Needs-Oriented Engineering Pedagogy Research Projects in Chilean Universities

Hortsch, Hanno; Gormaz-Lobos, Diego; Galarce-Miranda, Claudia; Kersten, Stefan

doi:10.1007/978-3-030-11935-5_70

Cited by 11 publications

(8 citation statements)

References 2 publications

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“…The main objective of the research was to identify the perceptions of the participants of the pilot training course (academic staff) at the Universidad de Talca about their experiences and valuation of the competencies developed during the online course. Based on [22,24,27,28] and their previous experience in engineering pedagogy research projects in Germany and Chile [19,21], the authors defined categories and developed indicators for the instrument design. The instrument applied was a questionnaire with closed questions organized in five main categories with their respective items.…”

Section: Evaluation Results Of the Teacher Training Course In Ep 21 Methodologymentioning

confidence: 99%

“…1. The course development (in general) [13,19], with 4 items 2. The didactic design of the online course [19,21], with 9 items 3.…”

Section: Evaluation Results Of the Teacher Training Course In Ep 21 Methodologymentioning

confidence: 99%

“…A key concept for teaching in engineering is Engineering Pedagogy (EP). EP can be defined as an interdisciplinary scientific subject that includes and combines the "needs" and "demands" of engineering and technical sciences, pedagogy and didactics, and the educational system, with the goal to design implement and evaluate quality teachinglearning process in engineering fields [16,17,18,19]. The tradition of EP was established through the development of three European "schools of Engineering Pedagogy": Dresden, Prague, and Klagenfurt [20].…”

Section: Teaching In Engineeringmentioning

confidence: 99%

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Online Engineering Pedagogy: A Proposal for Specialization of the Teacher Training in Engineering

2021

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The context of the COVID-19 pandemic produced new immediate needs in the field of university teaching related to distance learning and forces the universities to transform their “traditional” face-to-face teaching methods, particularly with the implementation of online education. This situation represented a challenge not only for the universities but also for the teachers because they need to transform their teaching work in the classroom to online strategies for online learning environments. To meet these needs for effective online education an online pilot training course in Engineering Education based on the IGIP Curriculum of the TU Dresden was designed and implemented. The course “Introduction to online teaching and learning in engineering” (in Spanish: “Introducción a la Enseñanza-Aprendizaje Online en Ingeniería”) consisted of 4 modules implemented on a mix of online communication strategy of synchronous activities carried out on the Zoom platform, together with asynchronous work on a Moodle-based LMS platform. The course was offered between May and June 2020 for a group of academics of the Faculty of Engineering of a public Chilean University. This paper describes the designed online pilot training course in Engineering Pedagogy and presents the results of the evaluation of its implementation. For this a survey was applied and filled by the participants to evaluate the course and to know their per-ceptions about their competencies development to improve online learning in engineering.

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Section: Evaluation Results Of the Teacher Training Course In Ep 21 Methodologymentioning

confidence: 99%

“…1. The course development (in general) [13,19], with 4 items 2. The didactic design of the online course [19,21], with 9 items 3.…”

Section: Evaluation Results Of the Teacher Training Course In Ep 21 Methodologymentioning

confidence: 99%

Section: Teaching In Engineeringmentioning

confidence: 99%

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Online Engineering Pedagogy: A Proposal for Specialization of the Teacher Training in Engineering

2021

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“…Based on their previous experience in engineering pedagogy research projects implementation in Germany and Chile, the authors developed categories and indicators, which later were used in the data collection instrument about the teaching needs of the engineering school. Specifically, the instrument dimensions seek to obtain information about [13,14]:…”

Section: Methodsmentioning

confidence: 99%

“…The research project on implementing Engineering Pedagogy at Chilean Universities (PEDING 2014-2018) caused a scientific discussion on the EP concept and established clear guidelines and concrete activities for its installation and development at the Chilean university context [13] The aim of the second Project on Engineering Pedagogy of the authors was called "Strengthening engineering training at Chilean universities through practice partnerships" (STING-Project). The main goal of the project was the development and testing of training modules for students (either for electrical or mechanical engineers) and teaching qualifications of teaching staff in academic Engineering Education based on employment requirements of German and Chilean companies.…”

Section: Engineering Pedagogy In University Contextmentioning

confidence: 99%

Evaluation of Teacher Training Needs in Engineering Pedagogy

Gormaz-Lobos

Galarce-Miranda

Hortsch

2021

Vysš. obraz. Ross. (Print)

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In European countries, primarily in German-speaking countries, first of all, in Germany (Dresden), the concept of engineering pedagogy (EP) has existed for more than 70 years. In Eastern Europe, particularly in the Russian Federation, the tradition of EP has more than 20 years and shows an extensive network of universities actively participating in IGIP (International Society of Engineering Pedagogy). Several universities offer the IGIP curricula and work on various projects related to majoring in engineering education and pedagogy in Russian Higher Education Institutions. In Spanish-speaking countries the concept of EP is relatively recent. Particularly, since 2014, the Technical University of Dresden (TU Dresden) works in cooperation with Chilean universities to strengthen engineering pedagogy and education in the university context. This goal was concretized through two cooperation projects “Engineering Didactics at Chilean Universities” (PEDING-Project) and “Strengthening engineering training at Chilean universities through practice partner-ships” (STING-Project), both financially supported by DAAD. The main goal of this paper is to present the results of a survey about teaching needs in engineering pedagogy in a Chilean university. In general, the results showed the high level of interest and motivation that a training course on engineering pedagogy specifically oriented for the academic staff of engineering faculties may have. The project was led by the International Center of Engineering Education (CIEI) at the University of Talca (Chile) under the pedagogical support of the TU Dresden (Germany).

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