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141.
In this paper, ULearn (University of Surrey learning on-line) and e-learning techniques are used to enhance the students’ understanding and participation in Dynamics modules for an undergraduate programme in the School of Engineering, University of Surrey. The Dynamics modules are taught at Levels 2 and 3 and contain several mechanisms and vibrating systems. The modules consist of several chapters, each of which has its own folder, or content file, in ULearn. In addition to the discussion board and chat room, on-line simulations have been made available and integrated within ULearn. In order to evaluate students’ understanding and encourage the student participation in ULearn, timed on-line assessments, in the form of multiple-choice quizzes, have been designed. The feedback of the students has indicated that the use of ULearn was of great help to improve their understanding of the Dynamics modules. 相似文献
142.
This paper reports the development of innovative assessment sessions within two core technical courses in Civil Engineering at the University of Queensland. Peer Assessment Learning Sessions (PALS) facilitate a student's peer assessment of a colleague's problem-based learning assignment or tutorial within a ‘traditional’ whole-class setting, under guidance from the lecturer. The assessment is carried out against worked solutions, with a template marking scheme. Following the class, submissions are reviewed by the lecturer and marks moderated if required. In combination, the review and the PALS provide very clear indication where the class or individuals have misconceptions, and where knowledge is below required criteria. This enables the lecturer to provide an accurate synthesis of these points to the class. Students obtain summative feedback, individual formative feedback and whole-class formative feedback within a few days of submission. This significantly improves student's self-reflection and their review of class material. Feedback is very positive and demonstrated here through the presentation of anonymous survey results. PALS address the challenge of providing frequent, efficient and timely assessment for large classes of 100–200+students while simultaneously enabling and providing high quality formative feedback. 相似文献
143.
加强过程管理提高工程硕士的培养质量 总被引:1,自引:0,他引:1
在工程硕士培养中,加强过程管理的重要性日益凸显。作为培养单位的管理者,对工程硕士的管理主要是加强过程管理。本文重点阐述了工程硕士过程管理主要是加强课程学习和学位论文期间的管理,并提出了具体的建议。 相似文献
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145.
Nicholas Smith 《European Journal of Engineering Education》2005,30(2):181-190
This paper reports a survey of the progress of participants in a year in industry scheme for A’ level graduates in the UK typically aged 18/19. The scheme involves spending a supervised year in industry prior to a degree programme in engineering. The evidence shows that the year in industry: has a beneficial effect on the degree classification of the academically weaker participants, but little effect on the stronger; encourages all participants to take up further study; provides participants with a more positive picture of industry and engineering; but does not provide greater motivation to enter industry; provides greater financial remuneration in the world of work than would otherwise be the case. These results can be interpreted in terms of the way young people weigh the benefits of different career paths. Our hypothesis is that this involves moving to situations where they are more likely to be treated as adults. 相似文献
146.
叶军君 《洛阳工业高等专科学校学报》2004,14(1):84-85,92
工科专业是综合性大学的重要组成部分,属于应角性较强的学科,培养的学生既要有扎实的理论基础,又要有一定的实际分析能力,只有努力提高其教学质量,才能满足社会发展的需要。 相似文献
147.
This paper gives a synopsis of an extensive programme of case studies on real uses of computer-assisted learning (CAL) materials within UK engineering degree programmes. The programme was conducted between 2000 and 2003 and followed a questionnaire-based survey looking at CAL use in the UK and in Australia. The synopsis reveals a number of key messages for academic tutors and authors including students' enthusiasm for notes, self-tests and features to aid visualisation. Publishers should also consider pricing and licensing arrangements suited to the individual user. Cet article donne une synthèse exhaustive des études de cas concernant l'utilisation concrète des logiciels d'enseignement assisté par ordinateur (EAO) dans les études d'ingénieur au Royaume Uni. Ces études, conduites entre 2000 et 2003, sont basées sur l'analyse de questionnaires concernant l'utilisation de l'EAO au Royaume Uni et en Australie. La synthèse révèle un certain nombre de points clés destinés au corps enseignant et aux auteurs, dont notamment l'intérêt des étudiants pour les cours papiers, les exercices d'autoévaluation et les éléments d'aide à la visualisation. Les aspects liés aux coû ts et aux droits d'auteurs devraient aussi ûtre pris en compte par les éditeurs, afin de faciliter l'accès aux logiciels par les utilisateurs individuels. 相似文献
148.
149.
Franck Meunier Estelle Dutto Stephane Guillet Florence Michau 《European Journal of Engineering Education》2007,32(1):83-92
This article puts forward a project approach and a set of solutions to better prepare foreign students wishing to enter engineering schools in France. It focuses on how we train students to understand scientific presentations through intensive listening comprehension. Within this framework, it proposes a new educational ICT model that is original from both a pedagogical and a technical point of view. This model was achieved as a result of close collaboration between experts in the fields of science, linguistics, intercultural relations and educational ICT. 相似文献
150.
Paul Winkelman 《European Journal of Engineering Education》2006,31(4):449-457
The development of an engineering curriculum assumes a body of knowledge that students, as future engineers, will need to know. Students acquire this body of knowledge through lectures, laboratories, projects and assignments and other means. The question then arises, how does one select the content and processes that are appropriate for the engineering education? What might be the consequences of these choices? Mary Shelley's Frankenstein presents a tale showing some of the possible consequences of poor choices in teaching content and process. In Shelley's novel, the ‘monster’ finds himself caught between two worlds, one comprised of humans and the other of animals. In this allegory, the engineer is caught between the two worlds of science and art. The purpose of this allegory is to demonstrate how engineers, by accepting the body of knowledge presented to them without questioning the underlying values and assumptions, may find themselves embracing an oppressive ideology and developing an unhealthy identity. Consequently, engineering programs must provide forums where students are not only allowed but encouraged to critique the hidden values and assumptions contained in the programme content and process. 相似文献