Re-engineering the curriculum for the 21st century

Grimson, Jane

doi:10.1080/03043790110100803

Cited by 77 publications

(32 citation statements)

References 3 publications

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“…The task in this paper was the third in a series of complex problem-solving tasks that were attempting to encourage teamwork, problem solving, communication, and the application of mathematics. All of these abilities have been identified as important aspects of engineering programs both within the United States (ABET, 2004) and internationally (Grimson, 2002;John, 2000). There are many dilemmas for an engineering program in interpreting and measuring the standards within the coursework.…”

Section: Engineering Backgroundmentioning

confidence: 98%

Engineering students designing a statistical procedure for quantifying variability

Hjalmarson

2007

The Journal of Mathematical Behavior

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Section: Engineering Backgroundmentioning

confidence: 98%

Engineering students designing a statistical procedure for quantifying variability

Hjalmarson

2007

The Journal of Mathematical Behavior

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“…Thus, the remit of higher education is becoming much broader and considerably more complicated. This requires not only the transfer of subject specific knowledge, but also the ability to apply these skills in the context of specific fields or industry sectors (Grimson, 2002;Nunes, McPherson & Rico, 2000). How this is to be achieved within HE can often be a source of heated debate.…”

Section: Why Environment Mattersmentioning

confidence: 99%

Editorial introduction: BJET special issue on best practice or situated action: the organization of technology enhanced learning

McPherson¹,

Whitworth²

2008

Brit J Educational Tech

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The organisation as tool When we study the world, what we see depends on where we stand. We gather information with our sense organs, fix on what is important to us at a given moment, and act on this information using available tools within our immediate local environment. These are basic truths of human activity; they are also how we learn and adapt our environment as a result of this learning (Vygotsky, 1994).Tools exist at the human scale, being things which can be wielded by a single person in pursuit of a goal. At this scale exist physical objects like hammers and virtual objects like computer programs. Human-scale tools also include informational and knowledge resources, prior experience and individual skills. However, tools also exist at the organisational scale. Like hammers and computer programs, organisations are resources on which we can draw to act within the world, though their power is orders of magnitude greater. Organisations permit activity to take place, which goes far beyond the capabilities of individuals. They are thoroughly embedded into our many environments. Manifestly, they are among the tools on which society draws in order to educate; similarly, they are deeply involved in the production process of all technologies, including educational technology. They are therefore a constitutive part of the field with which BJET is concerned. Hence this special issue.This editorial serves as an introduction to the ways the common modes of organisation within higher education institutions (HEIs) impact upon the development of e-learning. Space precludes a comprehensive discussion of the field; we concentrate here on those elements which move us towards a discussion of how cross-boundary relationships can be facilitated in HEIs, this being the subject matter of our featured papers. We briefly discuss:(1) the environment within which HEIs exist;(2) how HEIs are organised around roles, resources and markets which are defined with respect to this environment, and how information and communication technology (ICT) is changing the way they are organised; (3) the organisational learning processes appropriate in HEIs, bearing in mind their structure and core activity.

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“…It also builds a foundation for future engineering education. "Countless committees, task forces, panels, and commissions have already addressed the need and eloquently emphasized that the competitiveness of the country and therefore the general standard of living hinges on the ability to educate a large number of sufficiently innovative engineers" (Tryggvason & Apelian 2002). This variation in teaching could encourage children to attend school and reduce the dropout rate by making technical education relevant to the local cultures.…”

Section: Education: Software Approachmentioning

confidence: 99%

Integrated method in international development for water solutions using the rights-based approach

Byars

Woodrow

Antízar-Ladislao

2009

Water Science and Technology

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The introduction of the rights-based approach to International Development has presented a new set of challenges to those working for the water and sanitation sectors in developing countries. This introduction of this additional pressure on both State and Non-State Actors working in the field has necessitated an overhaul of the existing needs based responses. The engineering solutions and intermediate technology currently available often fail to address the complex requirements of the recipients. This study addresses the change that is required and suggests an integrated engineering approach that will be capable of responding accurately to the requirements of the beneficiary. It proposes an 'integrated method', a way of combining technology, community participation and education.

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Re-engineering the curriculum for the 21st century

Cited by 77 publications

References 3 publications

Engineering students designing a statistical procedure for quantifying variability

Engineering students designing a statistical procedure for quantifying variability

Editorial introduction: BJET special issue on best practice or situated action: the organization of technology enhanced learning

Integrated method in international development for water solutions using the rights-based approach

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