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Intro -- Foreword -- Preface -- Acknowledgements -- Contents -- About the Authors -- 1 Introduction -- 1.1 The Rise of Complexity and Urgency -- 1.2 The Vision-Sustainable Development of Sociotechnical Systems -- 1.3 Challenges and Mindset for Reshaping Engineering Education -- 1.4 The Sociocultural-Environmental Challenge -- 1.5 The Digital Challenge -- 1.6 The Employability Challenge -- 1.7 Structure of the Book -- References -- Part I Systems, Design, and New Competencies -- 2 A Systems Approach to Addressing Human Challenges -- 2.1 Investigating Challenges as Systems -- 2.2 Defining Systems -- 2.3 Closed and Open Systems -- 2.4 Ordered and Unordered Systems -- 2.5 Addressing Ordered and Unordered Systems -- 2.6 The Dynamics of Complex Systems -- 2.7 AI as a New Agent -- 2.8 SDGs as Complex Systems -- 2.9 Systems Thinking -- 2.10 System Mapping with Stakeholders -- 2.11 The Power of Unpredictability -- 2.12 Mental Models and Biases -- 2.13 Navigating the Futures -- 2.14 Foresight -- 2.15 Anticipation is the New Strategy -- 2.16 Thoughts on the Future of Education -- References -- 3 Design for Complexity -- 3.1 Design Mindset -- 3.2 Design with Systems -- 3.2.1 A Significant Paradigm Shift with Entangled Components -- 3.2.2 Design as a Creative Process to Address Human Challenges -- 3.2.3 Design Connections -- 3.3 The Design Process -- 3.3.1 Design Thinking -- 3.3.2 Systems Engineering-Beyond Design Thinking -- 3.4 Digitalization Mindset -- 3.5 Conclusion -- References -- 4 New Competencies for Systems Thinking -- 4.1 Introduction -- 4.2 Critical Thinking and Sense Making -- 4.3 Abilities to Use Digital Technologies Are Required -- 4.4 Creativity and Entrepreneurial Skills to Create Value -- 4.5 Focusing on Societal Needs and End-User Requirements is a Priority -- 4.6 Summary -- References.
Part II Pedagogy, Strategies, Generic Competencies, and Transformation -- 5 Toward a Comprehensive Pedagogy -- 5.1 Introduction -- 5.2 Learning Theories -- 5.3 Behaviorism and Connectionism -- 5.4 Cognitive Constructivism -- 5.5 Social Constructivism -- 5.5.1 Learning Through Sensing -- 5.5.2 Learning Through Social Interactions -- 5.6 Educators as Enablers -- 5.6.1 Students Are the Focal Point -- 5.7 Learning by Doing -- 5.8 Connectivism in Online Learning -- 5.9 A Third Dimension of Learning Theories -- 5.10 Artificial Intelligence as a Cognitive Augmenter -- 5.10.1 Advancements and Concerns -- 5.10.2 Artificial Intelligence in Education (AIED) -- References -- 6 Teaching and Learning Strategies -- 6.1 Exemplarity -- 6.2 Variation in Learning -- 6.3 Variation Goes with Reflection -- 6.4 New Learning Environments -- 6.5 Inquiry-Based Approaches to Learning -- 6.6 Variation in Problem-Based and Project-Based Approaches to Learning -- 6.7 Studio Learning -- 6.8 Team-Based Work is Critical to Produce Inclusive Designs -- References -- 7 Generic Competencies -- 7.1 Generic and Meta-Competencies -- 7.1.1 Tacit Knowledge-Potentials and Risks -- 7.1.2 Reflection and Meta-Reflection -- 7.2 Interdisciplinarity and Boundary Work -- 7.3 Transfer, Transformation, and Boundary Work -- 7.3.1 Boundary Objects and Brokers -- 7.3.2 From Management to Leadership -- 7.4 Creating Learning Trajectories as a Lifelong Learning Strategy -- References -- 8 Educational Transformation -- 8.1 Introduction -- 8.2 University Modes and Faculty Motivation -- 8.3 Curriculum Change Strategies -- 8.4 Educational Leadership -- 8.5 Educational Development -- References -- Part III Case Studies -- 9 Teaching Practices at Harvard Engineering -- 9.1 Introduction -- 9.2 Educational Structure at Harvard Engineering.
9.3 Social Experience is an Important Factor in Solving Challenging Problems -- 9.4 Digital Transformation in Practice -- 9.5 New Learning Methods for Undergraduates -- 9.5.1 Science and Cooking -- 9.5.2 Humanity and Its Futures: Systems Thinking Approaches -- 9.5.3 Aesthetic Pleasure and Smart Design: Janus Faces the Future -- 9.5.4 Engineering Problem Solving and Design Project -- 9.6 Course Design Principles -- 9.6.1 Performance and Expectations -- 9.6.2 Key Learning Outcome -- 9.6.3 Assessment of Learning Outcomes -- 9.7 Design Engineering at Harvard -- 9.7.1 The Master in Design Engineering -- 9.7.2 Collaborative Design Engineering Studio -- 9.8 Summary -- References -- 10 Problem and Project-Based Learning at Aalborg -- 10.1 Educational Mindset -- 10.1.1 Societal Problems -- 10.1.2 Project Teams -- 10.1.3 Exemplarity -- 10.1.4 Participation -- 10.1.5 Academic Staff -- 10.2 Institutional PBL Approach -- 10.2.1 Curriculum Structure -- 10.2.2 AAU PBL Learning Principles -- 10.2.3 Aalborg University Principles for Digitalization -- 10.3 Variation in Disciplinary and Interdisciplinary Projects -- 10.3.1 Disciplinary Projects -- 10.3.2 Domain Projects -- 10.3.3 Mixed Micro-Projects -- 10.3.4 Interteam Projects -- 10.3.5 System Projects -- 10.3.6 Interdisciplinary M-Projects -- 10.4 Fostering Generic PBL Competencies in the Curriculum -- 10.5 Faculty and Staff Development -- 10.6 Conclusion -- References -- 11 Studios Reshape Engineering Curricula at UTS -- 11.1 Acknowledgement -- 11.2 Pivot 1-Why Studios? -- 11.2.1 The Context -- 11.2.2 The Faculty of Engineering and IT Strategic Plan -- 11.2.3 Implementation-Studios, Online Learning and Assessment, E-Portfolios -- 11.2.4 Some History and Context -- 11.2.5 How Do Academic Staff See Studios? -- 11.2.6 Reimagining Curricula with Studios -- 11.2.7 Discussion and Conclusions.
11.3 Pivot 2-Students as Partners -- 11.3.1 MIDAS-More Innovative Design Able Students -- 11.3.2 Student Involvement -- 11.3.3 Summer Studios -- 11.3.4 Conclusions to Pivot 2, Students as Partners -- 11.4 Pivot 3-Summer Studios -- 11.4.1 Learning Intent -- 11.4.2 Key Learning Activities -- 11.4.3 Student Feedback -- 11.4.4 Staff Reflections -- 11.5 Pivot 4-Mechanical and Mechatronics Engineering -- 11.5.1 Introduction -- 11.5.2 Consultation -- 11.5.3 Curriculum Design -- 11.5.4 Summary -- References -- Part IV Invitation to Change -- 12 Invitation to Change -- 12.1 Introduction -- 12.2 Engineering Curricula Should Be Design Oriented and Interdisciplinary, with a Focus on Solving Open-Ended, Complex, Human Challenges -- 12.3 Engineers Must Adopt Sociocultural-Environmental and Innovation Mindsets -- 12.4 Interdisciplinary Knowledge is the Cornerstone for Solving These Complex Human Challenges-Excellence in a Single Discipline Must not Be the Only Focus -- 12.5 Learning Environments Must Facilitate Learning as a Social Process -- 12.6 Experiences, Variation, and Reflection Should Be Practiced Throughout the Curricula -- 12.7 Students and Teachers Need Generic and Meta-Competencies to Work Across Interdisciplinary Boundaries -- 12.8 Students Must Be Encouraged to Create Their Own Lifelong Learning Trajectories -- 12.9 Disciplines Must Embrace Interdisciplinarity -- 12.10 Digitalization is Changing Our Earning Environments and the Engineering Profession! -- 12.11 A Call to Action-Each Institution Must Find Its Own Way.
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PBL across the disciplines : research into best practice / / John Davies, Erik de Graaff, and Anette Kolmos (eds.)
