case-based learning; collaborative learning; PBL

Although medical curricula are now better structured for integration of biomedical sciences and clinical training, most teaching and learning activities still follow the older teacher-centric discipline-specific formats. A newer pedagogical approach, known as Collaborative Learning Cases (CLCs), was adopted in the medical school to facilitate integration and collaborative learning. Before incorporating CLCs into the curriculum of year 1 students, two pilot runs using the action research method was carried out to improve the design of CLCs. Methods: We employed the four-phase Kemmis and McTaggart's action research spiral in two cycles to improve the design of CLCs. A class of 300 first-year medical students (for both cycles), 11 tutors (first cycle), and 16 tutors (second cycle) were involved in this research. Data was collected using the 5-points Likert scale survey, open-ended questionnaire, and observation. Results: From the data collected, we learned that more effort was required to train the tutors to understand the principles of CLCs and their role in the CLCs sessions. Although action research enables the faculty to improve the design of CLCs, finding the right technology tools to support collaboration and enhance learning during the CLCs remains a challenge. Conclusion: The two cycles of action research was effective in helping us design a better learning environment during the CLCs by clarifying tutors' roles, improving group and time management, and meaningful use of technology.

With the deployment of information and communication technologies (ICTs) and the needs of data and information sharing within cities, smart city aims to provide value-added services to improve citizens' quality of life. But, currently city planners/ developers are faced with inadequate contextual information on the dimensions of smart city required to achieve a sustainable society. Therefore, in achieving sustainable society, there is need for stakeholders to make strategic decisions on how to implement smart city initiatives. Besides, it is required to specify the smart city dimensions to be adopted in making cities smarter for sustainability attainment. But, only a few methods such as big data, internet of things, cloud computing, etc. have been employed to support smart city attainment. Thus, this study integrates case-based reasoning (CBR) as an artificial intelligence technique to develop a recommender system towards promoting smart city planning. CBR provides suggestions on smart city dimensions to be adopted by city planners/decision-makers in making cities smarter and sustainable. Accordingly , survey data were collected from 115 respondents to evaluate the applicability of the implemented CBR recommender system in relation to how the system provides best practice recommendations and retaining of smart city initiatives. Results from descriptive and exploratory factor analyses suggest that the developed system is applicable in supporting smart city adoption. Besides, findings from this study are expected to provide valuable insights for practitioners to develop more practical strategies and for researchers to better understand smart city dimensions.

The objective of this presentation is to study to what extend a PBL learning process helps in concepts acquisition within the framework of an approach based on the principles of Cognitive Psychology, Constructivism and high mental skills.

Any learning approach may turn out to become a technical tool if not rooted in a solid ground of a broad methodological vision of Education. PBL learning process is not an exception.

To what extend a PBL based strategy will help knowledge building?

What are the pre and co requisites for a successful PBL learning process from a cognitive point of view?

Is there any relation between the development aspect at the learners’ level and the PBL strategy implementation?

Finally, this presentation will come with a set of criteria to access the quality of learning on PBL strategies.

The development of a project can be regarded as a learning network. Students can interact with each other and interact with teachers from different areas and experts outside the school. Also, students interact with devices, software, and toais. Such means can be considered as components of a learning network where the knowledge is shared along. Expin48 is an event which promotes the development of short-term projects with 48h that includes students from technical high school, undergraduate courses, and graduate schools in CEFET/RJ, a center of technology education sited in Rio de Janeiro, Brazil. ln the 2019 edition, the authors studied the learning network developed by the students during the in-person event. However, during the 2020 pandemic, it was necessary to develop an online edition. What are the differences between the learning networks built by students when comparing these two editions? A new research was dane in the 2020 digital edition through 3 stages: observation of student's interactions, application of a questionnaire and a focus group to discuss the experience. Some elements from network theory were applied to discuss results and understand those teams as socio-technical networks. ln general, the pattern of the collection of information was maintained. Few differences were observed in the role of mentors and the use of the YouTube platform, due to the reduction of the prototyping stage of solutions.