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Browsing IPS - ESTB - DMI by Subject "Active learning"
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- Keeping them involved: encouraging and monitoring student activityPublication . Williams, Bill; Neto, Pedro; Carvalho, IsabelIn the teaching of engineering, lecture classes are often essentially expository with students in a passive role, not preparing learners for autonomous work and this may contribute to high failure and attrition rates. One way to combat this is through the application of Active Learning (AL) methodologies. In this paper results are presented from the application of an AL Methodology in the classroom and outside it for a last year subject of a BEng degree. A Learner Activity Monitoring Matrix has been used to monitoring in-class learner activity. Also described is the implementation of AL outside class using an online learner management system (LMS) which permits voting by students on the quality of solutions proposed by their peers to resolve engineering problems posed by the lecturer. Empirical data regarding the online participation in the process of each learner is provided. A pre-post survey to reveal student perceptions regarding these methodologies is also presented.
- Towards technology stewardship: tools for encouraging student engagementPublication . Williams, Bill; Neto, Pedro; Carvalho, Isabel S.Getting more specialist engineering faculty members involved in the practice of high quality engineering education research (EER) has been a recurring concern at conferences and has been addressed in various initiatives over the last decade. We consider the technology stewardship concept proposed by Etienne Wenger et al. to be a fruitful area for engineering educators who have been increasingly faced with decisions relating to IT-based tools arising from a rapid proliferation of IT technology and tools and a growing emphasis on quality assurance in higher education. Choices need to be made in areas of technology selection, design and adaptation and as these decisions require competences from both engineering and pedagogical domains, the engineering instructor needs to be able to draw upon both these areas of knowledge and in this paper,as part of a pedagogical framework, we set out to illustrate the processes of tool design, adoption and adaptation in the service of teaching and learning from a technology stewardship perspective.