Biscast Laboratory Science And Technology Park Case Study
The establishment of the BISCAST Laboratory Science and Technology Park (BISCAST SCITECHLAB Park) will provide this connectivity. Existing centers like: Center for Applied Science, Technology Innovation & Commercialization; and Regional Business Resource Center will form part of the BISCAST SCITECHLAB Park to focus on the research activities, incubation, patents and commercialization aspect. New centers will be created to support instructions as well as researches like Digital Fabrication and Manufacturing Laboratory (FABMANLAB), and Educational Technology Innovation and Development Center (ETIDC). For this to be functional, the College of Engineering, Architecture and Technology (CEAT) will provide the students, faculty and technical experts
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This is founded on the principle of student students’ perceptions of learning contexts, that incorporated learning technologies introduced by Parr (1999) as cited by Cope and Ward (2002). Accordingly, student’s perception in learning is found to be highly influenced when technology is introduced in teaching. The study looks further to understand the relationship of the different perspectives on teaching and learning. This perspective as cited by Cope and Ward (2002) are a) principally relational (Ramsden, 1988); b) phenomenographic (Marton & Booth, 1997); c) constitutionalist (Prosser & Trigwell, 1999) and d) constructivist (Biggs, 1999). As Cope and Ward (2002) translate this relationship, it was found that the research on teacher’ and students’ perception of teaching and learning context has provided a concrete systematic association to the students learning and outcomes as presented in figure …show more content…
Different methodologies should be applied to determine which suits best.
The principle stated previously is deepened by the principle of “Cone of Learning” by Edgar Dale as cited by Percepsys (n.d.) and Davis and Summers (2014) in figure 2. As Davis and Summers stated that experiential activities through learning technologies increase the learning outcomes by demonstrating the abilities to transfer knowledge and encourages students to reflect critically and apply leadership theories to the workplace. Perceptions, understanding and application of information can be more reinforced not only with the aid of aural and visual manifestation but with actual interaction with things around us. This is why integrating modern technologies and experiential approaches to teaching methodology are accepted as new ways in teaching style. With this, the students will seek immediate application of new skills and knowledge, particularly if they can apply them to their jobs.
Leaning on these principles as driving force, learning technologies varied in many forms that can effect or transfer learning through varied effective tools, appropriate technologies, new techniques, innovative instructional design processes, and
This is founded on the principle of student students’ perceptions of learning contexts, that incorporated learning technologies introduced by Parr (1999) as cited by Cope and Ward (2002). Accordingly, student’s perception in learning is found to be highly influenced when technology is introduced in teaching. The study looks further to understand the relationship of the different perspectives on teaching and learning. This perspective as cited by Cope and Ward (2002) are a) principally relational (Ramsden, 1988); b) phenomenographic (Marton & Booth, 1997); c) constitutionalist (Prosser & Trigwell, 1999) and d) constructivist (Biggs, 1999). As Cope and Ward (2002) translate this relationship, it was found that the research on teacher’ and students’ perception of teaching and learning context has provided a concrete systematic association to the students learning and outcomes as presented in figure …show more content…
Different methodologies should be applied to determine which suits best.
The principle stated previously is deepened by the principle of “Cone of Learning” by Edgar Dale as cited by Percepsys (n.d.) and Davis and Summers (2014) in figure 2. As Davis and Summers stated that experiential activities through learning technologies increase the learning outcomes by demonstrating the abilities to transfer knowledge and encourages students to reflect critically and apply leadership theories to the workplace. Perceptions, understanding and application of information can be more reinforced not only with the aid of aural and visual manifestation but with actual interaction with things around us. This is why integrating modern technologies and experiential approaches to teaching methodology are accepted as new ways in teaching style. With this, the students will seek immediate application of new skills and knowledge, particularly if they can apply them to their jobs.
Leaning on these principles as driving force, learning technologies varied in many forms that can effect or transfer learning through varied effective tools, appropriate technologies, new techniques, innovative instructional design processes, and