scholarly journals A First Experience of Using Failure Report as a Reflective Tool in Engineering Education

2021 ◽  
Vol 16 (18) ◽  
pp. 23
Author(s):  
Ahmad Salahuddin Mohd Harithuddin
Keyword(s):  
Engineering Education ◽  
Learning Process ◽  
Interpersonal Skills ◽  
Engineering Students ◽  
Reflective Learning ◽  
Project Work ◽  
Learning Method ◽  
Learning Tool ◽  
Negative Experiences ◽  
Learning Opportunity

The paper reports the first use of failure report as a reflective learning tool in engineering education from a university in Malaysia. Failure Report is a document that publishes and discusses failures as part of a reflective learning process for students. This reflective learning method attempts to encourage students to actually learn from failure and to take negative experiences as a learning opportunity. This paper describes the experience of introducing Failure Report as a means for engineering students to reflect their learning after completing an engineering de-sign project. The Gibbs’ Reflective Learning Model is used as the base of the reflective work. This introductory study reveals some findings on how students view and reflect on their failures and setbacks during the project work. It is noted that this was their first ever experience in doing a reflection study. Most of the students’ writing revolves around interpersonal skills like teamwork and communication. The element of ‘blame game’ is prevalent in their reports. In addition, based on this first experience, we provide several principles to follow to replicate the Failure Report activity and further recommendations for future failure reflection work.

scholarly journals SPIRITUAL TEACHING DALAM PEMBELAJARAN IPA DI MADRASAH

2017 ◽  
Vol 11 (2) ◽  
pp. 443
Author(s):  
Laely Mahmudah
Keyword(s):  
Learning Process ◽  
Science Learning ◽  
Reflective Learning ◽  
Contextual Learning ◽  
Educational Game ◽  
Outdoor Learning ◽  
Learning Method ◽  
National Education ◽  
Process Product

<em>SPRITUAL TEACHING IN SCIENCE LEARNING IN MADRASAH. </em><em>The purpose of national education must be realized in a series of learning process. One of the ways to realize it is by applying the spiritual teaching. Spiritual teaching is teaching and guiding the learners by instilling values and religious spirit which is integrated in knowledge and skill concept in accordance with the learning purposes.  The essence of science learning includes four main elements. They are attitude, process, product, and application. Spiritual teaching in science learning in madrasah can be implemented in some ways, some of them are: 1) reflective learning, 2) contextual learning (CTL), 3) spiritual educational game (SEG), and 4) outdoor learning. The teacher is able to choose the learning method that will be applied. It is associated with the material that will be delivered. When the teacher applies the spiritual teaching in science learning in madrasah, it is hoped that the students will be smart comprehensively, intellectually, spiritually, and emotionally/socially.</em>

scholarly journals Microsoft Mathematics as a Teaching and Learning Tool for Mathematics

2020 ◽  
Vol 5 (4) ◽  
pp. 55-59
Author(s):  
V. Naganjaneyulu ◽  
Shaik Mohammed ◽  
Mohd Irshad Ali ◽  
Masarath Jabeen ◽  
Syed Naseeruddin
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Tool ◽  
Spare Time ◽  
Mathematics Understanding

This article depicts how the utilization of Microsoft Mathematics(MM) programming has encouraged for educators to build up their capacities in two viewpoints: 1) solving tough problem 2) developing students focused instructing course of actions. The specified models explain that for a portion of the intense issues canbe introduced to the students, it is practically unworkable or extremely hard to physically make right drawings. To overcome this trouble, the utilization of MM programming has all the earmarks of being crucial. Furthermore, the utilization of this product can energize students close enough for trouble, fathoming, just as present a straightforward and persuading way regarding approve the arrangement. Moreover, learners can develop precise visual portrayals to display genuine circumstances productively by utilizing changes in MM programming. This can spare time widely so students can give more consideration on the practical aspects and comprehension. Astounding instructing assignments that take advantage of MM programming can likewise effectivelydevelop student’s mathematics understanding. Also an investigation is beingdone on engineering students after MM Training supports the statement of effectiveness of MM in teaching and learning process.

Engineering Education: Prospective Research Issues

2008 ◽  
Author(s):  
Shlomo Waks
Keyword(s):  
Engineering Education ◽  
Learning Process ◽  
Project Work ◽  
Israel Institute ◽  
Research Issues ◽  
Educational Domain ◽  
Multimedia Environment ◽  
The Status ◽  
Institute Of Technology ◽  
Engineering Education Research

There exists an increasing gap between engineering developments and research on educating engineers. There is a need to investigate and develop pedagogical means for advancing engineering education. The problem stems from the fact that most engineering educators are concerned mainly with disciplinary engineering contents, while researchers in the educational domain concentrate on educational psychology and pedagogical aspects. There is not enough cooperation between engineering and education, thus avoiding the creation of synergetic interaction between the two domains in a given engineering education system or situation. This article deals with the question: what has to be investigated in engineering education in order to advance learning activities of students and updating engineers? We will analyze some issues, as they aroused during recent years in a series of research studies on engineering education around the world and in the Department of Education in Technology and Science at the Technion – Israel Institute of Technology. After analyzing the status of engineering education and emergence of relevant R&D activities, possible research questions are presented. For example: (1) How should the contents of an engineering curriculum be determined? By whom? (2) Is there a need for a recognized educational scholarship like that of the existing disciplinary scholarship? (3) Creativity and project work – what do engineering educators and students think about? (4) What are the conditions and means for advancing the learning process in a multimedia environment? (5) What are the pitfalls in using hypermedia during the learning process? (6) What is Self-Learning Regulation (SLR) and why is it an important issue in engineering education? Accordingly possible trends in engineering education research are proposed and discussed.

Activity Based Learning: Overcoming Problems in Implementing OBE in Engineering Education During Transition Phase

2015 ◽  
Author(s):  
Sujata Wadhwa ◽  
Audrey Barlow ◽  
Siddharth Jadeja
Keyword(s):  
Engineering Education ◽  
Learning Process ◽  
Engineering Students ◽  
University Teaching ◽  
Cognitive Domain ◽  
Special Focus ◽  
National Board ◽  
Outcome Based Education ◽  
Grass Root Level ◽  
Teaching Learning

National Board of Accreditation, India has become the signatories of the Washington Accord adopting outcome based education guidelines in order to impart the quality education in engineering institutes [14]. Outcome Based education (OBE) requires thorough assessment and evaluation of the students individually, with special focus on the overall development of the students. OBE is based more on student centric learning and less on the role of a faculty or the content part (taught) which requires modifications at grass root level in the University teaching learning scheme. It demands a transition of a lecturer into a facilitator. It also requires a paradigm shift in teaching learning process in engineering education (EE) system as OBE focuses more on development of all the three learning domains, contradictory to the traditional teaching learning process which focuses more on development of the cognitive domain and psychomotor domain only. According to the World Bank Report, the modern volatile and complex world demands from the engineers the core employability skills like critical thinking, problem solving, creativity and innovation, collaboration skill, communication skill which must be developed and honed during the course tenure so that they could become competent global engineers [2] [3]. This paper brings forth the out of box thinking and implementation concept of the OBE for UG program, through activity based students’ engagement, specially designed activity to achieve Programme Educational Outcomes (PEOs), Programme Outcomes (POs) and Course Learning Outcomes (CLOs). It intends to solve the problem of large classes through the implementation of the FLIP classroom model. A six month activity based teaching learning model had been adopted for different streams, involving more than 1500 engineering students. The outcome/s achieved by each activity had been termed as Activity Outcomes (AOs). This paper discusses the problems encountered during the implementation of OBE frame work for large class [4] in context with Indian environment and also strives to provide some methods to implement activity based learning to achieve desirable outcomes.

Blast Furnace In Engineering Education

2014 ◽  
Vol 1 (1) ◽  
pp. 127-130 ◽  
Author(s):  
Valentin Petrescu ◽  
Florian Popescu ◽  
Alina Gligor
Keyword(s):  
Blast Furnace ◽  
Human Computer Interaction ◽  
Blended Learning ◽  
Engineering Education ◽  
Learning Environments ◽  
Learning Method ◽  
Quality Of Presentation ◽  
Computer Interaction

AbstractUsing blended learning method, Blast Furnace subject was analysed inside the DidaTec Project. The analysed factors were the quality of presentation, quantity of information per page and human – computer interaction. The analysis shows the preference of students to work with different learning environments.

APPLICATION OF HYPNOTEACHING METHOD IN SPIRITUAL VALUES LEARNING

2019 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Athoillah Islamy ◽  
Nurul Istiani
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Primary Source ◽  
Learning Method ◽  
Spiritual Values ◽  
Library Research ◽  
Spiritual Learning

This study aims to explain the application of hypnoteaching method in spiritual values learning. This type of research is library research. This research is qualitative research. The primary source used in this study is the thought of Muhammad Noer in his book entitled Hypnoteaching For Success Learning. This research concludes that the hypnoteaching method is a learning method that combines teaching and learning with hypnosis. This method can be used as one of the methods in the process of learning spiritual values. In its application, the hypnoteaching method emphasizes the cognitive, affective and psychomotor aspects of students through positive suggestions. With these steps, it is expected to create a more effective and enjoyable spiritual learning process. Keywords: Method, Hypnoteaching, Learning, Spiritual

Project-based learning in a graduate course on home appliance engineering

2021 ◽  
pp. 002072092110134
Author(s):  
Yeon Kim ◽  
Suk Lee ◽  
Changsun Ahn
Keyword(s):  
Quantitative Analysis ◽  
Engineering Education ◽  
Graduate School ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Learning Method ◽  
Graduate Course ◽  
Industrial Projects ◽  
Home Appliance

Project-based learning is one of the popular and promising approaches in engineering education. The current study reports on a curriculum that was designed and implemented by a graduate school to help students gain knowledge and creative thinking skills through collaboration between different majors during industrial projects in a graduate course on home appliance engineering. The students selected the topics, planned the project, conducted research, produced a prototype, and presented their results under the guidance of a group of advisors consisting of professors, technical advisors, and industry mentors. A quantitative analysis showed that this approach was effective in improving the students’ attitude toward engineering. Furthermore, a qualitative analysis showed that this learning method helped students learn how to communicate and present effectively, to flexibly approach projects, and to understand the practices of industrial research. Based on the findings, the current study discusses how the project-based learning helped students advance.

Bridging Psychology and Engineering: Undergraduate Conceptions of Human Systems Engineering

2020 ◽  
Vol 64 (1) ◽  
pp. 510-514
Author(s):  
Rod D. Roscoe ◽  
Samuel T. Arnold ◽  
Ashley T. Clark
Keyword(s):  
Engineering Education ◽  
Systems Engineering ◽  
Engineering Students ◽  
Introductory Courses ◽  
Knowledge And Beliefs ◽  
The People ◽  
Human Systems

Instruction and coursework that link engineering and psychology may enable future engineers to better understand the people they are engineering for (e.g., users and clients) and themselves as engineers (e.g., teammates). In addition, human-centered engineering education may empower engineering students to better solve problems at the intersection of technology and people. In this study, we surveyed students’ conceptions and attitudes toward human systems engineering. We aggregate responses across three survey iterations to discuss students’ knowledge and beliefs, and to consider instructional opportunities for introductory courses.

scholarly journals ENGINEERING STUDENT ATTAINMENT AND ENGAGEMENT THROUGHOUT THE DESIGN PROCESS

2021 ◽  
Vol 1 ◽  
pp. 1373-1382
Author(s):  
Avril Thomson ◽  
Hilary Grierson
Keyword(s):  
Design Process ◽  
Engineering Students ◽  
Project Work ◽  
Design Engineering ◽  
Engineering Student ◽  
Online Questionnaire ◽  
Main Research ◽  
Research Questions ◽  
Design Students ◽  
Major Project

AbstractThe paper reports on a study that aims to gain an understanding of how senior engineering design students engage and attain throughout the various stages of the design process during a major design project. Following a literature review it sets out to answer 3 main research questionsQ1. Do students engage more with certain stages of the design process during major project work?;Q2. Do students attain better during certain phases of the design process during major project ?Q3. Is there a difference in this attainment between year groups of the same degree programme ?The methodology adopted employs an analysis of marks and an online questionnaire to collect data. Patterns and trends in how senior BEng and MEng Product Design Engineering students engage and attain within the design process are presented, identified and discussed and in turn used to inform reflection on the research questions set.

MNC-Sponsored Multidisciplinary Industrial-Strength Capstone Design Projects in China

2014 ◽  
Vol 2 (10) ◽  
pp. 54-65
Author(s):  
Vincent Chang
Keyword(s):  
Engineering Education ◽  
Biomedical Engineering ◽  
Multinational Corporation ◽  
Engineering Students ◽  
Internet Technology ◽  
Computer Engineering ◽  
University Of Michigan ◽  
Design Projects ◽  
Industrial Strength ◽  
Capstone Design

With a growing need to reform Chinese higher engineering education, University of Michigan—Shanghai Jiao Tong University Joint Institute (JI) initiated multinational corporation-sponsored industrial-strength Capstone Design Projects (CDP) in 2011. Since 2011, JI has developed 96 corporate-sponsored CDPs since its inception, which include multinational corporation sponsors such as Covidien, Dover, GE, HP, Intel, NI, Philips, and Siemens. Of these projects, healthcare accounts for 27%, energy 24%, internet technology (IT) 22%, electronics 16%, and other industries 11%. This portfolio reflects the trends and needs in the industry, which provides opportunities for engineering students to develop their careers. An accumulated 480 JI students have been teamed up based on their individual backgrounds, specifically electrical engineering, computer engineering, computer science, mechanical engineering, and biomedical engineering. The corporate-sponsored rate grew from 0% in 2010 to 86% in 2014.

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