Experimenting ‘learn by doing’ and ‘learn by failing’     

Rossella Pozzi  Carlo Noè  Tommaso Rossi 《European Journal of Engineering Education》2015,40(1):68-80

According to the literature, in recent years, developing experiential learning has fulfilled the requirement of a deep understanding of lean philosophy by engineering students, demonstrating the advantages and disadvantages of some of the key principles of lean manufacturing. On the other hand, the literature evidences how some kinds of game-based experiential learning overlook daily difficulties, which play a central role in manufacturing systems. To fill the need of a game overcoming such lack of vision, an innovative game direct in-field, named Kart Factory, has been developed. Actual production shifts are simulated, while keeping all the elements peculiar to a real production set (i.e. complexity, effort, safety). The working environment is a real pedal car assembly department, the products to be assembled have relevant size and weight (i.e. up to 35 kg approximately), and the provided tools are real production equipment (e.g. keys, screwdrivers, trans-pallets, etc.). Due to the need to maximise the impact on students, a labour-intensive process characterises the production department. The whole training process is based on three educational principles: Experience Value Principle, Error Value Principle, and Team Value Principle. As the ‘learn by doing’ and ‘learn by failing’ are favoured, the theory follows the practice, while crating the willingness to ‘do’ instead of just designing or planning. The gathered data prove the Kart Factory's effectiveness in reaching a good knowledge of lean concepts, notwithstanding the students’ initial knowledge level.  相似文献   

Can culturally,disciplinarily and educationally diverse (D3) teams function and be creative? A case study in a Korean university     

David Santandreu Calonge  Askhat F. Safiullin 《Educational studies》2015,41(4):369-392

Drawing from research in team creativity enhancement, this study focuses on a “Creativity, Innovation and Design Thinking” course for the International Summer Semester at Sungkyunkwan University, Seoul, South Korea. Data were collected among 15 teams of 89 students that participated in the course. Performance of the teams was measured by the grade they received from peers and instructor for all the creative projects. Participants answered a precourse and postcourse questionnaire to compare gains. There was a statistically significant shift in the students’ perceptions from pre-test to post-test in agreeing that diversities help teams to be more productive and more creative.  相似文献   

科研项目和学科竞赛载体下创新团队的构建     

王凤  万智萍  叶仕通  莫伟健  吕志民 《宁波大学学报(教育科学版)》2014,(1):57-60

针对当代大学生创新科研能力弱、项目经验缺乏等问题,立足于企业的人才需求,通过将科研项目和学科竞赛作为高校创新人才培养的载体,构建大学生创新研学团队的方法,培养学生的团队合作、科研创新精神和学科竞赛能力,丰富学生的项目经验,强化学生的实践能力,在促进创新应用型人才的培养上具有一定的意义。  相似文献   

基于建构主义的高校体育团队教学模式的构建与实践研究——以瑜伽教学为例     

张矛矛 《南京体育学院学报(社会科学版)》2014,(1):76-80

以建构主义为理论依据,以瑜伽教学为例,对高校教学模式进行改革实验。通过内容选择、交叉分组、团队施教、评价考核四个板块构建建构主义模式下瑜伽团队教学模式。结果显示,从学生对瑜伽课程的满意度以及瑜伽课程对大学生身心发展影响效果等两个方面考察,建构主义瑜伽团队教学模式明显优于传统瑜伽教学模式。它有效地开发了学生终身体育技能,同时有利于学生自我认知和学习能力的全面提升。同时,对高校体育其他项目的教学有一定的参考意义。  相似文献   

雅典奥运中俄女排决赛制胜因素的分析   总被引：1，自引：0，他引：1  

万仲平  眭小琴  刘维芳 《北京体育大学学报》2005,28(6):862-863

2001年新组建的中国女排,继续发扬了"五连冠"中国女排稳定的心理,顽强自信,并且坚持快速多变全面型的打法和敢于拼搏的团队精神,这是中国女排在本届奥运会上夺冠的关键制胜因素.  相似文献   

初三英语复习课的复式分层同堂合作教学探索     

胡芬琴 《宁波教育学院学报》2007,9(6):100-102

采用复式分层同堂合作教学,有利于提高初三英语复习效果。教师要对教材进行精心增改,并做好课堂合作小组的分组。在教学中要遵循中考命题改革规律,注重同堂合作解题技巧,在解阅读理解题时对不同水平学生提出不同要求。在训练写作时采用扬长补短,互批互仿互评,要为学生创造和谐的合作氛围,对基础较差的学生给予更多指导。  相似文献   

以团队管理为核心构建大学人力资源管理新模式   总被引：1，自引：0，他引：1  

胡云  杨炳君 《辽宁师范大学学报(社会科学版)》2003,26(6):52-54

以团队管理为核心的人力资源管理模式为组织目标的实现在现代管理中发挥着越来越重要的作用。高水平大学作为知识创新和高层次创造性人才培养的基地，只有建立以团队管理为核心的人力资源管理模式，才能充分发挥其在科技创新、学科建设、高层次创造性人才培养等方面的作用。  相似文献   

Bridge21 – exploring the potential to foster intrinsic student motivation through a team-based,technology-mediated learning model     

John Lawlor  Kevin Marshall  Brendan Tangney 《Technology, Pedagogy and Education》2016,25(2):187-206

It is generally accepted that intrinsic student motivation is a critical requirement for effective learning but formal learning in school places a huge reliance on extrinsic motivation to focus the learner. This reliance on extrinsic motivation is driven by the pressure on formal schooling to ‘deliver to the test’. The experience of the use of ICT in formal learning is marked with a naive and largely unfulfilled assumption that it would of itself promote a ‘game-changing’ shift in student motivation. This study investigates the effectiveness of a team-based, technology-mediated model called Bridge21 to encourage intrinsic student motivation. The data for the study come from 425 secondary school students, average age 16 years, who participated in workshops of 3.5 days in duration. The workshops took place in an out-of-school learning environment in one academic year. Bridge21 seeks to provide a vehicle to allow the transfer of control of learning from the teacher to the team and in this way to encourage and promote student autonomy. The principal findings reported in this paper are that participation in the workshops had a direct positive impact on the students’ perceptions around their learning and on their intrinsic motivation to learn.  相似文献   

科研组织团队运作的应用研究   总被引：9，自引：1，他引：9  

杨映珊  陈春花 《科学学研究》2002,20(2):206-208

本文对科研组织中导入团队运作模式进行研究 ,探讨了组建科研团队的前提条件及其运作模式 ,着重分析了组建科研团队的关键问题和科研团队动态协调的管理方法 ,旨在寻求科研组织中有效的创新管理模式  相似文献   

Change management in extremis: A case study     

Elena Carrillo 《Journal Of Access Services》2019,16(1):21-33

After 40 years under one manager, the Circulation Department at the Richard J. Daley Library was long past due for a change. The challenge of reorganizing included interesting and interrelated aspects: changes to workflows and assignments, moving staff and functions inside the department and across departments, and a deep dive into the culture to which staff had become habituated. Managers eliminated redundancies and increased services, effectiveness, productivity, and joy. This case study is a testament to how successful change happens with patience, respect, and a willingness to be flexible.  相似文献