ABSTRACT
The COVID-19 outbreak at the beginning of 2020 disrupted students' and teachers' learning and teaching activities worldwide as it led to a quick transition from education, including faceto-face interaction to emergency remote teaching (ERT). During this ERT period monitoring research on the experiences and innovation needs was done at Wageningen University & Research. This was supplemented with small teacher and student group consultations. The results show that a focus on student well-being is needed in the years ahead. The ERT was appreciated as it kept education going on. Still, students indicated lack of sense of connectedness and a strong desire to have face-to-face education as part of the Teaching and Learning Activities (TLA). For the following years, online versions of most courses should be available to stay prepared for online education when needed. That includes online alternatives for vulnerable TLA's like labs and excursions. The ERT courses hastily developed in 2020 can be redesigned in combination with a blended learning curriculum for less restricted times. This requires a well-designed mix of TLA's to activate students, rather than simply flipping one kind of TLA for another. In combination with the (re)design of courses geared to sense of connectedness, this might add up to the resilient curricula we need for the following years. © CDIO 2022.All rights reserved.
ABSTRACT
As part of a design-based research project, we designed, developed, and evaluated a web-based microlearning intervention in the form of a comic into the problem of COVID-19 online misinformation. In this paper, we report on our formative evaluation efforts. Specifically, we assessed the degree to which the comic was effective and engaging via responses to a questionnaire (n = 295) in a posttest-only non-experimental design. The intervention focused on two learning objectives, aiming to enable users to recognize (a) that online misinformation is often driven by strong emotions like fear and anger, and (b) that one strategy for disrupting the spread of misinformation can be the act of stopping before reacting to misinformation. Results indicate that the comic was both effective and engaging in achieving these learning objectives.
ABSTRACT
The transformative quality of the knowledge economy of the XXI century, the development of the networked society, emergency digitization due to the COVID-19 pandemic measures have imposed new interdisciplinary demands on the Arts and Humanities university graduates’ skills and competencies, according to dynamic needs of the job market. The inquiry focus is the comprehensive diagnostics of the development of interdisciplinarity, multipurpose orientation across social domains, and universality of education design and skillsets of students of European (English, Spanish, French, Italian, German) and Oriental (Mandarin Chinese, Japanese) Languages major programs through the span of educational activities in the time-frame of COVID-19 quarantine measures of March 2020 to March 2021. A computational framework of foreign languages education interdisciplinarity is introduced in the study. The survey analysis is used to evaluate the dimensions of interdisciplinarity, universality, and transdisciplinarity, informed by the interoperability of soft skills and digital skills for Foreign Languages Education across contrasting timeframes and stages of foreign languages acquisition and early career training in the COVID-19 paradigm. The inquiry findings disclose: evaluation of interdisciplinarity of foreign languages training across a framework of social and cognitive dimensions;assessment of interdisciplinary and universal skills, crucial for successful professional application of foreign languages graduates;estimated needs of interdisciplinary retraining of Foreign Languages majors to meet dynamic job market requirements of the twenty-first century. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
Reviewing the literature indicates a lack of studies that explicitly describe the dynamics of design-knowledge construction in architectural pedagogy. Accordingly, this study attempts to empirically explore the process of constructing design-knowledge within a freshman architectural-design studio in the Egyptian context. In the spring 2020 semester, interpretive qualitative research was initially conducted in an on-campus setting, followed by a period within an online setting, after the COVID-19 lockdown. A total of 12 students, in addition to four teaching assistants and the course instructor, were involved in this study. Multiple data-gathering tactics, such as field observations, semi-structured interviews, and document archives were employed. Conventional content analysis was adopted, in order to extract the patterns that describe the design-knowledge construction within the case under investigation. The study revealed ten themes within three categories: students’ learning activities, faculty-pedagogical strategies, and social interactions. This paper discusses one theme from each of these categories: (1) students’ recourse to self-directed learning, (2) the faculty’s coaching within the educational setting, and (3) the studio’s socio-communal cohesion. The findings of this study confirmed that the construction of design-knowledge is an integrally situated process, which cannot be studied without the presence of all its various components. Such a study presents a contribution that could inform future pedagogical initiatives which aim to create stimulating architectural learning environments in a post-pandemic reality. ©Authors
ABSTRACT
The growing relevance of digitalization in production requires the enhancement of human skills and competences in the field of Information and Communication Technology (ICT). Higher education has to cope with this need by providing the necessary ICT skills to future industrial engineers, so that they have a good understanding of the complexity of industries in the 21st century. This paper presents the conceptual development and testing of a Virtual Learning Factory Toolkit (VLFT) that integrates digital tools used in production management with engineering education. The digital tools integrated into the VLFT can help students to exploit enabling technologies such as simulation and virtual reality in their manufacturing studies and practical projects with industrial companies. Moreover, digital tools were tested by using a structured workflow that consists of different learning activities related to manufacturing system configuration. Students practised the digital tools with the help of use cases in the form of joint learning labs, after which the students' feedback was collected and analysed.Alternate :Digitaliseerimise kasvav tähtsus tootmises nõuab info- ja kommunikatsioonitehnoloogia (IKT) osas töötajate oskuste ning pädevuste parendamist. Kõrgharidus peab selle vajadusega toime tulema, pakkudes tulevastele tööstusinseneridele vajalikke IKT-oskusi, andmaks neile hea arusaama 21. sajandi tööstuse keerukusest. Käesolevas artiklis on tutvustatud virtuaalse õppetehase tööriistakomplekti (VLFT) kontseptsiooni väljatöötamist ja katsetamist, kus on ühendatud tootmise juhtimises ning inseneriõppes kasutatavad digitaalsed tööriistad. VLFT-sse integreeritud digitaalsed tööriistad aitavad õppuritel kasutada tootmisalastes õpingutes ja tööstusettevõtetele suunatud praktilistes projektides digi tehnoloogiaid, nagu simulatsioon ning virtuaalne reaalsus. Lisaks testiti digitaalseid tööriistu, kasutades struktureeritud töövoogu, mis koosneb tootmissüsteemi konfiguratsiooniga sidustatud eri õppetegevustest. Õppurid praktiseerisid kasutamisjuhtumite abil uudseid digivahendeid ühistes virtuaalõppelaborites, seejärel koguti ja analüüsiti õppurite tagasisidet.
ABSTRACT
This paper provides the details of a poster that will be presented in the National Science Foundation (NSF) Grantees Poster Session at the 2021 ASEE Annual Conference & Exposition. The poster will report the status of an NSF Scholarships in Science, Technology, Engineering, and Math (S-STEM) project. The objectives of this project are 1) enhancing students' learning by providing access to extra and co-curricular experiences, 2) creating a positive student experience through mentorship, and 3) ensuring successful student placement in the STEM workforce, graduate, or professional school. The students who are supported by this project receive financial and educational assistance through various evidence-based modules integrated with their undergraduate education starting with the summer prior to matriculation. The students supported by this grant were recruited through one of the two project cohorts. The paper describes features such as demographics, high school GPA, and ACT/SAT scores of the participating students. The paper provides information about the completed and ongoing tasks of the project to date. The completed tasks include the development and evaluation of a summer bridge program and a freshman engineering success course. The ongoing tasks consist of the design and implementation of a service learning project course, and the design and implementation of an industry mentorship program. The paper also describes the modifications made to project tasks and resources to minimize the adverse impact of COVID-19 on the scholars. Moreover, the paper reports detailed assessment and evaluation data about the completed project tasks, and the academic success metrics of the scholars. © American Society for Engineering Education, 2021
ABSTRACT
Education in the United States (US) has come a long way over the past few decades. Now, learning institutions are combining traditional educational tools with newer technology such as virtual reality (VR) as well as augmented learning spaces. In light of the recent COVID-19 global pandemic, internet-assisted virtual classrooms are often preferred over traditional teaching - this reduces in-person contact while delivering lessons on time in a safe space. The construction industry has adopted virtual reality (VR) in safety training, design, and field management, and to coordinate installations as it helps in visualizing decisions. Despite the benefits, it has found limited application in construction management (CM) education. This study introduces CM undergraduates to a virtual jobsite and investigates the efficacy of VR as a knowledge transfer pedagogy. Using data and construction documents from an ongoing project, we deploy state of the art technology to convert them into a virtual space using TwinMotion, which in turn is viewed by students with the help of Oculus Rift headsets in a controlled environment. This research propels the learner into an immersive environment to learn about building systems through VR instead of using two-dimensional construction drawings. The subjects' understanding of the materials is gauged using an online pre- post quiz. With a design-based research approach, we assess the impact of VR tools on construction student knowledge, how students respond to this hybrid model of instruction, and whether it holds any value compared to other traditional methods of instruction. Incorporating such educational tools and practices can increase the prevalence of more focused educational knowledge transfer while protecting the students' health by reducing personal contact at the same time. We plan to further investigate VR across several course iterations and are optimistic that these immersive tools will help to better train young construction professionals before they join the industry. © American Society for Engineering Education, 2021
ABSTRACT
This paper presents the design and implementation of a class for teaching software entrepreneurship. The class focused on teaching students the basics entrepreneurial venture development and how these processes relate, specifically, to a software venture. This paper presents the overall instructional plan of the course and discusses each of the course's components. The implementation of the project component is discussed, in particular, in detail. The design and implementation challenges that were encountered are discussed. This course was run in Spring of 2020 and started as an in-classroom course, later transitioning to an online course due to the COVID-19 pandemic. The outcomes of the course are discussed. Possible future enhancements are considered. © American Society for Engineering Education, 2021