Book

Mobility for Smart Cities and Regional Development - Challenges for Higher Education. Proceedings of the 24th International Conference on Interactive Collaborative Learning (ICL2021), Volume 1.

Authors:

Abstract

ICL2021 was the 24th edition of the International Conference on Interactive Collaborative Learning and the 50th edition of the IGIP International Conference on Engineering Pedagogy. This interdisciplinary conference aims to focus on the exchange of relevant trends and research results as well as the presentation of practical experiences in Interactive Collaborative Learning and Engineering Pedagogy. ICL2021 has been organized by Technische Universität Dresden and University of Applied Science Dresden, Germany, from September 22 to 24, 2021, as a hybrid event. This year’s theme of the conference was “Mobility for Smart Cities and Regional Development – Challenges for Higher Education”.
ResearchGate has not been able to resolve any citations for this publication.
Article
Full-text available
The article examines the possibilities of using Petri nets in the context of automated business process management of a «smart» enterprise. On the basis of the studied methodology, a system Petri net is built, adapted to «smart» production. The network architecture is clearly presented and deciphered in detail, events and transitions implemented within the framework of various functional subsystems of an industrial enterprise integrated into a single information platform are described. The proposed Petri net can help reduce the transaction and transformation costs of reengineering associated with the digital transformation of the enterprise.
Article
Full-text available
The COVID-19 pandemic provided us with a living laboratory to study emergency remote teaching (ERT) when its emergence forced teaching to migrate from face-to-face to online in Finland, as in many parts of the world. This paper examines student teachers’ perceptions of the usability of online teaching from their experiential learning viewpoint. The student teachers (N=20) were enrolled in the Introduction to Craft, Design and Technology (CDT) in Primary Education course and were asked to participate in a survey with open-ended questions. CDT education aims to facilitate experiential learning using hands-on design, building and engineering. Kolb’s cycle models experiential learning as a combination of experiences, perceptions and conceptualisations through active learning, and the elements of active learning, from a student’s point of view, can be considered elements of usability, e.g., the elements of online teaching the students consider valuable and meaningful in their active learning. The analysis criteria for usability were drawn from a literature review, and theory-driven content analysis was applied. The results, consistent with prior research, indicate that flexibility and independence are seen as positive and that the change in teaching methods, increased workload and lack of social contact are seen as negative in online ERT.
Article
Full-text available
The risk of COVID-19 in higher education has affected all its degrees and forms of training. To assess the impact of the pandemic on the learning of university students, a new reference framework for educational data processing was proposed. The framework unifies the steps of analysis of COVID-19 effects on the higher education institutions in different countries and periods of the pandemic. It comprises both classical statistical methods and modern intelligent methods: machine learning, multi-criteria decision making and big data with symmetric and asymmetric information. The new framework has been tested to analyse a dataset collected from a university students’ survey, which was conducted during the second wave of COVID-19 at the end of 2020. The main tasks of this research are as follows: (1) evaluate the attitude and the readiness of students in regard to distance learning during the lockdown; (2) clarify the difficulties, the possible changes and the future expectations from distance learning in the next few months; (3) propose recommendations and measures for improving the higher education environment. After data analysis, the conclusions are drawn and recommendations are made for enhancement of the quality of distance learning of university students.
Article
Full-text available
This study examines the effect of the country of origin of the vaccine on vaccination acceptance against COVID-19. More specifically, we show how the political context in Brazil has affected acceptance of vaccines produced in China, Russia, the US, and England at the University of Oxford. Our data come from a survey experiment applied to a national sample of 2771 adult Brazilians between September 23 and October 2, 2020. We find greater rejection among Brazilians for vaccines developed in China and Russia, as compared to vaccines from the US or England. We also find that rejection of the Chinese-developed vaccine is particularly strong among those who support President Jair Bolsonaro—a COVID-19 denier and strong critic of China and vaccination, in general.
Article
Full-text available
Before the pandemic (2019), we asked: On what themes should research in mathematics education focus in the coming decade? The 229 responses from 44 countries led to eight themes plus considerations about mathematics education research itself. The themes can be summarized as teaching approaches, goals, relations to practices outside mathematics education, teacher professional development, technology, affect, equity, and assessment. During the pandemic (November 2020), we asked respondents: Has the pandemic changed your view on the themes of mathematics education research for the coming decade? If so, how? Many of the 108 respondents saw the importance of their original themes reinforced (45), specified their initial responses (43), and/or added themes (35) (these categories were not mutually exclusive). Overall, they seemed to agree that the pandemic functions as a magnifying glass on issues that were already known, and several respondents pointed to the need to think ahead on how to organize education when it does not need to be online anymore. We end with a list of research challenges that are informed by the themes and respondents’ reflections on mathematics education research.
Article
Full-text available
Digital information skills are prerequisites for success in the information society. Previous research on 21st century skills has shown that digital skills evolve sequentially, building on digital information skills, making them the key to future skills that teachers should acquire and be able to pass on to future generations. In the research on digital skills, shortcomings of bivariate approaches have been widely identified and interest has largely shifted to multivariate methods. However, the development of effective targeted interventions still requires a deeper understanding of the social resources of individuals and the interdependencies of predictors. This study examined the extent to which sociodemographic factors and available resources predict digital information skills and which subgroups emerge as potential targets for interventions, by analysing the interdependence of the predictor variables. The empirical data used in the study consisted of 4,988 Finnish teachers' questionnaire responses and performance test results. Utilising the multiple regression analysis, the study found that digital activity and age explain most of the variation in teachers’ digital information skills. Their effect was found to be the inverse of each other, with abundant digital activity increasing and age reducing teachers’ mastery of these skills. Digital self-efficacy and in-service training also emerged as promising predictors, highlighting that teachers' information skills are explained more strongly by the available resources than by sociodemographic factors. At the end, the practical significance and recommendations for more targeted interventions as well as for further research are considered on the basis of the results obtained.
Article
Full-text available
The purpose of this study was to investigate the effect of augmented reality (AR) using a 3D app in a smartphone on students’ learning outcomes and satisfaction in teaching angle measurement error to vocational high school students with different spatial ability. A quasi-experimental pretest/posttest was employed. There were 197 students from three vocational high schools in the southern, northern, and eastern part of Taiwan participated in this study. To minimize the biased result, we established one control group and one experimental group in each school. The experimental group used multimedia teaching tools and AR technology as a supplement, while the control group was taught by multimedia teaching tools only. We assessed some factors that possibly affect the learning outcomes and learning satisfaction, including different spatial abilities and different digital materials as teaching tools. Our finding highlights that different teaching materials influence students’ learning outcomes and satisfaction, whereas spatial ability does not affect. Further discussion and implementation are also identified in this study.
Article
Full-text available
Industry 4.0 has led to paradigm shifts and changes for planning and developing manufacturing processes. To successfully embrace this revolution and confront the numerous challenges, manufacturing enterprises have to cope with the need for technological advancement and provide sustainable training and education for their workforce. This great transformation affects not only the integration of the digital and physical environments but, most importantly, also the relationships between humans and manufacturing sites. In this paper, we take into account the human-in-the-loop for digitalization challenges and present a 3I (Intellect, Interaction, and Interface) aspect for factories to increase the adoption of smart technologies toward the smart manufacturing vision. The Intellect aspect aims to add knowledge to the manufacturing equipment. The Interaction aspect targets at the collaboration between humans and manufacturing equipment. The Interface aspect explores appropriate means for humans to exploit the intelligence of technologies for the communication with the manufacturing equipment. In addition to the concept-related propositions, we also demonstrate a set of selected application examples to illustrate how the proposed aspects can drive new growth opportunities for enterprises.
Article
Full-text available
In the pandemic period we are currently in, online education has replaced face-to-face learning activities on a global scale. Institutions that pursue online education programs commonly assume that online learners are ready for this mode of learning. However, online education programs attract attention due to their remarkably high drop-out rates. This begs the question as to why some students are more able to benefit from online education, and demands to reveal the underlying reasons for such a situation. In this regard, the present study explores students’ e-readiness for the changeover phase to online education, and how this differs in terms of a range of variables. 428 volunteer undergraduate students from 59 departments across 33 universities in Turkey were recruited to the study. The data collection tools consist of a personal information form and an online education readiness scale. The results indicate that university students’ readiness levels for online education were above medium level of the scale. As for the factors which determine online education readiness, it was found that university students have a high level of internet self-efficacy, yet their motivation towards online education is considerably low. In addition, their online education readiness differs significantly in terms of personal computer ownership, internet connection at home, major, and daily internet usage duration, gender, and online education experience, whereas no statistically significant difference was identified in terms of grade year at the university. A significant interaction between gender and online education experience was ascertained as well.
Article
Full-text available
Engaging deep neural networks for textual sentiment analysis is an extensively practiced domain of research. Textual sentiment classification harnesses the full computational potential of deep learning models. Typically, these research works are carried either with a popular open-source data corpus, or self-extracted short phrase texts from Twitter, Reddit, or web-scrapped text data from other resources. Rarely do we see a large amount of data on a current ongoing event is being collected and cultured further. Also, an even more complex task would be to model the data from a currently ongoing event, not only for scaling the sentiment accuracy but also for making a predictive analysis for the same. In this paper, we propose a novel approach for achieving sentiment evaluation accuracy by using a deep neural network on live-streamed tweets on Corona-virus and future case growth prediction. We develop a large tweet corpus exclusively based on the Coronavirus tweets. We split the data into train and test sets, alongside we perform polarity classification and trend analysis. The refined outcome from the trend analysis helps to train the data to provide an incremental learning curvature for our neural network, and we obtain an accuracy of 90.67%. Finally, we provide a statistical-based future prediction for Coronavirus case growth. Not only our model outperforms several previous state-of-art experiments in overall sentiment accuracy comparison for similar tasks, but it also maintains a throughout performance stability among all the test cases when tested with several popular open-source text corpora.
Article
Full-text available
Due to the COVID-19 pandemic, most educational institutions across the world have shifted their teaching and learning processes and put efforts into preparing online distance education to ensure education continues uninterrupted. Some did not face difficult tasks or challenges during this process because they were already implementing online or blended learning before the pandemic. However, some institutions, lecturers and students were not ready to adapt to the conditions, and it is therefore important to examine to what extent lecturers are ready to teach online. This research aims to evaluate the readiness of lecturers during a pandemic that arises unexpectedly. It also aims to investigate the weaknesses and obstacles that lecturers must overcome in order to teach an online class. This research applies a mixed-method approach. Lecturers were surveyed through online preparedness questionnaires, and several themes were constructed from the gathered qualitative data. The results show that lecturers have strong baseline technical skills to use e-learning platforms for online courses; they have quickly adapted to using a Learning Management System (LMS), and most have a tactical solution for most online classes with insufficient feasibility, but they do not have a strategic solution. Their sufficiency for teaching online courses was not optimised since they did not fully believe the learning goals could be achieved. This paper elaborates on the theoretical and practical implications.
Conference Paper
Full-text available
According to the Gartner Hype Cycle, which shows the trends in technology development, Virtual Reality (VR) has not been a hype since 2019 but has ever since reached market maturity. The innumerable VR applications in the education sector support this observation. However, the spread of these educational technologies has so far been hesitant in the field of formal education. Formal education includes educational offers within institutional contexts such as schools or universities and which are characterized by strong formalization and standardization. Formal educational offers usually structured and systematic curricula and is an integral part of educational programs organized by educational institutions [2]. The purpose of this article is to analyse the implementation of VR in formal education. Thus, the focus is on the following question: How can Virtual Reality be implemented sustainably in formal education? In answering this question, we start with an overview about the potentials of VR in formal educational contexts, before a theoretical framework for the implementation of VR-based learning will be developed. Additionally, we will present findings from both a systematic literature review of research papers in the field and two project-based case studies that present an effective implementation of two VR projects in the formal education.
Article
Full-text available
In the wake of COVID-19, university students have experienced fundamental changes of their learning and their lives as a whole. The present research identifies psychological characteristics associated with students’ well-being in this situation. We investigated relations of basic psychological need satisfaction (experienced competence, autonomy, and relatedness) with positive emotion and intrinsic learning motivation, considering self-regulated learning as a moderator. Self-reports were collected from 6,071 students in Austria (Study 1) and 1,653 students in Finland (Study 2). Structural equation modeling revealed competence as the strongest predictor for positive emotion. Intrinsic learning motivation was predicted by competence and autonomy in both countries and by relatedness in Finland. Moderation effects of self-regulated learning were inconsistent, but main effects on intrinsic learning motivation were identified. Surprisingly, relatedness exerted only a minor effect on positive emotion. The results inform strategies to promote students’ well-being through distance learning, mitigating the negative effects of the situation.
Chapter
Full-text available
Project activities are an important component of the innovative development trend. Skillful project team building influences the efficiency of all work, so it is critical to understand roles of team members. This understanding will help put together an efficient group and improve the quality of decision-making on group management. Roles can be defined through a number of tests, but actual practical activities represent a more reliable source of information. A WebQuest is an umbrella term for various online and offline events in this format based on game mechanics. A number of solutions within the WebQuest allow defining students’ roles in the team in the course of practical activities with a high level of engagement in the game. This approach has been studied in this article. The article presents assessments of roles with the help of the following indicators: the player’s speed of response as compared with other team members; differences between answers within the group; the order of answers given, etc. Additionally, the project allows testing during the game, and that makes it possible to find out the participants’ (players’) opinions about the current distribution of roles in the team. Aside from studying the results of the event and collecting data on the aforementioned hypotheses, it is planned to compare the obtained results with other generally accepted team role tests, and the actual results of student team project activities in the framework of a special university course – Introduction to Project Management. Therefore, the main focus of the study is to check the hypothesis that roles of participants in university project teams can be selected through student games in a specially arranged short-term playing environment at the university.
Article
Full-text available
In this study, experimental teaching was conducted through the artificial intelligence of things (AIOT) practical course, and the 4D (discover, define, develop, deliver) double diamond shape was used to design the course and plan the teaching content to observe the students’ self-efficacy and learning anxiety. The technology acceptance model (TAM) concept was used to explore learning effectiveness and satisfaction. A total of 36 Senior One students from a senior high school in Kaohsiung were selected as the research subjects in two classes per week for 13 weeks. Questionnaires and qualitative interviews were used to understand the correlation between students’ self-efficacy, anxiety, outcomes, and learning satisfaction with the AIOT course during the flipped learning process. The study used SmartPLS3 to analyze the measurement model and structural model, and bootstrapping to conduct the path analysis and validate the research hypotheses. Because this research provides students with relevant online teaching videos for linking and browsing in the textbooks, and the video time should not be too long, in the teaching process, small-scale online learning courses are adopted for flipped teaching, which promptly arouses students’ interest and enhances their learning participation. Through the sharing of homework with each other, its content deficiencies were modified, students’ anxiety in learning was reduced, and the effect of learning and thinking together was achieved; in the teaching mode, theoretical content was combined with physical and practical courses to implement cross-disciplinary. To learn, the principle of 4D double diamond design to make “reciprocal corrections” between curriculum planning and teaching implementation as the teaching model framework was used. The results of this study show “self-efficacy” has a significant positive effect on the “perceived usefulness” and “perceived ease of use” of users. “Learning anxiety” does not significantly predict the “perceived ease of use” or “perceived usefulness” of flipped learning using online e-learning. The “perceived ease of use” and “perceived usefulness” have positive impacts on the prediction of “behavioral intention” in flipped teaching using online digital teaching materials. The “perceived ease of use” has a positive and high impact on “perceived usefulness”. “Learning engagement” positively affects students’ actual “behavioral intention” towards learning. Students are highly receptive to learning new knowledge about science and technology.
Article
Brasil e Moçambique são países ligados pela mesma língua materna, por processsos de colonização, pela literatura, arte e imigração. Ao mesmo tempo, se constroem por bases históricas, culturais, etapas colonizatórias e trajetórias particulares. Em meio às suas dissonâncias e encontros, partilham histórias de vidas e desafios estruturais. O que pode Moçambique, com raízes em África, e a América Latina brasileira compartir e ensinar uma a outra? A educação tem sido uma linguagem referencial de comunicação entre ambos os países, e o contexto da Covid-19 muito os afetou nesse setor. Historicamente, Moçambique e Brasil intercambiam estudantes, especialmente pelo impulso fornecido pela Década Internacional dos Afrodescendentes (2015-2024), decretada pela ONU. A cooperação internacional África-Brasil/Brasil-África fortifica as bases de uma troca intelectual e coloboração sistêmica de um pacto Sul-Sul, em contante expansão e aprofundamento. Em março, Brasil e Moçambique decretaram a quarentena para seus cidadãos, com o encerramento das atividades escolares para evitar a propagação do novo coronavírus nos países. Nessa entrevista, concedida pelo Professor Doutor Jorge Ferrão, Reitor da Universidade Pedagógica de Maputo (UPM) - a primeira universidade pública criada no pós-independência - nos abre uma miríade de questões e diálogos importantes para pensarmos o que conecta e distancia as realidades moçambicanas e brasileira; seus respectivos desenvolvimentos político-sociais e suas particularidades; o impacto da pandemia na educação em Moçambique e como podemos pensar sobre novas propostas educacionais. Isso tudo ao nos contar sua trajetória profissional e como se entrelaçam com os eventos históricos.
Conference Paper
This paper presents a study developed in the implementation of flipped learning approach in a Mathematics course unit of an evening higher education degree, mostly attended by student workers. The pedagogical model based on flipped learning combined with active learning techniques, which complements the acquisition of mathematical scientific skills with autonomy, teamwork, mutual help and critical thinking, is described. Outcomes of the implementation of this pedagogical model are also presented and discussed.
Article
Erkenntnisse aus der kognitionswissenschaftlichen Forschung zeigen, wie Menschen ihr Wissen konstruieren und welche Lehr- und Lernstrategien besonders effektiv sind, um Gelerntes langfristig erinnern und anwenden zu können. In diesem Beitrag werden effektive Lehr- und Lernstrategien mit Fokus auf Wiederholung und Elaboration vorgestellt und mit der hochschuldidaktischen Praxis in Zusammenhang gebracht. Im Vordergrund stehen dabei aktives Wiederholen, verteiltes Lernen, verschachteltes Lernen, Lerntests und Elaboration. Kognitionswissenschaftliche Erkenntnisse tragen dazu bei, hochschuldidaktische Empfehlungen zu präzisieren und zu differenzieren.
Article
We conducted a qualitative metasynthesis of research focused on prompts used to elicit noticing following video observations within mathematics education. Forty-nine, peer-reviewed articles were selected based on specific criteria and analyzed using a defined approach to better understand the variations in the prompts mathematics teacher educators used as they supported teacher noticing. We also focused on research findings from articles with different types of prompts. Forty-five percent of articles included a general prompt and 55% a specific prompt. Findings based on articles in which authors used specific prompts reported the following: (a) video is a helpful tool to support the learning of noticing, (b) noticing is a skill that can be developed, (c) noticing ability differs between novice and expert teachers. Findings from articles with general prompts indicate the following: (a) teachers experienced a shift in noticing, (b) how teachers’ noticed changed, (c) video selection is critical for influencing teacher noticing.
Article
Process simulators are powerful supporting tools employed at all educational levels of engineering education. Meanwhile, digitalization is obliging the educational systems to adapt. In this new era marked by the Industry 4.0 movement, the formulation and implementation of models are fundamental for process digitalization; therefore, students and new trainees must be familiar with process models, simulators and programming. In this work, a computer-aided framework for the development of process simulators is proposed (P2Si). This framework integrates the following aspects: (i) the use, reuse, and explanation of process models; (ii) a tailored learning design; (iii) game elements; and, (iv) the use of students as co-designers through participatory design to improve the human-computer interaction. Through the application of a series of hierarchical steps, the framework’s workflow aims to arrive at a promising candidate to facilitate the teaching of processes. Furthermore, a proof of concept is developed for the teaching and training of undergraduate students, where the case of an aerobic microbial conversion process at industrial scale is explored. By applying this framework, we obtained the conceptual design of a pedagogical process simulator, which was then implemented as a prototype software platform, BioVL (www.biovl.com), for further development and testing. The main output of this work is the conceptual design of pedagogical process simulators integrating gamification and the use of process models as educational tools. In conclusion, the proposed framework has shown its merit when designing a computer-aided tool suited to support the transition towards the increased industrial digitalization as well as to address current educational challenges.
Article
Researchers say that President Jair Bolsonaro’s administration has undermined science during an epic public-health crisis. Researchers say that President Jair Bolsonaro’s administration has undermined science during an epic public-health crisis.
Article
The COVID-19 global pandemic has forced the higher education sector to transition to an uncharted remote-learning format. This offers an opportunity to adopt active learning, which increases students' performance compared to lectures, narrows achievement gaps for underrepresented students, and promotes equity and inclusivity, as the basis of STEM education.
Article
Digital education is actually a product of recent years, although it existed before in various forms. Obviously, modern devices and means of transmitting infor-mation are necessary for its development. Modern “virtual lectures”, e-learning courses, online testing, educational resources portals, as well as digital school registers and educational process monitoring systems have become everyday real-ity. However, the digitalization of the educational system has both positive and negative side. The purpose of the article is to consider the impact of digital educa-tional technologies on learning, from a university teacher’s view point, and to consider their positive aspects and problems. The study was conducted at the I.M. Sechenov First Moscow State Medical University (Sechenov University) and University at the Inter-Parliamentary Assembly of EurAsEC. The study in-volved 89 teachers who have teaching experience at the university (11.9% - 1-7 years, 28.1% - 8-10 years; 30.8% - 11-15 years; 29.2% - 16-25 years). The main results show that, respondents overly have a good opinion towards learning in virtual environments. The advantages of e-learning are complex for a particular measurement, but it has been found that some identifying variables as “age” shows statistically significant differences, while “gender” and “teaching experi-ence” are not important for evaluating the four provided variables. The study re-sults can be used to improve the perception of new educational technologies by teachers, to organize approaches for introducing innovative educational technolo-gies that expand the possibilities of progressive education on the part of admin-istrations of higher educational institutions and educational departments.
Chapter
The conceptual provisions of professional retraining and advanced training of educators of engineering universities have been formulated. It is shown that the system of pedagogical competencies is a main indicator of the activities of a modern educator. Requirements for the competencies of educators of engineering universities are formulated in accordance with the criteria of the International Society for Engineering Pedagogy («Internationale Geselschaft für Ingenieur Pädagogik»/«International Society for Engineering Pedagogy» (IGIP)). It is shown that the professional and pedagogical competence of a university’s educator is an ability to apply knowledge, skills, personal, social and methodological skills in an educational or work situation in professional and personal development is the result of the development and assignment of universal, general professional and special professional competencies to students. Engineering pedagogy is presented as the basis of the system of professional retraining and advanced training of educators; the main trends of its development are outlined. The goals, content and structure of the professional-pedagogical activity of educators are considered, the priority components of their professionalism are identified. The advantages of the proposed organization of vocational retraining and further training for educators of engineering colleges and the organizational and pedagogical conditions ensuring the effectiveness of their vocational and pedagogical training have been identified.
Chapter
The article covers the phenomenon of the positive impact of the WorldSkills championship movement on improving the training of engineers at universities. Technologies of training young professionals developed in the WorldSkills championship movement have been effectively applied in universities in the last years. This applies to improve the content of educational programs and curricula .
Chapter
The paper discusses the effective organization of students’ project-based learning activities in an engineering university. The educational process modernization involves the introduction of new teaching approaches related to the development of additional competencies of students which allows them to implement complex projects, consequently increasing the competitiveness of university graduates in Russia. Numerous studies on project-based learning show it as the most suitable means of achieving effective competence-based education. The research proposes that the dissemination students’ project-based learning activities in an engineering university will be effective when the following pedagogical conditions are implemented: targeted development of students’ project-based learning activities; using student-student interaction in the students’ project-based learning activities; the readiness of the university faculty to organize and implement students’ project-based learning activities. Criteria for students’ project-based learning competencies are basic and in-depth knowledge in engineering field; professional competencies and personal qualities, interpersonal skills, ability to initiate, develop and implement projects. The paper is based on some successful examples of effective projects done by engineering students.
Chapter
The paper states that the development of the ability for professional communication in a future engineer is a prerequisite for him becoming a skilled specialist, as well as a significant factor in his future professional activity. The solution of production problems and fruitful interdisciplinary team work are facilitated by the communicative and rhetorical qualities of an engineer who is ready for productive business communication and effective presentation of his position, as well as the presentation of work results. The future engineers’ professional communication ability should be developed at the university level. We proposed the rationale for its effective development through the creation of a set of relevant pedagogical conditions: the introduction of Rhetoric as an additional discipline or the modernization of the program of an existing subject with a similar focus; the use of specially designed educational techniques and methods for the development of communicative and rhetorical competence; training university staff in the conditions of advanced training; creation by the university of conditions for students’ active research and social activities; cooperation of educational institutions with large enterprises, companies and research centers. The paper also provides a pedagogical experiment conducted under the aegis of the Kazan National Research Technological University. We have developed the recommendations for the selection and structuring of the material as well as methods for developing the future engineers’ ability to professional communication at a research university; we have also identified problems that require further consideration, including the search for innovative methods.
Chapter
The article focuses on the issue of promoting the creative abilities of Food Science majors through the Foreign (English) language course. English language course is one of the non-core academic disciplines which provides plenty of educational opportunities for future engineers to stimulate their creative abilities. Study of the theory and practice behind engineering education and foreign language teaching helped to identify the following gap: the need for promoting the creativity of engineering students through non-core academic disciplines and insufficient attention for its implementation through the English language course. In the process of bridging this gap, a key research question arose: how to encourage professional creativity of engineering students in the English language classroom? The purpose of the article is to study and identify the most versatile and effective learning techniques and strategies promoting creative abilities for Food Science majors. Teaching experience in various universities helped to identify the following effective learning strategies and techniques: the method of interdisciplinary projects, business games, presentations, the interdisciplinary case-study method, and authentic texts. All of these strategies are versatile and can be easily used through the English language course to develop a creative component of professional competence for future engineers.
Chapter
The paper theoretically substantiates the need for managerial skills development in engineering students. The paper is focused on the basic traits necessary for the successful formation of managerial skills in engineering students, the impact of gender and “emotional quotient” (EQ) on leadership style, and the development of “hard” and “soft” skills. For a manager, there are no absolutely bad or good personal qualities, but their totality is a manageable resource. The gender factor here has a significant impact on management style and quality. Training programs based on students’ personal characteristics and specific needs, a combination of coaching, training and individual classes guarantee the required level of managerial knowledge and skills. The emphasis is on the fact that training technologies and coaching methods are effective for the formation and development of managerial skills among students of engineering specialties. The authors believe that under current conditions, a greater emphasis in management practice should be placed on innovative principles and methods related to the formation and development of neuroplasticity, Neuro Science, EQ, etc. in engineering students.
Chapter
The last ten years have observed the significant changes in the structure of Russian system of higher education. Nowadays, there are three levels of university education: Bachelor’s, Master’s and PhD programs. The system of higher education in Russia has been developing according to new educational standards. One of the main parameters of the standards are competences of graduates which are to meet the requirements of professional standards. To provide a high level of educational programs it is necessary to create a system of outcomes assessment which is based on international standards and requirements. The article presents the principles of outcomes assessment system for all levels of university education. The authors propose the descriptors of outcomes assessment of Foreign Language Course for Bachelor’s, Master’s and PhD students majoring in chemical engineering at the Technological university. Each descriptor is characterized by the actions of students and is a component for the whole scale of students’ marks.
Chapter
This work is a portrait of online education provided to students during the pandemic of COVID-19 in Brazil. This aims to analyze the beginning of the change from presential classes to online classes. This work was completed in the first week of June, which according to the resources of epidemiology is before the peak of contamination. The educational year in Brazil starts between the end of February and the beginning of March, and presential classes were interrupted in the middle of March. With this situation, there was no time to plan how to develop the online classes and this should be solved while the online classes are developed. This work presents a survey answered only by teachers and professors that are teaching in online classes in Brazil. This research aims to highlight the difficulties, reality, and challenges faced by these education professionals, in a country with so many social differences.
Chapter
Engineering workforce fuels high-pace technology developments in all aspects of human life. A quality of engineering education today is essential to build engineers for tomorrow. This raises standards for pedagogical training for professors and other staff of engineering educational institutions.
Chapter
The paper focuses on the practice of preparing Kazan National Research Technological University students for academic mobility to universities of France and development of a language training program to facilitate the students’ academic mobility. Every year, several KNRTU students, after completing the undergraduate studies, leave to do the Masters at French universities. In order to better prepare students for academic mobility to French universities, French teachers have developed a special training program, aiming to make it easier for students to continue their studies at universities and everyday life in France. The paper shows the methodology of the educational program of preparation for academic mobility. Besides, KNRTU French teachers have developed a program to prepare students for international DELF (B1, B2) exam to gain an international diploma, as students have the right to study at French universities only with these international diplomas. The paper discusses the pedagogical technologies that are used at French classes to prepare students for academic mobility, namely: multi-level training, problem-oriented learning technologies, collaborative training, project-based studies, game-based learning technologies, information and computer technologies. The teacher should choose such teaching methods that would allow the students to show their activity and master the practical aspects of a foreign language.
Chapter
This paper deals with studying the innovative trends in forming the mechanism of public-private partnership (PPP) in education in the Russian Federation, considering global trends. We identified the special aspects of using PPP as a tool in educational activities under certain conditions. We considered various approaches to developing the PPP models and illustrated the relevant mechanism involving a public corporation and an engineering university. Viable models were proposed for the interrelations of businesses, authorities, and educational institutions beyond the known schemes; we also justified their feasibility and showed how PPP activities affect forming the contents of engineering education, enhancing its quality, increasing the qualifications of academic staff, activating academic mobility, and developing international contacts and interuniversity relations.
Chapter
Today globalization has created the conditions in educational space of the Russian Federation, which stimulate the direct dialogue of students with persons of the same age from other countries. So communication develops a cross-cultural communicative competence of students for decision of humanitarian tasks in professional activity. The aim of our research was to reveal factors of this environment, which influence the elements of a structure of cross-cultural communicative competence, promote to its development or degradation. Globalization in education creates the basis for developing linguistic competences of technical universities students through the international exchange programs, which are used actively by Russian universities for organization of educational process and development of cross-cultural communication among students, through the Internet, which destroys borders and barriers in communication between students. This aims the decision of specific targets:to work out the structure of cross-cultural communicative competence of technical universities students;to reveal factors having an influence on the development of cross-cultural communicative competence of students;to create and test the pedagogical conditions in which cross-cultural communicative competence is formed and developed;to work out and implement the methods of cross-cultural communicative competence development. to work out the structure of cross-cultural communicative competence of technical universities students; to reveal factors having an influence on the development of cross-cultural communicative competence of students; to create and test the pedagogical conditions in which cross-cultural communicative competence is formed and developed; to work out and implement the methods of cross-cultural communicative competence development.
Chapter
All engineering and informatics BSc programs include a basic course in Mathematical Analysis or Calculus. Thus, all students enrolled in the first year of these majors encounter the concepts of sequences, convergence and limit during the first semester. Understanding and processing this topic is usually a serious problem for most students and it is difficult to keep their attention and interest in the long term. In order to motivate our students we created a mathematical game that is suitable to introduce the concept of sequence limit in an entertaining way and thoroughly practice it, presenting various examples. The card game LimStorm appears to meet the needs of Z-generation students and effectively supports the teaching and learning processes.
Chapter
Today, virtual worlds are used not only in the gaming industry. Virtual, augmented and cross-reality also allow to organize effectively 3D environments that provide the effect of immersion and user interaction with objects and processes of the learning environment. The combination of physical objects and virtual models is a modern trend in the online lab development. Based on this approach, online experiment becomes more visual and interesting for students. In addition, it reduces queues for experiments on the real equipment. The paper presents the results of the development of an interactive web-oriented virtual model that expands the Smart House & IoT remote laboratory functionality as well as 3D virtual environment of Smart House for the virtual reality helmet. The proposed solutions will motivate students to study home automation technologies and the features of Smart Home systems realization.
Chapter
Global priorities of the new industrial revolution aim at intensive developing advanced technologies for industrial clusters promoting success of regional and national economies. Chemistry and petrochemistry are among the key industries in Russia. The existing Russian petrochemical industrial clusters, however, do not contribute to resilient society development due to complex scientific content, inherent engineering and ecological hazards. The EU is the leader in resilient society development policy at global scale. The EU has initiated the strategy ‘Industrie 4.0’ as a start of the fourth industrial revolution. Therefore, the EU approaches can be widely used in petrochemical engineering for employers, researchers, university professors and students. It is important to improve and upgrade the educational programs for training highly qualified specialists for the chemical industry. The article presents the interdisciplinary module developed to teach Master’s degree students majoring in chemical engineering at Kazan National Research Technological University. The module consists of four interdisciplinary teaching courses aimed at developing professional skills in the field of sustainable development of the chemical industry based on the EU industrial principles, tools and technologies.
Chapter
E-Learning is considered a new philosophy of education that is involved in all existing forms of education including full-time education. Presently, there is a variety of software to develop interactive content. This study is aimed to examine the possibility of employing STACK (the System for Teaching and Assessment using a Computer algebra Kernel) assignments in the mathematics classroom at a technical university, to compare the use of the STACK questions activity with traditional training, and to evaluate the effectiveness of this method. The experience of using STACK questions has shown that their application helps students of all forms of education in learning mathematics, and considerably facilitates the learning process of teachers, allows you to implement a point-rating (cumulative) system of assessment of knowledge, makes the learning results more visible and convenient for analysis. In addition, we note such advantages of STACK as: the STACK assignments allows you to check analytical solutions to complex types of problems and organize hints that help solve tasks, the STACK assignments saves the teacher time to check solutions and gives students individual options for tasks, tasks prepared in STACK can be used in various modes, such as training mode and monitoring one. In the course of the study, the STACK assignments were analyzed that revealed a greater number of advantages of this assessment compared to its disadvantages and demonstrated the possibility of its application in the educational process.
Article
The sport labor market’s needs are susceptive to environmental factors. The situation regarding COVID-19 has particularly been influential in altering employment and education policies. The purpose of this research was twofold (1) to understand the graduate employability (i.e., hard and soft skills): and contributions that higher education institutions can make to produce human resources and (2) to identify the differences regarding the above factors before and after COVID-19. The results of Delphi study with executive-level experts in sport business identified various hard/soft skills and higher education’s potential contributions. Moreover, experts' expectations are found to be intensified after the COVID-19 outbreak.