Making Engineering Education Fun

Higley, Kathryn A.; Marianno, Craig M.

doi:10.1002/j.2168-9830.2001.tb00575.x

Cited by 43 publications

(35 citation statements)

References 3 publications

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“…The online e-quiz was based on Socrative (Méndez, Slisko 2013). However, the e-quiz was not summatively assessed, as it was intended to have students to undergo learning with fun (Higley, Marianno 2001). Thus, after a question was answered within the e-quiz assessment, each student's name as well as the answer (s)he has given was displayed on the projector screen, thus the student was expected to answer with fun (courtesy no marking) but also had to be serious (courtesy projector displaying everyone's answer).…”

Section: A Laying the Foundationsmentioning

confidence: 99%

Project-based Cooperative Learning to Enhance Competence while Teaching Engineering Modules

Gandhi¹,

Yang²,

Mahdi³

2017

IJCEELL

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Abstract-This paper focuses on teaching control systems to engineering students not only by way of the traditional lecture deliveries, but also by implementing several student-focused problems based self-directed learning projects as well as presentations from students. Engineering field constantly evolves and thus teaching a module to engineering students should involve current state-of-the-art research trends in the lectures. In addition, the tutor should also motivate students to have the current research developments incorporated within the student's self-learning projects. The work presented in this paper revolves around three mini-projects, each project on a different aspect of control engineering and to be completed within two weeks each. The aim of these problem based self-directed learning miniprojects is to get acquainted with the practical aspects of the theoretical learning that has been undertaken within the lectures, something that UK Standard for Professional Engineering Competence (UK-SPEC) focuses on. After completion of the miniproject, the students present their work/discuss results etc. as a power-point presentation lasting 15 minutes, and answer queries from peers (compulsory) and tutor, thus promoting life-long learning along with class participation and peer assessment. The student is also given verbal feedback after each of these project presentations, thereby encouraging improvements in the subsequent presentations taking place after two weeks. The purpose of these projects is to keep alight with the practical aspects of the current professional practices in industry, in the area of engineering, while also building a strong foundation through the self-learning model, thereby promoting deep learning via a blended approach. A questionnaire is also presented in the results and discussion section, which suggests that inclusion of a blended approach has improved the student's reading beyond the course requirements, has encouraged them towards deeper learning, and also improved both their theoretical as well practical aspects in engineering education.Index Terms-Control engineering, self-learning, miniprojects, deep learning, life-long learning.

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Section: A Laying the Foundationsmentioning

confidence: 99%

Project-based Cooperative Learning to Enhance Competence while Teaching Engineering Modules

Gandhi¹,

Yang²,

Mahdi³

2017

IJCEELL

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“…Examples are murder mysteries (Highley & Marianno, 2001) or river crossing (Michaelewicz & Michaelewicz, 2007;Moursund, 2007). Moursund (2007) argues that it is up to the students to make the connection between the constructed examples and the real world.…”

Section: "Fun Task; As It Is From Real Life"mentioning

confidence: 99%

“…Previous research has shown that there must be rules in order to solve the puzzle (Highley & Marianno, 2001). In our case, the students were not allowed to search the Internet, and they were informed about these rules in advance.…”

Section: "Very Good To Learn How This Information Can Be Used To Makementioning

confidence: 99%

Business Intelligence in College: A Teaching Case with Real Life Puzzles

Presthus

Bygstad

2012

JITE:IIP

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Executive SummaryModern Business Intelligence (BI) is about the process of turning data into actionable information, using an assortment of tools, techniques, and applications. Although BI, or its predecessor Decision Support Systems (DSS), has been applied in the industry for about half a century, it has only recently been taught in business schools. In the report "State of Business Intelligence in Academia 2010" Wixom and Ariyachandra found that the discipline faces many challenges in its way from practice to academia. For the lecturer, challenges include access to data sets and finding suitable cases, as well as providing realistic and meaningful examples. For the students, on the other hand, the problem is that BI is ripe with concepts and acronyms and appears too theoretical and abstract.In this study we report from an introductory Bachelor course in Business Intelligence and reflect on the learning process. Our focus is how to make Business Intelligence education more fun and motivating for the students, while at the same time providing the BI lecturer with some examples from real life. We conducted a small action research study in a university college with a class of third year e-business students. Drawing on principles from Problem-Based Learning and PuzzleBased Learning, we employed a framework of real life puzzles. Each puzzle consists of real life problems, real life data, and real life solutions.Our main contribution is that the real life puzzle approach is a powerful method to teach Business Intelligence concepts and processes. We argue that the similarities between the BI process and the puzzle solving process prepare the students for Business Intelligence learning, in an indirect way. Through the gradual realization on how these puzzles work, the students are able to connect the logical structures of puzzles with the rational way of BI queries. This prepares the students for Business Intelligence learning, and also for practice in working life. This insight should be of interest to any lecturer of BI.

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“…The numbers given to the mentioned statements, as well as the observation of the Author during the Project, verify the high level of teamwork in an enjoyable active environment. Such environment in engineering education would increase the level of understanding of the participants, as well as the retention rate 17 . Incidentally, having background information about the participants facilitates more in depth data analysis.…”

Section: Discussionmentioning

confidence: 99%

“…However, Ji and Bell claim that engineering students show a greater interest in topics which are demonstrated physically, than in topics that are explained using the so called 'chalk and talk' method, that is, by oral presentation and blackboard/whiteboard/OHP 4 . Also, the students are motivated by hands-on experience and by linking concepts and models to real engineering problems 4,17 . Hands-on activities have been implemented not only in engineering education but also in provisional programmes of the Science, Technology, Engineering and Mathematics (STEM) fields.…”

Section: Literature Reviewmentioning

confidence: 99%

Benefits of Full-scale Physical Models in Civil Engineering Education

Behnejad

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Engineering students, usually, show a greater interest in topics which are demonstrated physically rather than those that are explained using the so called 'chalk and talk' methods, that is, by oral presentations and blackboard/whiteboard/OHP. Also, students are motivated by hands-on experience and by linking concepts and physical models to real engineering problems. A hands-on project has been designed by the Author for civil engineering students to improve their practical considerations in designing structures. The project is about Design, Assemble and Dismantle (DAD) of a full-scale lattice structure. A specific teaching kit including prefabricated full-scale tubular steel members, as well as required connectors has been designed and manufactured for the DAD Project and the participants should design a structure using (all or part of) the provided structural components. The project is modified to suite the participants at different levels, i.e. postgraduate or undergraduate levels. Also, a simpler version has been offered as a part of the 'University Promotional Programmes' for secondary school students.This paper provides further information about the background of the DAD Project and discusses the Project in more detail. Also, relevant literature is reviewed and a methodology is proposed to assess the potential benefits of using full-scale physical models as a part of a master degree module offered in the academic year 2015-16. Finally, the outcomes of the research, as well as further recommendations are provided.

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Making Engineering Education Fun

Cited by 43 publications

References 3 publications

Project-based Cooperative Learning to Enhance Competence while Teaching Engineering Modules

Project-based Cooperative Learning to Enhance Competence while Teaching Engineering Modules

Business Intelligence in College: A Teaching Case with Real Life Puzzles

Benefits of Full-scale Physical Models in Civil Engineering Education

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