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A. Student-centered view of the proposed techno-pedagogical approach. Light blue gears are for the seven core technical concepts of the course. The golden dotted line stands for the ICT framework supplied to enrich the course enrollees' e-learning experience. The gray blocks depict the foundation of student learning supported on study habits and an environment of trust, correlated to people-related skills and teamwork abilities. B. The professor's view of the redesigned UnOps course, where the flipped classroom and ICT components were built upon the PO-PBL approach, developed on a first intervention (published data) (Ballesteros et al., 2019). The corresponding circular sector's size represents the relative contribution of each type of skill within the proposed framework. Evidence of skills development was gathered from surveys, peer assessment, and students' overall performance (For interpretation of the references to colour in this figure legend, the reader is referred to the web version of this article).

A. Student-centered view of the proposed techno-pedagogical approach. Light blue gears are for the seven core technical concepts of the course. The golden dotted line stands for the ICT framework supplied to enrich the course enrollees' e-learning experience. The gray blocks depict the foundation of student learning supported on study habits and an environment of trust, correlated to people-related skills and teamwork abilities. B. The professor's view of the redesigned UnOps course, where the flipped classroom and ICT components were built upon the PO-PBL approach, developed on a first intervention (published data) (Ballesteros et al., 2019). The corresponding circular sector's size represents the relative contribution of each type of skill within the proposed framework. Evidence of skills development was gathered from surveys, peer assessment, and students' overall performance (For interpretation of the references to colour in this figure legend, the reader is referred to the web version of this article).

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The development of a comprehensive set of skills, including technical, professional, and technology expertise, is critical to succeeding in the increasingly competitive global job marketplace. We proposed to develop such skills in our junior students (third year) via a flipped-classroom approach, a PO-PBL problem, and interactive e-learning tools....

Contexts in source publication

Context 1
... the case of technical skills, these fundamental concepts were the transport of liquids, transport of gases, stirring and mixing, heat exchangers, solids handling, solids and fluids storage, and engineering diagrams. These are shown as the light blue gears in Fig. 1A. The ICTs are depicted as an external framework shown in golden in Fig. 1A. Multiple tools support each of the technical concepts and promote professional skills such as team communication and autonomy. Finally, the gray blocks in Fig. 1A are for the foundation of an environment of trust and study habits, which could be Light blue ...
Context 2
... the case of technical skills, these fundamental concepts were the transport of liquids, transport of gases, stirring and mixing, heat exchangers, solids handling, solids and fluids storage, and engineering diagrams. These are shown as the light blue gears in Fig. 1A. The ICTs are depicted as an external framework shown in golden in Fig. 1A. Multiple tools support each of the technical concepts and promote professional skills such as team communication and autonomy. Finally, the gray blocks in Fig. 1A are for the foundation of an environment of trust and study habits, which could be Light blue gears are for the seven core technical concepts of the course. The golden ...
Context 3
... handling, solids and fluids storage, and engineering diagrams. These are shown as the light blue gears in Fig. 1A. The ICTs are depicted as an external framework shown in golden in Fig. 1A. Multiple tools support each of the technical concepts and promote professional skills such as team communication and autonomy. Finally, the gray blocks in Fig. 1A are for the foundation of an environment of trust and study habits, which could be Light blue gears are for the seven core technical concepts of the course. The golden dotted line stands for the ICT framework supplied to enrich the course enrollees' e-learning experience. The gray blocks depict the foundation of student learning ...
Context 4
... of the references to colour in this figure legend, the reader is referred to the web version of this article). correlated with how students assume roles in teams and communicate with their peers. This holistic perspective was the basis for the proposed student-centered, techno-pedagogical approach that served to redesign the course. Fig. 1B shows the professor's view of the newly design UnOps course. Therefore, the idea was to build the two extra components, i.e., ICTs and flipped classroom, upon the already successful PO-PBL framework ( Ballesteros et al., 2019). This was with the ultimate goal of providing a more balanced set of tools to develop a skills repertoire that ...
Context 5
... a skills repertoire that genuinely reflects the notion put forward by the School, of a well-rounded and integral chemical engineer capable of responding to the modern challenges of the profession. The corresponding relative weights of each of the developed skills per component are schematically shown as fractions of the circular sectors in Fig. 1B. To assess whether the skills were effectively developed, the results of surveys, peer assessment, and overall performance were thoroughly ...
Context 6
... an online space called "Ask the professor" was conceptualized and implemented as a forum where students ask questions addressed by the professor at the beginning of the following class. All new material developed for the course can be accessed from the links in Supplementary Table 1 and a screenshot of the SICUA + platform, and the e-books (Supplementary Fig. 1). Additionally, the ICTs were incrementally implemented along with the duration of the intervention. ...

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... However, the procedure of learning in engineering and natural sciences is a route which needs much observational involvement and physical experiments (Montáns et al., 2019). Natural science and engineering jobs involve much interaction with data and things (Ballesteros et al., 2021). On the other hand, social science and humanities jobs involve much interaction with data and people (Shu et al., 1996). ...
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