This paper reviews and presents efforts to add cognitive development for learning and verbalizing concepts, as well as the technical foundation and advanced body of knowledge in electrical engineering.We show examples of utilizing this process and bringing cognitive approaches to traditional electrical engineering courses. For effective delivery we need to modify our approach to help students create better mental representations of the core concepts. Practical examples are introduced to demonstrate how this can enhance the students thinking, learning, problems solving and help them become more effective lifelong learners.
A new method of assessment is developed that comprehensively maps students' progress in a course. The technique involves the use of two grading rubrics measuring performance in technical and conceptual proficiency, respectively. With these rubrics, one can identify students' progress and learning more effectively and future activities can be adapted accordingly. This paper discusses the development of these rubrics, how to use them, how to interpret their results, and describes an experiment showing their effectiveness in a freshman engineering classroom.
Current findings from anthropology, genetics, prehistory, cognitive and neuroscience indicate that human nature is grounded in a co-evolution of tool use, symbolic communication, social interaction and cultural transmission. Digital information technology has recently entered as a new tool in this co-evolution, and will probably have the strongest impact on shaping the human mind in the near future. A common effort from the humanities, the sciences, art and technology is necessary to understand this ongoing co- evolutionary process. Interactivity is a key for understanding the new relationships formed by humans with social robots as well as interactive environments and wearables underlying this process. Of special importance for understanding interactivity are human-computer and human-robot interaction, as well as media theory and New Media Art. »Paradoxes of Interactivity« brings together reflections on »interactivity« from different theoretical perspectives, the interplay of science and art, and recent technological developments for artistic applications, especially in the realm of sound.
This paper provides an overview of the five posters accepted for the EduPar'19 poster session. The poster session has proved to be an important opportunity for interaction among the community, fostering the discussion of innovative approaches and ideas that are under development.
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