Teaching Professional Knowledge to XL-Classes with the Help of Digital Technologies

Stehling, Valerie; Bach, Ursula; Richert, Anja; Jeschke, Sabina

doi:10.1007/978-3-319-08816-7_38

Cited by 3 publications

(5 citation statements)

References 6 publications

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“…in the form of 'Audience Response Systems' (ARS) may improve the learning outcomes of students [19]. Due to the application of an ARS, students are further involved in the education process.…”

Section: Interactivity Throug the Application Of "Audiencementioning

confidence: 99%

“…This variety of questions ranges from multiple-choice questions to the inquiry of calculation results etc. [19]. Furthermore iteration-loops, to repeat misunderstood content, can be taken into account.…”

Section: Interactivity Throug the Application Of "Audiencementioning

confidence: 99%

“…higher motivation of attendance, more attention of the students during class and even higher knowledge acquisition than in conventional (noninteractive) classes [19]. If and how the new didactical implementation of the media Audience Response System influences the learning process of students in the lecture 'KOE', has to be evaluated during the next terms.…”

Section: Interactivity Throug the Application Of "Audiencementioning

confidence: 99%

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On-professional Competences in Engineering Education for XL-Classes

Schröder¹,

Janßen²,

Leisten³

et al. 2014

Int. J. Eng. Ped.

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Abstract-Far reaching changes in university higher education have taken place in the last ten years. Different factors, e.g. necessity of on-professional competences in engineering education, rising or vast student numbers and new technical possibilities, have influenced the academic teaching and learning process. Therefore interdependence between requirements and didactical-educational possibilities is given. Because of changed circumstances an adaption of teaching methods and concepts is required. At the same time Bologna arrogates students to be placed in the centre of the teaching and learning process and claims on-professional competences for today's students. Especially for XL-Classes this is a specific challenge. One of the questions ensuing is how to increase learning success by the use of specific didactical methods? With a research approach connecting different proven didactical concepts and considering the previously shown conditions, the concept of the lecture "communication and organizational development" (KOE) at RWTH Aachen University has been redesigned. This lecture, organized by the Institute Cluster IMA/ZLW & IfU at RWTH Aachen University, is mainly frequented by up to nearly 1.300 students of the faculty of mechanical engineering and inherent part of the bachelor-curriculum. The following practical example prospects the multi-angulation of didactical concepts and shows up innovative educational teaching.

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Section: Interactivity Throug the Application Of "Audiencementioning

confidence: 99%

Section: Interactivity Throug the Application Of "Audiencementioning

confidence: 99%

Section: Interactivity Throug the Application Of "Audiencementioning

confidence: 99%

See 1 more Smart Citation

On-professional Competences in Engineering Education for XL-Classes

Schröder¹,

Janßen²,

Leisten³

et al. 2014

Int. J. Eng. Ped.

View full text Add to dashboard Cite

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“…It attracts a vast amount of students each semester which in the past has led to lecturers facing the challenge of having to teach a rising number of students each semester [1]. In the lecture "Information Management in Mechanical Engineering I" there are up to 2000 students each semester.…”

Section: Initial Situation Outlinesmentioning

confidence: 99%

“…The analysis of the evaluation has shown that most of the anticipated benefits of ARS [8] also apply when dealing with XL classes. Nevertheless, there was also criticism towards some important aspects such as the facility of participationweak WiFi connection/lack of devices -and the methodology itself -presentation of poll results, frequency of questions, point of time etc.…”

Section: Adjustments and Recommendationsmentioning

confidence: 99%

Chances and risks of using clicker software in XL engineering classes - From theory to practice

Stehling

Bach

Vossen

et al. 2013

2013 3rd Interdisciplinary Engineering Design Education Conference

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Teaching and learning in XL-classes is a huge challenge to both lecturers as well as students. While lecturers face the difficulty of speaking to a mostly loud and very heterogenic audience, students often lack the opportunity of being an active participant in class. To counteract these difficulties and give the opportunity of immediate feedback, an audience response system has been introduced in the class of information technology in mechanical engineering at RWTH Aachen University.In a previously published paper [1] the theoretical background has been outlined and presumptions have been drawn. The described redeployment of a lecture of the mentioned size was expected to bring about an enhancement of the quality in teaching of professional knowledge. It was also supposed to foster the often desired shift from teaching to learning. Now, after a first trial and evaluation of the method, these presumptions can be tested.In this paper clicker questions from the lecture and their results are the groundwork that allow for a review of the evaluation of the first trial using clicker software in class. Results shall then allow for a comparison of the intended goals with the actual outcomes from the students' point of view. In addition to that, feedback and ideas for improvement through the evaluation of the "further comments" section by the "users" themselves can be gathered. The results of the analysis will then allow for an adjustment and improvement of the concept and may in the future give support to lecturers of other XL-classes that intend to implement an audience response system in their own lecture.

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