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Engineering pedagogy is closely linked to both the technical and the pedagogical sciences. Over the years, engineering pedagogy has shifted from practical education to teaching how to integrate information, computational, and communications technology. However, while pedagogical and psychological qualifications are highly important requirements for a teaching career in engineering, the research on engineering pedagogy remains scant and scattered across journal articles, conference proceedings, workshop notes, and official reports. Methodologies and Outcomes of Engineering and Technological Pedagogy is a collection of innovative research building on the available literature that examines engineering pedagogy while providing resources necessary for policymaking, implementation, and continuous improvement. Featuring coverage on a wide range of topics including curriculum development, teaching and learning styles, and inclusivity, this book is ideally designed for educators, engineers, curriculum developers, instructional designers, managers, industry professionals, academicians, policymakers, researchers, and students.
With the growing environment and consciousness of "outcome-based education," the importance of this subject has increased manyfold. Unfortunately, there is little information on engineering pedagogy available outside of scattered journal articles, conference and symposium proceedings, workshop notes, and government and company reports. This book overcomes these difficulties by presenting, in a single volume, many of the recent advances in the field of engineering pedagogy and its recent developments. Engineering Pedagogy Towards Outcome-Based Education provides a systematic approach to explicit fundamentals as well as recent advances in the area. It incorporates various case studies for major topics as well as numerous academic examples. Each chapter contains many state-of-the-art techniques required for practical engineering applications. This book serves as a useful source of information for practicing academicians and specialists as well as academic institutions working on the subject.
This book is open access under a CC-BY license. The volume presents papers on vocational education, project-based learning and science didactic approaches, illustrating with sample cases, and with a special focus on Central Asian states. Thematically embedded in the area of Technical Vocational Education and Training (TVET), the book examines the following main topics: project-based learning (PBL), specific didactics with a linkage to food technologies and laboratory didactics, media and new technologies in TVET, evaluation of competencies including aspects of measurement, examination issues, and labour market and private sector issues in TVET, and research methods with a focus on empirical research and the role of scientific networks. It presents outcomes from TVET programmes at various universities, colleges, and teacher training institutes in Central Asia.
"This book explores recent developments and advancements in engineering pedagogy"--
There has been an evolution of the explanations on the results of research on human learning and how digital technologies have supported the design of more efficient learning environments. Previous theories such as Richard Mayer’s cognitive theory of multimedia learning and John Sweller’s cognitive load theory have gained signification attention and remain the two main theories within the multimedia learning field. However, there has not yet been a book compiled of several investigations on the specific 4C-ID model that covers different domains of knowledge. The 4C-ID model combines the two main theories of Richard Mayer and John Sweller to advance the field of learning and instruction. 4C-ID Model and Cognitive Approaches to Instructional Design and Technology: Emerging Research and Opportunities explores the behavioral and constructivist approaches to learning and instruction and focuses mainly on the particular cognitive approach and resulting theories and insights of the 4C-ID model. The chapters present the results of three experimental studies applied to the teaching of electrical circuits, initiation to computer programming using the Alice microworld, and computer programming using Python textual language. This book is a valuable resource tool for computer programmers, computer scientists, teachers, educational psychologists, practitioners, researchers, academicians, and students interested in the various approaches to learning and instruction in terms of the 4C-ID instructional model.
Assessment Methods in Statistical Education: An International Perspective provides a modern, international perspective on assessing students of statistics in higher education. It is a collection of contributions written by some of the leading figures in statistical education from around the world, drawing on their personal teaching experience and educational research. The book reflects the wide variety of disciplines, such as business, psychology and the health sciences, which include statistics teaching and assessment. The authors acknowledge the increasingly important role of technology in assessment, whether it be using the internet for accessing information and data sources or using software to construct and manage individualised or online assessments. Key Features: Presents successful assessment strategies, striking a balance between formative and summative assessment, individual and group work, take-away assignments and supervised tests. Assesses statistical thinking by questioning students’ ability to interpret and communicate the results of their analysis. Relates assessment to the real world by basing it on real data in an appropriate context. Provides a range of individualised assessment methods, including those that deter plagiarism and collusion by providing each student with a unique problem to solve or dataset to analyse. This book is essential reading for anyone involved in teaching statistics at tertiary level or interested in statistical education research.
In educational institutions, outcome-based education (OBE) remains crucial in measuring how certain teaching techniques are impacting the students’ ability to learn. Currently, these changes in students are mapped by analyzing the objectives and outcomes of certain learning processes. International accreditation agencies and quality assessment networks are all focusing on mapping between outcomes and objectives. The need of assessment tools arises that can provide a genuine mapping in the global context so that students or learners can achieve expected objectives. Assessment Tools for Mapping Learning Outcomes With Learning Objectives is a pivotal reference source that provides vital research on the implementation of quality assessment methods for measuring the outcomes of select learning processes on students. While highlighting topics such as quality assessment, effective employability, and student learning objectives, this book is ideally designed for students, administrators, policymakers, researchers, academicians, practitioners, managers, executives, strategists, and educators seeking current research on the application of modern mapping tools for assessing student learning outcomes in higher education.
Advancements in technology have allowed for the creation of new tools and innovations that can improve different aspects of life. These applications can be utilized across different technological platforms. Application Development and Design: Concepts, Methodologies, Tools, and Applications is a comprehensive reference source for the latest scholarly material on trends, techniques, and uses of various technology applications and examines the benefits and challenges of these computational developments. Highlighting a range of pertinent topics such as software design, mobile applications, and web applications, this multi-volume book is ideally designed for researchers, academics, engineers, professionals, students, and practitioners interested in emerging technology applications.
In this digital age, faculty, teachers, and teacher educators are increasingly expected to adopt and adapt pedagogical perspectives to support student learning in instructional environments featuring online or blended learning. One highly adopted element of online and blended learning involves the use of online learning discussions. Discussion-based learning offers a rich pedagogical context for creating learning opportunities as well as a great deal of flexibility for a wide variety of learning and learner contexts. As post-secondary and, increasingly, K-12 institutions cope with the rapid growth of online learning, and an increase in the cultural diversity of learners, it is critical to understand, at a detailed level, the relationship between online interaction and learning and how educationally-effective interactions might be nurtured, in an inclusive way, by instructors. The Handbook of Research on Online Discussion-Based Teaching Methods is a cutting-edge research publication that seeks to identify promising designs, pedagogical and assessment strategies, conceptual models, and theoretical frameworks that support discussion-based learning in online and blended learning environments. This book provides a better understanding of the effects and both commonalities and differences of new tools that support interaction, such as video, audio, and real-time interaction in discussion-based learning. Featuring a wide range of topics such as gamification, intercultural learning, and digital agency, this book is ideal for teachers, educational software developers, instructional designers, IT consultants, academicians, curriculum designers, researchers, and students.