Search Results for
"Engineering education"

The problem-based learning (PBL) teaching method is a renowned international educational approach widely implemented in engineering education. This paper examines the effects of a comprehensive teaching strategy that incorporates PBL and English literature within the 'Power System Overvoltage' course. The goal of this integrated teaching strategy is to improve students' critical thinking and communication skills, which are important for today's global engineers. A structured questionnaire was conducted with 210 students to gather their feedback on this teaching method, and the results were analyzed using cluster analysis. The findings revealed that 86% of students responded positively indicating improvements, in their technical skills and language abilities. The students feedback also emphasized that instructors implementing this teaching method need to possess deep professional knowledge, stay updated with current scholarly developments, and invest extra time and effort for effective implementation. © 2024 IEEE.

Electrical engineering is a rapidly evolving field that requires continuous learning to stay up to date with advancements in technology. However, traditional educational resources, such as textbooks, proprietary software, and laboratory equip-ment can be expensive, rigid, and inaccessible to many students. In contrast, open educational resources provide free and open access to high-quality educational mate-rials that can be easily customised, updated, and shared. This chapter contains an overview of the benefits of open educational resources, including reduced costs, improved access and equity, increased pedagogical flexibility, and enhanced educa-tional quality. The challenges that might arise during the implementation of open educational resources are also reviewed. In addition the pedagogical, technological, and institutional factors that contribute to the successful implementation of open educational resources, are discussed. These include the need for high-quality open educational resource materials that are aligned with learning outcomes and are acces-sible to a wide range of learners, the use of appropriate technology and infrastructure to support the use open educational resources, and the involvement of key stake-holders in the development and promotion of open educational resource materials. In conclusion, it is emphasised that the adoption of open educational resources in electrical engineering education has the potential to transform the way we teach and learn in this field, providing increased access to high-quality educational resources, promoting greater pedagogical flexibility, and reducing costs for students and institu-tions. The benefits of open educational resources cannot be ignored, and a compelling case for their adoption in electrical engineering education is provided in this chapter. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

This builds on the success of “Working to Learn" (Palgrave Macmillan, 2020) by focusing on the future of work and how young people, especially low-income young people and young people of color, are pursuing college and career goals through work-based learning experiences, yet encountering an increasingly racially and socioeconomically stratified labor market and educational system. Through policy analysis and case studies both from US and abroad, the authors will present the argument for why these models warrant revisitation, innovation, and investment, and elevate profiles of young workers, nonprofits, corporate partners, and governments today who are using work opportunities to open doors once closed. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

This paper examines the alternative pedagogy of the Audio Recording Engineer Practicum of the Banff Centre in Alberta, Canada that hosted up to nine participants per semester until the onset of the COVID-19 pandemic. Developed by Theresa Leonard for over two decades, this program is known to have achieved gender parity in its international recruitment and is recognized as a world leader in music production vocational training. We detail the background of 13 out of the 29 participants who attended the practicum in 2018-2020, under the leadership of James Clemens-Seely. Also, we elicit the teaching strategies of the program based on feedback gathered from 24 participants in five focus group sessions at the end of their residency, along with semi-directed interviews of the main program leaders. Our findings highlight the effectiveness of teamwork assignments that bring sound practitioners who represent different gender identities and a range of nationalities to learning by doing in commercial recording studio settings. Finally, we discuss how the strengths of the Banff Practicum could inspire mentors and educators to reinvent the internship model and enhance the curriculum of formal audio programs. © AES Madrid 2024: 156th Audio engineering Society Convention. All rights reserved.

This book focuses on STEM education as it applies to global competencies, innovative curriculum and accompanying pedagogy. Through a thematic approach, the authors explore cross-cutting perspectives, with a focus on social, equitable, environmental, and scientific issues as they relate to STEM literacy. The research outlined in the book adopts an integrated STEM framework that assesses, analyzes and explicitly links all STEM disciplines. The book prepares and inspires both educators and students to participate in STEM on a global level.  The research presented in the book highlights innovative and unique classroom practices in STEM education (e.g., STEM environmental projects, digital video games). The book links research on and in practice, and the intended audience include STEM educators, researchers, curriculum developers, and policymakers interested in innovative STEM education. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

This book offers deep insights into the agencies of teaching—pedagogies, professional identities, and knowledge—in the English further education (FE) sector. The sector’s porous, inclusive, diverse, and prominent features of vocational offers have led to it being overlooked and misunderstood by policymakers. To rectify this misconception and re-emphasise its importance in England’s educational ecology, FE is reframed as a rich, all-encompassing and connected sector. It proposes a new language of educational engagement by uniting vocational education and training under a new umbrella term: occupational education (OE). OE intersects work, teaching, and learning across pre-university, higher education, and professional education. A new system is provided that maps lifelong learning, irrespective of age, ethnicity, gender, disabilities, or station in life. The key audience is students, teachers, teacher educators, institutional managers, policymakers, and academics. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

This book explores current research on online instructed L2 acquisition, with a specific focus on the nature and impact of learner engagement in online L2 classroom interaction. It examines the topic of online learner engagement from various theoretical perspectives, discusses conceptual and methodological issues, synthesizes research on the role of learner engagement in online L2 classroom interaction, and critically assesses its connection to teaching practices across different L2 settings. The book is intended for a wide audience, including undergraduate and postgraduate Applied Linguistics, TESOL and Second Language education students seeking to understand the significance of learner engagement in online L2 learning. It will also be useful for researchers interested in staying updated on recent findings regarding the benefits of learner engagement in online classroom interaction for L2 learning. Additionally, teachers, teacher trainers and educators in Teacher education (TE) and/or continuous professional development (CPD) programs can benefit from the pedagogical insights offered in this book regarding online L2 instruction in various contexts. © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024.

This book introduces and explains the production-oriented approach (POA) to teaching foreign languages, a new approach developed by the author through 15 years of rigorous experimentation. Addressing the common challenge of separating input from output in language learning, the book details POA procedures in three phases: motivating, enabling, and assessing. It explores the theoretical underpinnings of the POA, including sociocultural, usage-based linguistic, second language acquisition, and curriculum theories. The author presents a series of case studies showcasing the POA in practice. She also provides a comparative analysis with the task-based approach and project-based learning, highlighting similarities and differences between the two. This book will be essential reading for teachers and scholars in applied linguistics, modern foreign languages, language acquisition, and language education, offering valuable insights and practical guidance for enhancing language teaching effectiveness. © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024.

This book examines a wide range of topics within quality assurance at universities in order to present a conceptual, historical, and thematic mapping of academic and practical perspectives. As we navigate the complex tapestry of the twenty-first century, where change is constant, the global higher education landscape is undergoing profound shifts that define its present and signal its future. In this book, the author probes the mechanisms of quality assurance to not only ensure excellence but also resonate as responses to the contemporary landscape shaped by the challenges of globalization, technological advancement, and societal transformation. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

This study aims to explore the application of This study explores the application of AI image generation technology in the 'Illustration Design' course, focusing on its impact on creative efficiency and the integration of cultural elements. Through a survey of 32 art design students and analysis of representative cases, the study found that AI tools significantly improve efficiency in the conceptual sketch phase but have limitations in understanding and interpreting traditional symbols. Based on this, an interactive human-AI iterative optimization approach is proposed: AI generates initial designs, which are then adjusted by designers according to cultural context to ensure the cultural connotation and accuracy of the work. This provides valuable reference for integrating AI technology in the educational field, especially for handling culturally significant design projects.. © 2024 IEEE.