University pedagogy in engineering higher education
The pedagogical training in engineering higher education aims to strengthen the participants’ pedagogical expertise through self-reflection and collegial collaboration. The courses foster a research- and development-oriented approach to teaching among the participants by exploring their personal experiences and theoretical perspectives. The aim is to enhance the participants’ ability to engage in pedagogical discussions and promote community spirit. The courses cover a range of pedagogical themes that are discussed in the multidisciplinary context of the different fields of engineering. The overarching themes of the courses are the utilisation of ICT tools in education to support interactive learning and teaching, support for student learning and their self-regulation as well as labour market relevance.
- Planning and assessment for learning in engineering higher education (5cr)
- Active and entrepreneurial learning in engineering higher education (5cr)
REALMEE – Regulation of learning and active learning methods in the context of engineering education (2017-2021)
This new research opening studies the effect of various pedagogical interventions on learning in the context of higher engineering education in mathematics, physics, information management, and pervasive computing. Pedagogical interventions are conducted in the framework of socio-constructivist learning theory to investigate how regulation of learning and various active learning methods are related to engineering education students’ holistic development of competencies throughout their university studies.
Interventions are implemented through pedagogical scripting of various online, face-to-face and blended courses in TUT. Examples of such interventions include automatization of learning task assessment, gamification of certain parts of course content and increased collaborative activities. The research aims to produce scientifically robust evidence on factors related to different approaches to teaching and learning in the higher engineering education context.
The project is funded by the Tampere University of Technology.