An engineering approach to teaching decision-making skills in schools using an engineering heuristic

2002 ◽  
Author(s):  
J. Heywood
Keyword(s):  
Decision Making ◽  
Engineering Approach ◽  
Approach To Teaching

scholarly journals Teaching Risk and Probability: Building the Monopoly® Board Game Into a Probability Simulator

2019 ◽  
Vol 5 (2) ◽  
pp. 133-143
Author(s):  
Joe Gazdula ◽  
Richard Farr
Keyword(s):  
Decision Making ◽  
Collaborative Learning ◽  
Competitive Environment ◽  
Board Game ◽  
Teaching Experiences ◽  
New Approach ◽  
Risk Environments ◽  
Analysis Technique ◽  
Approach To Teaching ◽  
Gaming Environment

This article describes the adaptation and use of the Monopoly® board game as a simple simulator to help introduce the principles of probability and risk. It focusses on teaching experiences in an undergraduate business program and offers a new approach to teaching probability and risk with dice to produce a collaborative simulated gaming environment. It allows students to be actively involved in developing the probability of throwing dice numbers and the analysis of risk and decision making in a competitive environment. Concluding with a probability analysis technique, it allows students to reflect on formal and informal approaches to decision making in risk environments and helps build communication for discussion, collaborative learning, and self-analysis among students.

X-Abilities and Attributes Based Decision Making in Evaluation and Selection of a Turbine Blade Material

2014 ◽  
Author(s):  
Phaneendra Kiran Chaganti ◽  
Shibu Clement
Keyword(s):  
Decision Making ◽  
Turbine Blade ◽  
Conceptual Design ◽  
Concurrent Engineering ◽  
Design Stage ◽  
Engineering Approach ◽  
Design And Manufacturing ◽  
Multi Attribute Decision Making ◽  
The Given ◽  
Selection Of

The evaluation and selection of a turbine blade material involves several x-abilities and attributes. A designer should consider lifecycle issues as well as design and manufacturing strategies simultaneously at conceptual design stage without missing any of the information. In the proposed methodology the comparison is made between different turbine blade materials based on different x-abilities and attributes. The proposed methodology compares the materials using concurrent engineering approach and multi attribute decision making approach (MADM). In the concurrent engineering approach four x-abilities namely quality, manufacturing, environment and cost are considered. To maintain uniformity attributes considered in MADM approach are same as concurrent engineering approach. Both the methodologies show that ST12TE is the best material for turbine blade for the given set of attributes and x-abilities.

scholarly journals A matter of scale

2021 ◽  
Vol 3 (1) ◽  
pp. 24
Author(s):  
Louise Luff ◽  
Vickel Narayan
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Financial Reporting ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Accounting Students ◽  
Business World ◽  
New Approach ◽  
E Learning ◽  
Approach To Teaching

Teaching students ethical financial accounting practices and decision making can be complicated and challenging at good times. It requires the students to have a deep level understanding of the accounting requirements and professional values to be able to make fair and ethical judgements. However, for students who have no or little work experience making professional judgements without authentic contextual awareness and understanding may hold little significance (Mintz, 2019). Moore (2013) elaborates that for students to develop financial reporting professional judgment proficiency they need to experience practical business world scenarios and learn to question and think as a professional financial accountant. He further argues that is imperative to develop these skills as these are pre-requisites for subsequent units of study and a graduate attribute expected by professional accounting bodies and employers. In this session, we will discuss how we created an authentic and immersive case study for the students in collaboration with a professional accounting firm and other industry experts. We will discuss how authentic learning (Herrington, Reeves & Oliver, 2010) and heutagogic principles (Hase & Kenyon, 2000) were adopted in the design of the learning module to help develop critical thinking skills and understanding of connections within and implications from financial reporting professional judgements. References: Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. ultiBASE, 5(3).  Retrieved from http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm Herrington, J., Reeves, T. C., & Oliver, R. (2010). A guide to authentic e-learning (connecting with e-learning). New York: Routledge. Mintz, S. (2019). A new approach to teaching ethical decision making to accounting students. The CPA Journal, Online.  Retrieved fromhttps://www.cpajournal.com/2019/10/14/a-new-approach-to-teaching-ethical-decision-making-to-accounting-students/ Moore, T. (2013). Critical thinking: seven definitions in search of a concept. Studies in Higher Education, 2013, Vol. 28, No 4, 506-522.

scholarly journals Development of a contemporary evidence-based practice workshop for health professionals with a focus on pre-appraised evidence and shared decision-making: a before-after pilot study

2019 ◽  
Vol 25 (2) ◽  
pp. 1.2-2 ◽  
Author(s):  
Loai Albarqouni ◽  
Paul Glasziou ◽  
Mina Bakhit ◽  
Chris Del Mar ◽  
Tammy C Hoffmann
Keyword(s):  
Decision Making ◽  
Shared Decision Making ◽  
Evidence Based Practice ◽  
Core Competencies ◽  
Evidence Based ◽  
Shared Decision ◽  
International Consensus ◽  
Feedback Questionnaire ◽  
Approach To Teaching ◽  
Strongly Agree

Shared decision-making (SDM) has emerged as a key skill to assist clinicians in applying evidence-based practice (EBP). We aimed to develop and pilot a new approach to teaching EBP, which focuses on teaching knowledge and skills about SDM and pre-appraised evidence. We designed a half-day workshop, informed by an international consensus on EBP core competencies and invited practicing clinicians to participate. Skills in SDM and communicating evidence were assessed by audio-recording consultations between clinicians and standardised patients (immediately pre-workshop and post-workshop). These were rated by two independent assessors using the OPTION (Observing Patient Involvement, 0 to 100 points) and ACEPP (Assessing Communication about Evidence and Patient Preferences, 0 to 5 points) tools. Participants also completed a feedback questionnaire (9 Likert scale and four open-ended questions). Fourteen clinicians participated. Skills in SDM and communicating research evidence improved from pre-workshop to post-workshop (mean increase in OPTION score=5.5, 95% CI 1.0 to 9.9; increase in ACEPP score=0.5, 95% CI 0.02 to 1.06). Participant feedback was positive, with most indicating ‘agree’ or ‘strongly agree’ to the questions. A contemporary approach to teaching clinicians EBP, with a focus on SDM and pre-appraised evidence, was feasible, perceived as useful, and showed modest improvements in skills. Results should be interpreted cautiously because of the small study size and pre-post design.

Sign in / Sign up

Export Citation Format

Share Document