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1.
Remote access laboratories (RALs) were first developed in 1994 in Australia and Switzerland. The main purposes of developing them are to enable students to do their experiments at their own pace, time and locations and to enable students and teaching staff to get access to facilities beyond their institutions. Currently, most of the experiments carried out through RALs in Australia are heavily biased towards electrical, electronic and computer engineering disciplines. However, the experiments carried out through RALs in Europe had more variety, in addition to the traditional electrical, electronic and computer engineering disciplines, there were experiments in mechanical and mechatronic disciplines. It was found that RALs are now being developed aggressively in Australia and Europe and it can be argued that RALs will develop further and faster in the future with improving Internet technology. The rising costs of real experimental equipment will also speed up their development because by making the equipment remotely accessible, the cost can be shared by more universities or institutions and this will improve their cost-effectiveness. Their development would be particularly rapid in large countries with small populations such as Australia, Canada and Russia, because of the scale of economy. Reusability of software, interoperability in software implementation, computer supported collaborative learning and convergence with learning management systems are the required development of future RALs. 相似文献
2.
Des Butler Sandra Coe Rachael Field Judith McNamara Sally Kift Catherine Brown 《牛津教育评论》2017,43(2):194-208
This paper discusses the principle of Transition as it has been conceptualised by the Curriculum Renewal in Legal Education project. The project sought to develop a principled framework for renewing the final year of tertiary legal education in Australia. Capstone experiences were chosen as the most appropriate mechanism for assisting final year students to manage the transition process. Thoughtfully designed capstones assist students to integrate and synthesise their learning over their entire degree programme, facilitate closure on the undergraduate experience, and assist students to transition from student to emerging professional. We discuss the importance of addressing final year students’ transitional needs and explain how the principle facilitates this process. Although the framework has been developed specifically for legal education in Australia its approach enables transferability across disciplines and institutions. The framework addresses criticisms that universities and law schools are not meeting the needs of final year students by preparing them for the transition to graduate life in a complex and uncertain world. 相似文献
3.
A survey of 2000 final year students in secondary schools in Western Australia indicates that, although moderately performing students are unlikely to gain entry to university, the majority have a strong preference to attend university rather than vocational training (TAFE). Their actual institutional preferences are highly correlated with their self-perceived, level of academic achievement and their decisions on institutional preferences strongly influence their overall image of individual universities, across a number of dimensions. The research suggests that university marketing might benefit from a more thorough consideration of aspects of the marketing exercise, particularly in relation to the effectiveness of printed promotional material and whether it might more usefully target parents of prospective students. 相似文献
4.
A new approach to projects for undergraduate electronic engineering in an Australian university has been applied successfully for over 10 years. This approach has a number of projects running over three year period. Feedback from past graduates and their managers has confirmed that these projects train the students well, giving them the ability and confidence to work independently and collectively in the industrial world. Due to their importance to universities, staff and students alike, together with the potential heavy financial burden on the universities, careful planning has to be undertaken before implementing such projects. This paper presents some detailed suggestions on how such projects should be administered and operated as well as setting out possible criteria to assist supervisors in evaluating the final product from such projects. 相似文献
5.
Ashvin Thambyah 《European Journal of Engineering Education》2011,36(1):35-46
The course for the final year project for engineering students, because of its strongly research-based, open-ended format, tends to not have well defined learning outcomes, which are also not aligned with any accepted pedagogical philosophy or learning technology. To address this problem, the revised Bloom's taxonomy table of Anderson and Krathwohl (2001) is utilised, as suggested previously by Lee and Lai (2007), to design new learning outcomes for the final year project course in engineering education. Based on the expectations of the engineering graduate, and integrating these graduate expectations into the six cognitive processes and four knowledge dimensions of the taxonomy table, 24 learning outcomes have been designed. It is proposed that these 24 learning outcomes be utilised as a suitable working template to inspire more critical evaluation of what is expected to be learnt by engineering students undertaking final year research or capstone projects. 相似文献
6.
Retrospective perceptions and views of engineering students about physics and engineering practicals
R. Bhathal 《European Journal of Engineering Education》2011,36(4):403-411
Hands-on practical work in physics and engineering has a long and well-established tradition in Australian universities. Recently, however, the question of whether hands-on physics and engineering practicals are useful for engineering students and whether they could be deleted or whether these could be replaced with computer simulations has been raised, mainly due to cost-cutting exercises. In order to ascertain the usefulness of hands-on engineering practicals and first year practical physics classes to their engineering degree, a retrospective survey was carried out with third year engineering students. The general picture that emerges from the survey indicates that the majority of the students found hands-on physics and engineering practicals preferable to simulations on a computer and that practical work is useful not only for linking theory to practicals but also for gaining technical skills. 相似文献
7.
8.
In October 2008, the Australian Learning and Teaching Council released the final report for the commissioned project ‘ePortfolio use by university students in Australia: Informing excellence in policy and practice’. The Australian ePortfolio Project represented the first attempt to examine the breadth and depth of ePortfolio practice in the Australian higher education sector. The research activities included: surveys of stakeholder groups in learning and teaching, academic management and human resource management, with respondents representing all Australian universities; a series of focus groups and semi‐structured interviews that sought to explore key issues in greater depth; and surveys designed to capture students’ pre‐course expectations and their post‐course experiences of ePortfolio learning. Further qualitative data was collected through interviews with ‘mature users’ of ePortfolios. Project findings revealed that, while there was a high level of interest in the use of ePortfolios in terms of the potential to help students become reflective learners who were conscious of their personal and professional strengths and weaknesses, the state of play in Australian universities was very fragmented. The project investigation identified four individual, yet interrelated, contexts where strategies may be employed to support and foster effective ePortfolio practice in higher education: government policy; technical standards; academic policy; and learning and teaching. Four scenarios for the future were also presented with the goal of stimulating discussion about opportunities for stakeholder engagement. It is argued that the effective use of ePortfolios requires open dialogue and collaboration between the different stakeholders across this range of contexts. 相似文献
9.
Roby Marlina 《International Journal of Educational Research》2009,48(4):235-244
Active participation in university tutorials seems to be commonly argued as one of the learning difficulties of non-English-speaking background (NESB) Asian students enrolled in Western English-speaking universities. These students are often portrayed as being passive in class and this is commonly attributed to their background culture. Using Australia as a setting, this paper challenges these misconceptions through the lens of the contextual approach or ‘small culture’ approach. It is argued that NESB international Asian students’ participation in Australian university tutorials is influenced by the classroom context in which they learn rather than by their cultures. This paper also provides a framework for teachers, who are the most important and powerful member in the ‘context’, to critically reflect on their pedagogical practices. 相似文献
10.
Final year projects are a showcase for engineering students’ creativity. All final year engineering students at Swinburne University of Technology are required to spend part of their final semester of studies developing and completing various aspects of a major project. The theme of the project work is defined either by industrial sponsors or academic supervisors or by both. In addition, project guidelines are provided by the university for the final submission and completion of the work. The project may be any combination of research, design or developmental work. Within the constraints required by these factors, students’ creativity in their approach and execution of the project work may be both limited and expanded to simulate conditions experienced in a work environment. The culmination of the project work is in a written, oral and visual presentation to a professional audience. It is the students’ own creativity which determines not only the format of all three forms of presentations, but also their assessment which is again limited or enhanced by constraints of time and resources. Examples of project work creativity are presented which highlight and emphasize the broad spectrum which such creativity can encompass. 相似文献
11.
Thomas A. Ward 《European Journal of Engineering Education》2013,38(2):211-218
‘Capstone’ is a metaphor used to describe a final achievement that builds upon previous works and encapsulates them. Capstone projects are included in engineering curricula to integrate multi-disciplinary subjects and teach professional skills that are difficult to impart in a traditional lectured course. Since these projects serve to transition students into professional engineers, they have a direct impact on a university's industry reputation and ranking. Therefore, it is worthwhile to study the capstone programmes implemented at the world's top-ranked engineering universities to discover common elements which characterise them. In this paper, common elements of the capstone programmes implemented in mechanical and aerospace engineering undergraduate programmes in the world's top-ranked engineering universities are identified and analysed to determine established best practices. These practices can be modelled and applied to the pedagogy of engineering programmes at universities around the world to improve the development of professional skills of future graduates. 相似文献
12.
L. Szentirmai 《European Journal of Engineering Education》2001,26(3):267-279
The Department of Electrical and Electronic Engineering of University of Miskolc has been involved in six European Union Tempus projects since 1991, with the objectives of upgrading academics, modernizing laboratories and introducing new curricula, courses and up-to-date teaching methods in order to approach EU university standards. Microelectronics, electrical drives in automation, mechatronics, energy engineering, PhD engineering programmes in English and telecommunications were focused by the projects. One hundred and thirtytwo Miskolc students prepared their diploma theses at EU universities and academics could spend 1100 weeks within the mobility scheme at EU universities. To enlarge the European dimension and prepare academic staff, students and engineers working in industry, two Jean Monnet projects for European integration studies were also awarded. 相似文献
13.
Courses for teaching leadership capacity in professional engineering degrees in Australia and Europe
Recently, many educational institutions across the globe have implemented engineering leadership programmes either as a part of a formal engineering curriculum or where leadership development is embedded into separate in-house programmes. This shows the clear intent of these educational institutions to prepare their engineering students for solving real-world problems, recognising that both technical and leadership skills are valuable for tomorrow's engineers. Leadership programmes in engineering education have been implemented in various formats with varying degrees of success. It has already been identified in research studies that 80–90% of engineering leadership programmes offered explicitly across the globe were based in the United States of America. However, in Europe and Australia, there is a noticeable lack of engineering leadership programmes, particularly in undergraduate curricula. The programmes that are offered across Australia and Europe have distinct design and delivery styles but there are certain key features that are common to most of the programmes, including professional partnerships, mentoring, engineering design and project-based approaches. 相似文献
14.
Jacqueline H.S. Cheng 《牛津教育评论》2013,39(6):693-712
The National Student Survey (NSS) of course experience satisfaction is sent to final year students of all higher education institutions in England, Northern Ireland, Scotland and Wales (N = 171,290 and 157,342 students in 2005 and 2006) and results are made publicly available. The present investigation assesses the reliability and appropriate use of the NSS from a multilevel perspective. Although NSS responses provide a limited basis for discriminating amongst universities and courses within universities, the ratings of universities are highly reliable and stable over time due to the large number of students (2005 and 2006 rankings correlated r = .86). The unresolved question is whether very small (only 2–3% of the variance explained) but reliable and stable differences between universities provide useful information for benchmarking universities, self‐improvement, and informing student choice. 相似文献
15.
In Australia a desire to increase the return of investment in educational research has led to interest in different aspects of research impact, including the nature of links between research and schooling. One significant group in such links is postgraduate students who are also teachers or educational administrators. Responses were obtained from 1267 postgraduate students to questions about their perceptions of new developments in schools and of research, including their own studies. Differences between postgraduate students who were involved in school-level education and those who were not involved at this level were also investigated. Colleagues within their school were named as the major source of new developments, but two-thirds also saw the universities as important sources. The most common type of new development described was in the area of curriculum. Research was the most frequently cited basis for new ideas and development in schools, with a large majority stating that research had at least some impact on their work and on education generally in their region, the research frequently being introduced or mediated by colleagues. Areas being addressed by these students in their own research and projects were, in the main, of relevance to schools, most commonly in the areas of curriculum and educational processes and structures. Finally, the importance of postgraduate students as linkage agents between research and schools is stressed. 相似文献
16.
Slobodan Unković 《Higher Education in Europe》1990,15(1):8-11
Inter‐university international co‐operation is very strongly favoured by the Yugoslav government as part of its overall policy of nonalignment. Numerous bilateral and multilateral projects are being pursued by the Union of Universities of Yugoslavia and by individual Yugoslav universities. The sponsorship of the “University Today” International Seminar by the Union is one manifestation of this policy as is the encouragement which it gives its member universities to join appropriate international university associations, including regional ones. Currently, the Union is favouring the increased international exchange of students. The internationalization of universities opens them to the most progressive and advanced tendencies in teaching and in research. 相似文献
17.
ATANAS POPOV 《European Journal of Engineering Education》2003,28(1):17-26
The paper presents strategies for improving the quality of student learning in the context of the final undergraduate project in mechanical engineering. Special attention is paid to particular situations where the lecturer is faced with the problem of supervising a number of individual projects at a time. An action research project has been conducted for a period of one academic year, and the outcomes of change in practice have been assessed on a batch of seven student projects. The results obtained show that a deep approach to learning can be fostered in students by a careful selection of project topics, together with a good balance of group and individual tutorials which can stimulate significant peer interaction. One additional positive aspect of the implemented approach is the more efficient way of managing the time of academic staff without interfering with effective learning. 相似文献
18.
Francis Jones 《Assessment & Evaluation in Higher Education》2017,42(5):772-787
Evaluating major post-secondary education improvement projects involves multiple perspectives, including students’ perceptions of their experiences. In the final year of a seven-year department-wide science education initiative, we asked students in 48 courses to rate the extent to which each of 39 teaching or learning strategies helped them learn in the course. Results were related to the type of improvement model used to enhance courses, class size and course year level. Overall, students perceived unimproved courses as least helpful. Small courses that were improved with support from science education specialists were perceived overall as more helpful than similar courses improved by expert teaching-focused faculty without support, while the opposite was found for medium courses. Overall perceptions about large courses were similar to perceptions of medium courses. Perceived helpfulness of individual strategies was more nuanced and context dependent, and there was no consistent preference for either traditional or newer evidence-based instructional practices. Feedback and homework strategies were most helpful in smaller courses and independently improved courses. Results indicate that students are perceptive to benefits that arise when improvements are made either by expert educators or by research-focused faculty who received dedicated support from science education specialists. 相似文献
19.
David Foster Filippo Gilardi Wei Song Dave Towey Andrew White 《Teachers and Teaching》2018,24(7):840-853
This article reports an undergraduate software engineering project in which, over a period of 2 years, four student teams from different cohorts developed a note-taking app for four academic clients at the students’ own university. We investigated how projects involving internal clients can give students the benefits of engaging in real software development while also giving them experience of a student-staff collaboration that has its own benefits for students, academics, and the university more broadly. As the university involved is a Sino-Foreign university located in China, where most students are Chinese and most teaching staff are not, this ‘student as co-producer’ approach interacts with another feature of the project: cultural distance. Based on analysis of notes, reports, interviews, and focus groups, we recommend that students should be provided with communicative strategies for dealing with academics as clients; universities should develop policies on ownership of student-staff collaborations; and projects should include a formalised handover process. This article can serve as guidance for educators considering a ‘students as co-producers’ approach for software development projects. 相似文献
20.
美国大学工程顶点课程的设计及启示——基于美国工程教育协会2005年调查的分析 总被引：1，自引：0，他引：1
2005年美国工程教育协会的调查结果表明,美国大学根据学生的知、情、意、行四方面设计工程顶点课程,它不仅整合了学生过去学习的知识,还让学生把先前所学知识和技能应用于实践中,帮助学生理解理论和实践的相关性.围绕课程与项目的结合,美国大学工程顶点设计课程形成了自己独特的教学模式、教学方法、教学组织、教学评价目标和手段.美国大学工程顶点设计课程的成功离不开教师、资金、项目、设计流程的保障.美国大学工程顶点课程的设计经验对我国培养高质量工程人才具有重要的借鉴意义. 相似文献