Supporting Learning with Wireless Sensor Data

PurposeTo maximize the benefits of intercultural mentoring relationships, which are increasing in today’s diverse higher education environment, the current article conceptualizes the connection between intercultural mentoring and cultural competence among mentors and mentees as a learning process.Design/methodology/approachThe conceptual paper discusses the nuanced aspects of intercultural mentoring. Ultimately, the current article presents a framework for a bidirectional relationship between intercultural mentoring and cultural competence through experiential learning theory and intergroup contact theory, resulting in implications for practitioners and actionable research directions.FindingsThe article highlights the interplay and interdependence of cultural competence and intercultural mentoring through experiential learning and intergroup contact theory. Cultural competence influences the quality of intercultural mentoring relationships. Conversely, intercultural mentoring relationships can develop cultural competence in mentors and mentees through experiential learning, producing positive intergroup contact behaviors. Findings suggest the need for active learning and unlearning among mentors and mentees in intercultural mentoring relationships to maximize developmental outcomes (e.g. cultural competence).Originality/valueThe proposed framework emphasizes that (1) the possession of cultural competence is a critical success factor for intercultural mentoring relationships, (2) the development of cultural competence is an outcome of successful intercultural mentoring relationships, and (3) intercultural mentoring relationships should be regarded as experiential learning platforms that can produce positive intercultural traits such as cultural competence.

A powerful tool for social change and transformation for sustainable future has been considered Education for Sustainability (EpS). Thus, in order for the expected results and objectives of EpS to be achieved, new pedagogical proposals are necessary, behavioral change and attitudes must be attained from pedagogical approaches that focus on the criticality of students. For this to be possible, EpS finds opportunities in theories of learning of constructivist epistemology, such as: Theory of Experiential Learning, Transforming Learning, Liberating Learning and Social Learning. Therefore, the objective of this study is to identify and analyze the characteristics of scientific publications on the subject of education for sustainability linked to theories of Experiential, Transformative, Liberating and Social learning. The operationalization of the survey took place through a bibliometric study, which has been searched in the Web of Science and Scopus in the last ten years, as well as in the annals of ANPAD events. The results show that these are themes that are evident in recent years, and that the theory of social learning is the one that is most consolidated in the literature when it comes to education for sustainability.

The main objective of this article was to explore how experiential learning theory can be adopted into teachers' professional development, as an effective approach to engaging teachers in classroom-enhanced activities. The inclusion or design of various experiential learning activities will promote pedagogical content knowledge and teaching skills that can enhance classroom practices. The theoretical framework of experiential learning enables effective classroom instructional delivery for all learning experiences in different contexts. The study purposefully selected 10 teachers, teaching Economics, from 10 high schools in Lagos, Nigeria. These teachers were observed in different classroom settings/teaching of selected topics from Economics, before and after a 3-day experiential learning-based professional development workshop. The teachers were further engaged in a focus group interview after the final observation. Findings revealed that experiential learning theory is critical to teacher professional development, as it enables teachers to learn better when engaged in experientially designed professional development, which can impact their classroom teaching thereafter. The study, therefore, encourages teacher educators or government bodies responsible for content design for teachers' professional development to integrate or structure the contents of teachers' professional development with experiential learning initiatives, to improve teachers' classroom pedagogies and teaching competencies for quality education.

This study examines the pedagogical value of Event-Based Learning (EBL) in interpreter training, focusing on its impact on interpreting learners. Grounded in experiential and situated learning theories, it explores how structured communicative events such as mock conferences, talk shows, and company visits enhance interpreting competence. Twenty undergraduate students joined a four-week EBL program, taking roles as both event organizers and interpreters. A mixed-methods approach combined survey data, student reflections, and interviews with professional interpreters to ensure depth and triangulation. Findings show EBL significantly supports key interpreting skills, particularly listening comprehension (M = 3.40) and message processing (M = 3.35). Students reported greater fluency and engagement in realistic scenarios. However, limited improvement was seen in stress management, concentration, and self-monitoring, suggesting a need for more support in affective and metacognitive areas. Technology-enhanced activities aided preparation but offered minimal benefit during live interpretation. Professional interpreters validated these outcomes, stressing that EBL reflects real-world challenges and builds practical skills. However, they emphasized the need for guided reflection, emotional regulation, and adaptive decision-making, areas not fully developed through experiential learning alone. The study affirms EBL’s cognitive benefits while advocating for a more holistic, tech-integrated training approach.

This study aims to investigate how middle managers help subordinates expand their successes, drawing on experiential learning theory and the broaden-and-build theory. Using an open-ended survey of middle managers (n = 203) working for a global manufacturer of motor vehicles and parts in Japan, the grounded theory approach was used to develop the model of experiential learning support for expanding successes. The results suggest that managers tend to help their subordinates review and expand their successes through four phases that consist of recognition and acceptance, analysis (causal analysis, generalisation, and improvement) sharing (documentation and standardisation and knowledge sharing) and application (stretched assignments and action plan). This study contributes to the literature on Human Resource Development by identifying positive instructional methods for developing employees.

A cumulative descriptor enhanced ensemble deep neural networks method for remaining useful life prediction of cutting tools

In large systems, such as power plants or petrochemical plants, various equipment (e.g., compressors, pumps, turbines, etc.) are typically deployed. Each piece of equipment operates under generally harsh operating conditions, depending on its purpose, and operates with a probability of failure. Therefore, several sensors are attached to monitor the status of each piece of equipment to observe its conditions; however, there are many limitations in monitoring equipment using thresholds such as maximum and minimum values of data. Therefore, this study introduces a technology that can diagnose fault conditions by analyzing several sensor data obtained from plant operation information systems. The equipment for the case study was a main air blower (MAB), an important cooling equipment in the plant process. The driving sensor data were analyzed for approximately three years, measured at the plant. The fault history of the actual process was also analyzed. Due to the large number of sensors installed in the MAB system, a dimension reduction method was applied with the principal component analysis (PCA) method when analyzing collected sensor data. For application to PCA, the collected sensor data were analyzed according to the statistical analysis method and data features were extracted. Then, the features were labeled and classified according to normal and fault operating conditions. The analyzed features were converted with a diagnosis model, by dimensional reduction, applying the PCA method and a classification algorithm. Finally, to validate the diagnosis model, the actual failure signal that occurred in the plant was applied to the suggested method. As a result, the results from diagnosing signs of failure were confirmed even before the failure occurred. This paper explains the case study of fault diagnosis for MAB equipment with the suggested method and its results.

Mobile crowdsensing enables convenient sensory data collection from a large number of mobile devices and has found various applications. In the real practice, however, the sensory data collected from various mobile devices are usually unreliable. To extract truthful information from the unreliable sensory data in mobile crowdsensing, the topic of truth discovery has received wide attention recently, which essentially operates by estimating user reliability degrees and performing reliability-aware truthful aggregation. Despite the effectiveness, applying truth discovery in mobile crowdsensing faces several privacy and security challenges. First, the sensory data and reliability degrees of users may reveal privacy-sensitive information and, thus, demand strong protection. Second, the requester that initiates a crowdsensing application usually needs to have monetary investment, so the inferred truths can be the requester's proprietary information and should be protected as well. In this paper, we propose a new system architecture enabling encrypted truth discovery in mobile crowdsensing. We focus on general and realistic mobile crowdsensing scenarios with varying levels of user participation, and our security design is built on the confidence-aware truth discovery (CATD) approach for its state-of-the-art accuracy in such scenarios. In our system architecture, users send encrypted sensory data to the cloud, where CATD is then conducted in the encrypted domain. The final encrypted inferred truths are sent to the requester for decryption. Along the whole workflow, the sensory data and reliability degrees of users, as well as the inferred truths of the requester, are kept private. Extensive experiments over real-world mobile crowdsensing dataset show that our design achieves practical performance on mobile devices.

Family caregiving for dementia patients is a challenging task, with profound effects on caregivers' physical and mental well-being. The purpose of this study was to explore the impact of Kolb's experiential learning theory on the caregiving burden and psychological status of caregivers for dementia patients. This study enrolled 110 caregivers of nursing dementia patients. These caregivers were divided into two groups: a control group (n = 55) and an intervention group (n = 55). The control group received routine care, while the intervention group received nursing based on Kolb's experiential learning theory in addition to routine care. Changes in caregiving burden and psychological status were compared between the two groups before and after the intervention. The results showed that after the intervention, the intervention group's caregivers had significantly lower scores on the caregiver burden inventory dimensions and total score compared to the control group (P < 0.05). Additionally, the intervention group's self-assessment scores on the self-rating anxiety scale and self-rating depression scale were also lower than those of the control group (P < 0.05). Kolb's experiential learning theory has a positive impact on alleviating the caregiving burden and reducing anxiety and depression among family caregivers of dementia patients.

Student competitions can play an important role in education: they promote interest and engagement of the students, as well as of the teachers. In the case of engineering, one of the most challenging contests in Europe is the Motostudent event, joined by the University of Brescia (UniBS) in 2016 for the first time. It is a typical implementation of Kolb’s theory of experiential learning, where engineering theory and application meet in an intensive, ‘hands-on’ team work experience, resulting in a very effective learning process that involves the so-called soft skills as well. The paper aims at briefly reviewing the scope of competitions like the Formula SAE and sharing the authors’ experience in a similar event, the Motostudent contest.

This a journey through landscapes beyond the confines of textbooks. In this journey, future educators immerse themselves in the study of geography and become part of the dynamic rhythm of the natural world. This research explored the transformative realm of experiential learning outside the traditional classroom. Here, field trips, outdoor projects, and hands-on workshops serve as a vibrant backdrop for understanding sustainable natural resource management. This investigation focused on using geography-focused experiential learning in resource management within the Chris Hani West District of South Africa. As global environmental challenges escalate, the need for innovative educational approaches has become unprecedented. This study, guided by David Kolb’s experiential learning theory (ELT), adopted an interpretive research paradigm through a phenomenological lens. The purposive and snowball sampling methods were employed for participant recruitment, and one-on-one data collection provided deep insight into participants’ subjective experiences. Thematic analysis was used to present our findings. The results disclosed the potential of experiential learning to cultivate environmental stewardship and empower individuals as active contributors to resource conservation efforts. Importantly, the study highlights the necessity and value of internships and apprenticeships in this educational paradigm. It further investigated the critical role of experiential learning in geography education for effective natural resource management. Some recommendations suggested promoting activities like field trips, habitat restoration efforts, and simulations to provide student teachers with essential hands-on experience and skill-building opportunities. State the contribution of this study to scholarship. Keywords: Experiential Learning, Effectiveness, Geography, Natural Resource Management, Classroom Settings.

ABSTRACTBackground: Participation in youth sport is often associated with a variety of positive development outcomes. In order to effectively utilize sport as a context of learning and development, the sport must be intentionally designed and programed. One often-used approach is known as sport-based positive youth development (PYD). Recently, to further enhance the intentionality of a sport-based PYD approach, several researchers have posited the potential benefits of applying experiential learning theory to youth sport programing. Through utilizing experiential learning within a sport-based PYD approach, it is believed youth sport can be designed to intentionally promote desired PYD outcomes.Purpose: Experiential learning theory offers a deep understanding and history of effective youth programing. However, within the field of experiential learning, many different pedagogical approaches exist. To date, sport-based PYD has yet to identify a specific pedagogical approach within experiential learning. In order to be accessible and applicable for youth sport leaders, a more definitive pedagogical approach is needed. One specific application of experiential learning which offers specific programing techniques that are compatible with a sport-based PYD approach is adventure pedagogy.Conclusions: Adventure pedagogy draws from adventure-based learning and adventure-based groupwork. Thus, adventure pedagogy is defined as a participant-centered approach consisting of intentionally designed and sequenced challenging group activities, which, when processed and debriefed, can lead to a shared opportunity for growth and development related to the intrapersonal development and interpersonal skills. Specifically, to enhance the programing and practices of the youth sport leader, this paper identifies key tenets of adventure pedagogy and highlights their applicability within a sport-based PYD approach. These tenets include the promotion of PYD outcomes, physical and emotional safety, intentionally designed activities, sequencing of prescribed activities, a novel learning experiences, intentional facilitation, challenging group activities, real and immediate consequences, and debriefing to transfer learning. Through the integration of adventure and sport-based PYD, youth sport leaders can effectively program and facilitate youth sport to promote desired PYD outcomes.

Universities have been moving for decades toward experiential learning, evidenced by the rise of co-operative education programs, study abroad, and the integration of community partners into university course projects. Yet, experiential learning can also be enacted by faculty and students on a smaller scale. Immersing students into new experiences is an excellent base for learning, but it must be supported by other learning elements as well (e.g., critical reflection, integration with abstract concepts, application of new insights). According to experiential learning theory, it is the process of navigating dialectical tensions in connecting and transforming insights from both experience (feeling) and thinking (abstract concepts) that lies at the heart of learning. The experiencing and applying aspects of the learning cycle can be accomplished in many different ways, as can the reflection and thinking aspects of the cycle, and the process of moving through all four modes can be supported by faculty who can flexibly adapt and join students in a learning journey. In this SOTL conversation, we, a mature student with rich life experiences and diverse educational experiences (Linda) and a faculty member educated in experiential learning theory (Tiffany), explore some of our own experiences enacting experiential learning and reflect on what we’ve found contributes to an integrative learning experience. Along the way, we discuss our views on how emotional and social intelligence competencies can support the learning process.

Purpose This study investigated how experiential learning approaches integrate theory and practice in project management education while promoting essential job market competencies. Building on experiential learning theory, the research addresses the theory-practice gap through systematic stakeholder analysis and framework development. Design/methodology/approach Through in-depth interviews with 30 stakeholders across the education-practice continuum, the study employed systematic content analysis to identify critical gaps and develop the Integrated Experiential Learning Framework for Project Management Education (IELF-PM). The methodology integrated deductive and inductive approaches, utilizing Bardin’s content analysis with MaxQda software for systematic coding and thematic analysis. Findings The analysis revealed that the theory-practice gap manifests differently across stakeholder groups and educational contexts, requiring tailored solutions. The IELF-PM framework addresses these challenges through four integrated dimensions: Progressive Competency Development, Authentic Learning Environments, Assessment and Feedback Systems, and Industry-Academia Integration. These dimensions work synergistically to develop both technical and socio-emotional competencies while accommodating diverse educational modalities and institutional constraints. The findings provide guidance for curriculum design, assessment practices, and implementation strategies that align educational approaches with contemporary workplace requirements. Originality/value This study contributes an integrative and empirically grounded framework that translates established experiential learning principles into implementable guidance for project management education across different educational modalities. Unlike previous frameworks, IELF-PM provides comprehensive integration of proven experiential learning principles across diverse educational contexts while addressing the complete spectrum of theory-practice integration challenges. The framework operationalizes experiential learning principles within structured implementation guidance, offering both academic rigor and practical applicability.

BackgroundGeneral practitioners (GPs) in Indonesia are medical doctors without formal graduate professional training. Only recently, graduate general practice (GP) is being introduced to Indonesia. Therefore, it is important to provide a framework to prepare a residency training in general practice part of which is to equip GP graduate doctors to deliver person-centered, comprehensive care in general practice. Experiential learning theory is often used to design workplace-based learning in medical education. The aim of this study was to evaluate a graduate professional training program in general practice based on the ‘experiential learning’ framework.MethodsThis was a pre-posttest study. The participants were 159 GPs who have been practicing for a minimum of 5 years, without formal graduate professional training, from two urban cities of Indonesia (Yogyakarta and Jakarta). A 40-week curriculum called the ‘weekly clinical updates on primary care medicine’ (WCU) was designed, where GPs met with clinical consultants weekly in a class. The participant’s knowledge was assessed with pre-posttests involving 100 written clinical cases in line with each topic in the curriculum. Learning continued with a series of group discussions to gain reflection to reinforce learning.ResultsParticipants’ knowledge regarding clinical problems in general practice was moderately increased (p < 0.05) after the training from a mean score of 50.64–72.77 (Yogyakarta’s doctors) and 39.37–51.81 (Jakarta’s doctors). Participants were able to reflect on the principles of general practice patient-care. Participants reported satisfaction during the course, and expressed a desire for a formal residency training.ConclusionsA graduate educational framework for GP based on the ‘experiential learning’ framework in this study could be used to prepare a graduate GP training; it is effective at increasing the comprehension of general practitioners towards better primary care practice.