scholarly journals Integrated Science and Engineering Design Assessment to Support Teaching and Learning (Fundamental)

2018 ◽  
Author(s):  
Debra Brockway
Keyword(s):  
Engineering Design ◽  
Teaching And Learning ◽  
Science And Engineering ◽  
Design Assessment ◽  
Integrated Science

scholarly journals Development of Interdisciplinary Lessons Integrating Science and Engineering in Heterogeneous Teams: Education Students’ Attitudes

2016 ◽  
Vol 6 (2) ◽  
pp. 59 ◽  
Author(s):  
Aharon Gero
Keyword(s):  
Engineering Education ◽  
Nature Of Science ◽  
Teaching And Learning ◽  
Education Students ◽  
Science And Engineering ◽  
Theoretical Part ◽  
Interdisciplinary Teaching ◽  
Science And Engineering Education ◽  
Students Attitudes ◽  
Heterogeneous Teams

The course “Interdisciplinary Aspects in Science and Engineering Education” is a unique course designed to expose students of science and engineering education to the characteristics of interdisciplinary teaching and learning. The theoretical part of the course deals with the nature of science and engineering and the interaction between the two, various hierarchies describing the level of integration between disciplines, and possible strategies for developing interdisciplinary lessons. In the practical section, the participants develop, in heterogeneous teams of students from different academic backgrounds, an interdisciplinary lesson integrating science and engineering, and teach it to their peers. Using qualitative tools, the research described in this paper characterized the attitudes of 112 students towards developing an interdisciplinary lesson as part of a team. The findings indicate that the students identified both the difficulties involved in developing an interdisciplinary lesson as part of a team and the advantages inherent to teamwork. It was further found that the weight of the attitude component that recognized the contribution of teamwork to the development of interdisciplinary lessons was considerably higher than the weight of the component indicating the difficulties that involved teamwork.

The Roadmap for Experimental Teaching of Science and Engineering Based Subjects

2014 ◽  
pp. 173-194
Author(s):  
Gordana Collier ◽  
Andy Augousti ◽  
Andrzej Ordys
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Technology ◽  
Science And Engineering ◽  
Online Data ◽  
Web Based ◽  
Experimental Teaching ◽  
Industry Standard ◽  
Hands On ◽  
Standard Software

The continual development of technology represents a challenge when preparing engineering students for future employment. At the same time, the way students interact in everyday life is evolving: their extra-curricular life is filled with an enormous amount of stimulus, from online data to rich Web-based social interaction. This chapter provides an assessment of various learning technology-driven methods for enhancing both teaching and learning in the science and engineering disciplines. It describes the past, present, and future drivers for the implementation of hands-on teaching methods, incorporating industry standard software and hardware and the evolution of learning experiments into all-encompassing online environments that include socializing, learning, entertainment, and any other aspect of student life when studying science and engineering.

Balancing Fun and Learning in a Serious Game Design

Gamification ◽  
2015 ◽  
pp. 452-471 ◽  
Author(s):  
Christopher Franzwa ◽  
Ying Tang ◽  
Aaron Johnson ◽  
Talbot Bielefeldt
Keyword(s):  
Engineering Design ◽  
Game Design ◽  
Serious Games ◽  
Engineering Students ◽  
Serious Game ◽  
Guidance System ◽  
Stem Fields ◽  
Science And Engineering ◽  
Design Challenges ◽  
Narrative Learning

This article presents the underlying philosophy of Sustain City, an educational serious game system that engages students, particularly prospective and beginning science and engineering students, in a series of engineering design challenges. Various strategies implemented in Sustain City for achieving a balance of fun and learning are discussed, including narrative-learning synthesis, supplementing the player's actions with feedback, and the development of a sufficient guidance system. The evaluation of Sustain City deployment is also presented. The assessment confirms the values of the serious games in promoting students' interests and learning in STEM fields.

The Roadmap for Experimental Teaching of Science and Engineering Based Subjects

2019 ◽  
pp. 801-823
Author(s):  
Gordana Collier ◽  
Andy Augousti ◽  
Andrzej Ordys
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Technology ◽  
Science And Engineering ◽  
Online Data ◽  
Web Based ◽  
Experimental Teaching ◽  
Industry Standard ◽  
Hands On ◽  
Standard Software

The continual development of technology represents a challenge when preparing engineering students for future employment. At the same time, the way students interact in everyday life is evolving: their extra-curricular life is filled with an enormous amount of stimulus, from online data to rich Web-based social interaction. This chapter provides an assessment of various learning technology-driven methods for enhancing both teaching and learning in the science and engineering disciplines. It describes the past, present, and future drivers for the implementation of hands-on teaching methods, incorporating industry standard software and hardware and the evolution of learning experiments into all-encompassing online environments that include socializing, learning, entertainment, and any other aspect of student life when studying science and engineering.

Opportunities and Challenges of Connections, Trust, Diversity, and Conflict for Motivation, Volition, and Engagement in Online Learning

2021 ◽  
pp. 49-67
Author(s):  
Ramesh Chander Sharma
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Course Design ◽  
Assessment Practices ◽  
Design Assessment ◽  
Assessment And Evaluation ◽  
Computer Monitors ◽  
Teaching Learning ◽  
Online Facilitation

Motivation is an important parameter for successful completion of the course by the student. There are many factors that can mar such motivation like digital fatigue, poor instructional design, facilitator competency, course design, assessment practices, and student support. For online teaching learning, the authors spend a lot of time in front of computer monitors, keep typing on computer keyboard, listen to audio using headsets, etc. The students may be sitting in live meeting of their class and not understand what is expected of them. They may have a sense of being lost and demotivated. The students may not want to ask questions for fear of appearing foolish. This chapter looks into the factors related to motivation in online teaching and learning settings. It examines the factors related to motivation like deepening connections, dealing with diversity, managing conflict, teacher capabilities for online facilitation, providing feedback, providing educational resources to students, digital fatigue, assessment and evaluation practices for online learning, and conversing.

Preparing 21st Century Teachers for Teach Less, Learn More (TLLM) Pedagogies

2020 ◽  
pp. 1-9
Author(s):  
Pradeep Nair
Keyword(s):  
21St Century ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Independent Learning ◽  
University Graduates ◽  
Delivery Methods ◽  
Design Assessment ◽  
Face To Face ◽  
Transferable Skills ◽  
Industrial Age

Higher education institutions face much disruption in the Fourth Industrial Age. The rapid changes in the workplace demand that university graduates exhibit competencies beyond discipline-specific knowledge. To thrive in a complex world filled with rapid advancements in knowledge and technology, graduates must possess lifelong learning skills, think critically and creatively, be socially intelligent, resilient, and adaptive. The demand for these transferable skills requires universities to re-examine their curriculum design, assessment, and delivery methods to ensure learners know, develop, and culminate these skills upon graduation. This chapter explains how this can be achieved through a paradigm shift in the teaching and learning approach by reducing face-to-face teaching to enable greater interaction in the classroom, opportunities for expression, the building of character and other life skills whilst promoting more self-directed and independent learning. Lecturers should revolutionize the way they teach and develop the 21st century competencies skills among the students.

The Decline of Design Across the Curriculum

2008 ◽  
Author(s):  
Jeffrey R. Mountain
Keyword(s):  
General Education ◽  
Engineering Design ◽  
Alternative Energy ◽  
Primary Objective ◽  
Small Sample ◽  
Engineering Science ◽  
Science And Engineering ◽  
Alternative Energy Sources ◽  
Analytical Foundation ◽  
New Knowledge

Design across the curriculum has been a cornerstone of mechanical engineering education for well over a decade. The movement was an attempt to balance the tendency of most programs to over-emphasize engineering science. Over the course of that decade, many public universities have undergone a 7%–10% reduction in the number of credits required for graduation; usually in response to legislative pressure or competitive market conditions. In some instances, these reductions were not reflected in the general education content. Although the number of technical electives within the curriculum may have been reduced, seldom have they been completely omitted. Engineering science is considered the analytical foundation upon which new knowledge and engineering design are based. In addition, new frontiers in mechatronics, nanotechnology and alternative energy sources are becoming “must teach” subjects so that the discipline can evolve. The indication is that the “Design Across the Curriculum” concept either is, or will soon be in decline. This paper will present some historical perspective, a small sample of both common “solutions,” and a few unique approaches for maintaining design across the curriculum. The primary objective, however, is to initiate a dialog among engineering educators to begin to address the balance between engineering science and engineering design.

scholarly journals Apples and Oranges: A Framework to Explore the Practiced Pedagogy in Experiential Learning

2015 ◽  
Vol 5 (3) ◽  
pp. 67 ◽  
Author(s):  
George Peter Banky ◽  
Aaron S Blicblau
Keyword(s):  
Teaching And Learning ◽  
Laboratory Experiments ◽  
Tertiary Education ◽  
Science And Engineering ◽  
Online Student ◽  
Scientific Training ◽  
Face To Face ◽  
Educational Environments ◽  
Experimental Learning ◽  
The Common

Experimental learning, traditionally conducted in on-campus laboratory venues, is the cornerstone of science and engineering education. To satisfy online student and accreditation requirements, the common practice has been to offer equivalent remote and/or simulated laboratory experiments in lieu of the ones delivered, face-to-face, on campus. The current implementations of both remote and simulated laboratories tend to be specified with a focus on technical characteristics, instead of pedagogical requirements. This work attempts to redress this situation by detailing a framework for the investigation of quality teaching and learning in existing and proposed experimental educational environments. For the tertiary education sector, involved with technical or scientific training, a tool capable of comparatively assessing the pedagogical limitations of laboratory venues is an important aid during the planning, designing and evaluating stages of face-to-face and online environments that facilitate student experimentation. Providing quality experimental learning venues has been identified as one of the distance-education providers’ greatest challenges.

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