Many can now conclude that utilising educational technologies can be considered the primary tools to inspire students to learn. Combining these technologies with the best teaching and learning practises can engage in creativity and imagination in the engineering field.
Using Technology Tools to Innovate Assessment, Reporting, and Teaching Practices in Engineering Education highlights the lack of understanding of teaching and learning with technology in higher education engineering programmes while emphasising the important use of this technology. This book aims to be essential for professors, graduate and undergraduate students in the engineering programmes interested in learning the appropriate use of technological tools.
| Preface |
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xviii | |
| Acknowledgment |
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| Section 1 Curriculum Issues within the E-Learning Environment |
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Chapter 1 Implementing Educational Technologies: Capacity Building |
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1 | (11) |
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Chapter 2 Teaching of Fluid Mechanics in Engineering Course: A Student-Centered Blended Learning Approach |
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12 | (9) |
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Chapter 3 Blending Conventional Methods with Emerging Flight Simulation Technology as Tools for Effective Teaching and Learning Experiences in Aerospace Engineering |
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21 | (19) |
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Chapter 4 Enhancement of Student Learning for Effective Capstone Project Outcomes |
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40 | (20) |
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Chapter 5 Module-Based Teaching of Mechanical Design |
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60 | (9) |
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Chapter 6 Using Real World Applications as Technological Tools in Engineering Education |
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69 | (16) |
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Chapter 7 Undergraduate and Postgraduate Education in Renewable Energy |
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85 | (11) |
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Chapter 8 Control Systems: The Overarching Discipline |
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96 | (12) |
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Chapter 9 Automotive Engineering Education at the National University of Singapore |
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108 | (10) |
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Chapter 10 Online Postgraduate Program Development |
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118 | (14) |
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| Section 2 Discipline-Specific Electronic and Online Tools for Learning |
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Chapter 11 Innovative Teaching Practice and Assessment with Technology Applications in International Biomedical Engineering Education |
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132 | (17) |
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Chapter 12 The Tablet PC: A Complete Teaching Studio |
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149 | (15) |
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Chapter 13 Strategies to Remove Barriers and Increase Motivation to Use the Tablet PC in Formative Assessment |
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164 | (14) |
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Chapter 14 Use of the Finite Element Method and Computational Fluid Dynamics in Motion Analysis of Complex Shapes, With Examples from Sports |
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178 | (12) |
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Chapter 15 The BIM Concept: The Role of the Engineering School |
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190 | (27) |
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| Section 3 Using Technology Tools to Enhance Student Learning and Student Engagement |
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Chapter 16 eLearning: Challenges and Opportunities |
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217 | (10) |
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Chapter 17 Understanding Students' Use of Online Learning Tools through Online Learning Readiness Assessment |
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227 | (14) |
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Chapter 18 Evolving Use of Educational Technologies: Enhancing Lectures |
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241 | (18) |
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Chapter 19 Assessment Practices using Online Tools in Undergraduate Programs |
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259 | (15) |
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Chapter 20 The Importance of a Collaboratory: Using Collaboration Software to Engage and Assess Students in Computer-Screen-Based Tutorials |
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274 | (15) |
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Chapter 21 Technology-Enhanced Laboratory Experiments in Learning and Teaching |
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289 | (14) |
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| Related References |
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303 | (26) |
| Compilation of References |
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329 | (45) |
| About the Contributors |
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374 | (8) |
| Index |
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382 | |
Dr. Firoz Alam is an Associate Professor and Deputy Head of School for Teaching & Learning in the School of Aerospace, Mechanical and Manufacturing Engineering at RMIT University. He completed his PhD in road vehicle aerodynamics and aero-acoustics from the same university in 2000. He completed his Masters degree combined with Bachelors degree in aeronautical engineering with 1st class honours from Riga Civil Aviation Engineers Institute, Latvia in 1991. Dr. Alams research interest is in road vehicle aerodynamics, train aerodynamics, sports aerodynamics, HVAC, noise and vibration. He has also a strong interest in continuous improvement of teaching and learning methodology and offshore learning in engineering education. Associate Professor Alam has developed a three step teaching and learning method for thermo-fluid labs for undergraduate engineering students. He was a recipient of 2004 RMIT University Teaching Award. He has over 150 peer reviewed publications that include scholarly books, book chapters, journal articles and conference papers.
Lisainfo e-raamatute kohta