge in the gamified project and reflecting on their choices and results. The lecturer then gives further feedback and makes the summative evaluation. |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_14650386 |
| institution | Zenodo |
| language | eng |
| publishDate | 2021 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Need-Based Learning: An Integration of Just-In-Time-Learning, Flipped Classroom and Gamification in a Project-Based Learning Setting Pereira Pessôa, Marcus Vinicius Oude Alink, Charlotte Wachter, Grace engineering education pedagogical model teaching strategy self-driven learning Engineering education must help learners develop analytical, communication, and teamwork skills, alongside independent learning, while meeting ever increasing content demands for solving engineering practice problems. Design problems, typically complex and lacking structure in nature, required an interdisciplinary approach, integrating multiple content domains. The currently most-favored pedagogical models for teaching design are problem-based learning (PBL) and project-based learning (PjBL), both of which are challenged when faced with multidisciplinary open problems, also known as wicked problems. To tackle wicked problems in an educational setting a combination of different pedagogical methods is necessary. This paper strives to create a pedagogical model to use while dealing with wicked problems in the specific education setting of a Master course in an Engineering programme. The behaviorism, cognitivism and situative learning paradigms are analyzed and related to the engineering learning peculiarities, which led to proposing Need-Based Learning (NBL). NBL is a pedagogical approach for teaching product design and development, which innovates by integrating Just-In-Time (JIT) Learning, flipped classroom and gamification in a PjBL setting. NBL includes six activities: challenge, select, acquire, apply, reflect, explain, and evaluate. A challenge is set by the lecturer, which becomes the background for all other course work. During the game phases, the students make a 'just-in-time' selection of knowledge to be acquired in the flipped classroom, applying this knowledge in the gamified project and reflecting on their choices and results. The lecturer then gives further feedback and makes the summative evaluation. |
| title | Need-Based Learning: An Integration of Just-In-Time-Learning, Flipped Classroom and Gamification in a Project-Based Learning Setting |
| topic | engineering education pedagogical model teaching strategy self-driven learning |
| url | https://doi.org/10.5281/zenodo.14650386 |