• Therapeutic Science for Rehabilitation
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• v.4 no.2
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• pp.51-62
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• 2015

Objectives : This research was conducted to plan a strategy on the activities for ADHD who want to improve, and to use the strategy to find out how it influences the occupational performance when applying Cognitive Orientation to a daily Occupational Performance (CO-OP) approach. Methods : A single Subject AB design was employed. The subjects was one children with ADHD. The experiment consisted of 10 sessions spread over 7 weeks. The objective selected through COPM with guardians was improvement of chopstick use by children. In the course of the intervention, the overall CO-OP process was explained, continued analysis of performance and practice were encouraged in order to learn the skill of chopstick use, and guidance was given for DSS. Performance was measured by the time to move beans from one plate to another, starting from when the chopsticks were picked up. Results : The time to pick up the beans was 22.3s before the intervention, which was decreased by 7.2s to 15.1s after the intervention. The parents' COPM score showed an improvement of 3 points for performance and 4 points for satisfaction, demonstrating a clinically significant change. Conclusion : This study provides evidence that CO-OP is beneficial in occupation performance in children with ADHD.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.49-56
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• 2010

In this study, we investigated the perception difference of industrial managers and engineering faculties in the engineering education, and searched for a rational solution to resolve this perception differences. Both engineering faculties and industrial managers place strong emphasis on practical training, but they showed a significant difference in addressing the issues on the graduates of engineering education have. This different perceptions are occurred since the industrial managers prefer "the instant(or ready-made) human resource type", the ones to put to work right away whereas professors prefer the ones with the strong basic knowledge, "the potential human resource type", who may in the long run contribute to the development of the industry. We believe Finland Helsinki Engineering School's co-op course and Pennsylvania State University's Capstone Design Education are the good examples of nurturing "practical" human resource although both programs are conducted in very different imaginative ways.

• Korean Journal of Computational Design and Engineering
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• v.13 no.5
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• pp.362-371
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• 2008

Generally, a PLM education program in university consists of lectures of theory, software lab and software development raining as an advanced subject. Most industries want more than these, such as practical problem solving capabilities, teamwork skills and engineering communications including human relationship, rhetoric, technical writing, presentation and etc. Problem-Based Learning is a problem-stimulated and student-centered teaming method, and an innovative education strategy for collaborative and self-directed learning by applying real world problems. Education paradigm changes from "teaching" to "learning" accomplished by team working, and students are encouraged to develop, present, explain and defense their ideas, suggestions or solutions of a problem, and the "cooperative teaming" proceeds spontaneously during team operations. Co-operative education program is an into-grated academic model and a structured educational program combining classroom learning with productive work experience in a field related to a student's academic or career goals. Based on the partnership between academic institutions and industries, students are engaged in real and productive "work" in the industry, in contrast with merely observing. In this paper, PBL with Co-op program is suggested as an effective approach for PLM education, and we made and operated a PBL-based education course with industry co-op program. The Co-op education in industry accompanied with the PBL course in university can improve practical problem solving capabilities of students, including modeling and management of P3R(Product, Process, resource and Plant) using commercial PLM software tools. By the result, we found this to be an effective strategy for helping students, professors and industries succeed in engineering education, especially PLM area.

• Educational Technology International
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• v.14 no.2
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• pp.137-166
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• 2013

Problem-based learning (PBL) in engineering education has been implemented in various ways. The wide range of PBL methods sometimes creates difficulties in implementing PBL. The purpose of this study was to identify the major variables that a teacher considers in PBL designs for an engineering course and suggest specific PBL methods according to the PBL design variables. This study was conducted using a review research method involving 21 studies from a range of engineering education fields. The results showed that the major variables that engineering professors need to consider when applying PBL are the authenticity of the PBL problem and the method of providing knowledge or information that the learners must know to solve the given problem. Based on the two variables identified, the following four types of PBL methods for engineering education are suggested: 1) lecture-based problem, 2) guided problem-based learning, 3) problem-based learning and 4) co-op problem-based learning.