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Engineering Design is an introductory course in the curriculum of all engineering disciplines in many of engineering programs worldwide. The objective of this course is to enhance students’ soft skills through understanding of the learning materials and to motivate students to improve self-learning skills. ProgramOutcomes (POs) are strong indicator...
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Purpose: University learning of a group of competencies, also proposed by Bologna, is currently gaining importance: transversal competencies, already included in the OECD Competencies Report (2019) which, common to all university degrees, bring the student closer to a new reality and to a diverse professional future, where sustainable leaders will...
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... Recent studies indicate a decline in students' physical attendance during lecture hours, prompting researchers to develop student-centered learning methods to actively engage them (Bhagavanulu, 2020).. The learning pyramid by the National Training Laboratories Institute for Applied Behavioral Science at their main campus in Bethel, Maine, USA is a popular educational concept that represents various methods of learning and their respective retention rates as shown in Fig 1 ( Al-Badrawy et al, 2017;Lalley et al 2007).. It suggests that different teaching and learning approaches have varying degrees of effectiveness in helping learners retain information over time. ...
As climate change poses unprecedented challenges to the built environment, architectural education must adapt to equip future architects with the necessary knowledge and skills to design climateresponsive buildings. This research explores the implementation of an innovative pedagogical approach in the climate-responsive architecture course, aimed at enhancing student’s learning outcomes through the integration of climate data analysis, hands-on experiments, and the jigsaw methodology. The study focuses on a cohort of architecture students engaged in a semester-long course specifically designed to address climateresponsive architectural concepts and principles. The results suggest that the integrated approach significantly improves student’s comprehension of climate-responsive architectural design principles and their ability to apply these principles to real-world design scenarios. The hands-on experiments and collaborative learning encourage participation, critical thinking, and creativity, while the jigsaw methodology encourages an interdisciplinary understanding of varied climate scenarios.The findings of this study contribute to the ongoing discourse on innovativeteaching methodologies in architectural education and provide valuable insights into the integration of climate-responsive design principles. By cultivating a generation ofarchitects equipped with climate-responsivedesign skills, architectural education can effectivelycontribute to mitigating the impacts of climate change and creating sustainable built environments for the future. Keywords :JIGSAW, pedagogy, climate data analysis, Learning Outcomes.
... Learning Pyramid (Al-Badrawy A. AboAl-Nasr, 2017) ...
The article is devoted to the actual problem of using interactive learning methods in the educational process in institutions of higher education. Attention is focused on the fact that student-centred learning requires teachers to use innovative methods that ensure the maximum connection of theoretical information with its practical application, and the development of professional skills by directly solving cases and problem situations. With this in mind, the authors analysed some modern methods of interactive learning and found that a characteristic feature of modern higher education is the development of students' critical thinking using such methods as ‘Fishbone’, Bloom's daisy and cube, and Brainstorming. It was determined that an integral component of the modern educational process is the use of various digital applications that help the teacher to develop interesting lessons. Usually, they are aimed at solving several tasks: gamification of learning, consolidation of learned material and evaluation of learning results. The tutorial was analysed as an interactive form of independent work. It is aimed at in-depth familiarization of students with the studied subject, discussion of creative projects during classes and development of creative potential. This form of independent student work allows you to teach them to think, for example, to synthesize various sources, formulate their own theses and prove them, anticipate criticism of their arguments and answer questions. At the same time, the authors emphasize that active methods should be organically combined with passive ones. In view of this, the teacher should carefully consider the procedure for using traditional and interactive teaching methods, not to abuse a significant number of the latter, as this can lead to a decrease in motivation.
... Learning Pyramid (Al-Badrawy A. AboAl-Nasr, 2017) ...
The article is devoted to the actual problem of using interactive learning methods in the educational process in institutions of higher education. Attention is focused on the fact that student-centred learning requires teachers to use innovative methods that ensure the maximum connection of theoretical information with its practical application, and the development of professional skills by directly solving cases and problem situations. With this in mind, the authors analysed some modern methods of interactive learning and found that a characteristic feature of modern higher education is the development of students' critical thinking using such methods as 'Fishbone', Bloom's daisy and cube, and Brainstorming. It was determined that an integral component of the modern educational process is the use of various digital applications that help the teacher to develop interesting lessons. Usually, they are aimed at solving several tasks: gamification of learning, consolidation of learned material and evaluation of learning results. The tutorial was analysed as an interactive form of independent work. It is aimed at in-depth Nataliia Marchenko, Valentyna Slipchuk, Halyna Yuzkiv familiarization of students with the studied subject, discussion of creative projects during classes and development of creative potential. This form of independent student work allows you to teach them to think, for example, to synthesize various sources, formulate their own theses and prove them, anticipate criticism of their arguments and answer questions. At the same time, the authors emphasize that active methods should be organically combined with passive ones. In view of this, the teacher should carefully consider the procedure for using traditional and interactive teaching methods, not to abuse a significant number of the latter, as this can lead to a decrease in motivation.
... This new philosophy needs more studying and understanding for its application to be effective and beneficial for engineering programs as well as for their graduates. In the meantime, it must admit that there are many engineering programs that have adopted engineering design as a mandatory course before ABET makes these adjustments due to the need for these programs to enhance the design skills and the accompanying soft skills of their students [4]. The course was introduced basically to fill the soft skills gap through understanding the learning materials and motivating students to improve their self-learning skills. ...
... Engineering design based on ABET definition is the process of designing (or creating) a system, physical component, or process to meet desired needs and specifications within specific constraints. It is a decision-making process (often iterative), in which basic sciences, mathematics, and engineering sciences are applied to optimally convert resources to meet the stated goals [4]. ...
... IV. LEARNING PROCESS AND CLOS ASSESSMENT As mentioned previously, ALA is used as a learning technique to deliver the learning materials to increase classroom effectiveness. This learning technique incorporates all the learning modules presented in the learning pyramid [4,14]. In the beginning, most students will find the active learning class to be different; some students immediately will embrace it; many students will try the method without real conviction; few students will find this approach annoying [7]. ...
ABET Foundation has made a major adjustment in the Students Outcomes (SOs) in engineering criteria for accrediting engineering programs. This shift in SOs has driven engineering programs to adopt engineering design topics in their curriculum to fill the soft skills gap of students through understanding the learning materials and to motivate them to improve self-learning skills. Active Learning Approaches (ALAs) are often used as a learning culture to deliver the learning materials to increase classroom effectiveness and to maximize students' benefits. As an extension of the learning process, it is important to present appropriate assessment tools to measure the achievement of the course outcomes. Specific assessment of student attainment of engineering design objectives is an important part of the program curriculum and vital to accreditation of engineering programs. Direct and indirect measures assess and evaluate the level of outcomes attainment throughout the course of the educational process. Course survey is conducted to students regarding the level of their satisfaction in achieving Course Learning Outcomes (CLOs). Analysis of the survey results along with the students’ grades will be employed as a basis for continuous improvement in teaching and learning practices in engineering programs. It is obvious from this study that the students enjoyed the course activities and they have become more positive about the gained skills and realize their importance. Additional results and discussions of the role played by engineering design in enhancing soft skills, in the engineering programs, will be presented.
https://www.ijert.org/research/engineering-design-in-new-abet-engineering-criteria-understanding-implementation-and-assessment-IJERTV11IS020196.pdf
... Si el alumno logra una adecuada inmersión en el entorno clínico y, de verdad, interactúa con el paciente, la experiencia de aprendizaje será completa, y el poso de conocimiento, profundo. Porque se olvida menos lo que se ha experimentado en primera persona, que lo que se ha estudiado (2). Pero para esa inmersión, hace falta una confianza que debe venir del tutor clínico (es decir, el médico con el que está en ese momento) y del paciente. ...
La interacción con el paciente real es indispensable para la formación del estudiante de Medicina, pero para que la experiencia clínica sea completamente inmersiva, es necesario que exista una adecuada relación paciente-estudiante. En esta sencilla experiencia se muestra cuál es la opinión de los alumnos en cuanto a qué piensan las pacientes de Obstetricia y Ginecología sobre su presencia en el entorno clínico, así como la percepción real de las pacientes. En líneas generales, las pacientes entienden la necesidad de formación de los profesionales médicos del futuro y les gusta formar parte de su aprendizaje. Sin embargo, hay una serie de detalles que hay que tener en cuenta para optimizar la relación paciente-estudiante y lograr una experiencia de rendimiento óptimo para el estudiante, pero que sea segura y confortable para los pacientes.
Interaction with the real patient is essential for medical students training, but an adequate patient-student relationship is necessary to obtain an inmersive and complete clinical experience. This article shows the opinion of the students about what the Obstetrics and Gynecology patients think about their presence in the clinical environment, as well as the real perception of the patients. In general, patients understand the need for training of future medical professionals, and they like to be part of their learning. However, there are several details that must be taken into account to optimize the patient-student relationship and achieve an optimal experience for the student, but that is safe and comfortable for the patients.
... This signifies that the students gained significant knowledge on sustainability through active lecturing rather than from reading the online handouts. Although this result contradicts the theories that estimated the retention ratio of knowledge the students gain from the lecture is only 5% compared to reading, which reaches 10%, Fig. 2 [2]. This result might be because of the accumulated knowledge the students gained first from reading the online handouts and then attending the active lecture, which could have enlarged the knowledge gained. ...
... Learning pyramid[2]. ...
The purpose of this study was to determine the effectiveness of lectures' online handouts versus active lectures as two modes of presentation at the undergraduate level. A sample of thirty-eight fourth-year students in the architecture department at the College of Architecture and Planning in Imam Abdulrahman Bin Faisal University was selected to undergo a three-phase questionnaire survey on the perceptions of the term sustainability and its related practices. The first phase was to measure the background knowledge on sustainability and was considered the students' base case. After uploading handouts to the blackboard, the second phase was a web-based E-learning interface. And the final stage was applied after a common lecture presented to the students.
The responses of the students were collected and statistically analyzed. The t-Test Paired Sample presented the results of Pearson Correlation, t Stat, t Critical two-tail, and p(T<=t) two-tail. Results concluded that both modes of presentations used, online handouts and active lecturing contributed to improving students' learning outcomes. The results also declared that active lecturing significantly introduced more knowledge to students than online handouts.
... This type of activity is similar to the Problem-based learning (PBL) teaching strategy [5], where a group of students acquires and develops knowledge and skills, problem-solving abilities, teamwork, analysing real-life tasks, such as the realization of the booklets in the present case. In this way, the entire educational process is centred on the students [6], who feel to be an active part of the learning process, relying on their own resources, previous knowledge, critical thought, and ability to gather and transmit the learned concepts. The authors left the AS-L students free to work by themselves, helping them in some difficult parts of study and elaboration. ...
... The authors believe that the same strategies are applicable with University students, organizing group activities. In fact, the transformation of the teaching method should be based on underlining the importance of Geomatics aspects in real life, and the consequent necessity to shape engineers with strong transversal skills: self-regulation, problem solving, effective communication, working in team, quality and modelling [6]. ...
The present work aims to illustrate the experience in geomatic dissemination, gained by actively participating and contributing to seminars, lectures and educational workshops, applying both traditional and innovative teaching methods. The main focus is on two educational workshops: one on altitude, its measurement techniques, issues and the evolution of the instrumentation employed; the second on photogrammetry applied to various environments and scenarios, such as securing buildings and ruins in emergencies or underwater analyses, mapping and surveying of coral reefs. In both workshops, the authors begin by capturing the attention with simple examples of every-day experiences related to the workshop’s main theme, then give explanations using posters, videos, simple games and practical experiences that can improve understanding. The authors scientific dissemination highlights the concrete application of Geomatics in every-day life and enhances the audience emotional involvement. The workshops’ main goal is to stimulate the audience curiosity to understand the basic concepts, starting from intuitive considerations and questions from the audience itself. This allows the introduction of the main concepts of Geomatics and highlights its full potential.
Background: Engineering education is constantly evolving and adapting to meet the demand for diverse skills and competencies in graduates, in response to the changing global economy and technological advancements. This requires shifting from a traditional content-oriented and professor-focused approach towards a more interactive, student-centered approach in which students actively engage in all process stages. The study’s main objective was to examine the students’ perceptions of peer teaching and better understand the method’s perceived advantages and disadvantages. The research was conducted over two academic years (2021 and 2022) and involved 96 students. The research incorporated quantitative and qualitative data collected through online questionnaires completed by the students at the end of the semester. The results showed a cumulative positive response rate for all close-ended questions of over 60%. The correlation analysis revealed medium positive relationships among the variables, including self-confidence, academic performance, communication and active listening, teamwork, knowledge consolidation, student-teacher benefits, and teaching activity. The thematic analysis of the open-ended questions showed that 87% of the respondents perceived the peer-teaching experience as positive and valuable. The main advantages listed by students were better communication, practicality, increased attention and interaction, and overcoming student-teacher anxiety. The main disadvantage was the perceived lack of structure and experience in coordinating laboratory work. The study results indicate that peer-based instructional methods can lead to more effective dissemination of knowledge among students, as evidenced by the high percentage of respondents who reported improved comprehension through peer-to-peer explanations. At the same time, the efficacy of this approach is contingent upon the instructor’s preparation and support, which facilitates the learning process and enhances the classroom’s social dynamics.
From bullshit jobs to bullshit people, the relevance of the individual within the group has consistently been a determining factor in their social value and personal esteem. The advent of new technologies, particularly artificial intelligence (AI), poses an existential question to humanity about its place in a world rapidly saturated by AI. The latter has propelled the evolution of professions at an unparalleled speed, a challenge the academic world struggles to manage. If the new era of the university has indeed arrived, it must then redefine its role as an intellectual institution to avoid a general mediocrity of profiles, a pitfall it had encountered in its trajectory as an entrepreneurial university. It is imperative for the university to ensure the democratization of human intelligence, a crucial element in the strategic management of the advent of artificial intelligence, and guarantee social equity in access to knowledge. Thus, it is appropriate to assign to E-learning the function of certifying and preparing the technical profiles necessary for the practical functioning of society. E-learning emerges not only as an alternative solution but as an evolution of the modern university, distinguishing between graduation and certification.
The emergence of disruptive technology in mid-1999 caused the industrial revolution, which leverages the benefits of the industry’s products and elaborates new ideas for service sectors to a new level. The recent virtual technology brings opportunities to higher education along with these digital adaptations. However, there is a need for experimental research exploring the educational influence of using immersive virtual reality in aviation safety subjects. This quasi-experimental aimed to 1) address the Airline Business students’ learning achievement after using virtual reality technology due to retaining knowledge influenced by virtual experience. 2) study the capability of immersive technology based on the Airbus A320 series aircraft’s virtual environment that establishes the Airline Business students’ learning development in three areas: cognitive domain, psychomotor domain, and affective domain. Two groups of 30 participants were recruited based on a simple random sampling from a total number of 75 third-year Airline Business students in the experimental and control groups. The parametric statistics were conducted on a hypothesis testing by comparing two measurements from the experimental and control groups. The results revealed that the test scores of the experimental group obtained significantly better academic achievement in terms of the knowledge needed to perform tasks than the control group. Besides, the behavioral learning and emotional intelligence required to complete performance-related tasks were noticed in the experimental group. In addition, the effectiveness index (EI) was computed to affirm that the innovative learning tool can be an integral part of the future physical classroom. It indicated that students effectively learn in the aviation safety context via practicing through virtual reality. The virtual experience positively helps motivate and engage students in an aviation safety study. It also profoundly enhances the Airline Business students’ competency, including knowledge, skills, and attitudes needed to perform their future responsibilities as flight attendants.
