Search Results for
"Teaching"

Professional certification is the China national inspection of the construction of colleges and universities and the completion of personnel training goals, and urges colleges and universities to build a scientific and reasonable teaching quality guarantee system. With the guidance of Engineering Education Professional Certification, the integration of the concept and method of professional certification into the internal quality assurance system of undergraduate colleges is the need to improve the operation guarantee mechanism for teaching quality within universities, promote the teaching reform in institutions of quality learning and improve the quality of education and teaching in institutions of higher education. In the teaching process of engineering drawing, this article adjusts the teaching content and teaching methods of engineering graphics, and carries out reforms and practices from many aspects, such as teaching content, teaching model, and assessment methods, which provide the new ideas for the teaching reform. The result indicates that the reform can cultivate students' innovation ability, enhance their interest in learning, and improve their learning experience, which will lead to better future career performance. © 2018 IEEE.

The Industrial Design of the comprehensive university should actively carry out education and teaching research and reform, where practice teaching plays an increasingly important role in Industrial Design education. Focusing on the training of high-quality professionals, the practice-based Industrial Design teaching system was discussed. The guiding ideology and the formulation of guidelines for establishing a practical teaching system, were proposed as well as a multiple-level innovation and open practice teaching system structure. At the same time, the important features of the practical teaching system of Industrial design are explained, such as proportion of time, teaching module, teaching platform, teaching arrangement, etc. which provide reference theory and method for the practical teaching of Industrial Design. © The Authors, published by EDP Sciences, 2018.

This article presents a model for designing e-assessment processes aligned with competences and learning activities. The authors examined assessment in student-centered, competence-based learning in online contexts. We analyzed the importance of alignment for properly selecting the learning activities that best guide students towards the desired level of competence acquisition (i.e. learning outcomes). We explored the leading types of assessment and new opportunities for assessment derived from the use of technologies. The model developed takes advantage of the potential for technologies to go beyond traditional assessment approaches and proposes a classification of e-assessment activities organized by competences. When the model was applied in a real online course, results suggested it can help teachers and students better understand the meaning of competence-based learning and how the formative assessment approach is useful for helping students attain the desired competence levels. © 2018 Elsevier Inc.

The 21st century is seeing dramatic shifts in the business environment. In order for organizations to adapt to these shifts, they must be more flexible and learning oriented. To thrive in this environment, organizational leaders must facilitate and build the capacity for learning throughout the organization. Organizational leadership is looking for employees to bring more than technical competencies or subject-matter expertise to their work; they are requiring specific learning-oriented competencies such as critical thinking, problem-solving, agility, adaptability, initiative, communication, and collaboration among others. To that end, business education is under heavy criticism for failure to produce the workforce needed to meet the demands of the 21st century. We set out to develop a conceptual teaching and learning model anchored in transformative and constructivist perspectives of learning that engages the whole learner in learning, reflective practice, and interactions with learning facilitators, other learning agents, and actors in a learning context. © 2017, © The Author(s) 2017.

A teacher training program is mandatory for vocational teachers, but vocational colleges decide how to support a transition from the course to workplace. Before 2010, the transition process was regulated by a ministerial order, but now the market has created variation in the training. The case presented here is four vocational colleges where teachers attend a teacher training course. The study is based on the documentary analyses, focus group interviews and observations. Using Evetts’ concept of professionalism, the analyses show different logics at vocational colleges. Managers implement the course at vocational colleges by choosing different strategies for organizational professionalism. However, the teachers construct other learning trajectories by moving between classroom teaching and teamwork, which in the article is perceived as part of occupational professionalism. These coinciding logics might influence the transition from course to workplace. © 2018, Oslo and Akershus University College of Applied Sciences. All rights reserved.

As individual engineering disciplines and applications mature, there is an increased need for multidisciplinary education and application competencies. As an example, a course on modern automotive vehicles must now incorporate electrical propulsion in addition to mechanical propulsion to reflect the current state of the art. Systems engineering provides a framework for teaching a multidisciplinary approach in the design and analysis of these complex systems. In this study, the hypothesis that exposure to, and retention of, systems engineering principles improves learning outcomes in an multidisciplinary graduate level course is assessed. Students enrolled in a hybrid electric vehicle powertrains course were exposed to systems engineering principles through a dedicated lecture focused on team coordination and management of complex engineering systems in the context of the team-based course capstone project. Students were encouraged to employ systems engineering principles across all aspects of the course (e.g. homework completion and exam preparation) with student collaboration a requirement for the project. Student surveys were completed immediately following the introductory lecture, which quantify students' self-assessed increase in system engineering knowledge and perceived value of system engineering concepts/principles. A follow up survey given at the completion of the course then asked students to re-assess their responses to the initial survey and to report if they implemented systems engineering concepts/principles during work on the capstone project, labs, homeworks, and/or exam preparation for the course. An evaluation of applied systems engineering was conducted by comparing the capstone project scope from the course that included a systems engineering lecture and from the previous time the course was taught that did not include a systems engineering lecture. Results show an increase in students' self-assessed system engineering knowledge and perceived value of system engineering concepts/principles after the introductory lecture and at the end of the course, as well as an increase in applied systems engineering in the capstone projects. The conclusion is that systems engineering principles such as requirements development, applying the V-model, and configuration management may be a key component for multidisciplinary courses to improve learning outcomes. Future work will focus on systems engineering implementation in other multidisciplinary courses as well as improved means of exposing and encouraging students to use systems engineering. © American Society for Engineering Education, 2018.

This book provides comprehensive and up-to-date coverage of research on technical and vocational education in China. It discusses various aspects that range from such conventional topics as teaching at different levels, development history, regulations, policies, curriculum, specialty setup, teaching, faculty and management; to the status quo, transformation and current trends; as well as quantity expansion and quality improvement, all of which highlight the unique characteristics of technical and vocational education in China. This book is intended for researchers and graduate students, and will also help international readers to grasp the general situation regarding technical and vocational education in China. Combining rich content and a broad scope, the book will undoubtedly offer a valuable key to understanding China’s technical and vocational education in the 21st century. © Springer Nature Singapore Pte Ltd. and Higher Education Press 2018.

This research aims to investigate the readiness of the Dual Cooperative Training (DCT) program to be used as a guideline for the future implementation in the DCT project particularly in the heavy equipment field at the Lao-German Technical College (LGTC). The study examined the facilities and conditions of the LGTC and enterprises by focusing in Vientiane area in Lao PDR. The target groups were five executives and five teachers at the LGTC, and ten managers and ten trainers from medium and large private and public enterprises by using the interview questions. The results found that almost the respondents agreed on the cooperation DCT program. The setting program criteria included the preparation of the workshops, materials, tools and equipment. In addition, the LGTC and enterprises were satisfied with the DCT concept which can be implemented in the future. The positive results of this research can ensure the readiness of the forthcoming DCT program in the heavy equipment field at the LGTC. © 2018 IEEE.

In this chapter, the narratives are accounts, events, contexts and phenomenon related to my lived experiences as a researcher and young female historian in women and gender studies, specifically researching and writing about market women. Historical writing in Africa was standardised from the teaching and research from Ibadan University Department of History, ‘Ibadan School of History’ (ISH), Nigeria. The motivations for the evolution of ISH were a response to challenge the colonial and European perceptions of Africans as not civilised or literate. Writing history became prominent in the 1950s using oral traditions to trace Africa’s past. Based on this, my experiences as a female researcher tended towards scholarship in women’s and gender studies to reiterate the power status of women in Africa and identify the problems of powerlessness. © The Author(s) 2019.