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Learning environment in IDE

Learning environment in IDE. Kees Ruijter Industrial Design Engineering University of Twente. Learning environment in IDE. Final qualifications Learning activities Instructional activities Learning environment.

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Learning environment in IDE

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  1. Learning environment in IDE Kees Ruijter Industrial Design Engineering University of Twente

  2. Learning environment in IDE • Final qualifications • Learning activities • Instructional activities • Learning environment Kees Ruijter Industrial Design Engineering University of Twente

  3. The educational concept • Competences: learn to • design • solve problems • By means of: • projects  team work • learning by doing • just in time instruction • peer teaching Kees Ruijter Industrial Design Engineering University of Twente

  4. Student centred education Kees Ruijter Industrial Design Engineering University of Twente

  5. The learning environment • Permanent learning environment • 16 hours a day access • a lot of group or team work • assignments driven • secondary school: • no homework (not self-governing) • not able to listen to teachter for two hours • teacher comes to the students work place Kees Ruijter Industrial Design Engineering University of Twente

  6. flexibility: in time alternating activities listening exercising  subgroup discussing  plenary explanation of high lights  • student is ‘in the picture’  commitment • at any moment of the day there can be: • a lecture (all, plenary) • tutorials (25 per subgroup per instructor) • projectgroup (8, with or without tutor) • individual study (1) Teacher comes to the students work place Kees Ruijter Industrial Design Engineering University of Twente

  7. The computer in engineering education • PC is essential tool / device for engineers • calculation: analytical tools • simulation, modeling: numerical tools • experimentation: measurement device • technical drawing: CAD, CAM, • 3D-printing, virtual reality •  professional software from day one • PC is essential for any academic • word processing • communication with server, through internet Kees Ruijter Industrial Design Engineering University of Twente

  8. The added value of laptops • The educational concept requires that every student has access to a PC in the ‘permanent and flexible learning environment’ • notebook is more flexible • requires less m2 • can be incorporated in group work (plenary  modeling exercise with computer • reduce costs for the university • requires less m3 (less heat production) Students care more for there own equipment than for ours Kees Ruijter Industrial Design Engineering University of Twente

  9. The added value of wireless • Flexibility • independent of the place • Everywhere access to common work space, to ELO (Teletop) etc. • see slides of lectures on own monitor and can make notes on it; • teacher can monitor progress of students working on a project; • teacher can show a certain product of a student for the whole group • quizes to check progress • Etc. Kees Ruijter Industrial Design Engineering University of Twente

  10. Students opinions after 4 months • 60%: positive that every student has one • 25%: the laptop can be used more, and/or more productive • 25%: the price is the problem • 85%: well aware of RSI risks • 85%: notebook distracts attention for study • 60%: faculty should take measures like preventing access to internet at certain periods of the day Kees Ruijter Industrial Design Engineering University of Twente

  11. Crucial factors • Educational concept: • if you do not use alternating instructional methods a multifunctional is not optimal • if students do not need eachother (teamwork)… • if the final qualifications are ‘to know..’ rather than to be able to… • Standard configuration: same laptop for every student • Include: assurance, service etc additional costs  difficult to compare with the ‘Aldi’ • A laptop is just a tool Kees Ruijter Industrial Design Engineering University of Twente

  12. Questions?? Kees Ruijter Industrial Design Engineering University of Twente

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