Project

EXTEND - Excellence in Engineering Education through Teacher Training and New Pedagogic Approaches in Russia and Tajikistan

Goal: The Bologna process and EHEA brought necessary reforms to improve engineering education in Russia and Tajikistan. But despite obvious increase in attractiveness for young people engineering education is still facing many challenges. Drop-out rate among students majoring in engineering is almost 25%, employment rates for bachelor graduates decreases due to unwillingness of industry to employ engineers with 4 years of education, teaching staff is ageing and universities fail to create an effective system to retain young PhD graduates in
engineering disciplines to perform teaching and research. One of the major unsolved problems behind these challenges is the deterioration of teacher training system in PC universities and irrelevance of teaching methods employed for engineering disciplines in Russia and Tajikistan. The answer to this problem is two-fold – modernization of pedagogic training of PhD students and development of sustainable system of lifelong education for university teachers of engineering disciplines. EXTEND seeks to promote a change in a system of pedagogic training of university teachers in engineering in RF and TJK through modernization of PhD programs curriculum and development of sustainable system of teacher re-training and consultation support by Network of Centres of Excellence in Engineering Education. The priority aim of the EXTEND project is to enhance the quality and the
effectiveness of teaching. The project is targeted at solving of three specific problems:
1)The development of comprehensive model and descriptor of the competences of the university teacher of engineering disciplines;
2)The establishment of Network of Centres of Excellence in Engineering Education (EXTEND centres) offering
training courses, research and consultations in teaching engineering disciplines in PC HEI.
3) The development of training program for PhD students and university teachers in teaching engineering disciplines including MOOC.

Project Coordinator
UNIVERSITATEA POLITEHNICA DIN BUCURESTI
Elisabeth Lazarou
SPLAIUL INDEPENDENTEI 313 SECT 6 74-121 , 060042 BUCHAREST ,
Extra-Regio NUTS 2 , RO
http://www.upb.ro
Project Information
586060-EPP-1-2017-1-RO-EPPKA2-CBHE-JP
Oct 15, 2017
Oct 14, 2020
856,097 EUR
ASTON UNIVERSITY (UK) , OGAREV MORDOVIA STATE UNIVERSITY
(RU) , FEDERAL STATE BUDGETARY EDUCATIONAL INSTITUTION
OF HIGHER EDUCATION NOSOV MAGNITOGORSK STATE
TECHNICAL UNIVERSITY (RU) , FEDERAL STATE INSTITUTION OF
HIGHER EDUCATION MOSCOW STATE UNIVERSITY OF CIVIL
ENGINEERING (NATIONAL RESEARCH UNIVERSITY) (RU) ,
KHUJAND STATE UNIVERSITY NAMED AFTER ACADEMICIAN
B.GAFUROV (TJ) , BAUMAN MOSCOW STATE TECHNICAL
UNIVERSITY (RU) , KULOB STATE UNIVERSITY NAMED
AFTERABUABDULLOH RUDAKI (TJ) , TAJIK NATIONAL UNIVERSITY
(TJ) , RIGAS TEHNISKA UNIVERSITATE (LV) , UNIVERSIDADE DO
MINHO (PT) , TECHNOLOGICAL UNIVERSITY OF TAJIKISTAN (TJ)

Date: 15 October 2017 - 14 October 2020

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Project log

Tatiana Salimova
added a research item
The purpose of this paper is to identify the features of Higher Education Institutions in the transition to the digital economy and the active introduction on this basis IT in the educational process. The changes that are now being implemented in leading universities have been identified. The core concepts of digital economy, information and communication technologies and the result of their pedagogical implementation are considered. It is defined that the active use of information and communication technologies within pedagogical process is one of the conditions for the formation of a harmoniously developed person. The paper contains the results of the research conducted by the authors in the framework of the international project "Excellence in Engineering Education Russia and Tadjikistan / EXTEND" of the Erasmus+ Capacity Building Program in Higher Education. The aim of the study was to estimate the National Research Mordovia State University maturity level in the field of introduction and use of educational and ICT technologies and to identify opportunities for improvement. The methodology of self-assessment of teaching approaches in engineering training programs at the University is proposed. For the self-assessment 3 levels were distinguished: the Institutional level of self-assessment, the level of the educational program, the level of stakeholders. The survey was conducted by the case of more than 300 respondents from different levels of the University. The results of the self-assessment allowed to identify strengths and areas for improvement related to the use of modern educational and ICT technologies and to develop recommendations for solving the problems.
Elisabeth Lazarou
added a research item
EXTEND is a project that assigned itself the aim of promoting student centred learning in Higher Education engineering institutions (from Russian Federation and Tajikistan) in a technologically enhanced framework by creating a sound pragmatic base i.e. the EXTEND Centres. The process of implementing such an aim requires a huge overhaul and development of a wide range of skills: designing, developing, implementing, managing, evaluating. In all this process, the organized mind has been a key prerequisite every step of the way. As the project deadline is drawing closer, a critical question has been hovering around: what comes next? The accompanying concern might be: can the organized mind play the same role in the post-project sustainability stage? What are the factors to be juggled into a new development format? The present paper sums up some of the tentative answers offered to this question in one of the project related workshops as well as considerations that pertain to the field of pedagogic change literature and project management. In an attempt to operationalize the solution, the initial question was changed into two preliminary questions. First: "what came next' in similar projects of a developmental nature. Secondly, what might come next against the backdrop of the accumulated experiential learning of EXTEND participants and an increasingly pervasive digital culture. Both issues have the same aim in view: long term educational development.
Elisabeth Lazarou
added 2 research items
Enhancing engineering education is a challenging issue nowadays. The international project implemented within the program of Erasmus + KA2 Capacity Building in Higher Education # 586060-EPP-1-2017-RO-EPPKA2-CBHE "Excellence in Engineering Education through Teacher Training and New Pedagogic Approaches in Russia and Tajikistan" (acronym-EXTEND) contributes to solving this issue and aims to improve the quality of engineering education. The paper describes the importance of the quality of engineering personnel training, as well as goals and objectives of EXTEND project. The authors give the detailed information about the project calendar, its stages, and annual actions of the project participants from 2017-2021. The pandemic has intervened in the project during the third year of its implementation, therefore it was prolonged for one year more, till 2021. The paper shows the obstacles the project consortium faced under pandemic conditions, and the ways of overcoming them. In the process of online project implementation, it was revealed that even despite the lack of face-to-face meetings, due to the joint efforts of partner-universities it was possible to continue the project fruitfully and achieve its results. The role of mentor universities is particularly emphasized. The authors describe the experience of one of the twelve project participants, Nosov Magnitogorsk State Technical University (NMSTU) in implementation of the project. This institution was in charge of the elaboration of the course "Foreign Languages for Engineering. Academic Writing", aimed at building future engineers and engineering teachers' soft skills. EXTEND project addresses a very important issue of engineering education excellence, and has been doing a prominent job in actually achieving that.
The paper proposes a new system for career recommendations based on advanced analytics of users' profile, extracted automatically from various data sources, the inference mechanism built in the European qualifications ontology ESCO and a complex technology stack. Besides students and high school pupils, the system will have several other stakeholders as well: career counselling centres from high-schools and universities, who will automate their services, higher education institution which will increase their graduation rate, government, which will not spend money on undecided students, companies which will have skilled and passionate employees. The system will exploit the latest technologies, e.g. semantic web, ontologies, social network connectors, and modern data analytics application programming interfaces. The system is especially good for engineering education, where the drop-out rate is higher than in other domains, because students choose this domain for its financial benefits and not because of their aptitudes. The intricacy of choosing a career path causes confusion, anxiety, lack of fulfilment within a study path or workplace, possibly leading to a lack of academic or job performance, motivation, and even studies abandonment. With the current Digital Era, the workforce demand is more dynamic than ever, and career possibilities exploded from formal employment options to freelancing and self-employment. Thus, students and young professionals construct their careers through a dynamic and multiplex process that allows for development and shifts, valuing both flexibility and a challenging environment, as well as stability and predictability. An automated guiding system as we proposed could support them continuously and provide them the help they need.
Tatiana Salimova
added a research item
Higher Education has to play a crucial and key driving part in providing Sustainable Development of society being a catalyst for it for the next generation. Its importance has significantly increased especially after adopting the 2030 Agenda for Sustainable Development by the United Nations; it is being recognized by increasing numbers of international community representatives. Higher Education plays a dual role in achieving all 17 Sustainable Development Goals. One aspect is integration of Sustainable Development issues in academic and research programs and projects. The other one is ability of Higher Education to promote them and empower their implementation in business and community. Higher Education has made a lot of progress in terms of embedding sustainable development at all levels in institutions, in sustainable development-based research, in curricula for sustainability, and boosting more collaboration between stakeholders in society. The aim of this paper is to share experience in applying Project-Based Learning in Sustainable Development curricula in Higher Education and identify the outcomes for different groups of stakeholders (teachers, students, businesses and society). This paper presents a case of National Research Mordovia State University in implementing University-to-Business approach (U2B) at the level of curricula that affect business community through engaging students in solving real problems in Sustainable Development. The study is based on content analysis of results of students' projects in Sustainable Development of enterprises and organizations, developing a maturity grid of organizational sustainability according to the Russian Federation Standard GOST R 54598.1-2015 "Management of sustainable development. Part 1. Guide". The results obtained show that providing good understanding of Sustainable Development for students Universities produce graduates that can take up leadership roles in taking decisions and translate the knowledge and skills to real-world applications.
Elisabeth Lazarou
added a research item
EXTEND is a project that assigned itself the aim of promoting student centred learning in Higher Education engineering institutions (from Russian Federation and Tajikistan) in a technologically enhanced framework by creating a sound pragmatic base i.e. the EXTEND Centres. The process of implementing such an aim requires a huge overhaul and development of a wide range of skills: designing, developing, implementing, managing, evaluating. In all this process, the organized mind has been a key prerequisite every step of the way. As the project deadline is drawing closer, a critical question has been hovering around: what comes next? The accompanying concern might be: can the organized mind play the same role in the post-project sustainability stage? What are the factors to be juggled into a new development format? The present paper sums up some of the tentative answers offered to this question in one of the project related workshops as well as considerations that pertain to the field of pedagogic change literature and project management. In an attempt to operationalize the solution, the initial question was changed into two preliminary questions. First: "what came next' in similar projects of a developmental nature. Secondly, what might come next against the backdrop of the accumulated experiential learning of EXTEND participants and an increasingly pervasive digital culture. Both issues have the same aim in view: long term educational development.
Elisabeth Lazarou
added 3 research items
The worldwide development in recent years has shown that there is a huge interest in virtual forms on education whether it be in higher education, in trainings or in Lifelong Learning. MOOCs are the most popular version of such a development. The higher orientation of universities on competition and business is a reaction of the globalzation and internationalization, related to the focus on the Bologna-process, it aims to fulfil the higher demand of students for ICT and the necessity of improving the University teaching and a significant cost reduction. New study models as an alternative to the presence based courses are interesting approaches, which can be enforced by e-learning and virtualization. New aspects, like Apps, cloud computing and security of informations get more and more important, but also a new distribution of knowledge is expected. Universities have to cope with Marketing and develop ways for Diversity Management, i.e. new roles come towards them. Based on a series of projects at German universities, the authors would like to consider the opportunities and challenges, which demonstrate digitalization of international academic cooperation in the field of apprenticeship. The article would like to show and further elaborate with the help of three categories, how o Internationalization of curriculum can take place through digitalized guest lectures. o The joint creation of individual courses can be taught either fully online or in blended learning form at respective Universities. o The common development of the joint studies can be implemented in the Bachelor and Master Degree courses.
Learning analytics in online instruction is recognized as an emergent research field that continuously grows, taking the data generated in virtual learning environments and transforming it into information to improve teaching and learning processes. The main purpose of a learning analytics system is to offer customizable metrics that can be used to track specific features, e.g. the effectiveness of certain formative assessment tools, the correlation between virtual participation and final grades, that supports user's goals and objectives. One of the most significant benefits of learning analytics is being able to offer support for eLearning experience personalization. The current paper presents a web based application that implements data analytics in a virtual learning environment, to validate the new paradigms of learning (social / collaborative, user-centred) and relies on the current technologies. The system is described as a useful tool for personalized feedback, allowing to track individual online learner progress throughout the assessment process, by comparing the results in the learning management system, using charts and tables to analyse each online learner's performance and the user's progress. This information allows us to recommend supplemental courses or modules to fill performance gaps and improve the comprehension. This tool builds the learner profile, by grouping the user's data from different sources, by analysing them and providing a complex result on four levels of the virtual behaviour of the student: the descriptive level (what has happened), the diagnosis level (why it happened), the predictive level (what will happen, for example signalling the lack of performance and the risk of failure) and the prescription level (what should be done, for example the recommendation of educational resources). The beneficiaries of the analytics module are the students who will become aware of the involvement or lack of involvement in their educational activities, and the quality of this participation and its effects on their lives (for example, finding a job), teachers / trainers who will be able to improve teaching to fulfil students' needs, and universities that will be able to analyse the effectiveness of their educational offer.
Natalia Vatolkina
added 2 research items
The paper discusses the first outcomes of the initial stage of the ERASMUS+ Capacity Building for Higher Education project that has started in October 2017 (# 586060-EPP-1-2017-1-RO-EPPKA2- CBHE-JP). The name of the project is "Excellence in Engineering Education through Teacher Training and New Pedagogic Approaches in Russia and Tajikistan". The Introduction part describes the goals, main activities of the project and composition of partner consortium with universities from EC, Russia and Tajikistan. The introduction includes the description of the Online Platform as an important communication hub as a tool for preparation, development, quality control, management, sustainability and dissemination of project outcomes within and beyond the lifetime of the project. The main part of the paper introduces the methodology for the monitoring of Russian and Tajikistan practices in teaching engineering disciplines and teacher enhancement approaches based on literature review, adaptation of CDIO and ISO 9004 standards, implementation of self-assessment models and methodology. The basic concepts underlying the project research are learning outcomes approach, teacher paradigm, EU priorities in improving teacher quality and teacher education, common European framework, TUNING methodology, competence descriptors. The results of piloting of the monitoring methodology concerning to the OLP web-site element implemented at Bauman Moscow State Technical University are discussed in the third section of the paper with the conclusions and suggestions for improvement of OLP as a key element of the EXTEND project. The results of full-fledged monitoring implemented at all partner universities will be presented at the training seminar on the best European practices in teaching of engineering disciplines in March 2018.
The paper consists of the description of the ERASMUS+ Capacity Building for Higher Education just starting a project (# 586060-EPP-1-2017-1-RO-EPPKA2-CBHE-JP). The name of the project is "Excellence in Engineering Education through Teacher Training and New Pedagogic Approaches in Russia and Tajikistan". The Introduction describes main activities in the framework of the project and key universities from EC, Russia and Tajikistan taking part in this project. The basic concepts are competence and learning outcomes approach, teacher paradigm, EU priorities in improving teacher quality and teacher education, common European framework, TUNING methodology, different approaches to competence descriptors. The first section has a description of the Online Platform which will be developed for the needs of the project and which will unite the teams from the universities. The results of the necessary equipment analysis for such development included too. It is so important thing for the project because the Online Platform will be created and put on as a first project milestone in the first four months of project life as an important and ongoing communication hub and as a tool for preparation, development, quality, management, sustainability and dissemination of project outcomes. The second important project milestone is development of draft methodology for the monitoring of Russian and Tajikistan practices in teaching engineering disciplines and teacher enhancement approaches. The paper describes a draft methodology of monitoring based on self-assessment which is developed at the first step of the project implementation. The methodology seeks to measure the level of maturity of management system of educational technologies at the university.
Elisabeth Lazarou
added a research item
EXTEND project is aimed at modernizing approaches to teaching engineering disciplines in Russia and Tajikistan, increasing quality of education and possibilities of employment for young engineers, students’ motivation and making engineering education attractive. Modern universities carry out not only professional training of students, but also prepare competitively capable personnel who can survive and thrive in modern free market relations, accompanied by a variety of forms of ownership and competition. International educational projects are relevant as they supply universities with international experience and job possibilities. Therefore, foreign languages competence is of key importance for engineers of future generation, and is a means of forming professional, communicative, linguistic and cultural competences. Success of teaching foreign languages depends not only on teachers’ skills, but on carefully selected and elaborated didactic materials as well. EXTEND project team exchange ideas and experience that result in fruitful discussion of issues concerning elaborating new courses to improve engineering education. International teams, which include EXTEND project participants from European, Russian and Tajik higher educational institutions will carry out the task. Project EXTEND is an open kind of consortium, which implies that members from partner countries subordinate to its leader and share joint responsibility for commitments of the consortium.
Elisabeth Lazarou
added a research item
Although knowledge economy came with an increased amount of worldwide career opportunities, major difficulties related to knowledge workers' employment have occurred, among them incapacity of choosing the suitable career. Usually, careers (jobs, occupations) are determined by education, either formal or informal. When a student enrols to a faculty, he/she in fact makes the first step in choosing one's career. Unfortunately, in Romania, more than a quarter of the students enrolled in a graduate or master program do not finish their studies. This translates into no-return-on-investment for the Romanian government regarding the money spent on the incomplete schooling of so many undecided youths. The career counselling centres, which could diminish the drop-out problem, are under-financed and under-staffed, as one counsellor provides such programs for 3400 students, while in high schools a counsellor activates for approximative 800 pupils, according to public statistics. In Romania, the university drop-out rate increases from year to year, especially in engineering programs, which are harder, and less known to pupils, conducting to a lack of skilled personnel in the corresponding domains in industry. In the light of the above observations, the scope of the article is to propose a technological model for a Smart Career Path Profiling System (CPPS) with the aim of providing career counselling and recommendations based on advanced analytics of users' profile, extracted automatically from various data sources, e.g. the school situation, social media profiles, specific answers etc. CPPSs are not a new thing. Usually they are built based on psychometric instruments and psychological tests. Unfortunately, these tests are time-consuming and don't take into consideration all aspects of a person behaviour. As a follow-up of the technological opportunities, researchers have tried to improve the CPPSs by exploiting recommendation algorithms, data mining techniques and social media technologies: a new generation of CPPSs occurred. Our model is based on recent technologies and customized for Romanian environment and for engineering domains and presented in the context of the new generation of CPPSs.
Elisabeth Lazarou
added 2 research items
The paper contains some findings of the study of the Russian universities’ system of PhD students pedagogical training that have been carried on in the framework of the ERASMUS+ Capacity Building for Higher Education project EXTEND (# 586060-EPP-1-2017-1-RO-EPPKA2- CBHE-JP). The name of the project is “Excellence in Engineering Education through Teacher Training and New Pedagogic Approaches in Russia and Tajikistan”, so it is devoted to the training of new personnel for the engineering universities. The strengths and weaknesses of the system of pedagogical training of young teachers are under discussion in this paper as well as few recommendations on how to enhance the Russian teacher’s preparation.
The current paper proposes a technology model to support the process of creating innovative artefacts, where artefact is any project proposal, business plan, business solution, article with a high degree of innovation. The model is based on an advanced technology stack, in which the central role is played by semantic high-performance computing. Several functionalities are available both for academic researchers and business consultants, from validating the innovation degree of an idea, to supporting its development with useful bibliographical recommendations or building research proposals based on that idea.
Elisabeth Lazarou
added 4 research items
Nowadays, there is a plethora of educational and research resources. In the same time, engineers need information about innovative technologies and state-of-the-art researches, in order to be able to create valuable results. The finding of relevant and recent information is important to any educational and research activity and, in engineering field, is crucial. There are digital tools for researchers and educators which help them find useful resources: customized search engines or tools for collaborative writing and visualization of articles, but no tool combines both directions: creation of innovative artefact and search for resources useful for its creation, where the artefact is not only an article, but is defined as any project proposal, business plan, patent, report, technological description of a product with a high degree of innovation. Thus, such a tool will be an innovative product, providing an integrated support to educators, young and senior researchers, students, who are engaged in challenging engineering activities. The current paper proposes a detailed model for such a tool, from functionalities to technologies which can support its implementation. The core technologies which must be embedded in the model are the semantic ones. The current paper describes shortly the field of semantic computing and natural language processing, then the functionalities and the technical architecture of the model for identification of innovative resources in engineering education and research. In conclusions, the importance of the implementation of such a model is underlined.
The paper contains several findings of the study of the Russian universities’ system related to pedagogical training of PhD students, which has been carried on in the framework of the ERASMUS+ Capacity Building for HE project EXTEND (# 586060-EPP-1-2017-1-RO-EPPKA2- CBHE-JP) - “Excellence in Engineering Education through Teacher Training and New Pedagogic Approaches in Russia and Tajikistan”. The project itself is devoted to the training of new personnel for the engineering universities. The strengths and weaknesses of the Russian system of pedagogical training of young teachers are under discussion in this article. The Introduction part of the paper describes the Russian system of education, EXTEND project main activities, Project Consortium participants, objective of the analysis of curriculum contents of PhD programs in engineering in Russian universities, including courses and internships on pedagogy, learning outcomes and PhD student’s teaching competences and motivation. The methodology part of the paper draws the four stages of the research. The main part of the paper presents the results of the analysis of the 22 PhD programs collected by Russian universities’ team. The Discussion part consists of four recommendations on how to enhance the Russian teacher preparation.
EXTEND project is aimed at modernizing approaches to teaching engineering disciplines in Russia and Tajikistan, increasing quality of education and possibilities of employment for young engineers, students' motivation and making engineering education attractive. Modern universities carry out not only professional training of students, but also prepare competitively capable personnel who can survive and thrive in modern free market relations, accompanied by a variety of forms of ownership and competition. International educational projects are relevant as they supply universities with international experience and job possibilities. Therefore, foreign languages competence is of key importance for engineers of future generation, and is a means of forming professional, communicative, linguistic and cultural competences. Success of teaching foreign languages depends not only on teachers' skills, but on carefully selected and elaborated didactic materials as well. EXTEND project team exchange ideas and experience that result in fruitful discussion of issues concerning elaborating new courses to improve engineering education. International teams, which include EXTEND project participants from European, Russian and Tajik higher educational institutions will carry out the task. Project EXTEND is an open kind of consortium, which implies that members from partner countries subordinate to its leader and share joint responsibility for commitments of the consortium.
Natalia Vatolkina
added a research item
The article reviews forms of international student mobility and methods of its governmental support in the Russian Federation including the existing international and national rankings in Russia which include assessment of university academic mobility as a part of methodology. Authors offer integral classification of international student mobility forms including following criteria: purpose, period, institutional form, integration in curriculum. According to this classification the article systematizes existing approaches to student mobility implementation and instruments of its support in the Russian Federation in comparison with international practice. Current statistics is provided. It shows that incoming degree mobility is significantly more developed in comparison with other types of student mobility because it gains specific governmental support as a part of Russian export strategy. Potential of short-time mobility is underestimated and lacks relevant mechanisms of support for credit mobility and joint programs. Article offers the most important trends in the field of student mobility support and development in the Russian Federation. Authors point out the state regulations which are needed to eliminate existing barriers and steps that could be made by universities to balance different types of student mobility as a part of their strategy of internationalization. Particularly it is necessary to extend the network of partner institutions in the regions, introduce modular system in teaching process, create internationally recognized and competitive courses in English medium in the fields of engineering, humanities and natural sciences. It is also necessary to improve infrastructure and social support of international students at the universities.
Elisabeth Lazarou
added an update
Project dissemination: Workshop at the 15h International Scientific Conference "ELEARNING AND SOFTWARE FOR EDUCATION, 11-12 April, 2019, Bucharest, Romania
Scope
The First  International Workshop on Excellence in Engineering Education through e-Learning and ICT Tools (EXTEND 2019) represents an opportunity to present theoretical and practical studies related to modern e-learning environments and ICT tools used in engineering classes, to underline curriculum development challenges in engineering programs and to propose capacity building activities for engineering education. The workshop will be organized in the framework of the international educational project EXTEND 586060-EPP-1-2017-1-RO-EPPKA 2-CBHE-JP – “Excellence in Engineering Education through Teacher Training and New Pedagogic Approaches in Russia and Tajikistan”, coordinated by University POLITEHNICA of Bucharest: https://extend.bmstu.net/.
Topics of interest
The workshop's topics include (but are not limited to):
  • Tools and applications for engineering education
  • Experiments and case studies related to the use of various tools and application in engineering classes
  • ICT-based paradigms of teaching and learning for various engineering disciplines
  • Surveys on e-learning or e-learning perceptions for various categories of users – teachers, students, PhD students in engineering
  • Methodologies of assessing quality in engineering education, focusing on the role of ICT tools
  • Centres of excellence in engineering education, focusing on the role of ICT tools
  • Best-practices in engineering education, focusing on the role of technologies and e-learning
  • Challenges for engineering disciplines’ teachers in delivering attractive and useful classes
  • Capacity building in engineering education
  • Curriculum development challenges and tools to engineering domains
  • Alignment between engineering curriculum and Industry 4.0
  • Models and descriptors of the competences of the university teacher of engineering disciplines
  • Internationalisation and mobility in engineering disciplines
 
Elisabeth Lazarou
added 2 research items
Ontologies are engineering artefacts which reduce conceptual and terminological confusion by providing a unified framework for describing the concepts of the world and their relations. Thus, they improve communication and cooperation between people and organizations. Also, ontologies are cross-platforms, cross-applications, thus they are facilitators for software interoperability, and they provide reusability, reliability, specification. In e-learning, ontologies are used to improve personalization, search and retrieval, learning domain description, learner profile modelling, feedback implementation, assessment, but also curriculum modelling and management. In this paper, we focus on this last-mentioned application of ontologies. In curriculum development, ontologies foster the transparency, collaboration, exchangeability and interoperability, support the alignment, classification, comparison, and matching between universities, educational systems or relevant disciplines, help in managing the educational offerings of an institution, revealing useful information like course overlapping, uncovered or less covered areas, possible synergies between courses, support course recommendation. Besides highlighting the best practices of ontologies in curriculum development (e.g. the Bowlogna Ontology, the BBC Curricula Ontology or the CCSO ontology), we propose an ontological model for curriculum design in centres of excellence in engineering education developed within the Erasmus+ Capacity Building EXTEND project and underline the possible advantages brought by them in the network of centres-knowledge transfer between centres in different countries and regions, exchange activities between those centres, double graduation certificates and so on. Also, our proposed ontology contains the competences which are considered necessary results for a teacher training program in engineering education within EXTEND framework and facilitates the interrogation of the curriculum via dedicated SPARQL queries.
The era of powerful technology progress raises the question of digital literacy. The lack of knowledge and basic skills within the majority of potential users among common people slows down the development of the IT industry as whole as far as it is focused on consumers. It is impossible to educate IT specialists, engineers or any other highly qualified professionals without paying appropriate attention to digital literacy. Due to mass start of daily IT usage among the population it comes to influence the informational sphere as well as the learning process as it is the significant part of the education. So there appears a special user's category it is mass-user's. This category of users is mainly oriented on digital consume but is not aware of digital competence that is the consumers whether common or professional are to be able to learn from digital etiquette to digital security. As for professional for example sphere the issue of digital literacy and its components acquire far too much concern as it affects the industrial, economical, social and other areas of life. The aim of the article is to study the digital literacy as a significant component for modern education process and in particular for specialists in engineering. There were used the method of analysis, interview survey and comparison.
Elisabeth Lazarou
added a research item
The purpose of this paper is to analyze the main technologies of Education 4.0, which plays an important role in sustaining Industry 4.0 and has a significant impact on reshaping the engineering education itself. The concept of Education 4.0 is based on achieving a symbiosis between all educational actors: students, teachers, education managers and administrators in a common endeavor for improving the education practices. Education 4.0 designates educational settings, in which different actors co-create value at different levels. Encouraging the development and usage of intelligent educational infrastructure is essential for implementing the Education 4.0 concept.
Natalia Vatolkina
added a research item
The paper outlines the features of innovation management in the field of teaching and learning technologies within the framework of quality management system. Paper gives definition and classification of education technologies, offers types of innovations that could be implemented to each type of education technologies. Authors show that in Russian universities all constructs of quality of education are identified as management objects with the exception of quality of education technologies. Traditionally implementation of certain methods and instruments of teaching and learning are defined by teachers or sometimes chairs and there is the lack of regulation in this field both on institutional and national levels. It is believed to be the sphere of academic freedom which ensures diversity of teaching methods in the classroom. But from management point of view it leads to variations of education process, questions the satisfaction of students and teachers, decreases the introduction of innovative education technologies due to the lack of recognition. Authors held a survey among teachers and students of Bauman Moscow State Technical University which reveals their perceptions of quality of education technology, need for the innovations in education technologies and performance of relevant management system. The results of the survey are presented and discussed in the paper. The authors draw the conclusion that the further methodological and practical development of quality management system in higher educational institutions requires regular management of education technologies as a management object. The paper recommends the areas and the character of changes to be undertaken in higher educational institution in the field discussed.
Elisabeth Lazarou
added an update
After the Kick-off-meeting which took place in Moscow (December 2017) and the introductive Seminar from Saransk (Russian Federation) follows the 3rd Seminar during 03.-09.06.2018, at the University Politehnica of Bucharest. The aim of this seminar is the development of a primary model for the Centres of Excellence in Engineering Education in each partner university from Russia and Tajikistan.
 
Elisabeth Lazarou
added an update
Elisabeth Lazarou
added a project goal
The Bologna process and EHEA brought necessary reforms to improve engineering education in Russia and Tajikistan. But despite obvious increase in attractiveness for young people engineering education is still facing many challenges. Drop-out rate among students majoring in engineering is almost 25%, employment rates for bachelor graduates decreases due to unwillingness of industry to employ engineers with 4 years of education, teaching staff is ageing and universities fail to create an effective system to retain young PhD graduates in
engineering disciplines to perform teaching and research. One of the major unsolved problems behind these challenges is the deterioration of teacher training system in PC universities and irrelevance of teaching methods employed for engineering disciplines in Russia and Tajikistan. The answer to this problem is two-fold – modernization of pedagogic training of PhD students and development of sustainable system of lifelong education for university teachers of engineering disciplines. EXTEND seeks to promote a change in a system of pedagogic training of university teachers in engineering in RF and TJK through modernization of PhD programs curriculum and development of sustainable system of teacher re-training and consultation support by Network of Centres of Excellence in Engineering Education. The priority aim of the EXTEND project is to enhance the quality and the
effectiveness of teaching. The project is targeted at solving of three specific problems:
1)The development of comprehensive model and descriptor of the competences of the university teacher of engineering disciplines;
2)The establishment of Network of Centres of Excellence in Engineering Education (EXTEND centres) offering
training courses, research and consultations in teaching engineering disciplines in PC HEI.
3) The development of training program for PhD students and university teachers in teaching engineering disciplines including MOOC.
Project Coordinator
UNIVERSITATEA POLITEHNICA DIN BUCURESTI
Elisabeth Lazarou
SPLAIUL INDEPENDENTEI 313 SECT 6 74-121 , 060042 BUCHAREST ,
Extra-Regio NUTS 2 , RO
Project Information
586060-EPP-1-2017-1-RO-EPPKA2-CBHE-JP
Oct 15, 2017
Oct 14, 2020
856,097 EUR
ASTON UNIVERSITY (UK) , OGAREV MORDOVIA STATE UNIVERSITY
(RU) , FEDERAL STATE BUDGETARY EDUCATIONAL INSTITUTION
OF HIGHER EDUCATION NOSOV MAGNITOGORSK STATE
TECHNICAL UNIVERSITY (RU) , FEDERAL STATE INSTITUTION OF
HIGHER EDUCATION MOSCOW STATE UNIVERSITY OF CIVIL
ENGINEERING (NATIONAL RESEARCH UNIVERSITY) (RU) ,
KHUJAND STATE UNIVERSITY NAMED AFTER ACADEMICIAN
B.GAFUROV (TJ) , BAUMAN MOSCOW STATE TECHNICAL
UNIVERSITY (RU) , KULOB STATE UNIVERSITY NAMED
AFTERABUABDULLOH RUDAKI (TJ) , TAJIK NATIONAL UNIVERSITY
(TJ) , RIGAS TEHNISKA UNIVERSITATE (LV) , UNIVERSIDADE DO
MINHO (PT) , TECHNOLOGICAL UNIVERSITY OF TAJIKISTAN (TJ)