PeTEX@Work: Designing CSCL@Work for Online Engineering Education

Terkowsky, Claudius; Jahnke, Isa; Pleul, Christian; May, Dominik; Jungmann, Thorsten; Tekkaya, A. Erman

doi:10.1007/978-1-4614-1740-8_13

Cited by 21 publications

(6 citation statements)

References 16 publications

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“…Die Studierenden lernen in der Laborübung, eigenständig und aktiv handelnd Experimente im Remote-Labor durchzuführen, sei es zunächst als Nachvollzug der Schauexperimente oder als Durchführung von ihnen unbekannten Experimenten mit im Studienverlauf zunehmenden Schwierigkeitsgraden (Terkowsky et al 2013).…”

Section: Handlungsorientiertes Lernen Ermöglichenunclassified

Die digitale Zukunft des Lernens und Lehrens mit Remote-Laboren

Ortelt

Terkowsky

Schwandt

et al. 2021

Digitalisierung in Studium Und Lehre Gemeinsam Gestalten

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ZusammenfassungDer Einsatz von Remote-Laboren in ingenieurwissenschaftlichen Studiengängen ermöglicht Studierenden an einigen Hochschulen die ortsunabhängige Nutzung von Laboren, Maschinen und Robotern. Remote-Labore eignen sich in besonderer Weise dafür, den digitalisierungsbedingten Anforderungen und dem Qualifikationsbedarf aus Wirtschaft und Industrie zu begegnen. Die Onlinebedienung von Laboren bietet viele Ansatzpunkte für den Erwerb digitaler Kompetenzen, wie beispielsweise das Sammeln und Analysieren von Big Data, das Entwickeln geeigneter Schnittstellen für den Onlinezugriff oder den korrekten Einsatz zur Verfügung stehender softwarebasierter Messtechnik. Auch während der Coronapandemie im Sommersemester 2020, als der reguläre Zugang zu Laboren aufgrund der Kontaktbeschränkungen nicht erlaubt war, ermöglichten Remote-Labore den Studierenden praktische Erfahrungen. Jedoch stellen nicht nur die didaktischen, sondern auch die technischen und organisatorischen Aspekte ingenieurwissenschaftliche Studiengänge bei der Umsetzung von Remote-Laboren vor anspruchsvolle Aufgaben. Der nachfolgende Beitrag greift diese Aspekte auf und beschreibt anhand ausgewählter Beispiele, wie die Umsetzung und Integration von Remote-Laboren in Studium und Lehre gelingen kann, aber auch welche Herausforderungen nach wie vor bestehen.

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Section: Handlungsorientiertes Lernen Ermöglichenunclassified

Die digitale Zukunft des Lernens und Lehrens mit Remote-Laboren

Ortelt

Terkowsky

Schwandt

et al. 2021

Digitalisierung in Studium Und Lehre Gemeinsam Gestalten

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“…Central scholarly discussions with the laboratory as a conceptual learning place in engineering education in the German-speaking world exist only in publications of [16], [17], and [18] and are therefore an exception. Based on these, more detailed studies have been developed in recent years, mainly by the work of [19], [8], [20], and [15]. These studies put a special focus on metal forming technology and substantially expanded the body of knowledge by new research results.…”

Section: The Online Laboratory In Engineering Educationmentioning

confidence: 99%

Cross Reality Spaces in Engineering Education – Online Laboratories for Supporting International Student Collaboration in Merging Realities

May¹

2020

Int. J. Onl. Eng.

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<span>This paper discusses online laboratories as cross reality spaces in education. Cross Reality (also XR) as a term is borrowed from the field of gaming and broadly describes the integration of immersive, augmented, mixed, and virtual reality technology within physical reality. Online laboratories form an ideal example, as different realities (the real hands-on world in real labs, the virtual world in simulated labs or even a mixture of both in context with remote labs) are merged. The connection between different realities in laboratory education and their relation to engineering education contexts are discussed by describing a three-dimensional matrix for categorizing (online) laboratories in teaching and displaying current research results in this area. On basis of this, a scholarly research study is discussed, which is making use of a remote lab in mechanical engineering education for an international student body. In this study, the lab and its application are evaluated from the learner, the system, and the course perspective. These three perspectives offer a holistic view of the lab and the students’ learning. The study proofs a positive effect on the students learning experiences. The results also show which current needs and future potentials lie on the intersection of engineering education, internationalization, and digitalization in terms of collaborating and learning in Cross Reality Spaces.</span>

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“…Until now, there have been very lonely efforts in Germany to awake enthusiasm and a broader debate on laboratory learning objectives in engineering education (see e.g., [17], [18], [19], [20], [21], [22], [23]). …”

Section: B Asiinmentioning

confidence: 99%

What should they learn? A short comparison between different areas of competence and accreditation boards' criteria for engineering education

May¹,

Terkowsky²

2014

2014 IEEE Global Engineering Education Conference (EDUCON)

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The question "What should engineering students learn for being successful engineers?" is and always was a driver for intense discussions about curriculum development in engineering education. Contributions to this question differ between various types of education institutions and organizations, various fields of specialization, and even various countries. Such differences make it necessary, that a framework, which describes the students' intended learning outcomes in engineering education programs, must be designed openly to represent engineering education in general and in the same way accurately enough to answer the question above. Therefore this work-in-progress-paper firstly discusses a general model of areas of competence, secondly looks at different accreditation boards' criteria for engineering education, thirdly combines the boards' criteria with the general areas of competences and fourthly derives conclusions for engineering education in laboratories.

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PeTEX@Work: Designing CSCL@Work for Online Engineering Education

Cited by 21 publications

References 16 publications

Die digitale Zukunft des Lernens und Lehrens mit Remote-Laboren

Die digitale Zukunft des Lernens und Lehrens mit Remote-Laboren

Cross Reality Spaces in Engineering Education – Online Laboratories for Supporting International Student Collaboration in Merging Realities

What should they learn? A short comparison between different areas of competence and accreditation boards' criteria for engineering education

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