An eLearning Standard Approach for Supporting PBL in Computer Engineering

Problem-based learning (PBL) has proved to be a highly successful pedagogical model in many fields, although it is not that common in computer engineering. PBL goes beyond the typical teaching methodology by promoting student interaction. This paper presents a PBL trial applied to a course in a computer engineering degree at the University of Seville, Spain. To promote the reusability and interoperability of the PBL trial, a design-driven approach was used, based on the Internet protocol Multimedia Subsystems (IMS) Learning Design (LD) standard. This paper presents the outcomes of using this method to innovate teaching practices in a blended learning environment. Design and implementation results, as well as users' opinions, are presented and analyzed.Ministerio de Educación y Ciencia TIN2006-15617-C03-03Junta de Andalucía P06-TIC-0229

A framework for design engineering education in a global context

This paper presents a framework for teaching design engineering in a global context using innovative technologies to enable distributed teams to work together effectively across international and cultural boundaries. The DIDET Framework represents the findings of a 5-year project conducted by the University of Strathclyde, Stanford University and Olin College which enhanced student learning opportunities by enabling them to partake in global, team based design engineering projects, directly experiencing different cultural contexts and accessing a variety of digital information sources via a range of innovative technology. The use of innovative technology enabled the formalization of design knowledge within international student teams as did the methods that were developed for students to store, share and reuse information. Coaching methods were used by teaching staff to support distributed teams and evaluation work on relevant classes was carried out regularly to allow ongoing improvement of learning and teaching and show improvements in student learning. Major findings of the 5 year project include the requirement to overcome technological, pedagogical and cultural issues for successful eLearning implementations. The DIDET Framework encapsulates all the conclusions relating to design engineering in a global context. Each of the principles for effective distributed design learning is shown along with relevant findings and suggested metrics. The findings detailed in the paper were reached through a series of interventions in design engineering education at the collaborating institutions. Evaluation was carried out on an ongoing basis and fed back into project development, both on the pedagogical and the technological approaches

Innovation in aquaculture teaching and learning

This report has been prepared by the Workpackage 5 working group on innovation in learning. It aims to summarise the main findings of the group, and serve as an introduction to the topic for teachers and learners in aquaculture and aquatic resources management. The main focus of the group is the use of Information and Communications Technologies (ICT) in teaching and learning. The increasing power of computers and particularly their interconnections through the Internet, is changing the social and economic landscape and presenting new opportunities and challenges for learners, educators and academic institutions. This document has been developed from presentations and discussions between the group members. It aims to identify the key technologies and trends affecting higher education in Europe and potential responses by the aquaculture and aquatic resource community. The aim is to briefly introduce key themes, technologies and state of the art. Most of the topics can be explored in much greater detail through the Internet links that are provided at the end of each section

Conference Proceedings SINO/NZ TVET Educational Research Forum - Tianjin, P.R. China

The New Zealand and Chinese Ministries of Education have signed a strategic educational partnership to strengthen the links between the two countries. They have agreed to host an annual symposium, showcasing best practice in the delivery of vocational teaching. This publication provides the papers presented by New Zealand authors to the second Sino / NZ TVET Educational Forum held in Tianjin, P.R. China in November 2014

Higher education curriculum ecosystem design

This study focuses on the development of a Design Framework for Higher Education Curriculum Ecosystem design. The study views the world as a digital ecosystem where the physical and the virtual are fully intertwined and function through integrated social and technical architecture working together in a seamless mesh that is persistent and pervasive. This digital ecosystem is an open, flexible, demand driven, self-organising, collaborative environment. It has enhanced individuals’ abilities to connect with other people, share ideas, work collaboratively and form communities. This has inevitably impacted on educational practice in Higher Education. The thesis draws together educational theories, curriculum designs, and concepts drawn from ecological psychology, cognitive apprenticeship, distributed cognition and activity theory, and extends them through the application of a Complexity Science lens. A Complexity Science perspective views the world as comprised of Complex Adaptive Systems. This study explores how authentic learning processes can be scaffolded within a Complex Adaptive System. The iterative development and refinement, through three iterations over six years, of a curriculum ecosystem for a Built Environment Degree Program is used as a case study for the development of a Higher Education curriculum ecosystem exemplar. A Design Framework for a Curriculum Ecosystem for Higher Education which has emerged through this process is presented