Pedagogical and technological replanning: a successful case study on integration and transversal skills for engineering freshmen

• Type: Article in International Scientific Journal
• Date: 2018

Authors

Manuel F. Torres (Author) FEUP; Armando J. Sousa (Author) FEUP; Raquel T. Torres (Author) Other

Journal

Title: International Journal of Technology and Design Education

Vol. 28 No. 2

Pages: 573-591

ISSN: 0957-7572

Publisher: Springer Nature

Indexing

ISI Web of Knowledge - 3 Citations

Scopus - 6 Citations

INSPEC

Other information

Authenticus ID: P-00N-54N

DOI: 10.1007/s10798-017-9399-y

Abstract (EN): Replanning is often used to optimize results of an activity in an ever changing world. To address the challenge of preparing future engineers for success, a special course was created for all engineering freshmen of the Faculty of Engineering of the University of Porto, in Portugal. Presented as a case study, this special course underwent a careful replanning as a result of several years of experience in teaching practice alongside with a theoretical deepening in pedagogical and technological issues, under the aegis of the action-research methodology. Within the context of the case study course, the mentioned replanning was also based on a theoretical approach that clearly identifies teaching-learning-assessment methodologies that promote regulation from those that foster emancipation, using a specific instrument: a taxonomy of educational processes. The replanning was designed to globally boost results regarding the educational aims of the course such as furthering freshmen's integration into work environment and preparing them for success by fostering transversal skills (needed for study and work). Technology is seen as a mean of education enrichment as well as a productivity tool. The introduced innovations include fun-but-educational activities, several types of assessment over time and specific technological tools which were critical for the educational impact/achievement of this course. Success is demonstrated by encouraging feedback from the stakeholders, high students' classifications and a steady reduction in retention. It is advocated that large portions of the reasoning behind the replanning can be extrapolated to other courses.

Language: English

Type (Professor's evaluation): Scientific

No. of pages: 19