English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

The human cerebral cortex structure supports functions such as 1) sensing, 2) generalizing and 3) evaluating, which are important to the learning process. 1 This presentation demonstrates reflective activities that support the natural connection between the brain structure and the learning cycle. 2 Activities such as reviewing ideas in journaling exercises for a mathematically rigorous engineering course will be addressed. These techniques are often limited to designcourses that develop “soft-skills” in engineers. Conventional courses, however, subscribe to traditional teaching methods with fewer opportunities for student reflection. Examples of unconventional reflective journaling activities employed in an engineering course that addressed modern physics concepts and semiconductor material topics will be highlighted in this paper. The teaching and learning model for this course was based on the established theory of the Kolb’s Experiential Learning Cycle. 2 Exam journaling activities were adopted to support the reflective observation phase of the theoretical model and were directly assessed from the exam performance of the student. The journaling exercise required students to re-work any exam problems that the student incorrectly answered and to provide a brief statement that explains the thought process of the student that led to the incorrect solution in the preliminary computational answers to the exam. Direct assessments of the reflective learning activities are provided in terms of exam results as well as insight to which activities that are supportive and unsupportive of the learning process. Several schemes were used to support and assess the learning needs of the student including simulation activities, in-class exercises and exams. Our preliminary results show that providing sample exam resources without reflective exercises presents the student with a false sense of learning and ultimately poor exam performances. As expected, when reflective journaling supplemented such resources, exam scores improved. As a result, students began to make the connection between the abstract theoretical concepts and familiar physical phenomena.

The Diary Of A Mad Student: Exam Diaries And Other Evaluation Schemes