Concept Of Workshop Research Articles

The Concept and Practice of Creativity Workshop for Engineering and Technology Education in Universities of Technology

The Concept and Practice of Creativity Workshop for Engineering and Technology Education in Universities of Technology

O Latim como facilitador de aprendizagens transversais no Ensino Básico: uma proposta concreta de aproximação nas aulas de Português do 1º Ciclo

Learning Portuguese is, even for native speakers, a mission not always easy. In a context in which it appears that the study of Latin may gain new proportions even in Primary Education, this text has two main purposes. On the one hand, to reflect upon the benefits of learning Latin and the culture of ancient Rome from an early age; on the other, to submit a concrete proposal for teaching the Imperfect in 4th grade’s Portuguese classes. This working suggestion has, as its starting point, the concept of grammar workshop and the comparative study of Imperfect in Portuguese and Latin, because the author firmly believes that students will better assimilate rules and exceptions if they know their origin from the begining.

Creative processes in comparison. Energy, material and hidden logics.

Design workshops in schools of architecture can generally be defined as designactivities where creativity processes and operative tools are strongly connected to time-related issues. The design experience is exercised to the best of its potential, emphasizing the interweaving of creative processes and practical issues; Polis University is one of the few platforms, in the Albanian context, in which the concept of workshop represents an interesting way of developing research by design of future development stages of the city. The refraction elaborated during the past years, on this specific area, has been useful as a background for the development of two important international workshops organized in the same area and sharingthe same characteristics.

Creative Workshop as a Form of Contemporary Art and a Space for Subjective Development1

Abstract The article presents the original concept of the Author's creative workshop which is treated as an art form and the method of education. It contains a presentation of the structure of the original workshop developed by the Author in the context of multi-layered relations occurring in the interconnected areas of art and education leading to subjective development.

Promoting Self-confidence, Motivation and Sustainable Learning Skills in Basic Education

Even though learning demands on individuals are expanding, a basic education concept is yet missing taking this into account and which is neither content nor target group specific. The main questions to evaluate in our project were therefore, what basic competences are necessary to participate in a European society, and how can they be acquired in a sustainable manner.In the course of a two year period, the Be(coming) European (BeE) project developed a comprehensive workshop concept for staff in basic education which would be adaptable to different target groups, content areas and educational settings. The concept would give support to basic education teachers in promoting their students’ self-confidence, learning skills and motivation to learn.At the beginning of the project, an analysis was undertaken regarding existing basic education concepts and necessary competences in seven different countries. These theoretical findings lead to a workshop concept for educational staff. This was subsequently tested and evaluated in pilot workshops at three different project partner institutions. Due to the close collaboration with teachers and learners, this work is to be considered action research.The project's undertakings revealed that self-regulated learning (SRL) skills are at the heart of sustainable adult learning processes and that it is essential for lifelong learning and inclusion. Nonetheless, SRL strategies are only randomly taught. The examinations further revealed that, to promote motivation, it is important to focus on already acquired competences and to incorporate daily life issues into learning.A contemporary concept of basic education has to fulfill many requirements (adaptability to different content areas, and the demands of variable target groups and stakeholders). As no single concept can fulfill all those requirements, it is necessary to focus on competencies which enable learners to become more autonomous. This concept should be competence-oriented, adjusted and personalized to the learner, and foster self-regulated learning competences.

Conceptualizing Ideation Workshops for SMEs

An external ideation space seems to be a promising way to support SMEs in ideating new products and services. This paper addresses the question ‘how to operationalize important working principles in the fuzzy front end of product development for ideation workshops with SMEs, aiming at ideating new products and services?’ Based on the principles of user-centred design, iterative prototyping, as well as the SMEs’ need to take home the workshop outcome, we propose an ideation workshop concept, apply the concept in four workshops with different companies, and analyse it by triangulation of protocols, recordings, and interviews with the SMEs’ CEOs.

A workshop for high school students on naive set theory

In this article we present the prototype of a workshop on naive set theory designed for high school students in or around the seventh year of primary education. Our concept is based on two events which the author organized in 2006 and 2010 for students of elementary school and high school, respectively. The article also includes a practice report on the two workshop. Events for high school students or students of elementary school in altering configurations and with different aims are a regular component of modern university teaching portfolio. The importance of events that supplement regular classes on all levels of school education increases constantly. In order to support and encourage interested students and to attract prospective university students the universities and the schools organize events such as open days, information sessions, workshops etc. When planning an event of the above type, it is a natural question, which topic should be discussed and which teaching methods should come into play. In the case of a workshop for high school students at the university the topic should give an insight into academic life. In addition, the university teaching and learning concepts should be applied during the workshop in order to give the participants also an insight in their prospective st udent life. In the case of a course at high or elementary school, the topics covered by the usual curriculum should be supplemented and the participants should be challenged according to their personal level of performance−possibly in contrast to regular classes. In order to meet the above objectives, a workshop must include exercise sessions in which the students work on questions individually or in small groups. The level of support during these exercise sessions must vary from intensive discussions to no support at all. Exercises form a substantial part of mathematical studies, in particular homework which has to be done without any assistance from a teacher is indispensable for mathematics education. The choice of a suitable topic, on the one hand challenging and on the other hand not of unreachable difficulty, in combination with the design of a workshop concept with the above features is a non-trivial task for the designated organizer. This paper is based on two different events which the author organized in 2006 and 2010: In Section 4 we report on a workshop for students of elementary school in their third or fourth year of primary education which was part of a program initiated by a regional group of the German Association for Highly Talented Children (DGhK-OWL). The second event, on which we report in Section 4, was a workshop for high school students in their seventh or eighth year of primary education. It was carried out in the context of the Girl's Day 2010 and took place at the University of Paderborn. In Section 3 we present the prototype of a workshop on naive set theory based on the aforementioned events. Before this, we outline our motivation for this topic in the context of student workshops in Section 2 below.

Debriefing Olympics—A Workshop Concept to Stimulate the Adaptation of Debriefings to Learning Contexts

Debriefing is important in simulation-based education but rarely studied empirically. In this article, I describe an experience-based workshop concept that was tested with approximately 80 participants during the Annual Meeting of the Society in Europe for Simulation Applied to Medicine (SESAM), June 2 to 4, 2011, in Granada, Spain. On a metalevel, the goal of the workshop was to raise the awareness of debriefing as an important part of simulation-based learning and to increase the awareness about different styles of debriefing-possibly stimulating further investigations of debriefings.

Cytomics and translational medicine: Preface to the abstracts of the 12th Leipziger Workshop incorporating the 5th International Workshop on Slide Based Cytometry

I am happy to present the abstracts of our 12th Leipziger Workshop (www.leipziger-workshop.de) that took place from April 19 to April 21, 2007 at the Biological and Biotechnological Center in Leipzig, Germany. This workshop was the latest in the series of our Leipziger Workshop that started in 1996. Over the years we observed to our satisfaction a steadily increasing interest in our workshop series with increasing number of participants, presentations, and industry exhibitions. This year’s workshop was the most successful of all with more than 100 participants and 52 accepted abstracts (1). This year we again awarded a poster prize for the best poster presentation. The winners were Hendryk Aurich, Malte Sgodda, Juliane Aurich, and Bruno Christ for their work entitled ‘‘The hepatogenic differentiation of adiposetissue derived human mesenchymal stem cells in vitro depends on growth factors HGF and EGF.’’ (2). The award was one copy of the textbook ‘‘Zellul€are Diagnostik’’ (Cellular Diagnostics) edited by Ulrich Sack, Attila T arnok, and Gregor Rothe (3). The starting idea for the Leipziger Workshops was to bring clinical investigators who were interested in the immune consequences on paediatric and adult cardiac surgery with scientists who developed technologies and tools for research. These early meetings were quite familiar with 20–30 participants and lasted only half a day. The last of this series was the 7th Leipziger Workshop in 2002 and was entitled ‘‘Immune consequences of pediatric and adult cardiovascular surgery’’ (4). We then shifted gears and modified our focus topic by moving to systemic cell analysis, cytomics, and its clinical application in particular of predictive medicine. In parallel, motivated by the rapidly increasing interest in Slide Based Cytometry Technologies, such as the Laser Scanning Cytometry, we decided to extend the Workshop by 1 day (starting now on Thursday noon instead of Friday noon). This 1-day was and will also be in the future dedicated to teaching, by practical courses in the laboratory, and the instrument and tutorials given by internationally renowned experts in their fields. The title of this course is the ‘‘International Workshop, Slide-Based Cytometry.’’ The first of such meetings in the row was in 2003, the 8th Leipziger Workshop ‘‘Predictive Medicine’’ that incorporated the 1st International Workshop, Slide-Based Cytometry (5). Generously the abstracts of this workshop could be published in Cytometry Part A (6). Next years workshop focused on ‘‘Regenerative Medicine and Immunology of Cardiovascular Surgery’’ (7) with abstracts published in Cytometry Part A (8). In 2005 we celebrated the 10-year anniversary of our Workshop series and dedicated it to ‘‘Systems Biology and Clinical Cytomics’’ (9) with 45 accepted abstracts (10). Last years meeting, the abstracts of which were published in the January issue of Cytometry Part A (11), focused on the emerging field of ‘‘Cytomics and the Human Cytome Project.’’ The increasing interest in the topics and the concept of the Leipziger Workshop and the International Workshop on Slide-Based Cytometry after the change in 2003 is reflected by the increasing number of participants from up to 15 different countries and four continents.

An online discussion for medical faculty: an experiment that failed.

Although online discussion groups are being used with increasing frequency in undergraduate and postgraduate education, their usefulness in faculty development has not been explored. The goal of this innovation was to offer an online discussion group following a faculty development workshop in order to reinforce workshop concepts and to allow participants to seek advice related to specific teaching and learning problems. We also wanted to assess the benefits of this educational tool. We originally wanted to implement an online discussion group following a one-day workshop "The "Problem" Resident: Whose Problem Is It?" However, once this proposal was presented to our academic administrators, they asked us not to implement the discussion group because of concerns related to confidentiality and due process. They were worried that an online discussion might replace the faculty's evaluation and promotion guidelines, that teachers might no longer go to the "right" person to discuss a problem, and that we would give teachers a false sense of security. To respect these concerns, we changed the discussion topic and decided to implement an online discussion following a workshop "Promoting Interaction in Small-group Teaching." We chose this venue because it was less "emotionally charged" and because online discussions are seen as a potential adjunct to small-group teaching. We introduced the idea of a facilitated WebCT group discussion at the end of the workshop, and gave faculty members clear instructions on how to access the discussion group. Most of the workshop participants liked the idea of a follow-up to the workshop, but they preferred an e-mail listserv. We therefore decided to offer the WebCT discussion group to half of the participants, and an e-mail listserv to the others. To initiate the discussion, we posted several issues for both groups, and we awaited the participants' responses. To our surprise, only two individuals (8%) responded on the e-mail listserv, after several attempts to stimulate discussion. In looking back at our "medical experiment" we were disappointed that our efforts to facilitate an online discussion following a faculty development workshop were not successful. However, based on personal reflections and conversations with a number of the workshop participants, we feel that some important lessons were learned. Time and competing demands clearly pose a major barrier. In addition, the "perceived need" of the initiative is critical. Our faculty members did not see the need for discussing interactive small-group teaching techniques online. Faculty members' comfort with technology must also be considered. Many of our teachers were not familiar with the potential uses of online learning. Moving faculty development beyond workshops also remains a challenge. With these lessons in mind, we plan to initiate another online discussion with faculty members, based on a need that they have defined around a topic that they have identified as critical to their own development as faculty members. We continue to believe that follow-up activities are essential in faculty development and that we need to further assess the potential value of this educational method.

Concept and History of Workshop in Medical Education

Concept and History of Workshop in Medical Education

The workshop concept in training of health personnel.

A description is given of the planning, conduct and evaluation of four workshops for health personnel. Components common to all programmes are used to derive a basic model which could be used for educational training training. The results indicate that participants found their workshop experience valuable and relevant to education in the health sciences.

Child abuse: A community approach through the workshop concept

Child abuse: A community approach through the workshop concept

The Learning Workshop

No one would deny that methods of education are changing. Some of this has been brought about rapidly by militant and often angry students. At other times, the transition has been slow. Equally undeniable is that the strictly rote learning of medical education, which was universal in all but a few schools until the past five or ten years, was stifling. The mind became so boggled by facts seemingly unrelated to patient care that creativity and independent thought became buried beneath a jumbled morass of anatomic terms, biochemical formulas, and other assorted debris. This is changing. And so is education at the postgraduate level. One can sense this change in the corridors and on the boardwalks of many large, national meetings and can see it in action in the workshop concept. At the first International Congress of Immunology held in Washington, DC, in August 1971, the mornings were devoted to

Drug Education: Some Impressions from Experiences in Illinois

The concept of training workshop dominates the approach of the State of Illinois to drug education, although programs of many modalities are currently operating within that state. The factual content of drug education and its associated vocabularies can tempt an educator to label himself an “expert” on drugs. Facts, while indispensable to effective drug education, are 1) scarce, and 2) only part of the education associated with drugs. Drug abuse is often symptomatic of other problems. Young and old may tend to make more of the “issue” of drugs than a pseudoscientific controversy. Simplistic models of drug use and abuse cannot explain all drug taking behavior, nor can they fully contain implications for changing adverse drug taking behavior. Insofar as education is a science, it is an applied science. We should move rapidly beyond creating “awareness” of the drug problem and begin to equip people with community action skills.