Design and evaluation of a microprocessor course combining three cooperative methods: SDLA, PjBL and CnBL

Alorda, B.; Suenaga, K.; Pons, Patricia

doi:10.1016/j.compedu.2011.04.004

Cited by 29 publications

(19 citation statements)

References 8 publications

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“…The competition-based learning methodology was introduced in [3] to improve the performance of the solution as much as possible. The extra healthy rivalry between groups is compatible with the PjBL methodology and increases the motivational feature of the project as it is reflected in [2][3].…”

Section: A Subject Planningmentioning

confidence: 85%

“…The initial student motivation is maintained during the project by the demands between experts groups forming the same multidisciplinary group; but also, some extra personal motivation is demanded by the planned activity when a final competition between groups is proposed as a part of the learning initiative [2][3]. The competition-based learning methodology was introduced in [3] to improve the performance of the solution as much as possible.…”

Section: A Subject Planningmentioning

confidence: 99%

“…In addition, a final competition between designed bikes is proposed as an additional motivation element. The use of project based learning methodology (PjBL) in laboratory sessions in order to increase the participation and interaction between students and the introduction of a final competition between groups in order to increase student motivation has been previously proposed in [2]. The competition-based learning is a methodology where learning is achieved using a competition as learning activity, but the learning result is independent of the student's score in such competition (CnBL) [13,14].…”

Section: Introductionmentioning

confidence: 99%

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Multi-subject Project Based Learning initiative

Alorda

Verd

Canals

et al. 2012

Proceedings of the 2012 IEEE Global Engineering Education Conference (EDUCON)

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This paper presents the initiative aimed to increase the number of collaborative activities and the motivation of students for engineer topics. The work centers the attention on the design and definition of a PjBL (Project Based Learning) initiative covering three different subjects. The main goal of this work is to develop social and collaborative skills not only between the partners of the same subject, but also between students from different generations and courses. The work proposes a multisubject PBL (Problem Based Learning) activity where expert members from different subjects train to students groups. The initiative, which is carried out in the last courses of an undergraduate program, has been well received by students with having a direct impact on their motivation. In any case, but some aspects need to be planned with more deeply: coordination between students from different subjects and impact of the student groups that do not finish the activity.

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Section: A Subject Planningmentioning

confidence: 85%

Section: A Subject Planningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Multi-subject Project Based Learning initiative

Alorda

Verd

Canals

et al. 2012

Proceedings of the 2012 IEEE Global Engineering Education Conference (EDUCON)

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“…The essential characteristics of cooperative learning are positive interdependence, the group task, individual responsibility, and the use of interpersonal and group interaction techniques [16][17][18][19]. The work groups are teams of four or five learners.…”

Section: Methodsmentioning

confidence: 99%

Gamification in the Translation and Interpreting Degree: A New Methodological Perspective in the Classroom

Gutiérrez-Artacho¹,

Olvera‐Lobo²

2016

EDULEARN Proceedings

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Gamification refers to taking concepts usually associated with videogames and applying them to other types of recreational activities. In itself gamification does not equate to games. It concerns a different concept that has less to do with games than with marketing, motivation and user loyalty. The idea behind our proposal begins with the consideration that, despite the current availability of more and better teaching tools, there are times when they are not effectively reflected in students' learning outcomes and skills obtainment. To a large extent, ensuring that students are fully motivated by and committed to the materials they must study involves finding the strengths that arouse their interest in those materials. No matter what the setting, from childhood we are attracted to games, which allow us to learn and practise skills that we later use in day-to-day life.Numerous studies show that games encourage learning, given that when fun features in the process, motivation is increased and stress lowered. It is clear that when students enjoy learning, students learn more and better. Videogames are a prominent type of game applied in the teaching environment. The use of videogames increases the degree of satisfaction, which in turn boosts learning and memorisation. Furthermore, videogames are interactive materials capable of attracting students' attention and securing the complete immersion of players in the task being performed, and at all times allowing them to decide what to do, in addition to encouraging competitiveness and collaborative work. To that we must add the fact that players obtain immediate feedback after each action during the game, allowing them to learn through trial and error, which are desirable features in a constructivist learning environment centred on the student. Finally, contrary to what may be thought, the teacher also has the possibility to play a part as occurs in traditional teaching. This is due to the fact that participants, when using video games, leave tracks that provide the teacher with clues about the progress of the activity on the course, and in a very precise manner that allows the teacher to act consequently.Our proposal has been designed by a wide group of teaching staff -called Aula.int-drawn from various departments of the Faculty of Translation and Interpreting of the University of Granada, with more than a decade's experience. Our projects are focussed on boosting the cross-relationship between different materials involved in the teaching of translation, for which we have designed a didactic model known as PATT (Professional Approach to Translator Training ), and also created and facilitated access to tools and resources of interest in this field. With this project we seek to add gamification to our didactic model and to the already implemented teaching tools.

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Section: Methodsmentioning

confidence: 99%

Teaching Methodologies for New Professional Profiles in the Translation Market: Web Locators

Gutiérrez-Artacho¹,

Olvera‐Lobo²

2016

ICERI2016 Proceedings

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Constant changes in the economic environment, where globalisation and the development of the knowledge economy act as drivers, are systematically pushing companies towards the challenge of accessing external markets.Web localization constitutes a new field of study and professional intervention. From the translation perspective, localization equates to the website being adjusted to the typological, discursive and genre conventions of the target culture, adapting that website to a different language and culture. This entails much more than simply translating the content of the pages. The content of a webpage is made up of text, images and other multimedia elements, all of which have to be translated and subjected to cultural adaptation. The user must never notice that the site was originally created in another language. In addition, commercial and business translation have certain particularities which must be studied and borne in mind so as to achieve the desired communication goals.The translation process entails that a language professional will perform various roles, completing each stage on time and undertaking multiple tasks in order to meet the conditions for delivery of the translation in accordance with certain quality parameters (Olvera-Lobo et al., 2007a, 2007b, 2008a, 2008b, 2014Robinson et al., 2011Robinson et al., , 2013Robinson et al., , 2016. For its part, localization involves different agents in the localization process although their number may vary from a sole person responsible of the entire process to a multiplicity of agents in large organisations: managers of businesses, localization managers, localization engineers, terminologists, locators, quality control operators and freelance translators, among others. The process also varies considerably depending on the nature of the project (marketing website, web-based application, e-commerce site, and so on), the technologies involved, the resources available and even the type of translation process employed.This contribution presents the application of a new teaching methodology to the teaching/learning of localization in the undergraduate training of Translation and Interpreting, applying the didactic model PATT (Professional Approach to Translation Training), widely extended in the teaching of Translation, that has been adapted to the new characteristics of this new professional profile. In the context of localization we have revised and redesigned the model to integrate knowledge and skills required in localization.The revision of PATT has involved modifications to enhance the quality of the learning experience of localization students and make the assessment process more transparent. These changes entailed more detailed scaffolding to incorporate a range of tasks enabling learners to further exercise higher order thinking skills.In this contribution we present a new didactic model adapted to the localization learners and their application in the localization process.

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Design and evaluation of a microprocessor course combining three cooperative methods: SDLA, PjBL and CnBL

Cited by 29 publications

References 8 publications

Multi-subject Project Based Learning initiative

Multi-subject Project Based Learning initiative

Gamification in the Translation and Interpreting Degree: A New Methodological Perspective in the Classroom

Teaching Methodologies for New Professional Profiles in the Translation Market: Web Locators

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