Wandel, Andrew P. (2010) Linkages between courses: a holistic approach to programmes. In: AaeE 2010: Past, Present, Future - the 'Keys' to Engineering Education Research and Practice, 5-8 Dec 2010, Sydney, Australia.
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All of us have had the experience of asking a class 'Remember this...?' and receiving blank stares in response. One demotivator for students to utilise deep learning techniques is a failure to attach value to the concept being learned. In order to encourage students to attach value to concepts, it is suggested that as fundamental, threshold concepts are being taught, they are explicitly linked to other future concepts requiring the fundamental one. This is proposed, not just on an ad hoc basis, but so that the explicit portion of the course should be correctly referenced inside the study material. This idea extends beyond foundational concept building towards more complex concepts within a course, but also providing linkages — both forwards and backwards — between courses. This paper will explain the proposed methodology to develop a representation of the mathematical concepts spanning the Engineering and Surveying courses at the University of Southern Queensland, and the proposed means for linking this information into course materials.
|Item Type:||Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)|
|Uncontrolled Keywords:||course linkage; engineering; mathematics|
|Fields of Research (FOR2008):||13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy|
13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy
09 Engineering > 0915 Interdisciplinary Engineering > 091599 Interdisciplinary Engineering not elsewhere classified
|Socio-Economic Objective (SEO2008):||C Society > 93 Education and Training > 9303 Curriculum > 930302 Syllabus and Curriculum Development|
|Deposited On:||14 Jan 2011 17:52|
|Last Modified:||21 Dec 2011 16:12|
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