Learning experience from teaching and learning methods in engineering education: instructors' viewpoint

Knowledge-based learning has been the emphasized pedagogy and balanced with skills-based learning in Engineering education for the last six decades. Students have learned and gained their experiences mainly from lectures, assignments, laboratory sessions, project works, and a final-year project or a dissertation. Besides pedagogy improvement, several teaching and learning methods such as problem-based learning, project-based learning, virtual classroom, etc., have been introduced and applied to offer a variety of learning activities to enhance graduates' competence. This paper presents an analysis of the learning experience that students gain from current teaching and learning methods instructors are using. A survey was conducted on both European and Thai instructors in Industrial Engineering departments and related fields on teaching and learning methods that they normally use and that are effective in their opinion. The survey results were analyzed and mapped on learning experience model called `LOVE' that classifies learning activities based on the nature of learning and student involvement to draw insight about experience students gain.- This work is the outcome of project "Curriculum Development of Master's Degree Program in Industrial Engineering for Thailand Sustainable Smart Industry (MSIE 4.0)" that has been funded with support from the European Commission (Project Number: 586137-EPP-1-2017-1-TH-EPPKA2-CBHE-JP). This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein

Strategic design for industrial engineering curriculum development to support sustainable smart industry

Technological advancement has created a new landscape for how business functions and is reshaping job profiles prompting companies to revisit their human capacity building. This chain effect ripples back and urges all academic institutes, especially in engineering schools, to not only keep their curricula up-to-date but also equip their instructors with various teaching and learning methods as well as addressing the needs of prospective students and companies, influenced by the progress of technology. Presented in this paper is a strategic design for the development of the Industrial Engineering curriculum to support the sustainable smart industry. Blue ocean strategy was applied in this curriculum development. Fifteen factors were identified to cover six categories: pedagogy, competence, industry needs to attain Industry 4.0, student needs, team's insight, and learning experiences. A new strategy was formed. This new curriculum will strategically focus on strengthening both technical and transversal competences, thematic learning to ease student understanding, and flexibility in learning to support the equal opportunity of learning. "Personalize your competence-based active thematic learning experience to support sustainable smart industry" is the tag line of the new curriculum.- This work is the outcome of project "Curriculum Development of Master's Degree Program in Industrial Engineering for Thailand Sustainable Smart Industry (MSIE 4.0)" that has been funded with support from the European Commission (Project Number: 586137-EPP-1-2017-1-TH-EPPKA2-CBHE-JP). This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein

Application of bloom's taxonomy for competence gap analysis in curriculum development

Since its inception as a bank of keywords measuring the same educational objective to facilitate the exchange of test items among faculty at various universities, Bloom's taxonomy has served as the keystone in educational development. Its six-level cognitive domain has been commonly used for set learning outcomes, comparing similar courses, and congruence the elements of a course. This paper presents its potential for identifying competence gaps to support curriculum development. For each factor, graduates' expected competence (desired) and prepared competence (actual) are assessed by using the six-level cognitive domain, and their gap is determined from their difference. This approach has been applied to the Erasmus Plus Capacity Building in Higher Education project on Curriculum Development of Master's Degree Program in Industrial Engineering for Thailand Sustainable Smart Industry (MSIE 4.0) to ensure that the new curriculum will produce graduates with profiles matching the needs of the industry to minimize the gaps. Since the Master's graduates are expected to be able to perform beyond the remember level (lowest level), only the five higher levels were used. The results show that competence gaps could be revealed clearly and were resourceful for setting the strategy for the development of the curriculum.- This work is the outcome of project "Curriculum Development of Master's Degree Program in Industrial Engineering for Thailand Sustainable Smart Industry (MSIE 4.0)" that has been funded with support from the European Commission (Project Number: 586137-EPP-1-2017-1-TH-EPPKA2-CBHE-JP). This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein