Use of Adaptive Learning in an Engineering Technology Course: A Case Study

Adaptive learning platforms that individualize each learner's experience according to their input have only recently become widely accessible. This chapter illustrates some of the potential of adaptive learning platforms and describes a case study where this emerging technology has been used with physiotherapy students in a simulated clinical setting. Aspects of patient care scenarios presented with an adaptive learning platform were interleaved with live simulated patient interactions. Evaluation of the projects and the benefits and challenges of using adaptive learning platforms in biomedical education are discussed.

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Preparing Beginning Teachers to Use Instructional Technology Effectively

Cases on Educational Technology Implementation for Facilitating Learning ◽

10.4018/978-1-4666-3676-7.ch005 ◽

2013 ◽

pp. 85-99

Author(s):

Nanette I. Marcum-Dietrich ◽

Oliver Dreon

Keyword(s):

Instructional Technology ◽

Beginning Teachers ◽

21St Century ◽

Future Teachers ◽

Course Content ◽

21St Century Classroom ◽

Technology Course

In this case study, two education professors examine how an instructional technology course founded historically in an industrial model of teaching evolved to reflect and model the pedagogy needed in a 21st century classroom. Critical in this evolution is the development of course content and structure that allowed their students (all future teachers) to identify problems and collaboratively create solutions. With this new focus, the role of the students changed from being passive actors in an instructor-designed space and evolved into one where students were actively engaged in creating their understanding through their participation.

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Polk State College's Engineering Technology Program

Advances in Educational Technologies and Instructional Design - Career Ready Education Through Experiential Learning ◽

10.4018/978-1-7998-1928-8.ch011 ◽

2021 ◽

pp. 178-222

Author(s):

Naomi Rose Boyer ◽

Mori Toosi ◽

Eric A. Roe ◽

Kathy Bucklew ◽

Orathai Northern

Keyword(s):

Technological Education ◽

Engineering Technology ◽

Technology Program ◽

Early Exit ◽

State College ◽

Science Degree ◽

Competency Based ◽

Associate In Science ◽

Advanced Technological Education

This case study describes an open entry early exit (O3E) rolling enrollment program focused on untangling the web of systems, assumptions, roles, relationships, and interagency processes to address the national emphasis on affordable, compressed, and flexible degree attainment, particularly in science, technology, engineering, and math (STEM) talent gap areas. To this end, Polk State College has empowered students with an affordable, accessible option that was initiated as a result of a National Science Foundation-Advanced Technological Education (NSF-ATE) project award. The project was designed to transition a traditional engineering technology associate in science degree program to a hybrid competency-based (CBE), modular, non-term, self-paced, learner-centered, faculty-mentored format. As a work in progress, having shifted to CBE in Fall 2014, the O3E program team has undertaken and resolved numerous challenges, many of which are still emergent, and identified significant breakthroughs to provide a catalyst to the reconceptualization of higher education.

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