Attribution styles as correlates of technical drawing task-persistence and technical college students’ performance

Technical drawing is a means of communicating between the designer and the manufacturers to bring ideas into reality by means of drafting. This study investigated attribution styles as collates of students’ technical drawing task-persistence and academic performance using correlational research design. The population for this study consisted of 864 students of year II and the sample study comprised of 150 (93 males and 57 females) randomly selected from six technical colleges in Edo State, Nigeria. Three instruments, Academic Performance Attribution Style Questionnaire (APASQ), Technical Drawing Taskpersistent Rating Scale (TDTPRS); and Technical Drawing Performance Test (TDPT) were developed and used for data collection. Cronbach Alpha reliability method was used to determine the reliability of the instruments and the results were obtained: SAASQ = .87; TDTPRS=.79; AND TDAT = .85. The findings of the study revealed that the technical drawing task-persistence of students was positively correlated by functional attribution style; and was negatively correlated by dysfunctional attribution style; functional attribution style positively correlated academic performance of students. Based on the findings of the study, it was recommended among others that technical drawing teachers should model and teach the students the right attribution style that will enhance their learning of technical drawing

Best assessment practices of final year engineering projects in Australia

Purpose:The focus of the paper is to explore the best practices for the delivery of final year engineering project. Students use their own initiatives to accomplish practical design projects in their final year of engineering. Each academia proposes different ways of project approaches that should satisfy engineering accreditation requirements for capstone projects. This paper analyses and compares various undergraduate final year engineering project approaches of different universities in Australia. From this case study analysis, this research will explore the best assessment practice for the delivery of final year project. Design/Methodology: Through desktop analysis methodology, this paper will analyse six universities in Australia who are practicing different approaches in their undergraduate final year engineering project. This analysis will look in to the various types of final year projects undertaken, their learning outcomes, teaching methods and assessment measures. Findings: From these 6 case studies, this paper will provide a report on its implementation and assessment impact on final year projects based on the analysed results of qualitative review of course units in undergraduate programs. Conclusions: This paper shows the desktop analysis data and compared the six case studies of Australian universities. The above-summarized different final year engineering project approaches were extremely successful in identifying and promoting creativity and innovation through final year projects. From the comparison, it is clearly shown that Deakin University practices one of best assessment methods for the delivery of final year engineering project

Cloud-linked and campus-linked students’ perceptions of collaborative learning and design based learning in engineering

The aim of this paper is to analyse and present cloud- link as well as campus-linked students’ perceptions of collaborative learning and design based learning in engineering. Project oriented design based learning (PODBL) is a learning and teaching approach, where students learn through design activities while being driven by project(s). PODBL enhances cloud-linked and campus-linked students’ ability to acquire career essential skills that fulfill future industry needs. A paper-based survey is used to recognise a cohort of students\u27 experience of collaborative learning and design based learning in engineering. The paper-based survey was given to 30 students from an engineering discipline. The quantitative analysis of the survey results shows that more than 50% of the students view collaborative learning to have a large benefit in design-based learning

Project oriented design based learning – staff perspectives

The focus of this paper is to get staff perception on design based learning in their respective disciplines and how they could be aligned to the newly proposed model, in project oriented design based learning (PODBL). In academia, students and staff are supposed to work together in order to achieve a balanced learning and teaching process. By using different teaching and learning approaches, teachers are aware of escalating the student knowledge to fulfill current technology needs. This paper is part of a continuing process of a research project, which analyses better teaching and learning approaches in engineering. As part of this research, face-to-face interviews with staff members of the school of engineering in Deakin University who are teaching engineering design were conducted. The interview questions are based onqualitative analysis. The questions covered here are designed to determine the staff level of experience from teaching engineering using design based learning approach as an educational model. From the analysed results, this research encourages the school to practice a unique pedagogy that will accomplish the students learning outcomes

Addendum: Abubakar, U.; Mekhilef, S.; Mokhlis, H.; Seyedmahmoudian, M.; Horan, B.; Stojcevski, A.; Bassi, H.; Rawa, M.J.H. Transient Faults in Wind Energy Conversion Systems: Analysis, Modelling Methodologies and Remedies. Energies 2018, 11, 2249

The authors would like to make the following addition to their paper [...

Comparison of Technology Enabled Learning Practices (TELP) in engineering : a student\u27s perspective

BACKGROUND : Recent years have seen a steady growth in the use of technology in learning and teaching. Deakin’s School of Engineering uses its own set of Technology Enabled Learning Practices (TELP). Student surveys are taken after the completion of every unit, but although valuable, they give only a generic student view. What is required is a holistic approach from the student’s perspective.PURPOSE : What type of TELP best helps the student to learn engineering?DESIGN/METHOD : A survey dedicated to TELPs from the students’ point of view has been designed and will be given to students at various year levels in engineering at Deakin. The survey is designed to obtain quantitative as well as qualitative results. An analysis of this survey will give a view of the students’ perspective of TELPs as they progress through their engineering degree.RESULTS : The survey indicated that the students find that the full professional recording and screen capture TELPs as the most helpful as an aid to learning. It is also indicates that of all the TELPs the screen capture is greatly sought after by the students.CONCLUSIONS : These results give the School of Engineering the information needed to tailor the TELPs used in unit delivery to further enrich the learning experience

Aligning students and staff perspectives in an engineering design curriculum

This paper focuses on the alignment of students and staff perspectives in an engineering design curriculum. Deakin University recognised the importance of student learning with engagement in design-centred education. Staff across the university are committed to ensure that students are engaged at a fairly deep learning level. Engaging students is an important aspect of learning and teaching process because it enhances the student to be self directed active learners. To measure the student engagement and staff experiences in learning and teaching process, Deakin engineering has used design based learning as one of its engineering learning principle. This study examines students perceptions of DBL in their curriculum through a paper based survey given to a cohort of senior year undergraduate engineering students. The research also illustrates the staff perceptions of DBL in engineering curriculum by conducting face-to-face interviews with them. From the analysed results, this research shows that the students and staff have an adequate experience of learning and teaching engineering through design based learning approach in an engineering design curriculum

SHAPING THE PUBLIC IN SOUTHEAST EUROPE: SOCIAL FIELDS ANALYSIS

Communication is invisible force that creates dynamic in each social field. Communication is imperative for existence of dynamics. There is no existence of social field without dynamics. Social field by itself is constitute from social forces: social institutions, social networks and cognitive frames. Actually they all shapes the social field. All those social forces might be utilized by the actors in their communication strategies which all may shape the public. The process of communication and communicator’s awareness level related on influence of social forces or communication process which is the subject of the current article. The reader may also find out how the social forces are influential on communication and how of the other hand the communicating agents use them to shape the public? The article offers a theoretical model of communication, based on the SOFIA approach to analysis of social fields. The model defines several categories in each social force that affects the communication process. It is a complex process in which the social forces influence each other, and simultaneously exert a joint influence on the public. Usually, actors or their groups are categorized into eight different areas, and each of them has its agent-communicator. He is as a matter of fact representative of a group that communicates with the public on behalf of a particular group. Always read the term agent - communicator, in our paperwork as a part of the group consisting of formal actors or formal agents