| Description |
1 online resource (175 pages) |
| Contents |
Cover; Half Title; Title Page; Copyright Page; Table of Contents; Foreword; Peer Review Declaration and Research Overview; Introduction; Contributors; Section I : Engineering Education Projects as Socio-Technical Systems; Chapter 1: Introduction to Socio-Technical Systems; INTRODUCTION; SOCIO-TECHNICAL SYSTEMS: A CLARIFICATION; SOCIO-TECHNICAL SYSTEMS: A BRIEF HISTORY; ENGINEERING AND STS: WHAT CHANGES IN PRACTICE?; Wicked Problems as Practice; KEY ISSUES IN SOCIO-TECHNICAL SYSTEMS; Question of the Social; Complexity; Feedback; Idea of Intermediate and Appropriate Technology (Smillie 2000 |
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Schumacher 1973 Lissenden et al. 2015); CHARACTERISING SOCIO-TECHNICAL SYSTEMS; CONCLUSION: IMPLICATIONS FOR ENGINEERING EDUCATION; REFERENCES; Chapter 2: Project-Based Learning; INTRODUCTION; GRADUATE ATTRIBUTES AND INDUSTRY EXPECTATIONS: THE SPACE BETWEEN; NEED FOR ACTIVE LEARNING METHODOLOGIES; RATIONALE FOR PROJECT-BASED LEARNING; CHALLENGES FACING IMPLEMENTATION OF PROJECT-BASED LEARNING; Student Concerns about Project-Based Learning; Ensuring Even Learning across Groups; Challenges for Teachers; Challenges for Institutions; CONCLUSION; REFERENCES; Chapter 3: Engaged Learning |
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INTRODUCTIONDEFINING ENGAGED LEARNING; ENGAGED LEARNING: DOMAINS OF RELEVANCE; Domains of Relevance: Personal Change; Domains of Relevance: The Problem; Domains of Relevance: The Problem Context; Domains of Relevance: The Social Context; STAKEHOLDER ENGAGEMENT; Role of the Teacher and Student; Note on Methods; OUTCOMES AND MEASUREMENT; Sustainability: Blending People, Planet and Profit; Participation and Engagement; Institutional Effects; Evaluation of Influence; Products, Systems, Services, Artefacts and Technologies; Processes; Educational Outcomes; Industry Requirements and Compliance |
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PRIMARY OBJECTIVES MEETING CHANGED PEDAGOGYCONCLUSION; REFERENCES; Chapter 4: Appropriate Technology; Introduction; Origins of an Idea: Intermediate Technology; History; Intermediate and Appropriate Technology and Action Research; Development of Intermediate and Appropriate Technology; Design Methodology: Linking Small and Large Group Methods; Participatory Design Methodology; Immersion: Ideation and Conceptualisation; Engagement: Prototypes and Reflection; Prototype Development and Iteration; Reflection and Exit: The Ethics of Engagement; Intellectual Property |
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Personal and Confidential InformationExit; Process of Community Engagement: Linking Technology Development with Social Development; Phase One: A Background Assessment; Phase Two: A Plenary Session; Phase Three: Strategies; Phase Four: Tactics; Phase Five: Evaluation and Planning (Again); Conclusion; References; Chapter 5: Regulatory Context of Engineering Education; INTRODUCTION; REGULATORY FRAMEWORK FOR ENGINEERING EDUCATION: A GLOBAL PERSPECTIVE; ATTRIBUTES, OUTCOMES AND STANDARDS FOR ENGINEERING GRADUATES; REGULATORY FRAMEWORK FOR ENGINEERING EDUCATION IN SOUTH AFRICA |
| Summary |
This book presents the case for Project-Based Learning within Socio-Technical Systems in Engineering Education. The book highlights the importance of projects as Socio-Technical Systems as a means for supporting and enhancing international accreditation of engineering programs. Practical examples illustrate how Socio-Technical Systems are brought into the educational environment through Project-Based Learning. The book goes on to discusses the impact this may have on Engineering Education practice. The work presented will enable engineering educators to develop curricula that can respond to societal needs, while also enhancing teaching and learning. It offers an approach to engineering education that centers on engaging scholars in projects that are located within socio-technical systems. University, government and industry leaders will gain from this book as it provides insight into strategic planning and partnership-building for Engineering Education. We hope this book will further foster deep scholarship of research to ready engineering faculties for engaging responsibly with their surrounding communities |
| Notes |
Criterion 1: Credits, Knowledge Profile and Coherent Design |
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Print version record |
| Subject |
Engineering -- Study and teaching.
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Project method in teaching.
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Sociotechnical systems.
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COMPUTERS -- Social Aspects -- Human-Computer Interaction.
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TECHNOLOGY & ENGINEERING -- Industrial Health & Safety.
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ECSA.
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ELOs.
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Engineering Council of South Africa.
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Exit Level Outcomes.
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PBL.
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Project Based Learning.
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Engineering -- Study and teaching
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Project method in teaching
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Sociotechnical systems
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| Form |
Electronic book
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| Author |
Simpson, Zach
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Von Solms, Suné
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| ISBN |
9781351052412 |
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1351052411 |
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