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Learning by competing

Learning by competing. Cathrine Linnes Competitive Learning Institute Symposium - April 2 nd , 2019 - Porto, Portugal. INTRODUCTION.

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Learning by competing

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  1. Learning by competing Cathrine Linnes Competitive Learning Institute Symposium - April 2nd, 2019 - Porto, Portugal

  2. INTRODUCTION • Every semester faculty are faced with determining how to present course material so that students not only grasp the material being taught, but also become self-motivated and independent learners who develop problem-solving skills they can apply in their degree program and in their future careers. • We have seen that blended learning is replacing the traditional face-to-face education and that the learning process is being redesigned to support flipped classroom or gamification strategies. This is transpiring both in online and in face-to-face courses.

  3. EXAMPLES OF COMPETITIONS • Worldwide, universities have opted to have its students participate in various competitions depending upon their major. • One can frequently find programming, investment, analytical, cyber, business plan, innovation competitions among many others being held yearly. • There is project-based learning for business schools (Stinson & Milter, 1996), • problem-based learning for medical schools (Norman & Schmidt, 1992; Albanese & Mitchell, 1993; Major & Palmer, 2001), • puzzle-based learning for engineering and computer sciences (Parhami, 2009; Falkner, Sooriamurthi, Michalewicz, 2010).

  4. COMPETITIVE LEARNING ENVIRONMENT • One of the stress-free means to engage college students in a friendly competitive learning environment is through the use of review exercises in a form of game prior to a class exam or the end of a module being taught.  • Competitions can help students too better grasp the concepts and relate to the subject in an interesting way. • Competitions undeniable inspire student engagement in the classroom and ways to evaluate and improve student engagement have been a universal task in higher education (Trowler, 2010; Zepke, 2015).

  5. COMPETITIVE LEARNING ENVIRONMENT • to actually compete against other universities can drive the students to give the little extra and perhaps develop a found interest for the subject. • In this study the one will assess the effectiveness of the use of a competitive learning on the academic achievement and satisfaction of IT students.

  6. Demographics • A total of 48 undergraduate computer science students were asked to compete, whereof 41 of them were male and 7 female students. • The students age ranged from 21-43 years of age with an average age of 25. • From this group 7 of the students worked full-time, 11 part-time and 30 did not work.

  7. Beginning of the Competition

  8. Feedback • I am excited that there is a certain chance of winning and being able to travel to compete further against student all over the world. The fact that we are competing against other schools in other nations motivates me to do well in this competition! • The chance to compete and get evaluated by professors from different universities. I think the whole idea gives more motivation and makes you look at what we are doing from different views • That it was a real life Project.  • That i can test my skills • It is interesting to work with real projects, where we use tools that are relevant in the business world. • I enjoy that there is a price for the winners, even if my project group does not win. It is more interesting to work for something more then just for a grade. The whole project is in English and it is kind of interesting too, to remember or even learn more English language. • I absolutely love to compete and win against others. A good competition is a lot of fun. Competition is also essential to development and growth. • Collaborating with others and working as a team

  9. feedback • I will be more prepared and i will know the exact steps to how approach a task like this in the future.  • I believe that the skills we learn now will only be more important in the future, and for that I'm glad I learned them. 

  10. CONCLUSION • The time the students devoted differed, however the attitude towards competing changed to the more positive as the weeks passed. • In the real world, practical education (learning by doing) is not only important, but it is also in high demand by employers (Russell et al., 2008). • Competitive learning prepares our students to become global future leaders.

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