scholarly journals USING META-CASES FOR CAPSTONE LEARNING

2017 ◽  
Author(s):  
Stephen L. James ◽  
Douglas W. Ruth
Keyword(s):  
Systems Engineering ◽  
Real World ◽  
Cognitive Abilities ◽  
Course Design ◽  
Learning Experience ◽  
Difficult Case ◽  
Engineering Programs ◽  
Capstone Courses ◽  
Multi Stage ◽  
Aerospace Systems

The purpose of capstone courses and projects in engineering is to provide a learning experience that effectively and reliably solidifies earlier acquired understandings. It provides a culminating exercise that lies just beyond a student’s existing ability so that learning is furthered while motivation is preserved. Historically, individual engineering projects, practicums, and internships have been heavily used to provide that culminating experience; however, with often disappointing results. This has been particularly the case in attempting to cap off programs in systems engineering where the learning ideal would be to have a student experience a real-world complex multi-disciplinary engineering and program environment. Given the limitation, this paper proposes using a term-long, class-based, repeatable meta-case as the capstone learning venue, particularly in support of systems engineering programs where securing meaningful experiential learning is difficult. Case teaching is a classic approach in law, medicine and business faculties where the need to develop higher cognitive abilities—analyzing, synthesizing and judging—inside high ambiguity and across multi-disciplines is paramount. A meta-case, as opposed to other case types, is characterized by the use of a very complex, multi-factor (engineering) real-world challenge with a long, multi-stage solution scenario. In proposing the use of a capstone meta-case, the paper presents its use in an aerospace systems engineering environment where development timelines are very long, and where the engineering requirements and solutions are many and highly interdependent. It specifically discusses the course design structure and considerations associated with a meta-case based on the development of the Airbus A400 military transport aircraft. The paper is based on a year-long study into the use of the case method for teaching aerospace systems engineering.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Systems Engineering Design Projects in Freshmen Engineering Courses

1999 ◽  
Author(s):  
Peter R. Frise
Keyword(s):  
Systems Engineering ◽  
Writing Skills ◽  
Engineering Practice ◽  
First Year ◽  
Engineering System ◽  
High Failure Rate ◽  
Design Problems ◽  
Engineering Programs ◽  
Freshmen Students ◽  
System Solution

Abstract The first year of most engineering programs: does not normally include much material in engineering practice or design, nor are professionalism, human factors or the concept of an engineering system solution to design problems emphasized. This lack of engineering content has been found to be a factor in the relatively high failure rate in the first year due to students not becoming interested in, and energized by, their studies. The author has developed a number of open-ended design problems which have been successful in teaching the engineering method to freshmen students while at the same time not over-taxing their relatively undeveloped engineering analysis skills. The projects are described and examples are available upon request from the author to allow interested readers to use them in their own programs. The other benefit of these projects has been in identifying students who have difficulty with written communications. Using the design project reports as a diagnostic tool we have been able to refer these students to assistance with their writing skills from the on-campus writing tutorial service.

scholarly journals Conceptual Framework for Assessing Process Variables Salient for Service-Learning Experience

2020 ◽  
Author(s):  
Ka Hing Lau ◽  
Robin Snell
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Course Design ◽  
Learning Experience ◽  
Community Partner ◽  
Positive Role ◽  
Data Set ◽  
The Past ◽  
Multi Stakeholder ◽  
Effective Integration

Service-learning is an established pedagogy which integrates experiential learning with community service. It has been widely adopted in higher education around the world including in Hong Kong, yet the key ingredients that determine its successful impacts for its stakeholders have not been fully assessed. This study reviewed the past literature, which indicates the key ingredients that may be found in successful service-learning programmes. We identify six key ingredients: students provide meaningful service; the community partner representative plays a positive role; effective preparation and support for students; effective reflection by students; effective integration of service-learning within the course design; and stakeholder synergy in terms of collaboration, communication and co-ownership. In order to obtain an inter-subjectively fair and trustworthy data set, reflecting the extent to which those key ingredients are perceived to have been achieved, we propose a multi-stakeholder approach for data collection, involving students, instructors and community partner representatives.

scholarly journals GLOBAL CLASSROOM: A CASE STUDY IN ONLINE LEARNING ON SUSTAINABLE CITIES

2019 ◽  
Author(s):  
Nadine Ibrahim ◽  
Allison Van Beek
Keyword(s):  
Online Learning ◽  
Engineering Students ◽  
Course Design ◽  
Civil Engineering ◽  
Learning Experience ◽  
Sustainable Cities ◽  
Diverse Classroom ◽  
Design Learning ◽  
Global Classroom

A new learning opportunity among civil engineering students is learning about urbanization in cities, which combines the sub-disciplines of civil engineering in a seamlessly interdisciplinary manner.  One of the greatest benefits of learning about a global phenomenon such as urbanization is introducing the opportunities to offer examples of the technological, cultural and social diversity surrounding the evolution of urban design, technologies and sustainable strategies from global cities. The ability to have a globally diverse classroom to bring in these perspectives and create a learning experience that captures this information sharing and exchange can be created through course design, learning activities, and assessments, hence the “global classroom.”  The authors present a case study of the global classroom for the online course “Sustainable Cities: Adding an African Perspective” and share their perspective on learner-driven formats that support the global classroom, which hinges upon students’ own interest and commitment to an online learning format.  

scholarly journals OnTask

2020 ◽  
Vol 2 (1) ◽  
pp. 42
Author(s):  
Steve Leichtweis
Keyword(s):  
Learning Analytics ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Course Design ◽  
Learning Experience ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Laptop Computer ◽  
Data Set ◽  
Hands On

Universities are increasingly being expected to ensure student success while at the same time delivering larger courses.  Within this environment, the provision of effective and timely feedback to students and creating opportunities for genuine engagement between teachers and students is increasingly difficult if not impossible for many instructors, despite the known value and importance of feedback (Timperley & Hattie, 2007) and instructor presence (Garrison, Anderson & Archer, 2010).  Similar to other tertiary institutions, the University of Auckland has adopted various technology-enhanced learning approaches and technologies, including learning analytics in an attempt to support teaching and learning at scale.  The increased use of educational technology to support learning provides a variety of data sources for teachers to provide personalised feedback and improve the overall learning experience for students.  This workshop is targeted to teachers interested in the use of learning data to provide personalized support to learners.  Participants will have a hands-on opportunity to use the open-source tool OnTask (Pardo, et al. 2018) within some common teaching scenarios with a synthetically generated data set.  The facilitators will also share and discuss how OnTask is currently being used in universities to support student experience, teaching practice and course design.  As this is a hands-on workshop, participants must bring a laptop computer to work with the online tool and the prepared scenarios.  References   Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1-2), 5-9. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. Pardo, A., Bartimote-Aufflick, K., Shum, S. B., Dawson, S., Gao, J., Gaševic, D., Leichtweis, S., Liu, D., Martínez-Maldonado, R., Mirriahi, N. and Moskal, A. C. M. (2018). OnTask: Delivering Data-Informed, Personalized Learning Support Actions. Journal of Learning Analytics, 5(3), 235-249.

scholarly journals A Care-Centered Approach to Online Learning Design and Pedagogy

2021 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Heather Robinson ◽  
Whitney Kilgore ◽  
Maha Al-Freih
Keyword(s):  
Online Learning ◽  
Course Design ◽  
Learning Experience ◽  
Methodological Approach ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Effective Learning ◽  
Learner Perspective ◽  
Instructor Behaviors

Researchers in the field of online learning have raised concerns over its lack of focus on the affective/emotional aspect of the online learning experience, despite a strong research base indicating the important role that emotions play in successful and effective learning (Ch’ng, 2019). Utilizing a phenomenological methodological approach, the researchers interviewed online students and coded transcripts based on Noddings’ Ethics of Care Framework (1984) to explore the phenomenon of care in online learning in an effort to bridge this gap and deepen our understanding of the feeling of caring and being cared-for. These findings add to the literature on the role of emotions in online learning as viewed through the lens of care-theory. The findings highlight course design issues and instructor behaviors that promote a climate of care in an online environment from a learner perspective. These findings may be of benefit to inform future teacher preparation programs.

Artificial expertise in systems engineering (aerospace systems)

2002 ◽  
Author(s):  
D.T. Iorgulescu ◽  
D.F. Giere ◽  
C.S. Giffen
Keyword(s):  
Systems Engineering ◽  
Aerospace Systems

scholarly journals The Great Debate: General Ability and Specific Abilities in the Prediction of Important Outcomes

2018 ◽  
Vol 6 (3) ◽  
pp. 39 ◽  
Author(s):  
Harrison Kell ◽  
Jonas Lang
Keyword(s):  
Real World ◽  
Cognitive Abilities ◽  
Special Issue ◽  
The Real ◽  
General Ability ◽  
Great Debate ◽  
Relative Value

The relative value of specific versus general cognitive abilities for the prediction of practical outcomes has been debated since the inception of modern intelligence theorizing and testing. This editorial introduces a special issue dedicated to exploring this ongoing “great debate”. It provides an overview of the debate, explains the motivation for the special issue and two types of submissions solicited, and briefly illustrates how differing conceptualizations of cognitive abilities demand different analytic strategies for predicting criteria, and that these different strategies can yield conflicting findings about the real-world importance of general versus specific abilities.

Preparing Part-Time Instructors for Success in Online Course Development and Teaching

2019 ◽  
pp. 250-297
Author(s):  
Dan Piedra
Keyword(s):  
Continuing Education ◽  
Course Design ◽  
Online Courses ◽  
Learning Experience ◽  
Real Life ◽  
Online Course ◽  
Course Development ◽  
Education Theory ◽  
Part Time ◽  
Online Course Development

Part-time instructors are at the heart of each continuing education operation throughout the world. They bring a wealth of industry experience which adds real-life undertones to classes. However, many lack foundational training in areas of instructional strategies and adult education theory, learning management systems (LMS) and their use in online courses, and course design and development. This chapter will provide an overview of how McMaster University's Centre for Continuing Education has addressed all three of the above areas with a view towards better equipping their part-time instructors in providing a better-quality learning experience. Central to the above is the use of online training and a thorough and highly structured approach to online course development.

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