Strengthening the training of engineers in Chilean universities through practice partnerships: STING Project

Díaz, Matías R.; Gormaz-Lobos, Diego; Galarce-Miranda, Claudia; Valenzuela, Francisco; Rojas, Félix; Sepulveda, Edmundo; Durán, A.; Cerda, Carlos; Carrasco-Olivera, Dante; Hortsch, Hanno

doi:10.1016/j.procs.2020.05.076

Cited by 6 publications

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“…Based on [12,13,14,15,21] and their previous experience in engineering pedagogy research projects in Germany and Chile [5,16], the authors developed a categories system with indicators for the instrument design. The instrument consists in a questionnaire with closed and open-ended questions organized in five main categories with their respective items.…”

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

confidence: 99%

“…Although Engineering Pedagogy (EP) has a long tradition in German-speaking are as (particularly in Dresden, with a tradition of more than 60 years) [1,2,3], the concept of "EP" is relatively recent in Spanish-speaking countries. In the specific case of Chile, the application of this concept has been made possible thanks to the projects: "Engineering Pedagogy in Chilean Universities 2014-2018" (PEDING Project) and "Strengthening engineering training at Chilean universities through practice partner-ships" (STING Project) [4,5]. Several authors recognize the different factors and aspects that condition the engineering pedagogy and education and the training of the teaching staff in engineering careers [6,7,8,9,19,20,21], but the societies of the 21st century evidences diverse demands derived for example from different actors of the society, the economy and the scientific engineering fields, among others.…”

Section: Engineering Pedagogy and Education In Chilean Contextmentioning

confidence: 99%

“…Dimensions and conceptual items for the evaluation instrument[5,16] Usefulness of synchronous learning activities for competencies development. 4.8.…”

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confidence: 99%

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Evaluation Results of an Online Teacher Training Course Specialized in Engineering Education

2021

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The purpose of this article is to present the results of the evaluation of the imple-mentation of a teaching training course in Engineering Pedagogy (EP) at a Chilean university of applied sciences. The research questions that guided the research process were: (i) How do the participants evaluate the course in general? (ii) How do the participants evaluate the didactic design of the course? (iii) How do they evaluate the teaching competencies? (iv) How do they value the usefulness of the learning outcomes for their teaching practice? (v) How they self-evaluate their participation and their learning process? Based on different authors a questionnaire with closed and open-ended questions was developed and implemented online. For the statistical analysis was applied an exploratory-descriptive analysis. The training course consists of two online modules with 90 working hours in LMS, and was designed by the Center of Engineering Education (CIEI) at the University of Talca, according to the IGIP Curricula of the IGIP center at the Technische Universität Dresden (TU Dresden, Germany). From the first results of the pilot project, it can be noted that there is a high level of motivation and interest to participate in a teaching training course based on EP, which has been specially oriented and designed to meet the specific requirements of the academic staff of engineering schools.

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

confidence: 99%

Section: Engineering Pedagogy and Education In Chilean Contextmentioning

confidence: 99%

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Evaluation Results of an Online Teacher Training Course Specialized in Engineering Education

2021

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“…On the other hand, several studies emphasize the essential role that university teachers have concerning online learning [3,4,[15][16][17][18][19][20][21][22]. The use of ICTs in the educational process is changing how teaching is carried out in universities, as it generates environments that facilitate learning and access to information [20][21][22].…”

Section: Impact Of the Use Of Icts At University Contextmentioning

confidence: 99%

An Analysis of Students' Perceptions of the Educational Use of ICTs and Educational Technologies during the Online Learning

2022

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The impact of the use of ICTs in the university context has been investigated for decades, as they are not only tools in themselves, but also generate a new social space and, therefore, a new educational space known among others as virtual education or online learning (OL). Precisely, OL has been presented as an alternative in the historical context originated by the COVID-19 pandemic, which has created an unexpected situation for social structures and their educational institutions. The main goals of the study was to know about the students' perceptions of the educational use of ICTs and educational technologies in times of the COVID-19 pandemic. Some specific objectives of the research were (i) to identify the disposition of the students towards the use of ICTs, (ii) to characterize the Interaction with others through the use of ICTs, and to (iii) identify the interaction of the students with LMS and ICTs. An in-depth theoretical review allowed the authors of this paper to construct an instrument to measure students' perceptions about the use of ICTs and educational technologies in times of the COVID-19 pandemic. This research was financially supported by the German Academic Exchange Service (DAAD) as part of the project “Praxispartnerschaften zwischen Hochschulen und Unternehmen in Deutschland und in Entwicklungsländern ab 2017” (Project Nr. 57334905).

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“…The main of them are activation of educational and cognitive activity, taking into account the individual characteristics of students, and purposeful formation of readiness to get specific empirical and theoretical knowledge. An analysis of readiness for training in engineering specialties is presented in the research papers of Matías Díaza et al [2].…”

Section: Introductionmentioning

confidence: 99%

Intellectual readiness of future engineers to master the disciplines of the professional curriculum part while online learning

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The concept of intellectual readiness for learning, which is considered as the main condition for successful education at a university, is defined. Developed competencies of BSc students in training area 35.03.06 “Agro engineering” were analyzed. This analysis demonstrates the importance of knowledge of the basic mathematical and natural laws for solving typical problems and participating in experimental professional research. The role of the “Electrical Materials”course in the development of students’ general professional and specific professional competencies is revealed. The paper presents the research results identifying the relationship between the mental development level, formed in general education, and the success of mastering the “Electrical materials” course. At the same time, knowledge of scientific concepts, the development of the classification mental operation and the ability to perform mental actions by analogy turned out to be determining. According to the results of the research, five groups of students were identified. They differ in the success of the acquisition of knowledge and proximity to the socio-psychological standard. Quantitative and qualitative indicators of their mental development characteristics were also described. The specificity of the relationships between the parameters of intellectual readiness and success in mastering the discipline is described. It is concluded that it is necessary to stimulate the mental development of students in the process of developing professional competencies, taking into account the specific features of the structure of intellectual abilities, improving methods for assessing intellectual readiness.

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Strengthening the training of engineers in Chilean universities through practice partnerships: STING Project

Cited by 6 publications

References 0 publications

Evaluation Results of an Online Teacher Training Course Specialized in Engineering Education

Evaluation Results of an Online Teacher Training Course Specialized in Engineering Education

An Analysis of Students' Perceptions of the Educational Use of ICTs and Educational Technologies during the Online Learning

Intellectual readiness of future engineers to master the disciplines of the professional curriculum part while online learning

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