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1.
Emilio Gómez Cristina Rodríguez‐Marciel 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(4):576-591
The purpose of this paper was to provide information about the virtual learning environment known as PGDnet (the Spanish acronym for Plataforma de Gestión Docente or Educational Management Platform in English), which was developed by the innovative education group at the Technical University of Madrid known as “Nuevas metodologías docentes en ingeniería mecánica y fabricación” (New Teaching Methodologies in Mechanical Engineering and Manufacturing). This tool has been created on an ad hoc basis to cover specific teaching requirements for some engineering courses, which would be difficult to implement on general educational platforms such as Moodle or Blackboard. PGDnet was essentially created as an online engineering problem‐solving tool. These exercises are checked and corrected automatically, providing students with their final and partial scores, and with the solutions to these various sections. A stochastic programming model selects different exercises each time that an activity is performed and attaches the tables, graphs, figures and annexes that are needed for their resolution in each case. As is common with these types of tools, PGDnet provides effective management of publication and delivery dates for the proposed work, and contains records and databases, which allow the stored information to be processed. Its main features include ease of use, reliability and great versatility as a specific tool in the area of technical university education. 相似文献
2.
Paloma Díaz Ignacio Aedo Nuria Torra Pilar Miranda & María Martín 《British journal of educational technology : journal of the Council for Educational Technology》1998,29(1):35-45
Computers seem to be an unquestionably useful tool to support the learning process, although positive students' and teachers' attitude towards the system is required to guarantee a successful introduction of new technologies in traditional classrooms. Training or exercises provide the students with the challenge of using their knowledge to solve concrete problems, so that they incite students to participate actively. Training can be adapted to different learning styles in order to strengthen student involvement. Moreover, tools to adapt the didactic material to several educational methods must be provided, in such a way that teachers consider the system a helpful tool rather than a substitute. Taking into account the foregoing, this paper describes a training system to create and use exercises in a hypermedia learning environment for hearing-impaired children called CESAR. 相似文献
3.
The rapid advance of science and technology in today's world threatens to heighten, rather than minimize, the coming crisis in education. This paper advocates that the technological advances now possible must include advances also in the methods of education. Those now engaged in modern engineering and science must apply their ingenuity and resources to major creative efforts in the art of teaching. As with all other intellectual tasks in the coming period, the educational process must also be visualized as a "man-machine" process. The brain and senses of the human teacher must be extended by new engineering systems. This paper discusses specific examples, including feedback as a concept in automatic or semi-automatic lecturing, and stresses that by removing from the duties of the teacher those tasks which can be done as well or better by machines the teacher is elevated to those tasks requiring the superior intelligence and sensitivity of a trained human being. 相似文献
4.
国外现代工程教育中的“职业化”趋势探讨 总被引：1，自引：1，他引：0
在探讨了新时代工程技术人员所必须具有的能力和素质的基础上,对国外现代工程教育的改革思路、实施方法以及成效分析等进行了较详细的叙述.国外的现代工程教育与自身的国情、高等教育战略和社会发展紧密联系,对本国的人才培养与科技发展起到了重要的作用,“职业化”趋势是其共同的特征.它山之石可以攻玉,我们可以借鉴国外现代工程教育成功经验,尽快制定与实施我国高等工程教育的战略目标. 相似文献
5.
工程制图一直被认为是一门实践性学科，其整合了几何学、建筑、力学、电子制图等，从而将理论与现实图像联系起来，工程制图能为每个不同形状、尺寸的物体提供精确的、完整的图像。通常，即使在开放与远程教育环境中，工程制图的教学也是通过面对面的教学模式来进行的。由于其特殊性，一些学习者可能难以想象并解释这些图像。然而，尖端的技术使得可以通过在线的方式加强工程制图的学习。研究者基于建构主义模式开发了一个面向工程制图教学和学习的网络系统。该系统适用于几种工程制图，例如展开图、刻面图、等角图和斜角图。学习过程包括导论、概念学习、工程制图方法，以及应用与练习等阶段。在导论阶段，系统为学习者提供了专题简介，然后是概念学习阶段。系统所提供的学习环境允许工程专业的学生从三维透视、一维透视、平面图、侧立面、正立面等不同角度来观察物体。经过概念学习阶段后，系统将引导学生通过动画和模拟学习每个专题中制图方法的不同步骤，学习者也能重复观察任何剖面。另外，还通过图像、动画和视频等方式展示真实的工程制图应用案例。最后，为了评价学生的理解能力，在每部分内容后面都附有相关的练习。 相似文献
6.
EDDY N. FORTE MARIA H. K. WENTLAND FORTE ERIK DUVAL 《European Journal of Engineering Education》1997,22(2):153-166
This paper presents the tools and methodologies underlying the ARIADNE framework for enabling open and distance education and for enhancing more conventional training schemes. The ARIADNE concept relies on a distributed knowledge pool system that stores pedagogically indexed educational resources, as well as on a set of tools and methodologies for authoring curricula. The basic approach is one of share and reuse. Specialized authoring tools are under development for the production of simulations, multiple-choice questionnaires and auto-evaluation exercises. Segmentation tools for video and text-based material, with integrated facilities for hypertext generation, are also under development. The distributed knowledge pool system consists of one central knowledge pool, and a number of local knowledge pools. Corporate training systems can also be built around private knowledge pools. Before pedagogical documents can be inserted into the knowledge pool system, their pedagogical and other characteristics must be described. A pedagogical header generator tool assists in this task. Pedagogical engineers can define the spatio-temporal, socio-pedagogic process that we call a curriculum, and choose the active and expositive documents that embody it, by using a curriculum editor. Finally, students consult or work with the documents of the curriculum they subscribed to, through a personalized view provided by the ARIADNE learner interface. 相似文献
7.
Laura R. Winer Denis Berthiaume Nicolina Arcuri 《Educational Research and Evaluation》2013,19(4-6):441-472
This article reports on a 3-year case study of the introduction of computer-supported collaborative activities in a previously traditional lecture-based law course at a large North American research university. The evolving design of the activities is described, as well as the students' and professor's reactions to the new learning environment. Results show that students perceived that the new emphasis on skills was valuable, and that the collaborative learning activities contributed to their learning of content and technical skills as well as teamwork. Implications for design of such activities as well as factors to consider are presented, for instance, any changes must be considered systemically, with evaluation and workload being key components. 相似文献
8.
Anastasios G. Sextos 《European Journal of Engineering Education》2014,39(1):18-30
This paper presents the structure of an undergraduate course entitled ‘programming techniques and the use of specialised software in structural engineering’ which is offered to the fifth (final) year students of the Civil Engineering Department of Aristotle University Thessaloniki in Greece. The aim of this course is to demonstrate the use of new information technologies in the field of structural engineering and to teach modern programming and finite element simulation techniques that the students can in turn apply in both research and everyday design of structures. The course also focuses on the physical interpretation of structural engineering problems, in a way that the students become familiar with the concept of computational tools without losing perspective from the engineering problem studied. For this purpose, a wide variety of structural engineering problems are studied in class, involving structural statics, dynamics, earthquake engineering, design of reinforced concrete and steel structures as well as data and information management. The main novelty of the course is that it is taught and examined solely in the computer laboratory ensuring that each student can accomplish the prescribed ‘hands-on’ training on a dedicated computer, strictly on a 1:1 student over hardware ratio. Significant effort has also been put so that modern educational techniques and tools are utilised to offer the course in an essentially paperless mode. This involves electronic educational material, video tutorials, student information in real time and exams given and assessed electronically through an ad hoc developed, personalised, electronic system. The positive feedback received from the students reveals that the concept of a paperless course is not only applicable in real academic conditions but is also a promising approach that significantly increases student productivity and engagement. The question, however, is whether such an investment in educational technology is indeed timely during economic recession, where the academic priorities are rapidly changing. In the light of this unfavourable and unstable financial environment, a critical overview of the strengths, the weaknesses, the opportunities and the threats of this effort is presented herein, hopefully contributing to the discussion on the future of higher education in the time of crisis. 相似文献
9.
Informatics is a first-year subject in the new Bachelor of Engineering/Graduate Diploma in Engineering Practice degree at the University of Technology, Sydney. All undergraduate engineering students must do this subject irrespective of their intended engineering discipline (civil, mechanical, environmental systems, electrical, telecommunications, computer systems). The focus of this subject is to introduce students to computational tools (such as spreadsheets and programming languages) and information retrieval tools (such as the World Wide Web), which support engineering, as well as looking at the effective and professional use of these tools. Informatics has three core elements: the development of specific skills which will assist students in both their studies and their professional practice; the development of an ability to continue to develop further skills independently; and consideration of a wide variety of issues related to the computational tools that the students are using. Examples of the issues covered include: privacy; accuracy of content; fraud; security; the professional and ethical responsibility of engineers for the results of their calculations; selecting the best tool for the job; and limitations of computational tools. This paper will review the activities and challenges the students faced, describe the approaches that we adopted and the various issues we raised, the expected and actual outcomes arising from the activities, and our plans for the future of the subject. 相似文献
10.
Dorothy Missingham 《European Journal of Engineering Education》2014,39(4):412-423
This work examines an innovative and evolving approach to facilitating teamwork learning in a generic first-year mechanical engineering course. Principles of inclusive, student-active and democratic pedagogy were utilised to engage students on both the social and personal planes. Learner opportunities to facilitate, direct and lead the learning direction were emphasised. This emphasis encouraged a rich learning process and motivated students dismissive of the need to examine their communication skills and those who initially perceived the topic as a personal intrusion. Through a sharing of curriculum decisions, a climate of trust, ownership and shared value arose. Students chose from a range of tools across personality-type indicators, learning style indicators and hierarchies of human needs, to assist their capacity to express and discuss engineering designs and concepts. Peer teaching and collaborative exercises were incorporated to provide an authentic learning context and to further the student's sense of ownership. 相似文献
11.
Kari Alanne 《European Journal of Engineering Education》2016,41(2):204-219
To ensure proper competence development and short graduation times for engineering students, it is essential that the study motivation is encouraged by new learning methods. In game-based learning, the learner's engagement is increased and learning is made meaningful by applying game-like features such as competition and rewarding through virtual promotions or achievement badges. In this paper, the state of the art of game-based learning in building services engineering education at university level is reviewed and discussed. A systematic literature review indicates that educational games have been reported in the field of related disciplines, such as mechanical and civil engineering. The development of system-level educational games that realistically simulate work life in building services engineering is still in its infancy. Novel rewarding practices and more comprehensive approaches entailing the state-of-the-art information tools such as building information modelling, geographic information systems, building management systems and augmented reality are needed in the future. 相似文献
12.
张正军 《武汉工程职业技术学院学报》2011,23(2):71-74
信息技术与课程整合,不是简单的把信息技术作为辅助教学的工具,而是要创造一种利用现代信息技术教师提供知识信息,学生获取、分析、加工和利用信息的学习环境,从而促进学生全面、个性化发展为根本目标。主要就信息技术与课程整合的内涵、信息技术与课程整合的目标、信息技术与课程整合的特征、信息技术与课程整合的领域和探讨最有效的整合方法等相关内容进行探讨。 相似文献
13.
论文以工业与制造系统工程专业为背景,对基于专业课程设计平台提升工科大学生团队协作能力的方法进行了研究与实践。在对各类用人单位对毕业生团队协作能力需求进行调研与分析的基础上,突破了以学生个体学习为主的原有教学模式,面向团队协作能力训练需求,对课程设计任务板块进行了重新整合与规划,引入合作学习机制,将多种团队训练工具融入专业技能训练过程,并建立了相配套的成绩评价与考核体系。经过针对四届学生的教学实践,取得了良好的教学成效。 相似文献
14.
Numerous reports over recent years emphasise the importance of teamwork training in undergraduate programs in environment education at tertiary level. This paper describes a project undertaken by a team of final year undergraduate environment students from four faculties at RMIT University in Australia working on a multi‐disciplinary environment project in Vietnam. The students clearly gained confidence in teamwork and working as professionals. Importantly, they identified some of the key issues associated with teamwork, and with professional activities. While they had not yet entered professional work, the students demonstrated that they had learnt skills that would be of direct importance to them in the professional conduct of a multi‐disciplinary project. The project also demonstrated that multi‐disciplinary teamwork fits well into environmental projects, and importantly that the experiences are recognised by students as being valuable preparation for their environmental professions. 相似文献
15.
随着技术不断进步和信息社会的发展,综合布线系统得到了广泛应用,成为现代化建筑中的重要组成部分。众多的智能楼宇系统对网络综合布线提出了较高的要求。就网络工程中综合布线系统对网络工程专业学生进行实训,对提高学生专业技能十分重要。结合西元电子的综合布线系统经验及网络工程实训情况,提出网络工程设计模块、综合布线模块、测试与评价模块的设计模型,并对计算机系06级网络工程专业学生进行实训,效果不错。 相似文献
16.
Anna G. Brady 《Cultural Studies of Science Education》2017,12(2):387-394
As has been widely discussed, the National Research Council’s (NRC) current policy in United States education advocates supporting students toward acquiring skills to engage in scientific practices. NRC policy also suggests that supporting students in the practices of science may require different approaches than what is required for supporting student engagement with scientific content. Further, acquiring skills in scientific practices is not limited to gaining proficiency in utilizing tools that support scientific inquiry: students must also understand how to interpret information generated from such tools. These tools of scientific practices are embedded within scientific culture, which from Sewell’s perspective, is comprised of both practice and semiotic code (symbols and meanings). To become scientifically literate students must learn to utilize this code in practice. Author Germà Garcia-Belmonte identified one example of learning to utilize the semiotic code in scientific practice and considers challenges faced by undergraduate physics and engineering students within that context. Garcia-Belmonte observes students struggle to interpret symbols and meaning (the visual display generated) while engaging in practice (utilizing an oscilloscope) and posits that two, culturally bound, competing, linguistic metaphors of time may be the cause. Ultimately, however, the author does not explore beyond hypotheses. Although his theory may be correct, the paper serves as a reminder of the responsibility we have to students. As educators, it is useful and beneficial to make observations and develop theories surrounding why our students struggle. However, in addition to theorizing on why, for example, a particular scientific norm might present challenges for our students, we must remain mindful that challenges may not be uniform and may vary considerably according to students’ culture(s). Engaging with students and soliciting specific information regarding the challenges they face allows us, as educators, to both examine whether students’ reported challenges align or conflict with our own perceptions of those challenges, and subsequently devise and test methods toward supporting students in overcoming their challenges. 相似文献
17.
Pamela Woolner Jill Clark Elaine Hall Lucy Tiplady Ulrike Thomas Kate Wall 《Learning Environments Research》2010,13(1):1-22
It has been argued by both educationalists and social researchers that visual methods are particularly appropriate for the
investigation of people’s experiences of the school environment. The current and expected building work taking place in British
schools provides an opportunity for exploration of methods, as well as a need to establish ways to achieve this involvement
of a range of school users, including students. This article describes a consultation that was undertaken in a UK secondary
school as part of a participatory design process centred on the rebuilding of the school. A range of visual methods, based
on photographs and maps, was used to investigate the views of a diverse sample of school users, including students, teachers,
technical and support staff and the wider community. Reported here is the experience of using these tools, considering the
success of different visually-based methods in engaging a broad cross section of the school community and revealing useful
information. Using a range of visual methods allows a complex, but coherent, understanding of the particular school environment
to be constructed and developed. It is further argued that such a range of visual and spatial methods is needed to develop
appropriate understanding. The study, therefore, contributes to knowledge about specific visual research methods, appreciation
of the relationship between tools, and a general methodological understanding of visual methods’ utility for developing understanding
of the learning environment. 相似文献
18.
19.
Kenny Stevens Frank Appaerts Ingrid Van Vlierberghe J. Boutsen 《European Journal of Engineering Education》2002,27(1):49-61
This project describes the development of a universal student friendly distance learning (DL) provider system via the Internet and in particular the development of a lab environment for engineering students in ICT. Application of most DL courses is still hampered by the need for high-speed links, unrealistic computer and software resources at the student site and the impossibility to run Windows or Unix applications over the Internet. The described solution solves practically all of these problems. Moreover, since courses, (simulation) programs, databases, etc. can be added or changed, the system is not only teacher friendly but also costeffective. The major part of the work concerns the design of an electronic lab environment at the university that can be remotely used via the Internet. The main aim is to provide the student with meta-cognitive knowledge as can be provided only by real lab exercises. In this case the student must work him/herself through a course on passive filters. After choosing the right topology for the particular filter-lab task, he/she must design the correct circuit diagram and verify it with a standard circuit simulation program. Next, with a matrix shown on screen, he/she interconnects the circuit components and measuring equipment. The results of the measurements performed at the lab in the university are sent back to the student (via the Internet). The lab report is automatically generated. Simultaneously, the set up and the different instruments can be visualized via a web camera. Thus, the design of the electronic lab environment is user, student and teacher friendly. 相似文献
20.
《Journal of Teaching in Social Work》2013,33(3-4):37-51
Abstract The importance of computer training in social work education will continue to increase as the profession becomes more globalized and technological. It is the authors' premise that social work education must include the integration of training in computer technology. One resource available to educators is the Internet. The world wide web contains a vast amount of information on policy and social issues. This article discusses the use of web based learning exercises to simultaneously teach social policy and enhance student computer skills. Two learning exercises are presented which are designed for use in social work policy courses. The authors present their teaching experiences and provide suggestions on using this approach in the classroom environment. Information on resources and useful URL's for policy research is included in the discussion. 相似文献