Active Learning Approach to Enhance Engineering Education in Argentina: A Case of Study in Signals and Systems

Cymberknop, Leandro J.; Armentano, Ricardo

doi:10.4236/ce.2018.99107

Cited by 6 publications

(3 citation statements)

References 19 publications

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“…To avoid passive transductions, we suggest that practitioners adopt active learning [19,20] techniques and employ the variation theory of learning [14,21,22] to ensure greater engagement with the semiotic material by the students.…”

Section: Discussionmentioning

confidence: 99%

Active and passive transductions—definitions and implications for learning

et al. 2022

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To move between different semiotic systems, such as graphs and formulas, is a necessary step in learning physics or solving problems. In social semiotics, this movement of semiotic material is called a transduction and during a transduction a student must unpack, filter, and highlight different aspects of the concept or problem. Unpacking, filtering, and highlighting have been shown to be important to the meaning-making process and transductions should be seen as indicators of meaning-making and learning. However, in this paper we argue that not all transductions performed by students requires unpacking, filtering, or highlighting, and hence the definition of transduction needs to be refined in its description. We introduce the ideas of passive and active transductions that separates transductions that may lead to meaning-making from transductions that may not. This separation is done through shown engagement with the semiotic material of the transduction. We connect shown engagement with the semiotic material to the already established anatomy of disciplinary discernment to create a useful tool when evaluating student engagement and discernment. In the paper, we showcase examples of passive and active transductions and provide a short description of how to identify them in different learning situations.

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Section: Discussionmentioning

confidence: 99%

Active and passive transductions—definitions and implications for learning

et al. 2022

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“…In spite of the presence of several initiatives to address these issues at the regional level of South America, for example, in Argentina [3,11] and Uruguay [4][5][6], most of the approaches didn't focus specifically on bridging the gap between the academic domain and problem-solving visions in real-world scenarios. With the intention of resolving the issues which the students have primarily been facing, especially in the undergraduate level of biological engineering in the University, the task of designing a new course was undertaken.…”

Section: Analysis Of the Key Issues In Learning Paradigmsmentioning

confidence: 99%

“…In the digital era, one of the crucial areas which needs to embrace newer technologies and cutting-edge paradigms is education. During the transition from high school to university-level education in Science, Technology, Engineering, and Mathematics (STEM), it has been observed that a significant number of students lack clarity regarding the scope and applications of the career or study program they choose [11], which often reduces their commitment to their chosen career. Especially in the domain of life sciences, the uncertainty among the students especially with respect to the future scope of their career is caused by several factors, including inadequate exposure to the state-of-the-art in the field, or limited access to professional development in parallel to the university courses, or unsatisfactory communication with referents and leaders in the field.…”

Section: Introductionmentioning

confidence: 99%

Virtual Learning Approach Toward Introductory Biological Engineering Course in Uruguay During COVID-19

Chatterjee¹,

Tesis²,

Simoes³

et al. 2020

EAI Endorsed Trans Perv Health Tech

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INTRODUCTION: Global education has seen a paradigm shift in the recent years; especially in life sciences, specializations have started sharing common space in applied research and development. Extending the transdisciplinary approach to undergraduate programs, a case study on the introductory course of Biological Engineering program at University of the Republic (Universidad de la República) Uruguay is presented. OBJECTIVES: The COVID-19 pandemic has led to shifting the biological engineering course to virtual modality, changing the pedagogical dynamics. This study aims at analyzing the adaptation to the new model of virtual learning. METHODS: Different course metrics over time has been analyzed along with surveys on students and professors of the course. RESULTS: Despite several new challenges posed by the virtual modality, the overall student-performance didn't decline. CONCLUSION: The biological engineering course presents interesting contents especially in its course design and student engagements, remodeled especially during its virtual mode.

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Virtual learning approach to biological engineering courses in Uruguay during COVID-19

Simoes

Chatterjee

Lemes

et al. 2021

HESWBL

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PurposeIn times when digitized and blended learning paradigms are getting more profuse, the COVID-19 pandemic substantially changed the dynamics of this program, forcing all the courses to migrate to virtual modality. This study highlights the biological engineering courses at the University of the Republic (Universidad de la República) in Uruguay pertaining to the adaptations to virtual learning environments during the COVID-19 pandemic and analyzing its impact through the courses taught in the virtual setting.Design/methodology/approachGlobal education has seen a significant paradigm shift over the last few years, changing from a specialized approach to a broader transdisciplinary approach. Especially in life sciences, different fields of specializations have started to share a common space in the area of applied research and development. Based on this transdisciplinary approach, the Biological Engineering program was designed at the University of the Republic (Universidad de la República), Uruguay.FindingsThe new challenges posed by the virtual modality on the pedagogical areas like course design, teaching methodologies and evaluations and logistical aspects like laboratory-setting have sparked a considerable change in different aspects of the courses. However, despite the changes to virtual modality in this year, the student-performance showed an overall improvement compared to the last year.Originality/valueWith the changing direction of pedagogy and research in biological engineering across the world, it is quintessential to adapt university courses to the same, promoting an environment where the scientific and engineering disciplines merge and the learning methodologies lead to a dynamic and adaptive ubiquitous learning environment.

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Active Learning Approach to Enhance Engineering Education in Argentina: A Case of Study in Signals and Systems

Cited by 6 publications

References 19 publications

Active and passive transductions—definitions and implications for learning

Active and passive transductions—definitions and implications for learning

Virtual Learning Approach Toward Introductory Biological Engineering Course in Uruguay During COVID-19

Virtual learning approach to biological engineering courses in Uruguay during COVID-19

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