Project-based learningProject-based learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Students learn about a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem. It is a style of active learning and inquiry-based learning.
Problem-based learningProblem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes. This includes knowledge acquisition, enhanced group collaboration and communication. The PBL process was developed for medical education and has since been broadened in applications for other programs of learning.
Inquiry-based learningInquiry-based learning (also spelled as enquiry-based learning in British English) is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions.
Phenomenon-based learningPhenomenon-based learning (PhBL, PhenoBL or PBL) is a multidisciplinary, constructivist form of learning or pedagogy where students study a topic or concept in a holistic approach instead of in a subject-based approach. PhBL includes both topical learning (also known as topic-based learning or instruction), where the phenomenon studied is a specific topic, event, or fact, and thematic learning (also known as theme-based learning or instruction), where the phenomenon studied is a concept or idea.
Large Electron–Positron ColliderThe Large Electron–Positron Collider (LEP) was one of the largest particle accelerators ever constructed. It was built at CERN, a multi-national centre for research in nuclear and particle physics near Geneva, Switzerland. LEP collided electrons with positrons at energies that reached 209 GeV. It was a circular collider with a circumference of 27 kilometres built in a tunnel roughly 100 m (300 ft) underground and passing through Switzerland and France. LEP was used from 1989 until 2000.
International Linear ColliderThe International Linear Collider (ILC) is a proposed linear particle accelerator. It is planned to have a collision energy of 500 GeV initially, with the possibility for a later upgrade to 1000 GeV (1 TeV). Although early proposed locations for the ILC were Japan, Europe (CERN) and the USA (Fermilab), the Kitakami highland in the Iwate prefecture of northern Japan has been the focus of ILC design efforts since 2013. The Japanese government is willing to contribute half of the costs, according to the coordinator of study for detectors at the ILC.
Experiential learningExperiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service-learning, and situated learning.
Evidence-based educationEvidence-based education (EBE) is the principle that education practices should be based on the best available scientific evidence, rather than tradition, personal judgement, or other influences. Evidence-based education is related to evidence-based teaching, evidence-based learning, and school effectiveness research. For example, research has shown that spaced repetition (also spaced training, spacing effect and spaced learning) "leads to more robust memory formation than massed training does, which involves short or no intervals".
Service-learningService-learning is an educational approach that combines learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs. Service-learning involves students (k-12, higher ed) in service projects to apply classroom learning for local agencies that exist to effect positive change in the community. The National Youth Leadership Council defines service learning as "a philosophy, pedagogy, and model for community development that is used as an instructional strategy to meet learning goals and/or content standards.
Learning stylesLearning styles refer to a range of theories that aim to account for differences in individuals' learning. Although there is ample evidence that individuals express personal preferences for how they prefer to receive information, few studies have found any validity in using learning styles in education. Many theories share the proposition that humans can be classified according to their "style" of learning, but differ in how the proposed styles should be defined, categorized and assessed.
Evidence-based practiceEvidence-based practice (EBP) is the idea that occupational practices ought to be based on scientific evidence. While seemingly obviously desirable, the proposal has been controversial, with some arguing that results may not specialize to individuals as well as traditional practices. Evidence-based practices have been gaining ground since the formal introduction of evidence-based medicine in 1992 and have spread to the allied health professions, education, management, law, public policy, architecture, and other fields.
Soft roboticsSoft robotics is a subfield of robotics that concerns the design, control, and fabrication of robots composed of compliant materials, instead of rigid links. In contrast to rigid-bodied robots built from metals, ceramics and hard plastics, the compliance of soft robots can improve their safety when working in close contact with humans. The goal of soft robotics is the design and construction of robots with physically flexible bodies and electronics. Sometimes softness is limited to part of the machine.
Teacher educationTeacher education or teacher training refers to programs, policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, approaches, methodologies and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in training the prospective teachers are called teacher educators (or, in some contexts, teacher trainers). There is a longstanding and ongoing debate about the most appropriate term to describe these activities.
RoboticsRobotics is an interdisciplinary branch of electronics and communication, computer science and engineering. Robotics involves the design, construction, operation, and use of robots. The goal of robotics is to design machines that can help and assist humans. Robotics integrates fields of mechanical engineering, electrical engineering, information engineering, mechatronics engineering, electronics, biomedical engineering, computer engineering, control systems engineering, software engineering, mathematics, etc.
TeacherA teacher, also called a schoolteacher or formally an educator, is a person who helps students to acquire knowledge, competence, or virtue, via the practice of teaching. Informally the role of teacher may be taken on by anyone (e.g. when showing a colleague how to perform a specific task). In some countries, teaching young people of school age may be carried out in an informal setting, such as within the family (homeschooling), rather than in a formal setting such as a school or college.
Complexity classIn computational complexity theory, a complexity class is a set of computational problems "of related resource-based complexity". The two most commonly analyzed resources are time and memory. In general, a complexity class is defined in terms of a type of computational problem, a model of computation, and a bounded resource like time or memory. In particular, most complexity classes consist of decision problems that are solvable with a Turing machine, and are differentiated by their time or space (memory) requirements.
RobotA robot is a machine—especially one programmable by a computer—capable of carrying out a complex series of actions automatically. A robot can be guided by an external control device, or the control may be embedded within. Robots may be constructed to evoke human form, but most robots are task-performing machines, designed with an emphasis on stark functionality, rather than expressive aesthetics.
ScienceScience is a rigorous, systematic endeavor that builds and organizes knowledge in the form of testable explanations and predictions about the universe. Modern science is typically divided into three major branches: natural sciences (e.g., biology, chemistry, and physics), which study the physical world; the social sciences (e.g., economics, psychology, and sociology), which study individuals and societies; and the formal sciences (e.g., logic, mathematics, and theoretical computer science), which study formal systems, governed by axioms and rules.
Computational complexityIn computer science, the computational complexity or simply complexity of an algorithm is the amount of resources required to run it. Particular focus is given to computation time (generally measured by the number of needed elementary operations) and memory storage requirements. The complexity of a problem is the complexity of the best algorithms that allow solving the problem. The study of the complexity of explicitly given algorithms is called analysis of algorithms, while the study of the complexity of problems is called computational complexity theory.
Evidence-based medicineEvidence-based medicine (EBM) is "the conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients". The aim of EBM is to integrate the experience of the clinician, the values of the patient, and the best available scientific information to guide decision-making about clinical management. The term was originally used to describe an approach to teaching the practice of medicine and improving decisions by individual physicians about individual patients.
