ABSTRACT
Given that uncertainty has become the signe des temps for our students in the current Covid-19 climate, one can pose the question: what types of skills would be relevant for the current and the next generation of students that would help them make sense of the changing world? School curricula and testing still anchored in the traditional mode of the 3Rs has resulted in a cadre of gifted students who have performed well academically but who have not been educated to reflect on using their "gifts" to transform society in just and meaningful ways. As opposed to being purely speculative on what transformative giftedness could be, we describe the genesis of a gifted academy- a school within a school situated within an impoverished community grounded in the principles of equity, social justice, and transformational giftedness. In this academy, the curriculum based on both socio-emotional learning (SEL) and problem-based learning (PBL), in tandem with interdisciplinary projects, provides avenues for the potential to transform students into making sense of uncertainty in the changing world in meaningful ways. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022. All rights reserved.
ABSTRACT
The main advancement in the field of engineering education is learning somewhat which is based on the problem. This term surely applied to any learning environment in which students drive learning. It is presented in such a way that students understand the problem before moving toward its solution and accordingly they need to gain new information. For the fourth year of the Computer Science and Engineering degree curriculum, this research introduces the knowledge of a formal problem-based learning procedure for educating a preliminary research component in the naive Bayesian method of machine learning. At the beginning of the module, the Naïve Bayes Algorithm design problem was introduced to students. For seven weeks, a small crowd of undergraduates were operated for this assignment, at the same time the instructor served as the information acquisition facilitator. Every week, brief, written information was composed as the learner evaluation, so that the learning environments were ensured. Due to COVID-19, most of the offline classes were suspended so this PBL experiment and the written reports are conducted /collected through the online mode. A list of guidelines to assist academic interest in pursuing PBL with a similar strategy is outlined in the report. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
This article describes the development and assessment of RaspyLab which is a low-cost Remote Laboratory (RL) to learn and teach programming with Raspberry Pi and Python language. The RL is composed of 16 stations or nodes that contain hardware components such as display LCD, robotic arm, temperature sensor, among others, and two modes of programming (graphical and text-based) for the students to experiment with their designed algorithms. The concept of the RL was conceived as a pedagogical tool to support the students of Engineering and Computer Science (CS) in an online learning format, given the context of the COVID-19 pandemic. The laboratory has been used by ([Formula Omitted]) CS students during the second semester of 2020 in the subject of mathematical logic through the methodology of Problem-Based Learning (PBL). To evaluate preliminary the laboratory, it was used a survey with 3 open-ended questions and 12 closed-ended questions on a Likert scale according to the Technology Acceptance Model (TAM). The outcomes show a good reception of the laboratory, an enhancement of the students’ learning regarding the concepts addressed in the course, and an interest of the students for the laboratory to be included in other subjects of the curricula.