Virtual parameter-estimation experiments in Bioprocess-Engineering education

Sessink, O.D.T.; Beeftink, H.H.; Hartog, R.J.M.; Tramper, J.

doi:10.1007/s00449-005-0042-z

Cited by 6 publications

(2 citation statements)

References 19 publications

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“…• Support students to achieve a specific new learning goal (Aegerter- Wilmsen, 2005; Aegerter- Aegerter-Wilmsen, Bisseling, & Hartog, 2003; Aegerter-Wilmsen, Janssen, Hartog, & Bisseling, 2005;Aegerter-Wilmsen et al, 2006;van der Schaaf, Vermue, Tramper, & Hartog, 2003;Sessink, Beeftink, Tramper, & Hartog, 2006;Wilmsen, Bisseling, & Hartog, 2002).…”

Section: Output-class 1: Design Goals and Operationally Defined Desigmentioning

confidence: 99%

Output-Classes for Faculty-Based Design-Oriented Research on Digital Learning Resources in Higher Education

2013

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Digital learning resources are essentially knowledge-intensive information systems. In higher education, advance of interactive digital learning resources will primarily require design-oriented efforts by faculty. Growth of knowledge on digital learning resources and learning objects in higher education implies design, realization, use, implementation and evaluation of digital learning resources as well as sharing knowledge in scientific publications. Over the last fifteen years a range of projects involving such design-oriented activities in natural, engineering, management, decision and information sciences has been carried out. There is a growing body of literature on various design-related research approaches in educational research and in information systems research. However, for faculty-based design-oriented research the question what knowledge should be shared in scientific publications is not yet clearly answered. This article relates this question to the transdisciplinary nature of faculty-based design-oriented research. The article proposes an answer to this question in terms of a set of result types or output-classes. For each output-class it is explained why a contribution in that class can provide a valuable addition to the body of knowledge on digital learning resources in higher education.

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Section: Output-class 1: Design Goals and Operationally Defined Desigmentioning

confidence: 99%

Output-Classes for Faculty-Based Design-Oriented Research on Digital Learning Resources in Higher Education

2013

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“…In the last years, the application of new technology to biotechnology courses had been described (Evans, Gibbons, Shah, & Griffin, 2004;Montgomery, 2003;Sessink, Beeftink, Hartog, & Tramper, 2006;Sessink, Van der Schaaf, Beeftink, Hartog, & Tramper, 2007). The rapid development of Internet communication technology has made e-Learning an attractive alternative tool to facilitate learning and increase the student motivation (Bodzin & Cates, 2003).…”

Section: Introductionmentioning

confidence: 99%

Experiences of Innovation Teaching in Bioprocess Engineering University Course

Pazos¹,

Longo²,

Sanromán³

2013

rrem

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The university course of Bioprocess Engineering is designed to introduce the student to the principles of Biochemical Engineering. The students acquire a global understanding of the biochemical processes. A new teaching methodology, very different from that which was common 30 years ago with non-participatory lectures and classes based on taking notes, was established. In this paper these new teaching strategies have been described. Moreover, the results obtained in the interviews realized along the course in order to determine the satisfaction of the students have been showed. The obtained results permit to verify the total integration of the students into the system, participating and proposing numerous activities. Students were satisfied with new teaching methodology developed in the pilot experience and most of them wished to continue using these new strategies. Summing up, we can conclude that the teaching and learning course was successful. In addition, we detected that the knowledge of methods, practical applications and the reality of biotechnology was increased significantly with this methodology.

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