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Introduction: Teachers in Finland are demanded to develop students' competencies in information literacy. However, they can meet this demand only by collaborating with public librarians. The aim in this case study was to explore the perspectives of teachers, librarians and students in a problem-based project and to analyse the advantages and challenges of collaboration between teachers and librarians. Methods: Teachers and librarians together designed and implemented a learning project in a secondary school, where triangulation of data collection took place--group interviews with four teachers and two librarians and a questionnaire for forty students. Analysis: The interviews and questionnaires were categorized and analysed by means of qualitative content analysis, using QSR NVivo 10. The categorization followed theory-based procedures. Results: The study reveals that collaboration between teachers and librarians was rewarding, especially in joint teaching situations. Challenges were related to lack of planning time, students' diverse skill levels and, to some degree, to the unclear roles of teachers and librarians. The study resulted in a model for integrating information literacy with problem-based learning. Conclusion: The new model produces new understanding of the characteristics and critical points of the collaboration and clarifies how information and communications technology (ICT) can be used to support student-centred, problem-based learning processes facilitated and instructed by teachers and public librarians located in physically separated places. [Note: The volume number (23) on the PDF is incorrect. The correct volume number is 22.]

Conversations continue as to whether and how community-based learning and research (CBLR) can be most effectively integrated into the mission and practice of institutions of higher education (IHEs). In 2005, eight District of Columbia- (DC-) area universities affiliated with the Community Research and Learning (CoRAL) Network engaged in a planning and evaluation exercise, applying a "rapid assessment" method to gauge baseline levels of CBLR institutionalization on each campus, envisioning progress in key areas, and proposing ways in which the CoRAL Network could achieve institutionalization goals. Aggregate analysis of the assessment data suggests several areas of similarity across extremely diverse university settings. Principle among the areas of similarity is the clearly articulated need for a network structure, external to any given university, to play a strategic role in enabling CBLR institutionalization goals. (Contains 3 tables, 2 figures, and 10 notes.)

As the Internet grows in importance, it is vital to develop methods and techniques for educating end-users to improve their awareness of online privacy. Web-based education tools have been proven effective in many domains and have been increasingly adopted by many online professional and educational services. However, the design and development of Web-based education tools for online privacy is still in the early stage. The traditional solutions always involve privacy experts who have sophisticated expertise. Such involvement can make the tool development costly. Furthermore, it is not clear how inspiring and effective these education tools are to general users of varying backgrounds, specially to novice users who have rarely dealt with online privacy issues before. In this paper, we design, develop, and evaluate a game-based privacy learning system by leveraging the wisdom of a crowd of non-experts on Amazon Mechanic Turk. Empirical study demonstrates that the crowd can provide high-quality ideas of designing and developing a practical, educational privacy learning game.

In today's technologically advanced healthcare world, nursing students should be active learners and think critically to provide safe patient care. A strategy that promotes students' active learning is case-based learning (CBL). The purpose of this study was to examine critical thinking (CT) abilities of nursing students from two different curricular approaches, CBL and didactic teaching. The design used in this research was a comparative descriptive survey. The sample included 103 participants; 65 students from the CBL nursing program and 38 students from the didactic nursing program offered by the MOH Schools of Nursing in the United Arab Emirates (UAE). Data were collected using the California Critical Thinking Skills Test (CCTST) Form B to measure the CT abilities of the participants. The data were analyzed using the SPSS. The independent t-test results revealed that the CBL participants performed better in the total CT score and all CT subscales than the didactic program participants.

The experience of a two-year project to promote the use of Web-based teaching and learning at XXX University was presented. A total of 68 courses over two semesters were included in the study. Surveys of students and teachers suggested that the quality of learning and teaching were improved. Over 80% of the students had used Web-based teaching and satisfied with its results and a majority of them would continue to use WebCT in the future. It was found that students developed a more favourable attitude toward the subjects and the teachers in the process. Teachers were delighted with the results and appreciated the support made available to them through the project team. Some even volunteered to be "mentors" for future novice teachers in this endeavour. Reservation and resistance offered by a few university administrators were noted and their concern would provide future challenges and targets for improvement. It is concluded based on the case study at XXX University, Web-enhanced/based teaching and learning is a trend that cannot be overlooked and should be seriously considered for adoption by tertiary institutions. (Contains 8 tables.)

The purpose of this study was to investigate the effect of activities based on the Multiple Intelligence Theory (MIT) of seventh grade students' conceptual learning and their retention in two consecutive subjects, namely "The Circumference and the Area of a Circle" and "The Surface Area of the Vertical Cylinder". The quasi-experimental research was conducted using 48 seventh grade students (24 for each group-control and experimental). The experimental groups were exposed to instruction based on the MIT activities whereas the control groups were exposed to traditional instruction. A Conceptual Learning Test (CLT) consisted of 10 open-ended questions which were administered to both groups as a pre-test, post-test and retained test. A 2x3 (group x time) repeated measures ANOVA was performed to determine the significant differences in the test scores. Results showed that instruction based on the MIT had a more significant effect on 7th grade students' conceptual learning and their retention than traditional mathematics instruction.

This study explored the impact of role-playing on the quality of peer feedback and learners' perception of this strategy in a case-based learning activity with VoiceThread in an online course. The findings revealed potential positive impact of role-playing on learners' generation of constructive feedback as role-playing was associated with higher frequency of problem identification in the peer comments. Sixty percent of learners perceived the role-play strategy useful in assisting them to compose and provide meaningful feedback. Multiple motivations drove learners in making decisions on role choice when responding to their peers, mostly for peer benefits. Finally, 90% of learners reported the peer feedback useful or somewhat useful. Based on the findings of this study, we discussed educational and instructional design implications and future directions to further the line of research using role-play strategy to enhance peer feedback activity.

People generally prefer to use stories in order to provide context when expressing a point. Spreading a message without context is unlikely to be meaningful. Like stories, cases have contextual meaning and allow learners to see a situation from multiple perspectives. The main purpose of the present study was to investigate how to design and develop an authentic, online case-based learning environment to provide preservice teachers with the opportunity to practice their skills in real-life situations. The study employed an action research method, a form of qualitative approach. 32 pre-service teachers participated in an online, video-enhanced, case-based learning environment known as VOCABLE. Three action research cycles were conducted and at the end of each cycle, data were gathered through interviews and questionnaires. The qualitative data were analyzed using descriptive and content analysis techniques using Nvivo8 qualitative data analysis tool. The results indicated that six main factors contributed to the authenticity of the cases: commonness, providing different perspectives, filling emotion, holding experience, reflecting social facts and being multimedia. Almost all pre-service teachers (96%) agreed that getting experts' solutions was very helpful. They also emphasized the value of peer evaluation and online discussion.

Australia has been the site of significant school facility design innovation during the past decade. This innovation was showcased in 2013 in a report released by the Organisation for Economic Cooperation and Development (OECD) titled "Innovative Learning Environments, Educational Research and Innovation." It featured case studies of 40 exemplary schools from around the world. Of these, seven were from Australia, including six from Victoria. While international attention directed towards the designs of Australian schools is nice, there remains little empirical evidence to attest to the effectiveness of these and other innovative school facilities in supporting desired and emerging pedagogies in primary and secondary schools. The Towards Effective Learning Environments in Catholic Schools: An Evidence Based Approach (TELE) project was set up in 2015 as a collaborative research initiative between Catholic Education Melbourne (CEM) and the Learning Environments Applied Research Network (LEaRN) at the University of Melbourne. Over three years (2015-2017) the project aims to develop empirical evidence and subsequent guidelines that can aid decisions about how best to design and use of learning environments (school facilities) in primary and secondary schools. During the course of the project, the pedagogical effectiveness of 36 learning environments in primary and secondary schools will be evaluated across the Melbourne Diocese using LEaRN Evaluation Module 3--Alignment of Pedagogy and Learning Environments. In doing so, the project seeks to answers to the following questions: 1) How can Catholic school learning environments be designed and used to best pedagogical effect?; 2) How well aligned are contemporary pedagogies with the designs of learning environments in Catholic schools in the Melbourne Diocese?; 3) What influence do different building typologies have on this alignment?; 4) How can the alignment between contemporary pedagogies and the design of school learning environment be improved?; and 5) Is there any correlation between the relative alignment of pedagogies and learning environments and the learning outcomes achieved by students (non-causal)? For the purposes of the project, learning environments have been delineated by the adjoining spaces used by a class, cohort or year level at the same school, including shared zones that have consistent physical features. Five spatial typologies (A to E), as identified by Dovey and Fisher (2014), have been used to group learning environments with similar spatial arrangements. These typologies are differentiated by their relative degree of openness, from traditional classrooms (enclosed) to permanently open-plan spaces (open). Using a strategic sampling technique, an even distribution of each building typology will be evaluated over the course of the three-year project to help identify which learning environments (including furniture, fit-out, and cultural practices) are the most supportive of contemporary pedagogies, as envisaged by CEM and the participating schools. This paper reports on progress towards the development of evidence-based guidelines for the design of contemporary schools, as derived from the program of learning environment evaluation described above.

Many foreign and second language teachers are reluctant about shifting from traditional language instruction to TBLT. Another challenge has been the use of ICT in the classroom, a problem addressed in previous Comenius projects. The ETALAGE project aimed to build on the achievements of such projects and to address these challenges, by collecting, re-designing, adapting and disseminating samples of good practice of ICT-based language learning tasks (A1-B2 CEF levels) in primary and secondary education. Partners produced in-service teacher training courses adjusted to local needs. Independent experts in language teaching monitored the quality of the products at a national level. This paper explains the project setup and its implementation in Portugal, describing a) the specific challenges and constraints that the local reality poses to an international project like this and; b) the perceptions of the Portuguese trainees in pre- and post-course surveys concerning the use of ICT in TBLT.

This study examined the perspectives of eight adult college students who developed experiential learning portfolios based on their experiences in the workplace. Individual interviews were conducted to obtain participants' opinions and attitudes on the development of the experiential learning portfolio. Three major themes emerged from the data. After developing the portfolio, students expressed changes in their understanding of their professional abilities and of themselves in the workplace. Students also better understood the role of work in their lives. A final theme was that of better understanding of how and why students had accomplished what they did in their professional lives. In spite of the diverse backgrounds of these adult students, they shared common experiences in the portfolio process. Findings support the inclusion of the portfolio option in colleges and universities that serve working adults, and they support the assumption that adults learn in a variety of ways both in academic and workplace environments. Two appendixes contain sample parts of a portfolio and guides for portfolio document review. (Contains 55 references.) (SLD)

In the Winter, 2015, issue of the "College Quarterly," Donovan McFarlane provided some guidelines for the use of case studies in college teaching based in part on his own experience and in part on the published literature. This was not the first time that case-based teaching was the focus of work in the "College Quarterly." Skliarenko & Bhardwaj (2004) provided a very brief introduction to case-based teaching, but their article was primarily focused on providing a highly detailed business teaching case focused on Bombardier Inc. The case was meant to be of value in teaching about market research and market analysis. The article really did not deal with the way that case (or cases in general) would/could/should be used in teaching. Part of McFarlane's (2015) concern was that many college and university faculty might make ineffective use of cases due to insufficient understanding of the process. He particularly noted that the available cases, including some of those from Harvard, were too long and/or too complex to work well in many classrooms. His paper included suggestions for how to make more effective use of cases in teaching. In the present article, Bill Hunter builds upon and extends the advice that McFarlane provided. He does this in a series of articles dealing with research on and resources for a variety of active learning models, including case-based teaching. Herein, Hunter provides relevant theory and research on constructivist learning, the principles of which underlie all of the active learning models.

A common report from anecdotal writing over many generations of educators is that it is the teacher who usually learns the most during the process of gathering content materials, designing, teaching and evaluating student performance. In this project we address this issue by developing an innovative instructional design in which collaborative groups of students working at distance create, share and assess learning content (in the form of learning objects) with their peers through online learning portals. The results of this process are assessed via surveys, discussions, reflective essays and peer evaluations. We conclude that instructional models based upon student construction of content and orchestration of learning activities can reduce instructor workload, provide opportunity for students to acquire new skills while increasing their subject content knowledge, and create a lasting legacy of reusable learning objects. (Contains 2 figures and 3 tables.)

A common report from anecdotal writing over many generations of educators is that it is the teacher who usually learns the most during the process of gathering content materials, designing, teaching and evaluating student performance. In this project we address this issue by developing an innovative instructional design in which collaborative groups of students working at distance create, share and assess learning content (in the form of learning objects) with their peers through online learning portals. The results of this process are assessed via surveys, discussions, reflective essays and peer evaluations. We conclude that instructional models based upon student construction of content and orchestration of learning activities can reduce instructor workload, provide opportunity for students to acquire new skills while increasing their subject content knowledge, and create a lasting legacy of reusable learning objects. (Contains 2 figures and 3 tables.)

Practical optimization problems such as job-shop scheduling of-ten involve optimization criteria that change over time. Repair-based frameworks have been identified as flexible computational paradigms for difficult combinatorial optimization problems. Since the control problem of repair-based optimization is severe, Reinforcement Learning (RL) techniques can be potentially helpful. However, some of the fundamental assumptions made by traditional RL algorithms are not valid for repair-based optimization. Case-Based Reasoning (CBR) compensates for some of the limitations of traditional RL approaches. In this paper, we present a Case-Based Reasoning RL approach, implemented in the CABINS system, for repair-based optimization. We chose job-shop scheduling as the testbed for our approach. Our experimental results show that CABINS is able to effectively solve problems with changing optimization criteria which are not known to the system and only exist implicitly in a extensional manner in the case base.

This article is from International Journal of Applied and Basic Medical Research , volume 4 . Abstract Objective:: The undergraduate teaching in pharmacology has always been a challenging task for medical teachers. Traditional lecture format is monotonous and a passive way of learning. There is a need to shift the educational focus from content centered to case based. In an effort to create interest and further improve the student learning, we have introduced simulated bedside teaching sessions as case based learning (CBL) module (modified CBL-[mCBL]) for 2nd professional MBBS students. Materials and Methods:: A case scenario of a clinical disease condition was prepared in consultation with a clinician. During the session, the case was presented along with discussion on the disease process, its management and rational drug use. Students were encouraged to participate actively. After the session, students were requested to fill the feedback questionnaire anonymously (both open-ended questions and responses on Likert scale). Results:: According to the students, factors such as clinical orientation, interactivity and re-enforcement of important points helped them to learn better. Majority of the students (76.09%) found the sessions to be better than theory lectures and tutorials. The fact that the interactive component of departmental feedback (taken at the institutional level) has improved during the last 2 years could be attributed to the introduction of these sessions. Conclusion:: mCBL (in the presence of departmental faculty and concerned clinician) is a good method of integrating pharmacology with clinical subjects. To make such sessions more reliable, the next planned step is to assess the knowledge gained by the students during such sessions in the future.

The most expensive and the time consuming step of software development life cycle is its testing. There are several research proposed to develop a low cost, scalable and effective method for soft- ware testing. With the help of the techniques of automatic generation of test cases one can easily and very efficiently find an optimal set of cases that allow an appropriateness criterion to be fulfilled, which helps in reducing the cost of software testing and resulting in more efficient software testing. In this paper we are trying to discuss a new technique for automated test case generation using teaching learning based optimization. This technique exte-nds the random testing by the use of leaching learning based optimization where the fitness function is based on the branch coverage.

This article is from BMC Medical Education , volume 13 . Abstract Background: Knowledge and understanding of basic biomedical sciences remain essential to medical practice, particularly when faced with the continual advancement of diagnostic and therapeutic modalities. Evidence suggests, however, that retention tends to atrophy across the span of an average medical course and into the early postgraduate years, as preoccupation with clinical medicine predominates. We postulated that perceived relevance demonstrated through applicability to clinical situations may assist in retention of basic science knowledge. Methods: To test this hypothesis in our own medical student cohort, we administered a paper-based 50 MCQ assessment to a sample of students from Years 2 through 5. Covariates pertaining to demographics, prior educational experience, and the perceived clinical relevance of each question were also collected. Results: A total of 232 students (Years 2–5, response rate 50%) undertook the assessment task. This sample had comparable demographic and performance characteristics to the whole medical school cohort. In general, discipline-specific and overall scores were better for students in the latter years of the course compared to those in Year 2; male students and domestic students tended to perform better than their respective counterparts in certain disciplines. In the clinical years, perceived clinical relevance was significantly and positively correlated with item performance. Conclusions: This study suggests that perceived clinical relevance is a contributing factor to the retention of basic science knowledge and behoves curriculum planners to make clinical relevance a more explicit component of applied science teaching throughout the medical course.

The case study explores the adoption and implementation of personalized, competency-based learning at Yuma Union High School District (YUHSD) within the broader context of the Arizona Personalized Learning Network (AZPLN). The study reveals that YUHSD has made notable strides in aligning district-wide systems with personalized learning principles, such as the adoption of standards-based grading and a shared vision for personalized learning. Leadership development, professional learning opportunities, and comprehensive assessment systems have all played a crucial role in supporting the successful implementation of personalized, competency-based learning. The study underscores the positive impact of personalized, competency-based learning on student engagement, agency, and metacognitive skills. Teachers at YUHSD have reported increased student voice and choice through strategies like choice boards, proficiency scales, and flexible learning environments. These practices have led to improved advocacy skills among students and stronger relationships between students and teachers, fostering a culture of transparency and inclusivity. Additionally, the model has facilitated student individualization and differentiated support, enhancing the overall learning experience for students across various subject areas. While the implementation of personalized, competency-based learning has been largely successful, the study also highlights several challenges faced by YUHSD. These challenges include initial resistance due to competing priorities like the AVID program, as well as obstacles in scaling the model to more teachers and classrooms. Faculty members have expressed concerns about the additional time and support needed for effective implementation, especially in addressing the diverse needs of special education students and English language learners. Faculty training and ongoing collaboration are identified as critical areas for improvement to ensure the sustained success of the personalized learning approach. The case study emphasizes the importance of addressing the challenges faced by YUHSD through targeted support for faculty, especially in providing additional training and time for implementation. Efforts should focus on increasing buy-in from core subject area teachers, enhancing support for special education students and English language learners, and promoting a deeper understanding of personalized, competency-based learning principles across the district. Aligning the approach with existing initiatives like AVID and ensuring ongoing technical assistance for faculty are key strategies for successful implementation and continued growth in personalized learning practices. Moreover, the study acknowledges the need for continued collaboration, data-driven decision-making, and stakeholder engagement to sustain and enhance the success of personalized, competency-based learning at YUHSD. By leveraging the insights from this case study, Yuma Union High School District can further advance its efforts to create student-centered learning experiences that prepare all students for success in college, career, and beyond.

Observations of human reasoning motivate AI research on transfer learning (TL) and case-based reasoning (CBR).Our ability to transfer knowledge and expertise from understood domains to novel ones has been thoroughly documented in psychology and education (for example, Thorndike and Woodworth 1901; Perkins and Salomon 1994; Bransford, Brown, and Cocking 2000), among other disciplines. Transfer learning uses knowledge learned from solving tasks from a source domain to enhance an agents ability to learn to solve tasks from a target domain. The differences between the source and target problems characterize the transfer distance. Case based reasoning transfers problem-solving knowledge from specific examples or episodes, called cases, to new problems. While researchers typically work within each of these fields independently, the purpose of this article is to summarize how case-based reasoning can be applied to transfer learning.1 Our analysis reveals three approaches for applying CBR to transfer learning: (1) CBR as a transfer learning method, (2) CBR for problem solving, and (3) CBR to transfer knowledge between the domains. These correspond to using CBR for solving entire transfer tasks or acting as a component within a transfer learning system. The transfer distance provides a new metric for CBR researchers to assess the robustness of their systems. Furthermore, each CBR approach has implications for the importance and interpretations of different transfer learning metrics. We begin with an overview of transfer learning, case-

Effects of introducing performance-based assessments into the classroom were studied by examining instruction, student learning, and teacher attitudes and practices. As part of the larger study, workshops were conducted with third-grade teachers from three schools engaged in constructing performance assessments of literacy. Data from transcripts of these workshops are the focus of this analysis of issues and dilemmas that arose. The task of embedding assessments like running records and written summaries into the instruction and assessment process elicited quite different responses from teachers. At one school, teachers analyzed and debated all aspects of assessment development and instruction. At another, teachers emphasized specifics and moved quickly to implement the assessments and develop specific instructional techniques and scoring schemes. At the last school, a global perspective on literacy and its assessment created the most dissonance because teachers realized that some of their students did not read very well, and they differed in reacting to this information. Mandated classroom-based assessment should be implemented with an awareness that teacher responses may vary greatly. Two tables present study findings. (Contains 29 references.) (SLD)

This paper describes students' experience of participating in a case-based peer-assisted learning (PAL) program in order to examine whether the approach is pedagogically effective and likely to contribute to students' professional development. It presents the findings of a study which examined the integration of PAL and case-based learning (CBL) in a multidisciplinary radiologic biology unit as part of an undergraduate degree program in Radiography and Medical Imaging. The study indicated the value of students working together in small groups to prepare and offer a case-based tutorial for their peers, with the cases offering a focus for their research and teaching in the multidisciplinary context. Working in groups and peer teaching were the most beneficial aspects of the program for enhancing student learning. The program involved three episodes of peer assessment (assessing teaching, assessing learning and assessing contributions to group work), with the first of these contributing most to the program, though further development and exploration of the latter two aspects are needed. The integration of PAL with CBL provided a "real world" context for teaching and learning. Students recognised that interacting with peers would be an important aspect of their professional lives and that the program offered them opportunities to prepare for this. Implementation and evaluation of this approach with other groups of students in vocational and non-vocational courses would determine its broader pedagogical effectiveness.

The purpose of this mixed methods study is to determine the effectiveness of case-based pedagogy in teaching basic principles of information ethics and ethical decision making. Study reports results of pre- and post-assessment completed by 49 library and information science (LIS) graduate students at a Midwestern university. Using Creswell's (2014) convergent mixed methods strategy, the assessment instrument collected both quantitative and qualitative data in the pre- and post-assessment instrument, analyzed data separately, and compared it to better understand the problem. Pedagogy providing the context for this study is an example of a deliberate shift away from static lecture and memorization methods of instruction, to instruction involving a dynamic, interactive learning process. Curriculum and instruction is influenced by Dervin's (1983) seminal sense-making theory, in particular Dervin and Clark's (2003) dynamic, two-dimensional communication-as-procedure model used to overcome communication gaps and inequities. Students focused on cases, authentic situational dilemmas related to privacy; intellectual freedom; intellectual property; intercultural ethics; and professional ethics. Findings suggest that case-based pedagogy resulted in students' improved (1) abilities to describe basic principles of information ethics; (2) abilities to apply a model for ethical decision-making; (3) opportunities to practice flexible communication behavior; (4) awareness of behaviors relevant to tolerance of others, privacy rights, authors' and artists' rights, and treatment of co-workers; and (5) self-reported interest in the study of information ethics and satisfaction with case-based learning. It is suggested that case-based instruction using the sense-making methodology holds much promise as an effective way to operationalize information ethics education in LIS as well as in traditional social science disciplines. It offers a framework for development of students' abilities to inform themselves efficiently and effectively about choices information professionals must make in today's pluralistic world.

The purpose of this paper is to suggest an alternative approach to perform relevant and useful evaluations of Web-based learning and instruction (WBLI) that will accommodate performance and keep pace with the growing capabilities of the Internet. Discussion includes the advantages of WBLI, multimedia and streaming use in WBLI, building the foundation of WBLI capability, and a review of WBLI evaluation approaches. The paper focuses primarily on defining an evaluative framework that can accommodate a range of WBLI interventions specifically within a business environment by more deeply exploring learner needs, concerns, and expectations. A case study involving WBLI designed to assist the E-Service solutions group at Nortel Networks implement Time to Market (TTM) development principles is used to illustrate several aspects of the emergent framework. Contains 12 references. (Author/AEF)

This paper aims to conduct the SD-CBL (study design with the case based learning, SD-CBL) in Epidemiology teaching and evaluate its effect. Students from five classes were recruited, and a combined comprehensive teaching model of SD-CBL was used in the "Injury Epidemiology" chapter, while other chapters in "Epidemiology" curriculum were using a teaching model of case based learning (CBL) only or single PowerPoint (ppt) teaching (it was considered as a traditional teaching in many universities). In the final of the semester, the effects of these three teaching models were compared in different majors and different students source. We found that SD-CBL comprehensive teaching model was better than ppt only and CBL teaching methods (P

The drives to internationalise the UK curriculum and psychology students' desires to work in communities are brought together in this paper. International community-based learning (ICBL) links with many psychology students' motivations to make contributions to others; with the potential to enhance students' learning and cultural sensitivities. The recently-developed literature on international service learning highlights multiple benefits for students (and sometimes community hosts), as well as the potential tensions that need to be negotiated. With the intentions of creating global citizens interested in social justice, community-based engagement can sometimes reinforce preconceived notions. In addition, benefits to the host communities may only be short-term or questionable, with less research on community partners' perspectives than on those of the students. This paper describes work with UK psychology students who undertook CBL in four different international settings (2008--2015); illustrating the complexities of setting up, facilitating and supporting students' CBL. It will then focus on two African settings (South Africa and Tanzania), with data drawn from group discussions with students, post-experience reflections, observations by the accompanying tutor and feedback from community partners. The findings show the richness of students' learning through CBL in both settings, including deeper insight into applications of psychological theory, the skills they enhanced and the emotional impacts of the work. Students reported changed perspectives, including greater awareness of social issues that impacted on their attitudes. The findings are explored and compared, using tools from Activity Theory, to illustrate points of confluence and tensions in such initiatives, when students, community partners and academic staff members interact. The discussion will reflect on what might guide the integration and optimising of ICBL to benefit both students and community partners.

In 2018, BHEF and the Business Roundtable joined forces to create the Workforce Partnership Initiative (WPI). The initiative invited Business Roundtable CEOs to form multi-company partnerships and connect with leaders of postsecondary institutions to meet regional workforce needs. Dozens of CEOs responded, and the JPMorgan Chase Foundation awarded BHEF a grant to support nine WPI projects around the country. These case studies cover five of the nine partnerships: Chicago, D.C.-Maryland-Virginia, North Carolina, New York City, and the Southeast. The publication details the highly tailored educational and work-based learning opportunities created as part of the initiative, along with the unlikely partnerships and new curricula and apprenticeships.

Entrepreneurship is still young and developing in Mongolia, yet it is the main driver of the Mongolian economy. According to The National Statistics Office of Mongolia, small and medium businesses create 52.5% of all jobs in Mongolia. To ensure more qualified entrepreneurs join the labor market, educators and instructors can help with resources for their students that will enable them to create successful businesses. Entrepreneurship education can play an essential role in providing a qualified and skilled supply of entrepreneurs for the Mongolian economy. This paper will examine how project-based learning impacts engineering students' entrepreneurial mindset at Mongolia's university. The study will try to create awareness of the importance of entrepreneurship education and a project-based learning (PBL) approach for students with any engineering background. As a case study, this research will take "NUM Startup 2.0", a five-month program in that students can team up with their professors to build a startup company from the beginning. A qualitative research methodology will be used to conduct interviews with participants of NUM Startup 2.0. This research will use homogenous sampling to select students with similar backgrounds, and for a semi-structured in-depth interview, collected data will be analyzed using the thematic analysis method. Moreover, this research may provide valuable feedback to universities in Mongolia to develop more well-structured courses for students. [For the full proceedings, see ED630948.]

Collaborative project-based learning is well established as a component of several courses in higher education, since it seems to motivate students and make them active in the learning process. Collaborative Project-Based Learning methods are demanded so that tutors become able to intervene and guide the students in flexible ways: by encouraging them to develop independent solutions and also by keeping their efforts and activities targeted towards the lesson goals. Students, on the other hand, need to develop important skills in searching and analyzing information as well as in communication and time management. In this paper, we propose the design of a collaboration script, following the "Group Investigation method", to support the tutors and students of a collaborative project-based course on "DataBases". We implemented this script using a compound e-learning collaborative environment based on MOODLE and LAMS, which have provided tutors with several tools and methods to involve in the learning process. The evaluation of the students' projects and the comparison with the corresponding projects of the previous academic year showed a better level of collaboration and performance of the students but also proved that the learning environment offered the tutors a more efficient way to guide their students in Collaborative Project-Based Learning.

Children with learning disabilities are at greater risk of being victims of sexual abuse in schools. This paper discusses 4th year pre-service school counsellors' specific knowledge related to self-confidence and skills to execute the prevention and support processes on the topic of sexual abuse in children with learning disabilities. Qualitative research data from the questionnaire answers received from 80 pre-service school counsellors were analysed using thematic analysis with an action research format. The results demonstrated that their preparation program was inadequate and needed more content relating to child sexual abuse. The results also showed that the knowledge of the pre-service school psychologists related to sexual abuse, the prevention and support processes for sexual abuse increased significantly after application of the action research content. These results are promising, but more research is needed to see if the increased knowledge in turn leads to application in practice and better care for victims.

This research seeks to (1) implement a model for an inquiry based learning environment using learning objects (LOs), and (2) apply the model to examine its impact on students' learning. This research showed that a well-designed learning environment can enhance students learning experiences. The proposed model was applied to an undergraduate course offered by the Faculty of Education, Sultan Qaboos University, in 2009. Results indicate that the implementation of the web-based inquiry-learning model was successful and adequate to the learning setting. This model of learning helped most students to manage the tools and techniques used during the course; freedom on the construction of presentations allowed students to explore creatively the subject domain; independent learning together with presentations contributed to preserve the uniqueness and value of each student's production. Finally, the open educational resources used as support were of fundamental importance.

Team-based learning (TBL) is an instructional pedagogy that has gained recent popularity due to its effectiveness in disciplines such as medicine and business. However, TBL has not been widely adopted in teacher education based on reviews of research and practitioner based literature. The purpose of this case study was to assess the implementation and effectiveness of TBL in a Singapore teaching institute with thirty in-service teachers. Quantitative and qualitative data was collected from teachers about their experience learning through TBL. Research findings revealed that 1) teachers generally perceived TBL to be a positive experience, although several areas for improvement were suggested; 2) quality of scores through TBL was high, with team scores being significantly higher than individual scores. The findings from this study have the potential to guide the design of future TBL courses in education.

Application Quests are case-based learning activities that emphasize issues in professional practice and are given as part of the classroom learning process. This qualitative investigation examined students' views regarding the perceived impacts that Application Quests had on their learning. A phenomenological analysis of written assignments from 44 undergraduate students revealed six prevalent themes. The Application Quests were described as being unlike previous experiences, difficult and time consuming, and an emotive process. They were further identified as helpful for learning and integrating course material, improving learning across courses, and increasing readiness for professional practice. These themes are discussed in relation to Astin's input-environment-outcome model of student development during college and potential improvements to future Application Quests.

This paper studies the effects of the integration of two learning algorithms. Case-Based Reasoning (CBR) and Learning Momentum (LM), for the selection of behavioral parameters in real-time for robotic navigational tasks. Use of CBR methodology in the selection of behavioral parameters has already shown significant improvement in robot performance [3, 6, 7, 14] as measured by mission completion time and success rate. It has also made unnecessary the manual configuration of behavioral parameters from a user. However, the choice of the library of CBR cases does affect the robot's performance, and choosing the right library sometimes is a difficult task especially when working with a real robot. In contrast, Learning Momentum does not depend on any prior information such as cases and searches for the right parameters in real-time. This results in high mission success rates and requires no manual configuration of parameters, but it shows no improvement in mission completion time [2]. This work combines the two approaches so that CBR discontinuously switches behavioral parameters based on given cases whereas LM uses these parameters as a starting point for the real-time search for the right parameters. The integrated system was extensively evaluated on both simulated and physical robots. The tests showed that on simulated robots the integrated system performed as well as the CBR only system and outperformed the LM only system, whereas on real robots it significantly outperformed both CBR only and LM only systems.

This paper discusses the implications of using a problem-centered, activity-based approach to teaching technology that addresses everyday teaching and learning problems. An overview of the course, "Technology for Teachers," is provided, and the following factors that contribute to the teaching method are outlined: creating a context for learning; teaching in the way people learn; learners entering the classroom with a variety of experience; a different view of technology; and a desire to create a "hands-on, minds-on" environment for learning technology. The theoretical foundations underlying this open-ended learning environment are also discussed. Participants, goals, objectives, course implementation and requirements are presented; and the benefits, problems, and issues of teaching in this type of learning environment are discussed in relation to the learner and the instructor. (Contains 20 references.) (AEF)

"Teacher education ill prepares pre-service teachers for the classroom." Research conducted in a teacher education program at Edith Cowan University (ECU) responded to this criticism. This longitudinal case study selected group work (i.e., group-based learning) to investigate the quality of its teacher education program. Phase one explored teacher educators' perceptions of group-based learning. Phase two explored pre-service teachers' perceptions and experience of group-based learning. This phase used student "voice" (i.e., through focus groups, confirmed field notes, summary sheets) to convey their ideas and experiences when studying in a group and/or implementing group-based learning in the classroom. This paper discusses phase two findings which show the importance of consistency and coherence in understanding group-based learning principles and practices, and the broad "conditions" and "actions" that enable meaningful learning. The research has enabled ECU teacher educators to enhance the quality of the teacher education program.

Place-based learning experiences in Design and Technologies education connect people and place with design processes and products. Drawing on place-based learning, this case study shares the experiences of eight final year pre-service Design and Technologies education students from the University of South Australia as they collaborated with in-service teachers and learners within a secondary special education setting. This study reports on the design and development processes that pre-service teachers adopted to produce a sensory teaching resource to stimulate interaction, coordination and fine motor skills for students with diverse learning needs. Qualitative data, incorporating a survey and group design folio, were collected from pre-service teachers to capture how design-based decisions were influenced through place-based experiences. Findings suggest that place-based learning facilitated opportunities for meaningful educational and social connections between people and communities. Through engagement in an authentic special education context, place-based experiences enabled pre-service teachers to develop an enhanced sense of civic responsibility and valuing of communities and citizens at a local level. Importantly, engagement in place-based learning scaffolded a deeper and richer understanding of the role that education can play in supporting individuals and communities to create preferred futures. This study suggests that higher education place-based learning experiences are valuable in providing opportunities for Design and Technologies pre-service teachers to foster knowledge, awareness and understanding of the relationship between design processes and products and the needs of people and place.

The work-based learning model of human resource development has captured a great deal of attention and has gained increasing importance in higher education in recent years. Work-based learning is a powerful phenomenon that attempts to help policy-makers, managers and curriculum developers improve the quality of the decision and organizational behavior. This paper tries to clarify the experiences of a "work-based learning" project and training model for the professional development of twenty-four decision-makers and curriculum developers at the Ministry of Education-Organization for Educational Research and Planning-in partnership with the University of Western Sydney of Australia from 2000 to 2002. The case study method is used to examine the role of the work-based learning model as an effective scheme for the professional development of human resources, enrichment of decision practices, and improvement of organizational activities and environment of workplace. This study illustrates that the examination of the work-based learning model offers the possibility for Iranian decision-makers and curriculum developers to integrate work and learning at the workplace and help each other develop the skills, knowledge and attitudes required for changing workplaces. (Contains 1 table, and 20 notes.)

The purpose of the study is to explore the effects of text-based and non-text-based feedback in a game-based learning system. The pilot study is a case study to find low-achieving math students' comprehension and motivation in using the game-based systems. Four low-achieving students from a suburban middle school participated in the study. Data collection includes observation and in-depth interview about the use of the GBL. The results will be provided for future design and revision the math GBL. [For the complete proceedings, see ED562095.]

The objective of this scoping review is to identify leading practices and knowledge gaps in the development and delivery of health and social care education and training programs.

This scoping review aims to systematically map and synthesize evidence on the integration of generative AI in CBL, identifying key themes, educational outcomes, challenges, and research gaps to guide future investigations, curricular innovation, and policy development.

In the process of curriculum development, I have integrated a constructivist teaching strategy into an advanced-level biochemistry teaching unit. Specifically, I have introduced case-based learning activities into the teaching/learning framework. These case-based learning activities were designed to develop problem-solving skills, consolidate student learning and understanding, and establish an alignment between major theoretical and conceptual learning material, practical experiences and the assessment items. The evidence presented from student surveys and interviews shows that students perceive that this approach enables the development of problem-solving skills and confirms that students identify a high degree of alignment between teaching and learning activities and assessment. Furthermore, the findings strongly establish that a case-based learning paradigm can facilitate constructive alignment of teaching and learning activities with assessment, and that this approach supports and bolsters student satisfaction and leads to improved student academic performance. (Contains 4 tables and 2 figures.)

The major purposes of this study are: (1) to investigate and compare the effectiveness of two instructional strategies, modeling and coaching on helping students to articulate and support their decisions in a case-based learning environment; (2) to compare the effectiveness of modeling and coaching on helping students address essential criteria in order to make sound decisions; and (3) to investigate how locus of control influences student performances. Fifty-five college students from two classes of School of Restaurant and Hotel Management at a large eastern university were randomly assigned to one of three groups: 17 students in modeling, 17 students in coaching, and 21 students in the control group. In a computer-based instructional lesson, students were asked to complete three case studies involving choosing equipment for purchase based on 12 criteria, and justifying their decision in a written report. In addition to core instructional materials, the modeling group was provided with a simulated case scenario with an expert's decisions and justifications. The coaching group was prompted with questions to focus the writing of their reports. Rotter's Locus of Control was administered after completion of the case study assignment to describe individuals' tendency to attribute successes and failures to internal or external sources. Students then used a five-point scale to indicate how comfortable they felt working with computers. Results showed that neither coaching nor modeling helped students to address more criteria. Internal students outperformed external students. However, there was some indication that modeling strategy can help reduce the performance difference in recall between internal and external students. Results are summarized in six tables. (Contains 21 references.) (Author/MAS)

Objective: Enhanced knowledge retention and a preference towards a deep learning approach are desirable pedagogical outcomes of case-based learning (CBL). The CBL literature is sparse with respect to these outcomes, and this is especially so in the area of biochemistry. The present study determined the effect of CBL vs. non CBL on knowledge retention in an undergraduate biochemistry course; it also investigated associations of learning approach, age and gender. Methods: We used the Revised Two-Factor Study Process Questionnaire, a retention test, final exam grades and other demographic information to statistically compare academic outcomes of students subjected to either CBL or non-CBL active learning techniques. Results: We showed that students exposed to CBL in a second year course performed significantly better on a retention test conducted nine months after the final exam, and that there was a positive correlation between a deep learning approach and higher retention scores. We did not find an association between gender and age with the retention of biochemistry concepts. Conclusions: Our findings suggest that use of CBL in undergraduate biochemistry education may confer benefits in terms of retention of knowledge of key concepts.

There are many studies on project-based learning and case-based learning models in the world of Education, but many studies have concluded that the results of the research are different and the influence of the model is not profound on Children's numeracy skills. This study aims to determine the effectiveness of project-based and case-based learning models to improve Children's numeracy literacy skills in schools. The type of research is quantitative research with a meta-analysis approach. The eligibility criteria of this study are that the research must be relevant, the research data is obtained from the ScienceDirect database; Mendeley; ERIC and Google Scholar; The research was published in 2020-2025; and The research must report complete data to calculate the effect size value. Data analysis with the help of Excel and Jamovi applications to calculate the effect size value of each study. The results of the study concluded that the 19 studies analyzed obtained a summary effect size value (d = 0.924; z = 7.446 p < 0.001). These findings show that the project-based learning and case-based learning models have a significant influence on Children' numeracy literacy skills in schools.

There are many studies on project-based learning and case-based learning models in the world of Education, but many studies have concluded that the results of the research are different and the influence of the model is not profound on Children's numeracy skills. This study aims to determine the effectiveness of project-based and case-based learning models to improve Children's numeracy literacy skills in schools. The type of research is quantitative research with a meta-analysis approach. The eligibility criteria of this study are that the research must be relevant, the research data is obtained from the ScienceDirect database; Mendeley; ERIC and Google Scholar; The research was published in 2020-2025; and The research must report complete data to calculate the effect size value. Data analysis with the help of Excel and Jamovi applications to calculate the effect size value of each study. The results of the study concluded that the 19 studies analyzed obtained a summary effect size value (d = 0.924; z = 7.446 p < 0.001). These findings show that the project-based learning and case-based learning models have a significant influence on Children' numeracy literacy skills in schools.

The idea of moving away from battery-type Academic Development Activities and silo modules and programmes towards open cross-institutional approaches in line with OEP are explored within this paper based on a recent small-scale, fully-online study. This brought together academics and other professionals who support learning, from different disciplines and professional areas who are studying towards a Postgraduate Certificate (PgCert) in Teaching and Learning in HE/Academic Practice during a facilitated open Problem-Based Learning (PBL) task around assessment and feedback using freely available social media. The study aimed to explore if and how online PBL can be used within PgCert provisions to provide opportunities to connect, communicate and collaborate in a community of practice beyond institutional walls. The phenomenographic methodology underpinned this research. Participants' experiences in this open Academic Development activity were captured through individual remote interviews, a series of questionnaires and reflective accounts. Findings indicate that open online PBL has the potential to enable learners and educators to break out of academic and virtual silos. It also widens collaborative learning within Academic Development in multi-disciplinary and multi-institutional groups. Recommendations are made to Academic Developers and other tutors on how to bring learners from different programmes, institutions and countries together online using social media to create the conditions and the environment for a meaningful, rich and fruitful exchange and enable collaborative formal and informal learning.

In case-based learning, students develop and apply course knowledge to solve tangible and "real life" problems. This practice can enhance student motivation and engagement in the analytical laboratory. In this application of case-based learning students analyze commercially available oils for CBD content. In the state of Texas anyone can sell CBD products. Many of these products are advertised as natural alternatives to prescription medications. The products are advertised as natural alternatives to prescription medications and make unfounded claims to treat conditions like chronic pain, depression, anxiety, insomnia, diabetes and psychosis. However, these claims are not recognized by the U.S. Food and Drug Administration and lax labeling and licensing regulations create situations where consumers may not know what CBD content is present in the product. In this online presentation the CBD content in various products will be discussed along with the necessary chemical analysis tools, analytical method, and chemical standards to perform the analysis. [For the full proceedings, see ED654100.]

As the value of multi-disciplinary working in the business and research worlds is becoming more recognised, the number of inter-disciplinary postgraduate environmental and health sciences courses is also increasing. Equally, the popularity of problem-based learning (PBL) is expected to grow and influence instructional approaches in many disciplines. However, very limited research has been conducted to explore the perception of students of PBL in inter- or multi-disciplinary environments; particularly wide-ranging multi-disciplinary courses which cross the natural-social science barrier. The findings from this case study evidence the difficulties and benefits students derive from group PBL, many of which stem from working in multi-disciplinary and multi-skilled groups on a part-time basis. Acknowledging, accepting and overcoming conflicts based upon prior experience that influences epistemological and ontological beliefs may be key to the development of effective PBL in inter-disciplinary and multi-disciplinary programmes. Recommendations for good pedagogic practice to maximise learning in postgraduate environmental and science education are made.

Teachers, both mainstream and English as a New Language (ENL), are cognizant of the many languages and learning ability levels of ELLs. They struggle to address the challenges presented by this population of students. Districts with large or small ELL populations face similar challenges: how can mainstream content be made comprehensible to ELLs to develop core content concepts; language skills; and empower students to learn the tools of technology? In this case analysis, Shideler's approach had been to use data to create intentional curriculum. The intentional approach had teachers analyze data, identify the specific performance indicators (PI) proven to be difficult, and isolate the linguistic demands to design a project-based learning (PBL) unit that exemplified four strands (PBL be based on mainstream content area curriculum; focus on the academic skills required for the identified PI; focus on the language development needed; and it integrates technology to enhance learning). Shideler concludes that the experiences with the ELL teachers proved that they can develop successful, intentional syllabi, and the result was that the ELL student performance levels had repeatedly shown to significantly increase as a result of these strategic learning experiences.