CONTEMPORARY NEEDS OF MEDIA LEARNING MATERIALS FOR FUTURE Z-ENGINEERS
DOI:
https://doi.org/10.17770/sie2020vol4.4991Keywords:
DIAD-tools, Engineering Graphics, Generation Z, interactive teaching toolsAbstract
Modern students are digital natives: from an early age, they are used the Internet, social networks and mobile systems. Due to the specific brain structure of Generation Z students, the use of traditional teaching tools makes the learning process not effective. Also, an insufficient number of lecture hours in curricula requires from students more independent work. This article presents the experience of creating interactive teaching materials designed to study and master the skills of graphical engineering subjects. Educators of technical universities from five countries took part in the development of the material. These interactive teaching tools are created with the aim of improving the quality of engineering education, the rapid and effective presentation of educational material, which will contribute to the understanding of difficult topics.
Downloads
References
Bergman, J., & Sams, A. (2012). Flip your class-room: Reach every student in every class every day. Washington: International Society for Technology in Education (ISTE)
Branoff, T.J., & Dobelis, M. (2012). The Relationship between Spatial Visualization Ability and Students' Ability to Model 3D Objects from Engineering Assembly Drawings. Engineering Design Graphics Journal of the ASEE, 76(3), 37-43.
Cilliers, E.J. (2017) The challenge of teaching generation Z. PEOPLE: International Journal of Social Sciences, 3(1), 188 – 198.
DOI-https://dx.doi.org/10.20319/pijss.2017.31.188198
Guo, P.J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of mooc videos. Proceedings of the first ACM conference on Learning@ scale conference, USA, 41–50. DOI:10.1145/2556325.2566239
Jurane, I. (2013) Engineering Education Improvement Opportunities using Computer Games. Society. Integration. Education, 1, 100-109.
Kay, R.H. (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior, 28(3), 820–831.
Kim, J., Guo, P.J., Seaton, D.T., Mitros, P., Gajos, K.Z., & Miller, R.C. (2014). Understanding in-video dropouts and interaction peaks in online lecture videos. Proceedings of the first ACM conference on Learning@ scale conference, USA. 31–40. DOI:10.1145/2556325.2566237
Mayer, R.E., & Moreno, R. (2005). A cognitive theory of multimedia learning: Implications for design principles. Retrieved from http://www.unm.edu/~moreno/PDFS/chi.pdf
McGuire, S.Y., & McGuire, S. (2015). Teach Students How to Learn: Strategies You Can Incorporate into Any Course to Improve Student Metacognition, Study Skills, and Motivation. VA: Stylus Publishing, LLC
Weinberg, A., & Thomas, M. (2018). Student Learning and Sense-Making from Video Lectures International Journal of Mathematical Education, 49(9), 1-22. DOI: 10.1080/0020739X.2018.1426794
