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pedagogy</title> <meta name="description" content="Search results for: studio pedagogy"> <meta name="keywords" content="studio pedagogy"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="studio pedagogy"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 637</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: studio pedagogy</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">637</span> Comprehensive Studio Tables: Improving Performance and Quality of Student's Work in Architecture Studio</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Kalkatechi">Maryam Kalkatechi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Architecture students spent most of their qualitative time in studios during their years of study. The studio table’s importance as furniture in the studio is that it elevates the quality of the projects and positively influences the student’s productivity. This paper first describes the aspects considered in designing comprehensive studio table and later details on each aspect. Comprehensive studio tables are meant to transform the studio space to an efficient yet immense place of learning, collaboration, and participation. One aspect of these tables is that the surface transforms to a place of accommodation for design conversations, the other aspect of these tables is the efficient interactive platform of the tools. The discussion factors of the comprehensive studio include; the comprehensive studio setting of workspaces, the arrangement of the comprehensive studio tables, the collaboration aspects in the studio, the studio display and lightings shaped by the tables and lighting of the studio. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=studio%20tables" title="studio tables">studio tables</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20performance" title=" student performance"> student performance</a>, <a href="https://publications.waset.org/abstracts/search?q=productivity" title=" productivity"> productivity</a>, <a href="https://publications.waset.org/abstracts/search?q=hologram" title=" hologram"> hologram</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20printer" title=" 3D printer"> 3D printer</a> </p> <a href="https://publications.waset.org/abstracts/78656/comprehensive-studio-tables-improving-performance-and-quality-of-students-work-in-architecture-studio" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78656.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">188</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">636</span> Alterations in Habitation and Architectural Education Due to the COVID-19 Pandemic: The Operation of the Architectural Studio as a Crossroad</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chrysi%20K.%20Nikoloutsou">Chrysi K. Nikoloutsou</a>, <a href="https://publications.waset.org/abstracts/search?q=Gianna%20Th.%20Siapati"> Gianna Th. Siapati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pandemic limitations have altered architectural education as the discourse shifted towards virtual studios and blended learning. In addition, lockdown conditions and remote working have affected habitation. Adaptability is now a key factor. The architectural studio needs to adjust to these new terms both in education and in inhabitation. This paper will investigate the operation of an architectural studio in relation to how one experiences their house due to the pandemic, based on a literature review and qualitative research methods (interviews & workshops with students). Zenetos’ prophetic ideas of ‘Electronic Urbanism’ and ‘tele-activities’ are now more present than ever. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architectural%20education" title="architectural education">architectural education</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic" title=" pandemic"> pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=residential%20design" title=" residential design"> residential design</a>, <a href="https://publications.waset.org/abstracts/search?q=studio%20pedagogy" title=" studio pedagogy"> studio pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/153337/alterations-in-habitation-and-architectural-education-due-to-the-covid-19-pandemic-the-operation-of-the-architectural-studio-as-a-crossroad" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153337.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">635</span> The Effect of Window Position and Ceiling Height on Cooling Load in Architectural Studio</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyedehzahra%20Mirrahimi">Seyedehzahra Mirrahimi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates the effect of variations in window and ceiling heights on cooling inside an architectural training studio with a full-width window. For architectural training, students use the studio more often than they use ordinary classrooms. Therefore, studio dimensions and size, and the window position, directly influence the cooling load. Energy for cooling is one of the most expensive costs in the studio because of the high activity levels of students during the warm season. The methodology of analysis involves measuring energy changes in the Energy Plus <EP> software in Kish Island. It was proved that the cooling energy in an architecture studio can be increased by changing window levels and ceiling heights to add a range of cooling energy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cooling%20energy" title="cooling energy">cooling energy</a>, <a href="https://publications.waset.org/abstracts/search?q=Energy%20Plus" title=" Energy Plus"> Energy Plus</a>, <a href="https://publications.waset.org/abstracts/search?q=studio%20classroom" title=" studio classroom"> studio classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=window%20position" title=" window position"> window position</a> </p> <a href="https://publications.waset.org/abstracts/116834/the-effect-of-window-position-and-ceiling-height-on-cooling-load-in-architectural-studio" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116834.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">290</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">634</span> Worldbuilding as Critical Architectural Pedagogy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jesse%20Rafeiro">Jesse Rafeiro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses worldbuilding as a pedagogical approach to the first-year architectural design studio. The studio ran for three consecutive terms between 2016-2018. Taking its departure from the fifty-five city narratives in Italo Calvino’s Invisible Cities, students collectively designed in a “nowhere” space where intersecting and diverging narratives could be played out. Along with Calvino, students navigated between three main exercises and their imposed limits to develop architectural insight at three scales simulating the considerations of architectural practice: detail, building, and city. The first exercise asked each student to design and model a ruin based on randomly assigned incongruent fragments. Each student was given one plan fragment and two section fragments from different Renaissance Treatises. The students were asked to translate these in alternating axonometric projection and model-making explorations. Although the fragments themselves were imposed, students were free to interpret how the drawings fit together by imagining new details and atypical placements. An undulating terrain model was introduced in the second exercise to ground the worldbuilding exercises. Here, students were required to negotiate with one another to design a city of ruins. Free to place their models anywhere on the site, the students were restricted by the negotiation of territories marked by other students and the requirement to provide thresholds, open spaces, and corridors. The third exercise introduced new life into the ruined city through a series of design interventions. Each student was assigned an atypical building program suggesting a place for an activity, human or nonhuman. The atypical nature of the programs challenged the triviality of functional planning through explorations in spatial narratives free from preconceived assumptions. By contesting, playing out, or dreaming responses to realities taught in other coursework, this third exercise actualized learnings that are too often self-contained in the silos of differing course agendas. As such, the studio fostered an initial worldbuilding space within which to sharpen sensibility and criticality for subsequent years of education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architectural%20pedagogy" title="architectural pedagogy">architectural pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title=" critical pedagogy"> critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=Italo%20Calvino" title=" Italo Calvino"> Italo Calvino</a>, <a href="https://publications.waset.org/abstracts/search?q=worldbuilding" title=" worldbuilding"> worldbuilding</a> </p> <a href="https://publications.waset.org/abstracts/136042/worldbuilding-as-critical-architectural-pedagogy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136042.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">633</span> Architectural Design Studio (ADS) as an Operational Synthesis in Architectural Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Francisco%20A.%20Ribeiro%20Da%20Costa">Francisco A. Ribeiro Da Costa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Who is responsible for teaching architecture; consider various ways to participate in learning, manipulating various pedagogical tools to streamline the creative process. The Architectural Design Studio (ADS) should become a holistic, systemic process responding to the complexity of our world. This essay corresponds to a deep reflection developed by the author on the teaching of architecture. The outcomes achieved are the corollary of experimentation; discussion and application of pedagogical methods that allowed consolidate the creativity applied by students. The purpose is to show the conjectures that have been considered effective in creating an intellectual environment that nurtures the subject of Architectural Design Studio (ADS), as an operational synthesis in the final stage of the degree. These assumptions, which are part of the proposed model, displaying theories and teaching methodologies that try to respect the learning process based on student learning styles Kolb, ensuring their latent specificities and formulating the structure of the ASD discipline. In addition, the assessing methods are proposed, which consider the architectural Design Studio as an operational synthesis in the teaching of architecture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching-learning" title="teaching-learning">teaching-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=architectural%20design%20studio" title=" architectural design studio"> architectural design studio</a>, <a href="https://publications.waset.org/abstracts/search?q=architecture" title=" architecture"> architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/61681/architectural-design-studio-ads-as-an-operational-synthesis-in-architectural-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61681.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">390</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">632</span> Critical Pedagogy in the Philippine K-12 Grade 8 Values Education Curriculum and Textbook</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raymon%20Maac">Raymon Maac</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Arthus%20Muega"> Michael Arthus Muega</a>, <a href="https://publications.waset.org/abstracts/search?q=Joyce%20Ann%20%20Calingasan"> Joyce Ann Calingasan</a>, <a href="https://publications.waset.org/abstracts/search?q=Elva%20Maureen%20Gorospe"> Elva Maureen Gorospe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical pedagogy is known for its advocacy of humanistic and liberating education. Its far-reaching approach helps students to understand and analyze their own situations and the realities happening in their society. However, this pedagogy together with its promising features is not well-known in the Philippines. This paper determines the place of critical pedagogy in the new values education curriculum and analyzes its features in the K-12 Values Education curriculum and textbook. The study examines the position of critical pedagogy in the Philippine K-12 Values Education curriculum by closely studying and comparing their features; and scrutinizes the Grade 8 Values Education textbook specifically modules 4, 8, 10 and 13 which comprises 25% of the total 16 modules. The said modules are concerned with the role of the family in the preservation of social justice, which is one of the objectives of critical pedagogy. The findings in this research were based on the pieces of evidence gathered from the curriculum and textbook itself. Based on the evaluation done, the study found out that the ideas of critical pedagogy were the same with that of the objectives of K-12 Values Education Curriculum. Due to this, values education teachers can utilize critical pedagogy in their subject. In addition, the K-12 Values Education curriculum exhibits some of the features of critical pedagogy such as authentic student empowerment and critical thinking. Lastly, some features of critical pedagogy are also evident in some of the general parts and recommended activities in the K-12 Values Education textbook while other activities need to be fully developed by both teacher and students to reflect the genuine critical pedagogy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authentic%20student%20empowerment" title="authentic student empowerment">authentic student empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title=" critical pedagogy"> critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=liberating%20education" title=" liberating education "> liberating education </a> </p> <a href="https://publications.waset.org/abstracts/53516/critical-pedagogy-in-the-philippine-k-12-grade-8-values-education-curriculum-and-textbook" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53516.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">631</span> The Extension of Monomeric Computational Results to Polymeric Measurable Properties: An Introductory Computational Chemistry Experiment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jing%20Zhao">Jing Zhao</a>, <a href="https://publications.waset.org/abstracts/search?q=Yongqing%20Bai"> Yongqing Bai</a>, <a href="https://publications.waset.org/abstracts/search?q=Qiaofang%20Shi"> Qiaofang Shi</a>, <a href="https://publications.waset.org/abstracts/search?q=Huaihao%20Zhang"> Huaihao Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Advances in software technology enable computational chemistry to be commonly applied in various research fields, especially in pedagogy. Thus, in order to expand and improve experimental instructions of computational chemistry for undergraduates, we designed an introductory experiment—research on acrylamide molecular structure and physicochemical properties. Initially, students construct molecular models of acrylamide and polyacrylamide in Gaussian and Materials Studio software respectively. Then, the infrared spectral data, atomic charge and molecular orbitals of acrylamide as well as solvation effect of polyacrylamide are calculated to predict their physicochemical performance. At last, rheological experiments are used to validate these predictions. Through the combination of molecular simulation (performed on Gaussian, Materials Studio) with experimental verification (rheology experiment), learners have deeply comprehended the chemical nature of acrylamide and polyacrylamide, achieving good learning outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=upper-division%20undergraduate" title="upper-division undergraduate">upper-division undergraduate</a>, <a href="https://publications.waset.org/abstracts/search?q=computer-based%20learning" title=" computer-based learning"> computer-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=laboratory%20instruction" title=" laboratory instruction"> laboratory instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=molecular%20modeling" title=" molecular modeling"> molecular modeling</a> </p> <a href="https://publications.waset.org/abstracts/144030/the-extension-of-monomeric-computational-results-to-polymeric-measurable-properties-an-introductory-computational-chemistry-experiment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144030.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">630</span> Critical Realism as a Bridge between Critical Pedagogy and Queer Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mike%20Seal">Mike Seal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the traditions of critical and queer pedagogy, its intersections, tensions and paradoxes. Critical pedagogy, with a materialist realist ontology, and queer theory, which is often post-modern, post-structural and anti-essential, may not seem compatible. Similarly, there are tensions between activist orientations, often enacted through essential sexual identities, and a queer approach that questions such identities and subjectivities. It will argue that critical realism gives us a bridge between critical and queer pedagogy in preserving a realist materialist ontology, where economic forces are real, and independent of consciousness and hermeneutic constructions of them. At the same time, it offers an epistemology that does not necessitate a binary view of the roles of the oppressed, liberator, or even oppressor. It accepts that our knowledge is contingent, partial and contestable, but has the potential, and enough validity, to demand action and potentially inform the actions of others. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title="critical pedagogy">critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=queer%20pedagogy" title=" queer pedagogy"> queer pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20realsim" title=" critical realsim"> critical realsim</a>, <a href="https://publications.waset.org/abstracts/search?q=heteronormativity" title=" heteronormativity"> heteronormativity</a> </p> <a href="https://publications.waset.org/abstracts/95220/critical-realism-as-a-bridge-between-critical-pedagogy-and-queer-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95220.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">191</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">629</span> Emerging Challenges Related to Digital Pedagogy: A Practitioners’ Case</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Petronella%20Jonck">Petronella Jonck</a>, <a href="https://publications.waset.org/abstracts/search?q=Martin%20Chanza"> Martin Chanza</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna-Marie%20Pelser"> Anna-Marie Pelser</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ascribed to the global pandemic most higher education institutions responded by relocating content presented by means of contact sessions to an online platform giving rise to digital pedagogy. The purpose of the research reported on was to explore emerging challenges linked to digital pedagogy from a practitioner stance. Digital pedagogy has emerged as a powerful tool to compliment traditional methods. However, stumbling blocks should be identified and addressed for future utilization. A qualitative research design was implemented by means of a semi-structured interview schedule distributed to practitioners during the COVID-19 pandemic. Results revealed that institutional type influenced the implementation of digital pedagogy. Other challenges relate to the increased cost of education, decreased access, limited knowledge about digital pedagogy, behavioral intent to adopt a multi-modal approach, lack of ICT infrastructure to mention a few. Higher education institutions should address challenges towards the optimal use of digital pedagogy in future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title="COVID-19">COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20pedagogy" title=" digital pedagogy"> digital pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20institutions" title=" higher education institutions"> higher education institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20communication%20technology" title=" information communication technology"> information communication technology</a> </p> <a href="https://publications.waset.org/abstracts/155230/emerging-challenges-related-to-digital-pedagogy-a-practitioners-case" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155230.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">628</span> The Antrophological Determination of Pedagogy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sara%20Kakuk">Sara Kakuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pedagogy has always been open to other disciplines that reflect about the educational process (philosophy, sociology, psychology, anthropology, technology, etc.). Its interdisciplinary openness puts education, as the subject of pedagogy within a broader context of the community, enabling the knowledge of other disciplines to contribute to a better understanding of the fundamental pedagogical notion of education. The purpose of pedagogy as a science serves humans, strives towards humans, must be for humans, and this is its ultimate goal. Humans are essentially dependent on education, which is also considered as a category of humans’ being, because through education an entire world develops in humans. Anthropological assumptions of humans as "deficient beings" see the solution in education, but they also indicate a wealth of shortcomings, because they provide an opportunity for enrichment and formation of culture, living and the self. In that context, this paper illustrates the determination of pedagogy through an anthropological conception of humans and the phenomenon of education. It presents a review of anthropological ideas about education, by providing an analysis of relevant literature dealing with the anthropological notion of humans, which provides fruitful conditions for a pedagogical reconsideration of education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title="pedagogy">pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=humans" title=" humans"> humans</a>, <a href="https://publications.waset.org/abstracts/search?q=anthropology" title=" anthropology"> anthropology</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a> </p> <a href="https://publications.waset.org/abstracts/17803/the-antrophological-determination-of-pedagogy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17803.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">450</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">627</span> Developing Learning in Organizations with Innovation Pedagogy Methods</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Konst">T. Konst</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Most jobs include training and communication tasks, but often the people in these jobs lack pedagogical competences to plan, implement and assess learning. This paper aims to discuss how a learning approach called innovation pedagogy developed in higher education can be utilized for learning development in various organizations. The methods presented how to implement innovation pedagogy such as process consultation and train the trainer model can provide added value to develop pedagogical knowhow in organizations and thus support their internal learning and development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=innovation%20pedagogy" title="innovation pedagogy">innovation pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20development" title=" organizational development"> organizational development</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20consultation" title=" process consultation"> process consultation</a> </p> <a href="https://publications.waset.org/abstracts/67082/developing-learning-in-organizations-with-innovation-pedagogy-methods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67082.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">367</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">626</span> Investigation of Design Process of an Impedance Matching in the Specific Frequency for Radio Frequency Application</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20Nabaei">H. Nabaei</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Joghataie"> M. Joghataie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this article, we study the design methods of matched filter with commercial software including CST Studio and ADS in specific frequency: 900 MHz. At first, we select two amounts of impedance for studying matching of them. Then, using by matched filter utility tool in ADS software, we simulate and deviate the elements of matched filters. In the following, we implement matched filter in CST STUDIO software. The simulated results show the great conformity in this field. Also, we peruse scattering and Impedance parameters in the Derivative structure. Finally, the layout of matched filter is obtained by the schematic tool of CST STUDIO. In fact, here, we present the design process of matched filters in the specific frequency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=impedance%20matching" title="impedance matching">impedance matching</a>, <a href="https://publications.waset.org/abstracts/search?q=lumped%20element" title=" lumped element"> lumped element</a>, <a href="https://publications.waset.org/abstracts/search?q=transmission%20line" title=" transmission line"> transmission line</a>, <a href="https://publications.waset.org/abstracts/search?q=maximum%20power%20transmission" title=" maximum power transmission"> maximum power transmission</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20layout" title=" 3D layout"> 3D layout</a> </p> <a href="https://publications.waset.org/abstracts/28070/investigation-of-design-process-of-an-impedance-matching-in-the-specific-frequency-for-radio-frequency-application" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28070.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">501</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">625</span> The Time for the World to Go Back to Forgotten "Values Pedagogy"</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sakineh%20Tashakori">Sakineh Tashakori</a>, <a href="https://publications.waset.org/abstracts/search?q=Terrence%20Lovat"> Terrence Lovat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the start of war in every part of the world, from the war between Russia and Ukraine to the unbelievable start of the war between Israel and Palestine, the number of war refugees is increasing day by day. They are all homeless dads, moms, and kids looking for a safe place to go back to their ordinary lives without the fear of being mistreated and misunderstood by others. The significance of this study is to help the education system make life easier for refugees by going to values pedagogy inspired by Habermasian epistemology. The study employs a literature review methodology, which involves gathering relevant sources from academic journals and books to answer how values pedagogy is going to help the education system in this regard. The collected literature will be critically analyzed and synthesized to draw meaningful conclusions and support the argument for the implementation of values pedagogy. The findings of the study illustrate that values pedagogy can have a role in peace education and softening discourse to give students a better sense of mutual cultural and religious understanding and respect. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=war" title="war">war</a>, <a href="https://publications.waset.org/abstracts/search?q=refugee" title=" refugee"> refugee</a>, <a href="https://publications.waset.org/abstracts/search?q=values%20pedagogy" title=" values pedagogy"> values pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=Habermasian%20epistemology" title=" Habermasian epistemology"> Habermasian epistemology</a>, <a href="https://publications.waset.org/abstracts/search?q=peace%20education" title=" peace education"> peace education</a> </p> <a href="https://publications.waset.org/abstracts/176770/the-time-for-the-world-to-go-back-to-forgotten-values-pedagogy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176770.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">56</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">624</span> Children's Literature As Pedagogy: Lessons For Literacy Practice </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alicia%20Curtin">Alicia Curtin</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathy%20Hall"> Kathy Hall</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores research and practice shared on a masters University module entitled Children's Literature as Pedagogy. Issues explored include the meaning of childhood and literature; the definition of what counts as text, textual and literacy practice for children and adolescents. A sociocultural framework is used to define literacy practice from this perspective and student voice and experience remains central. Lessons from classroom experience and the use of innovative, multi modal and non traditional texts and pedagogical approaches are offered as examples of innovative and inclusive pedagogy in the field of literacy practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=non%20traditional" title="non traditional">non traditional</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural" title=" sociocultural"> sociocultural</a> </p> <a href="https://publications.waset.org/abstracts/81246/childrens-literature-as-pedagogy-lessons-for-literacy-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81246.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">585</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">623</span> Challenges Caused by the Integration of Technology as a Pedagogy in One of the Historically Disadvantaged Higher Education Institutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rachel%20Gugu%20Mkhasibe">Rachel Gugu Mkhasibe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Incorporation of technology as a pedagogy has many benefits. For instance, improvement of pedagogy, increased information access, increased cooperation, and collaboration. However, as good as it may be, this integration of technology as a pedagogy has not been widely adopted in most historically Black higher education institutions especially those in developing countries. For example, the socioeconomic background of students in historically black universities, the weak financial support available from these universities, as well as a large population of students struggle to access the recommended modern physical resources such as iPads, laptops, mobile phones, to name a few. This contributes to an increase in the increase of educational inequalities. The qualitative research approach was utilized in this work to gather detailed data about the obstacles created by the integration of technology as a pedagogy. Interviews were conducted to generate data from 20 academics from 10 Leve two students from one of the historically disadvantaged higher education Institutions in South Africa. The findings revealed that although both students and academics had overwhelming support of the integration of technology as a pedagogy in their institution, the environment which they found themselves in compromise the incorporation of technology as a pedagogy. Therefore, this paper recommends that Department of Higher Education and University Management should intervene and budget for technology to be provided in all the institutions of higher education regardless of where the institutions are situated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/170106/challenges-caused-by-the-integration-of-technology-as-a-pedagogy-in-one-of-the-historically-disadvantaged-higher-education-institutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170106.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">622</span> Effectiveness of Cold Calling on Students’ Behavior and Participation during Class Discussions: Punishment or Opportunity to Shine</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maimuna%20Akram">Maimuna Akram</a>, <a href="https://publications.waset.org/abstracts/search?q=Khadija%20Zia"> Khadija Zia</a>, <a href="https://publications.waset.org/abstracts/search?q=Sohaib%20Naseer"> Sohaib Naseer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pedagogical objectives and the nature of the course content may lead instructors to take varied approaches to selecting a student for the cold call, specifically in a studio setup where students work on different projects independently and show progress work time to time at scheduled critiques. Cold-calling often proves to be an effective tool in eliciting a response without enforcing judgment onto the recipients. While there is a mixed range of behavior exhibited by students who are cold-called, a classification of responses from anxiety-provoking to inspiring may be elicited; there is a need for a greater understanding of utilizing the exchanges in bringing about fruitful and engaging outcomes of studio discussions. This study aims to unravel the dimensions of utilizing the cold-call approach in a didactic exchange within studio pedagogy. A questionnaire survey was conducted in an undergraduate class at Arts and Design School. The impact of cold calling on students’ participation was determined through various parameters, including course choice, participation frequency, students’ comfortability, and teaching methodology. After analyzing the surveys, specific classroom teachers were interviewed to provide a qualitative perspective of the faculty. It was concluded that cold-calling increases students’ participation frequency and also increases preparation for class. Around 67% of students responded that teaching methods play an important role in learning activities and students’ participation during class discussions. 84% of participants agreed that cold calling is an effective way of learning. According to research, cold-calling can be done in large numbers without making students uncomfortable. As a result, the findings of this study support the use of this instructional method to encourage more students to participate in class discussions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20discussion" title=" class discussion"> class discussion</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20participation" title=" class participation"> class participation</a>, <a href="https://publications.waset.org/abstracts/search?q=cold%20calling" title=" cold calling"> cold calling</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20methods" title=" pedagogical methods"> pedagogical methods</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a> </p> <a href="https://publications.waset.org/abstracts/187072/effectiveness-of-cold-calling-on-students-behavior-and-participation-during-class-discussions-punishment-or-opportunity-to-shine" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187072.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">36</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">621</span> Pedagogical Variation with Computers in Mathematics Classrooms: A Cultural Historical Activity Theory Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joanne%20Hardman">Joanne Hardman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> South Africa’s crisis in mathematics attainment is well documented. To meet the need to develop students’ mathematical performance in schools the government has launched various initiatives using computers to impact on mathematical attainment. While it is clear that computers can change pedagogical practices, there is a dearth of qualitative studies indicating exactly how pedagogy is transformed with Information Communication Technologies (ICTs) in a teaching activity. Consequently, this paper addresses the following question: how, along which dimensions in an activity, does pedagogy alter with the use of computer drill and practice software in four disadvantaged grade 6 mathematics classrooms in the Western Cape province of South Africa? The paper draws on Cultural Historical Activity Theory (CHAT) to develop a view of pedagogy as socially situated. Four ideal pedagogical types are identified: Reinforcement pedagogy, which has the reinforcement of specialised knowledge as its object; Collaborative pedagogy, which has the development of metacognitive engagement with specialised knowledge as its object; Directive pedagogy, which has the development of technical task skills as its object, and finally, Defensive pedagogy, which has student regulation as its object. Face-to-face lessons were characterised as predominantly Reinforcement and Collaborative pedagogy and most computer lessons were characterised as mainly either Defensive or Directive. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computers" title="computers">computers</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20historical%20activity%20theory" title=" cultural historical activity theory"> cultural historical activity theory</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/53153/pedagogical-variation-with-computers-in-mathematics-classrooms-a-cultural-historical-activity-theory-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53153.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">281</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">620</span> A Study of Faculty Development Programs in India to Assist Pedagogy and Curriculum Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chhavi%20Rana">Chhavi Rana</a>, <a href="https://publications.waset.org/abstracts/search?q=Sanjay%20K%20Jain"> Sanjay K Jain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> All sides of every education debate agree that quality learning happens when knowledgeable, caring teachers use sound pedagogy. Many deliberations of pedagogy make the fault of considering it as principally being about teaching. There has been lot of research about how to build a positive climate for learning, improve student curiosity, and enhance classroom association. However, these things can only be facilitated when teachers are equipped with better teaching techniques that use sound and accurate pedagogy. Pedagogy is the science and art of education. Its aims range from the full development of the human being to skills acquisition. In India, a project named Mission 10 x has been started by an esteemed IT Corporation Wipro as a faculty development programme (FDP) that particularly focus on elements that facilitated teachers in developing curriculum and new pedagogies that can lead to improvement in student engagement. This paper presents a study of these FDPs and examines (1) the parameters that help teachers in building new pedagogies (2) the extent to which appropriate usage of pedagogy is improved after the conduct of Mission 10 x FDPs, and (3) whether institutions differ in terms of their ability to convert usage of improved pedagogy into academic performance via these FDPs. The sample consisted of 2,236 students at 6 four-year engineering colleges and universities that completed several FDPs during 2012-2014. Many measures of usage of better pedagogy were linked positively with such FDPs, although some of the relationships were weak in strength. The results suggest that the usage of pedagogy were more benefited after conducting these FDPs and application of novel approaches in conducting classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title="student engagement">student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%3B%20achievement" title=" critical thinking; achievement"> critical thinking; achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning" title=" student learning"> student learning</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/19683/a-study-of-faculty-development-programs-in-india-to-assist-pedagogy-and-curriculum-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19683.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">421</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">619</span> Experimental Architectural Pedagogy: Discipline Space and Its Role in the Modern Teaching Identity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matthew%20Armitt">Matthew Armitt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The revolutionary school of architectural teaching – VKhUTEAMAS (1923-1926) was a new approach for a new society bringing architectural education to the masses and masses to the growing industrial production. The school's pedagogical contribution of the 1920s made it an important school of the modernist movement, engaging pedagogy as a mode of experimentation. The teachers and students saw design education not just as a process of knowledge transfer but as a vehicle for design innovation developing an approach without precedent. This process of teaching and learning served as a vehicle for venturing into the unknown through a discipline of architectural teaching called “Space” developed by the Soviet architect Nikolai Ladovskii (1881-1941). The creation of “Space” was paramount not only for its innovative pedagogy but also as an experimental laboratory for developing new architectural language. This paper discusses whether the historical teaching of “Space” can function in the construction of the modern teaching identity today to promote value, richness, quality, and diversity inherent in architectural design education. The history of “Space” teaching remains unknown within academic circles and separate from the current architectural teaching debate. Using VKhUTEMAS and the teaching of “Space” as a pedagogical lens and drawing upon research carried out in the Russian Federation, America, Canada, Germany, and the UK, this paper discusses how historically different models of teaching and learning can intersect through examining historical based educational research by exploring different design studio initiatives; pedagogical methodologies; teaching and learning theories and problem-based projects. There are strong arguments and desire for pedagogical change and this paper will promote new historical and educational research to widen the current academic debate by exposing new approaches to architectural teaching today. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=VKhUTEMAS" title="VKhUTEMAS">VKhUTEMAS</a>, <a href="https://publications.waset.org/abstracts/search?q=discipline%20space" title=" discipline space"> discipline space</a>, <a href="https://publications.waset.org/abstracts/search?q=modernist%20pedagogy" title=" modernist pedagogy"> modernist pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20identity" title=" teaching identity "> teaching identity </a> </p> <a href="https://publications.waset.org/abstracts/128941/experimental-architectural-pedagogy-discipline-space-and-its-role-in-the-modern-teaching-identity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128941.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">618</span> Reviewers’ Perception of the Studio Jury System: How They View its Value in Architecture and Design Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diane%20M.%20Bender">Diane M. Bender</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In architecture and design education, students learn and understand their discipline through lecture courses and within studios. A studio is where the instructor works closely with students to help them understand design by doing design work. The final jury is the culmination of the studio learning experience. It’s value and significance are rarely questioned. Students present their work before their peers, instructors, and invited reviewers, known as jurors. These jurors are recognized experts who add a breadth of feedback to students mostly in the form of a verbal critique of the work. Since the design review or jury has been a common element of studio education for centuries, jurors themselves have been instructed in this format. Therefore, they understand its value from both a student and a juror perspective. To better understand how these reviewers see the value of a studio review, a survey was distributed to reviewers at a multi-disciplinary design school within the United States. Five design disciplines were involved in this case study: architecture, graphic design, industrial design, interior design, and landscape architecture. Respondents (n=108) provided written comments about their perceived value of the studio review system. The average respondent was male (64%), between 40-49 years of age, and has attained a master’s degree. Qualitative analysis with thematic coding revealed several themes. Reviewers view the final jury as important because it provides a variety of perspectives from unbiased external practitioners and prepares students for similar presentation challenges they will experience in professional practice. They also see it as a way to validate the assessment and evaluation of students by faculty. In addition, they see a personal benefit for themselves and their firm – the ability to network with fellow jurors, professors, and students (i.e., future colleagues). Respondents also provided additional feedback about the jury system and studio education in general. Typical responses included a desire for earlier engagement with students; a better explanation from the instructor about the project parameters, rubrics/grading, and guidelines for juror involvement; a way to balance giving encouraging feedback versus overly critical comments; and providing training for jurors prior to reviews. While this study focused on the studio review, the findings are equally applicable to other disciplines. Suggestions will be provided on how to improve the preparation of guests in the learning process and how their interaction can positively influence student engagement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=jury" title=" jury"> jury</a>, <a href="https://publications.waset.org/abstracts/search?q=studio" title=" studio"> studio</a> </p> <a href="https://publications.waset.org/abstracts/173065/reviewers-perception-of-the-studio-jury-system-how-they-view-its-value-in-architecture-and-design-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173065.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">64</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">617</span> Innovative Business Education Pedagogy: A Case Study of Action Learning at NITIE, Mumbai</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sudheer%20Dhume">Sudheer Dhume</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Prasad"> T. Prasad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are distinct signs of Business Education losing its sheen. It is more so in developing countries. One of the reasons is the value addition at the end of 2 year MBA program is not matching with the requirements of present times and expectations of the students. In this backdrop, Pedagogy Innovation has become prerequisite for making our MBA programs relevant and useful. This paper is the description and analysis of innovative Action Learning pedagogical approach adopted by a group of faculty members at NITIE Mumbai. It not only promotes multidisciplinary research but also enhances integration of the functional areas skillsets in the students. The paper discusses the theoretical bases of this pedagogy and evaluates the effectiveness of it vis-à-vis conventional pedagogical tools. The evaluation research using Bloom’s taxonomy framework showed that this blended method of Business Education is much superior as compared to conventional pedagogy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20learning" title="action learning">action learning</a>, <a href="https://publications.waset.org/abstracts/search?q=blooms%20taxonomy" title=" blooms taxonomy"> blooms taxonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20education" title=" business education"> business education</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/44740/innovative-business-education-pedagogy-a-case-study-of-action-learning-at-nitie-mumbai" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44740.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">270</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">616</span> A Review of Critical Thinking Formative Assessment Framework: Coping with Teachers Resistance to Critical Pedagogy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chenhui%20Wang">Chenhui Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Chwee%20Beng%20Lee"> Chwee Beng Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The practice of critical pedagogy is challenged by resistance from teachers. This study presents a discussion on teachers' resistance to critical pedagogy and previous practical frameworks for assessing critical thinking in formative assessment in the classroom through a critical review of the related literature. The authors found out that the main issue of teachers' resistance is not whether teachers should possess theoretical knowledge of critical thinking but how they apply that knowledge in their classroom teaching. In addition, critical thinking in formative assessment may provide teachers with a comprehensive understanding of critical pedagogical planning, implementing, and reflecting. Therefore, this paper intends to discuss a practical step-by-step framework for critical thinking formative assessment to address this resistance. Such discussion is based on a thorough examination of the related theories and frameworks. This review paper will benefit teachers in understanding and reducing their resistance to critical pedagogy as well as in implementing critical pedagogy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title=" critical pedagogy"> critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20formative%20assessment%20framework" title=" critical thinking formative assessment framework"> critical thinking formative assessment framework</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20resistance" title=" teachers resistance"> teachers resistance</a> </p> <a href="https://publications.waset.org/abstracts/155786/a-review-of-critical-thinking-formative-assessment-framework-coping-with-teachers-resistance-to-critical-pedagogy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155786.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">119</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">615</span> Millimeter Wave Antenna for 5G Mobile Communications Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hind%20Mestouri">Hind Mestouri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study and simulation of a millimeter wave antenna for 5G mobile communication systems is the topic of this paper. We present at the beginning the general aspects of the 5G technology. We recall the objectives of the 5G standard, its architecture, and the parameters that characterize it. The proposed antenna model is designed using the CST Microwave Studio simulation software. Numerous methods are used at all steps of the design procedures, such as theoretical calculation of parameters, declaration of parameter values, and evaluation of the antenna through the obtained results. Initially, we were interested in the design of an antenna array at the 10 GHz frequency. Afterward, we also simulated and presented an antenna array at 2.5 GHz. For each antenna designed, a parametric study was conducted to understand and highlight the role and effects of the various parameters in order to optimize them and achieve a final efficient structure. The obtained results using CST Microwave Studio showed that the characteristics of the designed antennas (bandwidth, gain, radiation pattern) satisfy the specifications of 5G mobile communications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=5G" title="5G">5G</a>, <a href="https://publications.waset.org/abstracts/search?q=antenna%20array" title=" antenna array"> antenna array</a>, <a href="https://publications.waset.org/abstracts/search?q=millimeter%20wave" title=" millimeter wave"> millimeter wave</a>, <a href="https://publications.waset.org/abstracts/search?q=10%20GHz" title=" 10 GHz"> 10 GHz</a>, <a href="https://publications.waset.org/abstracts/search?q=CST%20Microwave%20Studio" title=" CST Microwave Studio"> CST Microwave Studio</a> </p> <a href="https://publications.waset.org/abstracts/159389/millimeter-wave-antenna-for-5g-mobile-communications-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159389.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">614</span> Overview on Effectiveness of Learning Contract in Architecture Design Studios</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Badiossadat%20Hassanpour">Badiossadat Hassanpour</a>, <a href="https://publications.waset.org/abstracts/search?q=Reza%20Sirjani"> Reza Sirjani</a>, <a href="https://publications.waset.org/abstracts/search?q=Nangkuala%20Utaberta"> Nangkuala Utaberta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The avant-garde educational systems are striving to find a life long learning methods. Different fields and majors have test variety of proposed models, and found their difficulties and strengths. Architecture as a critical stage of education due to its characteristics which are learning by doing and critique based education and evaluation is out of this study procedure. Learning contracts is a new alternative form of evaluation of students’ achievements, while it acts as agreement about learning goals. Obtained results from studies in different fields which confirm its positive impact on students' learning in those fields and positively affected students' motivation and confidence in meeting their own learning needs, prompted us to implement this model in architecture design studio. In this implemented contract to the studio, students were asked to use the existing possibility of contract to have self assessment and examine their professional development to identify whether they are deficient or they would like to develop more expertise. The evidences of this research as well indicate that students feel positive about the learning contract and see it accommodating their individual learning needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contract%20%28LC%29" title="contract (LC)">contract (LC)</a>, <a href="https://publications.waset.org/abstracts/search?q=architecture%20design%20studio" title=" architecture design studio"> architecture design studio</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20learning" title=" student-centered learning"> student-centered learning</a> </p> <a href="https://publications.waset.org/abstracts/3628/overview-on-effectiveness-of-learning-contract-in-architecture-design-studios" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3628.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">439</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">613</span> Implementation of an Undergraduate Integrated Biology and Chemistry Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jayson%20G.%20Balansag">Jayson G. Balansag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An integrated biology and chemistry (iBC) course for freshmen college students was developed in University of Delaware. This course will prepare students to (1) become interdisciplinary thinkers in the field of biology and (2) collaboratively work with others from multiple disciplines in the future. This paper documents and describes the implementation of the course. The information gathered from reading literature, classroom observations, and interviews were used to carry out the purpose of this paper. The major goal of the iBC course is to align the concepts between Biology and Chemistry, so that students can draw science concepts from both disciplines which they can apply in their interdisciplinary researches. This course is offered every fall and spring semesters of each school year. Students enrolled in Biology are also enrolled in Chemistry during the same semester. The iBC is composed of lectures, laboratories, studio sessions, and workshops and is taught by the faculty from the biology and chemistry departments. In addition, the preceptors, graduate teaching assistants, and studio fellows facilitate the laboratory and studio sessions. These roles are interdependent with each other. The iBC can be used as a model for higher education institutions who wish to implement an integrated biology course. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integrated%20biology%20and%20chemistry" title="integrated biology and chemistry">integrated biology and chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20research" title=" interdisciplinary research"> interdisciplinary research</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20biology" title=" new biology"> new biology</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20science%20education" title=" undergraduate science education"> undergraduate science education</a> </p> <a href="https://publications.waset.org/abstracts/76611/implementation-of-an-undergraduate-integrated-biology-and-chemistry-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76611.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">245</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">612</span> The Preparation and Training of Expert Studio Reviewers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diane%20M.%20Bender">Diane M. Bender</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In design education, professional education is delivered in a studio, where students learn and understand their discipline. This learning methodology culminates in a final review, where students present their work before instructors and invited reviewers, known as jurors. These jurors are recognized experts who add a wide diversity of opinions in their feedback to students. This feedback can be provided in multiple formats, mainly a verbal critique of the work. To better understand how these expert reviewers prepare for a studio review, a survey was distributed to reviewers at a multi-disciplinary design school within the United States. Five design disciplines are involved in this case study: architecture, graphic design, industrial design, interior design, and landscape architecture. Respondents (n=122) provided information about if and how they received training on how to critique and participate in a final review. Common forms of training included mentorship, modeled behavior from other designers/past professors, workshops on critique from the instructing faculty prior to the crit session, and by being a practicing design professional. Respondents also gave feedback about how much the instructor provided course materials prior to the review in order to better prepare for student interaction. Finally, respondents indicated if they had interaction, and in what format, with students prior to the final review. Typical responses included participation in studio desk crits, a midterm jury member, meetings with students, and email or social media correspondence. While the focus of this study is the studio review, the findings are equally applicable to other disciplines. Suggestions will be provided on how to improve the preparation of guests in the learning process and how their interaction can positively influence student engagement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critique" title="critique">critique</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=juror" title=" juror"> juror</a> </p> <a href="https://publications.waset.org/abstracts/160022/the-preparation-and-training-of-expert-studio-reviewers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160022.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">611</span> A Study of The STEAM Toy Pedagogy Plan Evaluation for Elementary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wen-Te%20Chang">Wen-Te Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yun-Hsin%20Pai"> Yun-Hsin Pai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: Based on the interdisciplinary of lower grade Elementary School with the integration of STEAM concept, related wooden toy and pedagogy plans were developed and evaluated. The research goal was to benefit elementary school education. Design/methodology/approach: The subjects were teachers from two primary school teachers and students from the department of design of universities in Taipei. Amount of 103participants (Male: 34, Female: 69) were invited to participate in the research. The research tools are “STEAM toy design” and “questionnaire of STEAM toy Pedagogy plan.” The STEAM toy pedagogy plans were evaluated after the activity of “The interdisciplinary literacy discipline guiding study program--STEAM wooden workshop,” Finding/results: The study results: (1) As factors analyzing of the questionnaire indicated the percentage on the major factors were cognition teaching 68.61%, affection 80.18% and technique 80.14%, with α=.936 of validity. The assessment tools were proved to be valid for STEAM pedagogy plan evaluation; (2) The analysis of the questionnaires investigation confirmed that the main effect of the teaching factors was not significant (affection = technique = cognition); however, the interaction between STEAM factors revealed to be significant (F (8, 1164) =5.51, p < .01); (3) The main effect of the six pedagogy plans was significant (climbing toy > bird toy = gondola toy > frog castanets > train toy > balancing toy), and an interactive effect between STEAM factors also reached a significant level, (F (8, 1164) =5.51, p < .01), especially on the artistic (A/ Art) aspect. Originality/value: The main achievement of research: (1) A pedagogy plan evaluation was successfully developed. (2) The interactive effect between the STEAM and the teaching factors reached a significant level. (3) An interactive effect between the STEAM factors and the pedagogy plans reached a significant level too. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=STEAM" title="STEAM">STEAM</a>, <a href="https://publications.waset.org/abstracts/search?q=toy%20design" title=" toy design"> toy design</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy%20plans" title=" pedagogy plans"> pedagogy plans</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a> </p> <a href="https://publications.waset.org/abstracts/141355/a-study-of-the-steam-toy-pedagogy-plan-evaluation-for-elementary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141355.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">610</span> Developing and Enacting a Model for Institutional Implementation of the Humanizing Pedagogy: Case Study of Nelson Mandela University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mukhtar%20Raban">Mukhtar Raban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As part of Nelson Mandela University’s journey of repositioning its learning and teaching agenda, the university adopted and foregrounded a humanizing pedagogy-aligning with institutional goals of critically transforming the academic project. The university established the Humanizing Pedagogy Praxis and Research Niche (HPPRN) as a centralized hub for coordinating institutional work exploring and advancing humanizing pedagogies and tasked the unit with developing and enacting a model for humanizing pedagogy exploration. This investigation endeavored to report on the development and enactment of a model that sought to institutionalize a humanizing pedagogy at a South African university. Having followed a qualitative approach, the investigation presents the case study of Nelson Mandela University’s HPPRN and the model it subsequently established and enacted for the advancement towards a more common institutional understanding, interpretation and application of the humanizing pedagogy. The study adopted an interpretive lens for analysis, complementing the qualitative approach of the investigation. The primary challenge that confronted the HPPRN was the development of a ‘living model’ that had to complement existing institutional initiatives while accommodating a renewed spirit of critical reflection, innovation and research of continued and new humanizing pedagogical exploration and applications. The study found that the explicit consideration of tenets of humanizing and critical pedagogies in underpinning and framing the HPPRN Model contributed to the sense of ‘lived’ humanizing pedagogy experiences during enactment. The multi-leveled inclusion of critical reflection in the development and enactment stages was found to further the processes of praxis employed at the university, which is integral to the advancement of humanizing and critical pedagogies. The development and implementation of a model that seeks to institutionalize the humanizing pedagogy at a university rely not only on sound theoretical conceptualization but also on the ‘richness of becoming more human’ explicitly expressed and encountered in praxes and application. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=humanizing%20pedagogy" title="humanizing pedagogy">humanizing pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title=" critical pedagogy"> critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=institutional%20implementation" title=" institutional implementation"> institutional implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=praxis" title=" praxis"> praxis</a> </p> <a href="https://publications.waset.org/abstracts/108430/developing-and-enacting-a-model-for-institutional-implementation-of-the-humanizing-pedagogy-case-study-of-nelson-mandela-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108430.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">167</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">609</span> The Link Between Success Factors of Online Architectural Education and Students’ Demographics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yusuf%20Berkay%20Metinal">Yusuf Berkay Metinal</a>, <a href="https://publications.waset.org/abstracts/search?q=Gulden%20Gumusburun%20Ayalp"> Gulden Gumusburun Ayalp</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Architectural education is characterized by its distinctive amalgamation of studio-based pedagogy and theoretical instruction. It offers students a comprehensive learning experience that blends practical skill development with critical inquiry and conceptual exploration. Design studios are central to this educational paradigm, which serve as dynamic hubs of creativity and innovation, providing students with immersive environments for experimentation and collaborative engagement. The physical presence and interactive dynamics inherent in studio-based learning underscore the indispensability of face-to-face instruction and interpersonal interaction in nurturing the next generation of architects. However, architectural education underwent a seismic transformation in response to the global COVID-19 pandemic, precipitating an abrupt transition from traditional, in-person instruction to online education modalities. While this shift introduced newfound flexibility in terms of temporal and spatial constraints, it also brought many challenges to the fore. Chief among these challenges was maintaining effective communication and fostering meaningful collaboration among students in virtual learning environments. Besides these challenges, lack of peer learning emerged as a vital issue of the educational experience, particularly crucial for novice students navigating the intricacies of architectural practice. Nevertheless, the pivot to online education also laid bare a discernible decline in educational efficacy, prompting inquiries regarding the enduring viability of online education in architectural pedagogy. Moreover, as educational institutions grappled with the exigencies of remote instruction, discernible disparities between different institutional contexts emerged. While state universities often contended with fiscal constraints that shaped their operational capacities, private institutions encountered challenges from a lack of institutional fortification and entrenched educational traditions. Acknowledging the multifaceted nature of these challenges, this study endeavored to undertake a comprehensive inquiry into the dynamics of online education within architectural pedagogy by interrogating variables such as class level and type of university; the research aimed to elucidate demographic critical success factors that underpin the effectiveness of online education initiatives. To this end, a meticulously constructed questionnaire was administered to architecture students from diverse academic institutions across Turkey, informed by an exhaustive review of extant literature and scholarly discourse. The resulting dataset, comprising responses from 232 participants, underwent rigorous statistical analysis, including independent samples t-test and one-way ANOVA, to discern patterns and correlations indicative of overarching trends and salient insights. In sum, the findings of this study serve as a scholarly compass for educators, policymakers, and stakeholders navigating the evolving landscapes of architectural education. By elucidating the intricate interplay of demographical factors that shape the efficacy of online education in architectural pedagogy, this research offers a scholarly foundation upon which to anchor informed decisions and strategic interventions to elevate the educational experience for future cohorts of aspiring architects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architectural%20education" title="architectural education">architectural education</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20education" title=" online education"> online education</a> </p> <a href="https://publications.waset.org/abstracts/185795/the-link-between-success-factors-of-online-architectural-education-and-students-demographics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185795.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">44</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">608</span> A Novel Design of a Low Cost Wideband Wilkinson Power Divider</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Sardi">A. Sardi</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Zbitou"> J. Zbitou</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Errkik"> A. Errkik</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20El%20Abdellaoui"> L. El Abdellaoui</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Tajmouati"> A. Tajmouati</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Latrach"> M. Latrach</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents analysis and design of a wideband Wilkinson power divider for wireless applications. The design is accomplished by transforming the lengths and impedances of the quarter wavelength sections of the conventional Wilkinson power divider into U-shaped sections. The designed power divider is simulated by using ADS Agilent technologies and CST microwave studio software. It is shown that the proposed power divider has simple topology and good performances in terms of insertion loss, port matching and isolation at all operating frequencies (1.8 GHz, 2.45 GHz and 3.55 GHz). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADS%20agilent%20technologies" title="ADS agilent technologies">ADS agilent technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=CST%20microwave%20studio" title=" CST microwave studio"> CST microwave studio</a>, <a href="https://publications.waset.org/abstracts/search?q=microstrip" title=" microstrip"> microstrip</a>, <a href="https://publications.waset.org/abstracts/search?q=wideband" title=" wideband"> wideband</a>, <a href="https://publications.waset.org/abstracts/search?q=wilkinson%20power%20divider" title=" wilkinson power divider"> wilkinson power divider</a> </p> <a href="https://publications.waset.org/abstracts/15409/a-novel-design-of-a-low-cost-wideband-wilkinson-power-divider" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15409.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">370</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=studio%20pedagogy&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=studio%20pedagogy&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=studio%20pedagogy&page=4">4</a></li> <li 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