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Blended Design and Project Based Learning: a future for engineering education
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Tuesday, December 8 • 2:30pm - 2:45pm
| 5A | TRIZ Evolutionary Approach in Engineering Education

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Currently, learning technologies are required to transfer huge amount of knowledge within a limited time in the condition of continuous creative process. This is clearly contradictory requirements. Certain educational technologies do not meet these requirements (Gin, 2004). In traditional educational technology, there is a gap between requirements applicable to the student in the educational process, and requirements that arise later in a real professional activity. Multilevel differentiation (Balliro, 1997) means formatting groups of students on the basis of their age or skills, adapting the learning process to the cognitive abilities of each student. It allows using time for learning effectively. However, it does not solve the issues related to the obsolescence of knowledge. Project-based learning (Markham, 2011) gives insufficient attention to the creative part of a learning process and can be reduced to the creation of "templated" learning projects of similar content. One of the new methods that rapidly gain popularity in the world, is a problem - contextual study based on cases (Trowle, 2010). The Case - study method proved to be highly effective; however, it does not solve the problem of limited time to learn the necessary amount of knowledge. Analyzing the considered approaches in respect to the contradictory requirements, three ways to improve educational technologies are identified: improvement of the multi-level differentiation approach to maximize the amount of acquired knowledge; improvement of the project-based learning approach to maximize eliciting students' creative potential; improvement of the case-study method in order to minimize the time spent on learning.

Tuesday December 8, 2015 2:30pm - 2:45pm
Rincon Room RACV Torquay map C3

Attendees (6)