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Implementation of Systems Thinking – Teaching in Project-Based Learning
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This case study describes a continuous improvement experience, conducted from 2002 to 2014 in Sao Paulo, Brazil, within 47 Project-Based Learning MBA courses, involving aproximatelly 1.400 students. The experience report will focus on four themes: (1) understanding the main dynamics present in MBA courses (2) planning a systemic intervention in order to improve the following courses (3) doing the intervention and analysing the results (4) assuring the continuous improvement.
Feasibility study is one of the most important parts of decision making for project investment. Current industrial approach to estimate benefit of advanced process control (APC) is based on the conventional estimation techniques, namely, statistical analysis, net present value, and payback period. These conventional approaches can answer the investment either 'Go' or 'No Go'. The gap analysis reveals that economic uncertainties and inflexibility of decision criteria are the issues required improvement on the decision making process. In this paper, we apply a real options approach to develop option to defer analysis as part of the proposed feasibility study of APC project. We demonstrate improvement of the proposed method with a case study on ethylene plant in Thailand. The result shows that option to defer can answer 'when to defer' and 'when to invest'. Hence, this approach enhances the investment decision making under economic uncertainties and provides flexible decision criteria.
This paper presents initial results from a survey of project based learning conducted across a dozen strata of high schools including several major reform networks. This approach to instruction appears to be central to progressive reforms in small high schools. We found relationships to reforms such as teaching across the curriculum, student personalization and community engagement. The most professionally engaged teachers were more frequent users of project based learning and related practices. Equity concerns are discussed in the context of a review of other national studies, and a national evaluation by the American Institutes for Research provides baseline data for comparison.
Cognitive load theory (CLT) originated in the 1980s and underwent substantial development and expansion in the 1990s by researchers from around the globe. As the articles in this special issue demonstrate, it is a major theory providing a framework for investigations into cognitive processes and instructional design. By simultaneously considering the structure of information and the cognitive architecture that allows learners to process that information, cognitive load theorists have been able to generate a unique variety of new and sometimes counterintuitive instructional designs and procedures.
Problem-based learning (PBL) as a teaching learning method has been implemented by the Department of Nursing Universiti Kebangsaan Malaysia (UKM) since 1996. The conceptual framework of conducting PBL uses systems approach involving input, process and output. The systems input of PBL is preparation stage which includes the determination of clear learning outcomes in the development of generic skills, introducing of PBL as a teaching learning method to students as well as teaching staff, training of the facilitators, and preparation of PBL package to ensure the success of PBL. The systems Process of PBL is its implementation involving the integration of medical sciences such as anatomy, physiology and biochemistry, nursing sciences, social sciences and clinical practice. The process also involves three stages of activities in PBL: i) encountering the problem, ii) self-directed learning and iii) back to the problem. The activities of each stage will produce the outcomes of the PBL. The systems output of PBL is the generic skills that students gain after completing the three stages of activities in PBL. The generic skills include i) application of knowledge, team work and communication skills, ii) professionalism skill iii) leadership skills and iv) critical thinking and problem solving skills. The study concludes that the systems approach can be applied in conducting PBL starting with preparation before the PBL sessions known as input, the three stages and activities of PBL is the process and the generic skills known as output.
Technologies, such as mobile learning and online inquiry, would be used to create virtual versus real learning effects. In order to enhance the quality of the ecological environment learning projects in school settings, we integrate Project-based learning (PBL) strategy to develop an e-learning platform, and help students exploring their outdoor learning tasks with mobile learning technology. The main idea about the design and development of e-learning platform integrated PBL strategy, how to use mobile learning technology in the PBL learning tasks, and the feedback about PBL exploration from students are discussed in this study.
A project is an in-depth study of a particular topic that one or more children undertake, and consists of exploring the topic or theme such as "building a house" over a period of days or weeks. This book introduces the project approach and suggests applications and examples of this approach in action. Chapters are: (1) "Profile of the Project Approach," defining the approach and describing how project work complements other parts of the preschool curriculum; (2) "Research and Principles of Practice," discussing the conceptual basis for a project approach; (3) "Project Work in Action," illustrating the variety of project work; (4) "Features of the Project Approach," presenting guidelines for project topic selection, types of project activities, choices children make in project work, the teacher's role, and the three phases of project work; (5) "Teacher Planning," focusing on selecting a topic, making a topic web, deciding on a project's scope, and using five criteria for selecting and focusing on project topics; (6) "Getting Projects Started: Phase I," detailing ways to engage children's interest, initiate the introductory discussion, organize activities for early stages of extended projects, and involve parents; (7) "Projects in Progress: Phase II," discussing ways to maximize children's learning, interest, and motivation; (8) "Consolidating Projects: Phase III," presenting various approaches to concluding a project, such as making presentations to other classes or evaluating the project; and (9) "The Project Approach in Perspective," identifying the project approach as a complement and supplement to other aspects of the curriculum while giving teachers the opportunity to attend equally to social and intellectual development. Appendices present project descriptions, project guidelines, and a checklist for recording Missouri State Competencies applied in the course of project work. Contains about 140 references. (KDFB)
In this study, the affect of a project-based learning introductory course on the Capacity for Engineering Systems Thinking (CEST) of freshman students is considered. The qualitative paradigm was found to be appropriate for this study because the focus was on learning processes and the development of concepts. Four aspects of engineering systems thinking were evident in the students' responses: conceptualization, requirements, alternatives, and optimum. It is found that the extent of these four aspects is related to the students' ability to design and develop a new product. During this study, it became clear that a quantitative tool for assessing CEST is currently not available, and that such a tool is needed. © 2005 Wiley Periodicals, Inc. Syst Eng 8: 187–195, 2005