Analysing learning outcomes in an Electrical Engineering curriculum using illustrative verbs derived from Bloom’s Taxonomy

Meda, Lawrence; Swart, Antoinette

doi:10.1080/03043797.2017.1378169

Cited by 34 publications

(16 citation statements)

References 19 publications

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“…Clear, observable, and measureable learning outcomes are integral to the success of a course [3]. Learning outcomes are critical to ensure that instructors are aware of what they should be teaching in their classes as part of a program's curriculum.…”

Section: Methodsmentioning

confidence: 99%

“…It has become increasingly common for Faculties of Engineering to use learning outcomes as a form of quality assurance [1,2]. This is not a surprising measure of quality since clear, observable, and measureable learning outcomes are integral to the success of any Engineering course [3]. In the spring of 2016, in preparation for our upcoming accreditation review, the Faculty of Engineering at the University of Alberta called upon all teaching faculty to submit learning outcomes for their courses.…”

Section: Introductionmentioning

confidence: 99%

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Building a culture that values learning outcomes as an integral part of effective program development - one faculty’s example

Watson¹,

Ivey²,

Mohamed³

2018

PCEEA

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In 2016 and 2017, the Faculty of Engineering made significant efforts to review the state of all programs, and our course learning outcomes and redevelop them as necessary. This review was driven by new Canadian Engineering Accreditation Board (CEAB) requirements to report course learning outcomes as part of the Course Information Sheets. This paper looks at the work done in collaboration with the University’s Center for Teaching and Learning (CTL) in undertaking this initiative.Generally speaking, the experiences gained through this process were that learning outcomes benefit the instructors, students, and program alignment; regular workshops and one-on-one interactions improved the culture around learning outcomes amongst faculty members; having up-to-date learning outcomes must be a continuing process; learning outcomes are invaluable in ensuring continuity and consistency in course offerings; and, pedagogical/teaching service units are valuable partners in propagating pedagogical knowledge.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Building a culture that values learning outcomes as an integral part of effective program development - one faculty’s example

Watson¹,

Ivey²,

Mohamed³

2018

PCEEA

View full text Add to dashboard Cite

show abstract

“…Figure 1 presents the categories. Bloom, 1956;Arapi et al, 2007;Meda and Swart, 2017;Stanny, 2016) As seen in Figure 1, the following present examples, how the categories of the taxonomy can be used in defining an outcome for learning or e.g. skill to be acquired.…”

Section: Literature Reviewmentioning

confidence: 99%

Introducing Novel Learning Outcomes and Process Selection Model for Additive Manufacturing Education in Engineering

Pikkarainen

Piili

Salminen

2020

EJES

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Additive manufacturing (AM) is at the verge of being recognised as one of the main manufacturing methods among the traditional ones. The largest obstacle in using AM in the companies is the lack of knowledge about the possibilities of the technology. One sub-problem caused by this is the lack of qualified machine operators in companies due to the insufficient AM education. This indicates the need for strengthen the current AM education especially in the B.Sc. and M.Sc. levels in engineering education by emphasising the importance of AM in curriculum development. This study presents novel learning outcomes based on the needs of manufacturing industry and companies in Finland. A questionnaire was conducted to work-life representatives in order to map the requirements for AM education in the mechanical engineering degree of the Lapland University of Applied Sciences in Finland. The responds were collected as competences representing different areas of AM knowledge and the learning outcomes were derived from the responds. AM education must also provide a model for selecting the most suitable AM technology in order for students to learn the technological aspects. This study also presents a process selection model which can be used in AM education. The model allows the student to compare different AM technologies from different perspectives such as material, functionality and visual appearance point-of-view. Article visualizations:<img src="/-counters-/edu_01/0774/a.php" alt="Hit counter" />

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“…The most important thing for students was the teaching content. Bloom's taxonomy divides the cognitive process from low level to high level into remembering, understanding, applying, analyzing, evaluating, and creating [12]. Owing to the difference in students' cognitive level and cognitive ability, teachers can formulate multilevel teaching objectives.…”

Section: Optimizing "Student-centered" Teaching Designmentioning

confidence: 99%

Influencing Factors of Blended Teaching from the Perspective of University Students

Wang¹,

Qiu²,

Ding³

et al. 2019

EDU

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The rapid development of educational informationization has put forward new requirements for teaching mode. Blended teaching under the background of information technology has become the focus of higher education teaching reform, and the research on the influencing factors of the implementation effect of blended teaching has attracted more and more researchers 'attention. This study aims to investigate students' views on the effect of blended teaching from the perspective of college students who once participated in blended teaching activities. This paper conducts a theoretical study on the influencing factors of blended teaching, and conducts an empirical study on the influencing factors of blended teaching effect by means of questionnaires. The results show that personal interests and attitudes and curriculum design are the main factors affecting the effectiveness of blended teaching. Moreover, teachers' professional image, curriculum design and Teaching Platform Functions all have a significant impact on students' interest and attitude in participating in blended teaching. Finally, this paper puts forward some suggestions to strengthen the "student-centered" teaching consciousness, optimize the "student-centered" teaching design, attach importance to the improvement of teachers' professional image, and select a suitable blended teaching platform.

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Analysing learning outcomes in an Electrical Engineering curriculum using illustrative verbs derived from Bloom’s Taxonomy

Cited by 34 publications

References 19 publications

Building a culture that values learning outcomes as an integral part of effective program development - one faculty’s example

Building a culture that values learning outcomes as an integral part of effective program development - one faculty’s example

Introducing Novel Learning Outcomes and Process Selection Model for Additive Manufacturing Education in Engineering

Influencing Factors of Blended Teaching from the Perspective of University Students

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