Training in Advanced Engineering Design

Author(s):  
Robert Lickley

Engineering design and the education and training of more high-calibre engineering designers to ensure an increased flow of advanced technology, high-quality products from British shores, is becoming critical. This is recognized by an increasing number of top managements in industry, the Science and Engineering Research Council, Department of Trade and Industry and other leading bodies in the country. There is no doubt that comprehensive capable engineering designers cannot be produced solely from undergraduate courses and therefore urgent attention should be paid to establishing more postgraduate courses and other means of continuing education in advanced engineering design and development—including those which are project based—and to examine methods by which this might be achieved. A discussion meeting with invited senior participants, held at the Institution of Mechanical Engineers, London, and chaired by Sir Robert Lickley, is reported.

Author(s):  
Mohamed Baidada

The use of new information technologies has the advantage of supporting all those in charge of any organization in their decisions, and allowing them visibility as quickly as it is relevant to all the important indicators of their system. Human resources managers are using more and more IT tools to better follow the continuing education open for the teaching staff. The number of these training courses and the high number of participating teachers can pose many monitoring and traceability problems. Hence the idea of proposing a model based on e-learning solutions to help adapt the teaching to the learner, and to ensure traceability when switching from one training to another.


Author(s):  
Morag Munro ◽  
Claire Kenny

E-learning standards are a contentious topic amongst educators, designers, and researchers engaged in the development of learning objects and learning designs. There is disagreement regarding the relative benefits and limitations of standards, while the relevance of standards to some education and training contexts has been questioned. It may be difficult for designers and educators to be sure that they need to implement standards, let alone to choose the most appropriate one from the plethora available. This chapter aims to provide individuals involved in the design and development of learning objects and learning designs with a wide-ranging critical overview of e-learning standards. It first traces the evolution of standards, and then examines their application in the present day. Finally, the chapter considers some of the limitations and criticisms of current standards, and suggests some possible directions for future development.


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