Use Of Multimedia Case Studies In An Introductory Course In Mechanical Engineering

Manoharan, A.; Raju, P. Krishnam; Sankar, Chetan S.

doi:10.18260/1-2--16485

Cited by 2 publications

(1 citation statement)

References 5 publications

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“…24,25 One textbook developed for first year engineering courses uses examples from the history of technology to teach engineering; this book and a companion volume are well suited to courses in the history of technology and technological literacy. 29,30 Case studies 31 and hands-on learning activities used to meet the goals of first year classes can be used at the same time to teach elements of technological literacy likewise, laboratory exercises developed for teaching technological literacy [8][9][10] would also be useful in first year courses. It can be useful to explore these links and to include the development of technological literacy in the formal learning outcomes.…”

Section: Capabilitiesmentioning

confidence: 99%

Technological Literacy as an Element in the Structure, Assessment, and Evaluation of Engineering and Engineering Technology Degree Programs

Blake¹

2012 ASEE Annual Conference &Amp; Exposition Proceedings

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The goal of teaching technological literacy is to foster greater technological literacy in society. Efforts in this area have been focused largely on developing technological literacy in students who are not majoring in engineering or engineering technology.Our majors need to be technologically literate as well. While meeting the specific educational goals of the major area, the program curriculum in engineering and engineering technology degree programs also needs to help students develop general technological literacy. These concepts and dimensions should be considered and included in the design of individual courses and the curriculum.Concepts of technological literacy are implicit in ABET accreditation criteria for programs in engineering and engineering technology. Each course is expected to contribute to meeting accreditation criteria, and most, if not all, courses are expected to contribute in different areas, including areas that are linked to technological literacy. Criteria for both types of program can be matched to dimensions of technological literacy, and these dimensions can be a useful framework for assessment and evaluation. These dimensions should be considered when revising courses and the curriculum to address issues raised in this process. This paper will explore the use of the concept and dimensions of technological literacy as a guide for revising and improving individual courses and the curriculum as a whole. This will include discussion of efforts to apply this framework to existing courses ranging from first year to senior year courses in a four year degree program in engineering technology and to identifying places where elements of technological literacy could be added to enhance instruction. This work on specific courses will then be linked to the curriculum as a whole. Finally, assessment of the progress made by students in developing technological literacy will be discussed.

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Section: Capabilitiesmentioning

confidence: 99%

Technological Literacy as an Element in the Structure, Assessment, and Evaluation of Engineering and Engineering Technology Degree Programs

Blake¹

2012 ASEE Annual Conference &Amp; Exposition Proceedings

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Learning Engineering Design Through Multimedia Case Studies

Effa¹,

Lambert²,

Nespoli³

2011

PCEEA

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Providing appropriate context is a vital element for teaching and learning. An excellent way of achieving this is through case studies: a description of actual engineering projects carried out in industry. Engineering design case studies could provide students examples of many practical and accessible real-life principles which are representative of situations engineers face in their professional life. The Waterloo Cases in Design Engineering (WCDE) group at the University of Waterloo has been established to promote case methods by generating engineering design case studies, and implementing them throughout the engineering faculty [1]. While the majority of WCDE cases are text-based, cases with multimedia content have been shown to be an effective way of documenting and teaching best design practices. Multimedia cases can add depth and interest to classroom discussions, and better address different student learning styles [2]. Recently, WCDE has placed more emphasis on the power of multimedia, to take advantage of the unique message-carrying ability of video, simulation, and graphics, to enhance the already powerful case method. This paper highlights the current process for updating and enhancing the current implementation of the case method.

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Use Of Multimedia Case Studies In An Introductory Course In Mechanical Engineering

Cited by 2 publications

References 5 publications

Technological Literacy as an Element in the Structure, Assessment, and Evaluation of Engineering and Engineering Technology Degree Programs

Technological Literacy as an Element in the Structure, Assessment, and Evaluation of Engineering and Engineering Technology Degree Programs

Learning Engineering Design Through Multimedia Case Studies

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