Creating Educational Robots

After more than 30 years of development, the designing, constructing, and programming of educational robots is still enjoying increasing popularity in formal, non-formal, and informal educational settings. Although building instructions and required technical components are easily available and accessible, the realization of own teaching projects is a special challenge and is subject to decisive influences. This includes the content-related training of teachers as well as their attitudes and ways of thinking and acting. Therefore, the first section of this chapter spans an arc from the didactic concept of the extracurricular project technikcamps related to robotics. The experiences gained from it and the consequences for teacher training to the philosophical roots of technical education follows. In connection with this, the main part deals with the technological basics of creating educational robots in general. It leads from manufacturing single parts through the creation of a support structure and automation to the application of the engineering design process.

Influence of E-Learning and Project-Based Learning on Engineering Education

Imparting quality technical education and training can be expected to be the vision of most engineering institutions globally to build a healthy society. The major stakeholders who contribute to this are students, teachers, industrialists, researchers, and institutes. The current scenario of rapid technological advancements demands engineering students to be dynamic and novel. Considering the heterogeneous intellectual ability of students, institutions frame time-restricted curriculums. Students who want to outperform have a challenge that they cannot be completely dependent on their academic curriculum. The objective of this chapter is to motivate and bring awareness among engineering students to adapt self-learning to excel in their professions. E-learning and project-based learning are identified as the two significant tools that could help students to self-learn. The influence of these tools on engineering students has been proved in this chapter with a case study, surveys, and feedback from students.

MAIN WORKS OF PROFESSOR YA. M. MAYER (A REVIEW)

The article is devoted to an overview of the scientific and pedagogical activities of a prominent scientist in the field of engine building and mechanical engineering, one of the organizers of the higher school of Ukraine, a public figure, Professor Ya. M. Mayer. In the biographical work, the first study of complex life path and versatile creative heritage of the last rector of Kharkiv Technological Institute, the founder and director of the Ukrainian Research Institute of Internal Combustion Engines, director and scientific leader of the Ukrainian Research Aviation Diesel Institute, one of the creators of the famous V-2 diesel engine, one of the heads of the department «Theory of Mechanisms and Machines» Yakov Moiseevich Mayer. Keywords: engine; engineering science; higher technical education; Ya. M. Mayer; KhPI; scientific school; SE “KhKBD”; diesel

PROFESSIONALLY ORIENTED TECHNOLOGIES FOR TEACHING FOREIGN LANGUAGES IN A NON-LINGUISTIC UNIVERSITY

This article examines the trends and conditions for the effective implementation of professionally-oriented technologies for teaching foreign languages in the system of higher technical education. Currently, the most well-known and promising professionally-oriented technologies of teaching foreign languages are communicative, contextual learning, modular, and information technologies. Distance education is designed to meet the individual educational needs of each student, to provide an opportunity for students to use cyber-libraries, to solve special tasks related to the development of the creative component of education. Information professionally-oriented technology is aimed at creating a personalized educational product, has an interactive character and involves all the curricula of educational activity in the process of learning and using a foreign language. Advantages of distance learning are lack of geographical restrictions, adaptability, ability to access various sources of information, ability to obtain information of various volumes and contents. It saves time and material costs.

Teaching Profession in Technical Education in Community Schools

Technical Education in Community School (TECS) is considered pertinent for the socio-economic transformation, particularly in a developing country like Nepal. Instructors of these schools are the key persons who transform curriculum into practice, however, their profession in their perspectives was hardly studied. With this consideration, this study was carried out to understand the experience of TECS instructors on their teaching profession. To attain this research objective, four instructors from the Diploma in Civil Engineering program of two TECSs were purposively selected, and a narrative inquiry approach was utilized to study the cases in-depth. The result showed that the instructors were interested in teaching in TECS; however, they were not ready to go to TECSs of remote villages. For them, the village settings lacked source for extra earning opportunities and career growth prospects. They were motivated to teach in Diploma in Civil Engineering as they could apply their prior knowledge and skills. At the same time, theoretical knowledge gained from their teaching in TECSs had been helpful for their engineering profession as well.

Sometimes Less, Sometimes More: Trends in Career and Technical Education Participation for Students With Disabilities

We leverage nationally representative data and statewide data from Washington to investigate trends in occupational career and technical education (CTE) participation for students with and without disabilities. Consistent with prior work, we document declines in occupational CTE participation since the early 2000s, but we provide the first evidence that this decline can be explained by movement out of courses that are no longer considered CTE. Under the definitions operating at the time, though, we show that participation by students with disabilities in applied science, technology, engineering, mathematics, and medical/health (STEMM) CTE courses has increased over time, both nationally and in Washington. These trends are encouraging given prior evidence linking applied STEMM-CTE participation to better long-term outcomes for students with disabilities.

A Policy Brief on Vocational and Technical Education in Turkey

The importance of vocational and technical education (VTE) is increasing in response to the rapidly changing information, technology, production methods, and developments in every aspect of life. The only way to survive in this age and to compete with this challenge is to continuously develop comprehensive educational policies that relate to each other (MoNE, 2018). In this sense, VTE has a very central role in providing societies with the knowledge and skills that the 21st century requires (Çınar, Döngel, & Söğütlü, 2009). For this reason, in educational policy discussions, an area that requires as much attention as other areas of education is VTE. This paper aims to review the current problematic states of VTE in Turkey and make recommendations for improving it.

Translation: pedagogical action for innovation in industrial technical education: an ethnographic approach

The objective was to interpret the meaning of the pedagogical practice that teachers carry out to carry out an industrial technical education oriented toward innovation, in the context of the Industrial Technical School “La Carucieña” in the city of Barquisimeto, Venezuela. The interpretive ethnographic method was used in the qualitative methodological perspective; participant observation was used in classrooms and workshops, and the in-depth interview of five teachers was used. The coding and categorization procedure resulted in two guiding categories: (a) Innovation in the pedagogical act of the Industrial Technical Schools, and (b) Pedagogy of Learning for Innovation, to which the hermeneutic process was carried out. As a final reflection it is necessary that the essence of the innovative being in the pedagogical act is the teacher, because his students will be the reflection of the attitude towards the need to improve, to incorporate changes and the dedication to overcome the education of routine and inertia.