![]() ![]() ![]() The accumulated insights gained are based on both research related to active learning and practical experience with the Project Based Learning approach. Project Based Learning in the School of Engineering at the Australian College of Kuwait has been continually adjusted over the last years, in order to accommodate for the local and regional needs. Although Project Based Learning approaches have been applied for a long time in various disciplines and different geographic regions, Project Based Learning is still a new learning approach in the Middle East. The Australian College of Kuwait is one of the leading institutions of higher education in the Middle East that utilizes a Project Based Learning approach in Engineering Education. ![]() The symposium aimed at bringing together engineering educators, industrial employers and engineering students in order to exchange experiences and perspectives on Project Based Learning. The “Project Based Learning Symposium: Preparing Students for the Workplace” was an initiative of the Center for Project Based Learning in the School of Engineering at the Australian College of Kuwait. This supports active and student centered learning based on challenges rather than learning discrete subjects. The common focus of the different Project Based Learning variations and models is triggering the students’ learning process by a more or less vague project scenario taken from a real life situation or similar to situations students will find at the workplace. Different variations, models, and perspectives on Problem and Project Based Learning have emerged and led to approaches such as “Problem-Oriented and Project-Based Learning” and “Problem-Based Project-Organized Learning”. Project Based Learning has received a lot of attention among educators around the world over the last decades. On the other hand, the findings proved to have disadvantages for the Braille learner after they had been mainstreamed into regular schools. Analysis shows the target group were better performers when provided with necessary support using advancements in the print media and audio technology. Response sheets were provided using Braille and large-print answer sheets to encourage participation. Modifications for the prescribed tasks and activities at the end of the lesson were carried out in order to generate selfreliant participation of the target group to identify learning. Three lessons from the English textbook used by schools affiliated to the Andhra Pradesh State Board syllabus were presented in an audio format (as Mp3 files) to eleven visually impaired (partially sighted and legally blind) learners from nine schools. The study has employed prior knowledge of listening skills for an individual’s cognitive development. This is done to facilitate their participation in classroom activities and help them engage more meaningfully in the learning process. This paper explores the possibility of making print materials, specifically the language textbook, more accessible to visually impaired learners who have been mainstreamed in regular classrooms. ![]()
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