When stakeholders unite: Engineering students and industry feedback in developing a rich technical a Home : Annual Conference 2015

When stakeholders unite: Engineering students and industry feedback in developing a rich technical a

Public Group active 2 years ago

Wed, Sep 9 2015, 2:00pm – 3:00pm
Authors: Rebecca Vickerstaff
Room: Room 1.218 (First Floor)
Theme: Learners as agents of change
Type: Standard Presentation

Description

Engineering Education is a discipline responsible for the training and development of graduate engineers and is a field that is particularly affected by changes from Higher Education (Froyd, Wankat & Smith, 2012).

Despite vast amounts of engineering literature discussing ‘change’ within the field, engineering curricula is said to still maintain its predominant pedagogic model of dissemination to students as it did in previous decades (Daun, Salmon, Tenbergen, Weyer & Pohl, 2014).

This paper draws on part of a recently completed PhD discussing innovations in Engineering Education using Technology Enhanced Learning. Limited research exists of the viewpoints of engineering students and how industry ready they perceive themselves to be. Focus groups formed of undergraduate engineering students gathered opinions on the direction of Engineering Education and how advancements in Technology Enhanced Learning have revolutionised how students learn and interact with technology to facilitate their learning. Digital literacy and identity were discussed concentrating on the role of the University in developing technological skills. The session will include examples of how inclusive video assessment techniques supported by Technology have increased student results and employability skills.

Student opinions were complimented with an industry based survey to validate Technology Enhanced Learning methods used within the study and provide a comparison to student views gained during the focus groups and educational practitioners.

This session will discuss key findings of the research from stakeholders involved in Engineering Education and provide recommendations in the use of inclusive assessment supported by Technology Enhanced Learning.

References

Daun, M., Salmon, A., Tenbergen, B., Weyer, T. & Pohl, K. (2014) ‘Industrial case studies in graduate requirements engineering courses: The impact on student motivation’, Software Engineering Education and Training (CSEE&T), 2014 IEEE 27th Conference on. IEEE, pp. 3-12.

Froyd, J. E., Wankat, P. C. & Smith, K. A. (2012) ‘Five Major Shifts in 100 Years of Engineering Education’. Proceedings of the IEEE, 100 (Special Centennial Issue). pp 1344-1360.

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