Towards a Hybrid, Flexible and Socially Engaged Higher Education : Proceedings of the 26th International Conference on Interactive Collaborative Learning (ICL2023), Volume 3 / / edited by Michael E. Auer, Uriel R. Cukierman, Eduardo Vendrell Vidal, Edmundo Tovar Caro

• Autore: Auer Michael E
• Pubblicazione: Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2024
• Edizione: 1st ed. 2024.
• Descrizione fisica: 1 online resource (531 pages)
• Disciplina: 378.17
• Soggetto topico: Computational intelligence; Education - Data processing; Computational Intelligence; Computers and Education
• Altri autori: CukiermanUriel R Vendrell VidalEduardo Tovar CaroEdmundo
• Nota di contenuto: Intro -- Preface -- Committees -- Contents -- Engineering Pedagogy Education -- Determinants for the Formation of a Fractality-Based Educational Environment in Engineering Pedagogical Education -- 1 Problem Statement -- 2 Analysis of Recent Research and Publications -- 3 Statement of Basic Material and the Substantiation of the Obtained Results -- 4 Conclusions -- References -- Systems Thinking Among Engineering Students -- 1 Introduction -- 2 Theoretical Background -- 3 Research Objective and Questions -- 4 Methodology -- 4.1 Participants -- 4.2 Procedure -- 4.3 Instruments -- 5 Findings -- 6 Discussion and Conclusion -- References -- How to Accompany the First-Year Student in Massified Higher Education? the Example of a Semester to Bounce Back -- 1 The Context -- 2 Supporting Self-questioning Students -- 3 A Space for Remotivation at University -- 4 Recruitment and Characteristics of Enrolled Students -- 5 A Space to Rethink a Professional or Study Plan -- 6 Conclusions -- References -- Developing Pedagogical Content Tasks in Research Methods Training of Future Vocational Teachers -- 1 Introduction -- 2 Literature Review -- 3 Statement of Basic Material and the Substantiation of the Obtained Results -- 4 Conclusions -- References -- A Qualitative Assessment of ChatGPT Generated Code in the Computer Science Curriculum -- 1 Introduction -- 2 Background -- 3 Code Examples -- 3.1 Early Learners -- 3.2 Advanced Students -- 3.3 Additional Programs -- 4 Observations -- 5 Conclusion -- References -- Design and Implementation of the Integrated Program for the Master of Engineering Course in Welding Engineering Technology, KMUTNB Harmonize to International Welding Engineer, IIW Responding to the Need of Thailand 4.0/IR 4.0 -- 1 Introduction -- 2 Purpose or Goal -- 3 Approach -- 4 Analysis. ; 5 Comparative Analysis of Compatibility for Master of Engineering in Welding Engineering Technology (MWET) Harmonizes to the International Welding Engineer (IWE) -- 5.1 Overviews on the Missions of CIT/KMUTNB and WIT/IIW -- 5.2 Three-Stages Model of the Integrated Program -- 5.3 Implementation -- 5.4 Output/Outcome -- 6 Conclusion -- References -- Attitudes of Engineers Towards Ethics and Prospects for Education -- 1 Introduction -- 2 Methods -- 3 Results -- 4 Discussion -- 5 Conclusions -- References -- Inclusion of the Sustainable Development Goals in an Engineering - Biomimetics and Sustainability - Course Curricula -- 1 Introduction -- 1.1 Education for Sustainable Development -- 1.2 Biomimicry as a Framework for Sustainable Development -- 1.3 Justification of This Work -- 2 Methodology -- 2.1 Pedagogical Strategy -- 2.2 Assessment and Data Analysis -- 3 Results and Discussion -- 4 Conclusion -- References -- Learning Content Revisited: Basis for Creating a System of Educational (Pedagogical) Activities -- 1 Introduction -- 2 Background -- 3 Methodology and Results of the Pilot Study -- 3.1 Pilot Study with Publishers -- 3.2 Pilot Study of Teachers' Curriculum "Reading" Skills -- 4 Discussion -- 5 Conclusions -- References -- IGIP Prototype Curriculum in Lifelong Professional Pedagogical Development of Technical Teachers -- 1 Context -- 2 Goal and Approach -- 3 Actual Outcomes -- 3.1 The Model of Lifelong Pedagogical Professionalism Development of TPU -- 3.2 The Model of Lifelong Professional Education of Teaching Staff Under the International Project ENTER -- 3.3 The Model of Integrated Training of PhD Students for Pedagogical Activity in Skoltech -- 3.4 The Model of Engineering Pedagogical Continuing In-Service Education in TUT -- 4 Conclusions -- References. ; Development of Social Activity of Engineers-Pedagogues as a Social Skill in Online Education -- 1 Problem Statement -- 2 Analysis of Recent Research and Publications -- 3 Statement of Basic Material and the Substantiation of the Obtained Results -- 4 Conclusions -- References -- Educational Role-Playing Games in the Normative Behavior Development of Future Engineer-Teachers -- 1 Problem Statement -- 2 Analysis of Recent Research and Publications -- 3 Statement of Basic Material and the Substantiation of the Obtained Results -- 4 Conclusions -- References -- Pedagogical Approach for BUILD2050 Pilot Training Project -- 1 Introduction -- 2 Project Features -- 3 Pedagogical Framework for BUILD2050 -- 3.1 Step 1 - Setting the Learning Objectives -- 3.2 Step 2 - Designing the Learning Structure -- 3.3 Step 3 - Setting the Learning Activities -- 3.4 Step 4 - Developing the Didactic Resources -- 3.5 Step 5 - Implementing and Evaluating the Pedagogical Framework -- 4 Results of the Pedagogical Framework Application -- 5 Conclusions -- References -- Enhancing Learning Activities Using Innovation Based Problem-Solving Process in Promoting Practical Skills of Electrical Technology -- 1 Introduction -- 2 Research Purpose -- 3 Learning and Teaching Theories -- 3.1 Problem-Solving Skill -- 3.2 Behavioral Theories -- 3.3 Educational Innovation -- 4 Development of Learning Activities and Innovative Media -- 4.1 Development of Innovation-Based Problem-Solving Process -- 4.2 Development of Innovative Teaching Packages -- 4.3 Implementation in Innovation Based Problem-Solving Processes -- 5 Research Results -- 5.1 The Quality Evaluation of the Innovative Media Packages -- 5.2 The Evaluation of Solving Problem-Based Competencies -- 5.3 The Evaluation of Learning Achievement -- 6 Summary -- References. ; Development of Laboratory-Based Learning and Teaching Activities of Communication Systems for 21st Century Innovative Learning Skills -- 1 Introduction -- 2 Research Purpose -- 3 Development of Laboratory-Based Learning -- 4 Development of Laboratory-Based Instructional Package -- 5 Implementation of Research Tools -- 6 Research Results -- 6.1 The quality of the Laboratory-Based Learning Model -- 6.2 The Evaluation of the Learning Achievement of Learners -- 6.3 The Satisfaction of the Learners -- 7 Summary -- References -- Development of a Simulation Tool for Electromagnetism Education -- 1 Introduction -- 2 Finite Element Method in ONELAB Environment -- 2.1 Boundary Conditions and Meshing -- 2.2 Governing Equations and Solvers -- 3 Simulations Developed -- 4 Mobile Application -- 5 Conclusions -- References -- Practicing the Engineering Fundamentals in a Project-Based Design and 3D Printing Course -- 1 Introduction -- 2 The Course -- 2.1 The Course Lectures -- 2.2 The Design Tasks -- 3 The Study -- 4 Findings -- 4.1 The Course Impact on Students' Outcomes -- 4.2 Students' Perceptions -- 5 Conclusion -- References -- Open Digital Badges and Micro-accreditation in the International Engineering Educator Certification Program (IEECP) -- 1 Introduction -- 2 Background -- 3 International Engineering Educator Certification Program (IEECP) in Latin America -- 3.1 Competency Based Approach Model of the IEECP -- 3.2 Competency Based Approach and LO Assessment in the IEECP LMS -- 3.3 IEECP Motivation and Decisions about OB and MA -- 4 Open Badges in Moodle -- 4.1 Open Badges v2.0 Standard, Open Badge Factory Integration -- 4.2 Learning Outcomes, Competencies and OB -- 4.3 IEECP Moodle Configuration to Support OB -- 5 IEECP Teaching and Learning Practices -- 6 IEECP Participants Opinion -- 7 Conclusions -- References. ; Does Hedy, the Gradual Programming Language Help Computing Undergraduates to Learn Programming? -- 1 Introduction -- 2 Materials and Method -- 2.1 Addressing RQ1: Perspective of Hedy -- 2.2 Addressing RQ2: Understanding of Python -- 2.3 Addressing RQ3: Programming Performance -- 3 Results and Discussion -- 3.1 Perspective of Hedy -- 3.2 Understanding of Python -- 3.3 Programming Performance -- 4 Conclusion -- References -- Empowering Diverse Learners: Embracing Culturally Relevant Pedagogy (CRP) in Engineering, Higher Education, and K-12 Settings -- 1 Introduction -- 2 Culturally Relevant Pedagogy (CRP) in Engineering -- 2.1 Critical Consciousness -- 2.2 Transformative Practices -- 2.3 Retention -- 2.4 Social Justice -- 3 Culturally Relevant Pedagogy (CRP) in Higher Education -- 3.1 Promoting Inclusiveness -- 3.2 Math Readiness -- 3.3 Internationalization of Higher Education -- 4 Culturally Relevant Pedagogy (CRP) in K-12 -- 4.1 Connections with Course Contents -- 4.2 Academic Performance and Racial Views -- 4.3 Funds of Knowledge (FoK) -- 5 Conclusion -- References -- A Theory-Based Concept for Fostering Sustainability Competencies in Engineering Programs -- 1 Introduction -- 2 Methodology -- 3 Analysis of the EER-Landscape on the Topic of Sustainability Education in Engineering Studies -- 4 Theory-Based Teaching Concept for Sustainable Engineering Education -- 4.1 Teaching Concept for Sustainable Competences in Engineering -- 4.2 Implementation -- 4.3 Student's Feedback -- 5 Summary -- References -- Using Digital Laboratories for the Development of Students' Engineering Thinking -- 1 Introduction -- 2 Methods -- 3 Results -- 4 Conclusion -- References -- Interactive Algorithms: A Didactic Strategy for Non-programmers -- 1 Introduction -- 2 Computing and Programming Languages -- 3 Algorithms and Learning. ; 4 Interactive Algorithm Programming Methodology.
• Sommario/riassunto: This book contains papers in the fields of engineering pedagogy education, research in engineering pedagogy, and games in engineering education. The authors are currently witnessing a significant transformation in the development of education on all levels and especially in post-secondary education. To face these challenges, higher education must find innovative and effective ways to respond in a proper way. The pandemic period left us with profound changes in the way we teach and learn, including the massive use of new means of communication, such as videoconferencing and other technological tools. Moreover, the current explosion of artificial intelligence tools, mainly used by students, is challenging teaching practices maintained for centuries. Scientifically based statements as well as excellent best practice examples are absolutely necessary. The 26th International Conference on Interactive Collaborative Learning (ICL2023), which took place in Madrid, Spain, between September 26 and 30, 2023, was the perfect place where current trends in higher education were presented and discussed. Since its beginning in 1998, this conference has been devoted to new approaches in learning with a focus on collaborative learning in higher education. Nowadays, the ICL conferences are a forum of the exchange of relevant trends and research results as well as the presentation of practical experiences in learning and engineering pedagogy. In this way, the authors try to bridge the gap between ‘pure’ scientific research and the everyday work of educators. Interested readership includes policy makers, academics, educators, researchers in pedagogy and learning theory, schoolteachers, learning industry, further and continuing education lecturers, etc.
• Titolo autorizzato: Towards a Hybrid, Flexible and Socially Engaged Higher Education
• ISBN: 9783031530227; 3031530225
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910831020203321
• Lo trovi qui: Univ. Federico II
• Serie: Lecture Notes in Networks and Systems, . 2367-3389 ; ; 901