Hostname: page-component-cd9895bd7-q99xh Total loading time: 0 Render date: 2024-12-27T14:24:03.926Z Has data issue: false hasContentIssue false
  • English
  • Français

Adaptive E-Learning for the Engineering Design Education at Ruhr-University Bochum

Published online by Cambridge University Press:  26 May 2022

F. Kossack ,
D. Kattwinkel  and
B. Bender
F. Kossack*
Affiliation:
Ruhr-Universität Bochum, Germany
D. Kattwinkel
Affiliation:
Ruhr-Universität Bochum, Germany
B. Bender
Affiliation:
Ruhr-Universität Bochum, Germany
*
kossack@lpe.rub.de

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

Most lectures in the field of engineering are held in a traditional teacher-centred and frontal lecture format. This means that all students receive the identical information at the same pace without taking their individual skills, knowledges and competences into account. A didactic concept, that fosters an individual learning experience and digitally provides personalised learning materials for each student is Adaptive E-Learning. Within this paper the development of an Adaptive E-Leaning Environment in the course Engineering Design at Ruhr-University Bochum is presented.

Keywords

engineering designdigital learningdesign education
Type
Article
Information
Proceedings of the Design Society , Volume 2: DESIGN2022 , May 2022 , pp. 2313 - 2322
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
The Author(s), 2022.

References

Albers, A., Denkena, B. and Matthiesen, S. (2012), Faszination Konstruktion: Berufsbild und Tätigkeitsfeld im Wandel.Google Scholar
Arnold, P., Kilian, L., Thillosen, A.M. and Zimmer, G.M. (2018), Handbuch E-Learning: Lehren und Lernen mit digitalen Medien, utb Pädagogik, Vol. 4965, 5. Auflage, W. Bertelsmann Verlag, Bielefeld.Google Scholar
Arnold, R. (2015), Bildung nach Bologna!, Springer Fachmedien Wiesbaden, Wiesbaden 10.1007/978-3-658-08978-8.Google Scholar
Baumann, C. and Benzing, T. (2013), “Output-Orientierung und Kompetenzformulierung im Bologna-Prozess”, available at: https://www.uni-wuerzburg.de/fileadmin/39030000/ZiLS/Material/Kompetenzorientierung/Kompetenzformulierung_15.10.2013.pdf (accessed 13.11.21).Google Scholar
Berger, S. and Moser, U. (2020), “Adaptives Lernen und Testen”, journal für lehrerInnenbildung jlb 01-2020 Digitalisierung 10.35468/jlb-01-2020_03.Google Scholar
Biggs, J.B. and Tang, C.S.-k. (2011), Teaching for quality learning at university: What the student does, UK Higher Education OUP Humanities and Social Sciences Higher Education OUP Ser, 4th edition, McGraw-Hill/Open University Press, Maidenhead.Google Scholar
Brahm, T., Jenert, T. and Wagner, D. (2014), “Nicht für alle gleich: subjektive Wahrnehmungen des Übergangs Schule - Hochschule”, Zeitschrift für Hochschulentwicklung, Vol. 9 No. 5 10.3217/zfhe-9-05/04.Google Scholar
Eckert, C., Seifried, E. and Spinath, B. (2015), “Heterogenität in der Hochschule aus psychologischer Sicht: Die Rolle der studentischen Eingangsvoraussetzungen für adaptives Lehren”, in Rheinländer, K. (Ed.), Ungleichheitssensible Hochschullehre, Vol. 11, Springer Fachmedien Wiesbaden, Wiesbaden, pp. 257–274 10.1007/978-3-658-09477-5_14.Google Scholar
Fischer, C., Fischer-Ontrup, C. and Schuster, C. (2020), “Individuelle Förderung und selbstreguliertes Lernen”, in Fickermann, D. and Edelstein, B. (Eds.), “Langsam vermisse ich die Schule …”, Waxmann Verlag GmbH, pp. 136–152 10.31244/9783830992318.08.Google Scholar
Haas, S., Jeremias, X.V. and Rabe, C. (2017), “Formative E-Assessments als Unterstützung zum strukturierten Selbststudium: Ergebnisse eines Lehrexperiments im Studiengang Europäisches Management (BA)”, Wissenschaftliche Beiträge / Technische Hochschule Wildau 10.15771/0949-8214_2017_12.CrossRefGoogle Scholar
Hoppe, L.V., Gembarski, P.C. and Lachmayer, R. (2021), “INTELLIGENT TUTORING SYSTEM AS A TOOL OF FORMATIVE ASSESSMENT IN DESIGN EDUCATION”, in DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021), 9th and 10th September 2021, The Design Society 10.35199/EPDE.2021.40.Google Scholar
Jungmann, T., Ossenberg, P. and Wissemann, S. (2016), “Begriffsklärung zur Kompetenzorientierung”, in Frerich, S., Meisen, T., Richert, A., Petermann, M., Jeschke, S., Wilkesmann, U. and Tekkaya, A.E. (Eds.), Engineering Education 4.0, Springer International Publishing, Cham, pp. 863–868 10.1007/978-3-319-46916-4_70.CrossRefGoogle Scholar
Kannengiesser, U., Gero, J., Wells, J. and Lammi, M. (2015), “DO HIGH SCHOOL STUDENTS BENEFIT FROM PRE-ENGINEERING DESIGN EDUCATION?”, paper presented at International Conference on Engineering Design (ICED15), 27.-30.07.2015, Milan.Google Scholar
Kareal, F. and Klema, J. (2006), “Adaptivity in e-learning”, in Current Developments in Technology-Assisted Education.Google Scholar
Kattwinkel, D., Song, Y.-W. and Bender, B. (2018), “ANALYSIS OF ECODESIGN AND SUSTAINABLE DESIGN IN HIGHER EDUCATION”, in Proceedings of the DESIGN 2018 15th International Design Conference, May, 21-24, 2018, Faculty of Mechanical Engineering and Naval Architecture, University of Zagreb, Croatia; The Design Society, Glasgow, UK, pp. 2451–2460 10.21278/idc.2018.0305.Google Scholar
Kerr, P. (2016), “Adaptive learning”, ELT Journal, Vol. 70 No. 1, pp. 88–93 10.1093/elt/ccv055.CrossRefGoogle Scholar
Krathwohl, D.R. (2002), “A Revision of Bloom's Taxonomy: An Overview”, Theory into practice, Vol. 41 No. 4, pp. 212–218.CrossRefGoogle Scholar
Liu, M., McKelroy, E., Corliss, S.B. and Carrigan, J. (2017), “Investigating the effect of an adaptive learning intervention on students’ learning”, Educational Technology Research and Development, Vol. 65 No. 6, pp. 1605–1625 10.1007/s11423-017-9542-1.CrossRefGoogle Scholar
Mayer, H.O. and Hertnagel, J. (2009), Lernzielüberprüfung im eLearning, Oldenbourg, München 10.1524/9783486848984.Google Scholar
Metraglia, R., Baronio, G. and Villa, V. (2011), “LEARNING LEVELS IN TECHNICAL DRAWING EDUCATION: PROPOSAL FOR AN ASSESSMENT GRID BASED ON THE EUROPEAN QUALIFICATIONS FRAMEWORK (EQF)”, paper presented at ICED 11, 15.8-18.08, Köbenhavn.Google Scholar
Metraglia, R., Valerio, Villa, Gabriele, Baronio and Adamini, R. (2015), “High School Graphics Experience Influencing the Self-Efficacy of First-Year Engineering Students in an Introductory Engineering Graphics Course”, Engineering Design Graphics Journal (EDGJ), No. Vol. 79 No.3.Google Scholar
Moodle Contributors (2021), Moodle, https://moodle.com/about/.Google Scholar
Niegemann, H.M. and Heidig, S. (2019), “Interaktivität und Adaptivität in multimedialen Lernumgebungen”, in Niegemann, H. and Weinberger, A. (Eds.), Lernen mit Bildungstechnologien, Springer Reference Psychologie, Vol. 73, Springer Berlin Heidelberg, Berlin, Heidelberg, pp. 1–25 10.1007/978-3-662-54373-3_33-1.Google Scholar
Pfäffli, B.K. (2015), Lehren an Hochschulen: Eine Hochschuldidaktik für den Aufbau von Wissen und Kompetenzen, UTB Schlüsselkompetenzen Hochschuldidaktik, Vol. 4325, 2., überarb. und erw. Aufl., Haupt, Bern.Google Scholar
Rey, G.D. (2009), E-Learning: Theorien, Gestaltungsempfehlungen und Forschung, Psychologie-Lehrbuch, 1. Auflage, Verlag Hans Huber, Bern.Google Scholar
Schindler, S. (2014), Wege zur Studienberechtigung – Wege ins Studium?, Springer Fachmedien Wiesbaden, Wiesbaden 10.1007/978-3-658-03841-0.CrossRefGoogle Scholar
Schönwald, I. (2007), Change Management in Hochschulen: Die Gestaltung soziokultureller Veränderungsprozesse zur Integration von E-Learning in die Hochschullehre, Zugl.: St. Gallen, Univ., Diss., 2007, E-Learning, Vol. 12, 1. Aufl., Eul, Lohmar.Google Scholar
Stoyanov, S. and Kirschener, P. (2004), “Expert Concept Mapping Method for Defining the Characteristics of Adaptive E-Learning: ALFANET Project Case”, ETR&D, Vol. 52 No. 2, pp. 41–56.Google Scholar
van Gerven, P.W.M., Paas, F. and Tabbers, H.K. (2006), “Cognitive Aging and Computer-Based Instructional Design: Where Do We Go From Here?”, Educational Psychology Review, Vol. 18 No. 2, pp. 141–157 10.1007/s10648-006-9005-4.CrossRefGoogle Scholar
van Seters, J.R., Ossevoort, M.A., Tramper, J. and Goedhart, M.J. (2012), “The influence of student characteristics on the use of Adaptive E-Learning material”, Computers & Education, Vol. 58 No. 3, pp. 942–952 10.1016/j.compedu.2011.11.002.Google Scholar
Vester, F. (2018), Denken, Lernen, Vergessen: Was geht in unserem Kopf vor, wie lernt das Gehirn, und wann läßt es uns im Stich?, dtv dtv-Sachbuch, Vol. 33045, 38. Auflage, aktualisierte Neuausgabe, dtv, München.Google Scholar
Vollmeyer, R. and Rheinberg, F. (2006), “Motivational Effects on Self-Regulated Learning with Different Tasks”, Educational Psychology Review, Vol. 18 No. 3, pp. 239–253 10.1007/s10648-006-9017-0.CrossRefGoogle Scholar
Wildt, J. and Wildt, B. (2011), “Lernprozessorientiertes Prüfen im „Constructive Alignment “. Ein Beitrag zur Förderung der Qualität von Hochschulbildung durch eine Weiterentwicklung …”, in Behrendt, B., Voss, H.-P and Wildt, J. (Eds.), Neues Handbuch Hochschullehre, Teil H: Prüfungen und Leistungskontrollen. Weiterentwicklung des Prüfungssystems in der Konsequenz des Bologna-Prozesses, Raabe, Berlin, pp. 1–46.Google Scholar
Žeželj, D. and Miler, D. (2018), “MANUFACTURING TECHNOLOGY-BASED APPROACH TO TEACHING ENGINEERING DRAWING”, in Proceedings of the DESIGN 2018 15th International Design Conference, May, 21-24, 2018, Faculty of Mechanical Engineering and Naval Architecture, University of Zagreb, Croatia; The Design Society, Glasgow, UK, pp. 2553–2562 10.21278/idc.2018.0530.CrossRefGoogle Scholar