Computer-supported collaborative learning: Praxes in new cell-oriented configurable PC-classroom
Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Scientific › peer-review
|Title of host publication||SEFI conference 2016|
|Subtitle of host publication||Engineering Education on Top of the World: Industry University Cooperation|
|Number of pages||9|
|Publication status||Published - 2016|
|Publication type||A4 Article in a conference publication|
|Event||Annual Conference of the European Society for Engineering Education - |
Duration: 1 Jan 1900 → …
|Conference||Annual Conference of the European Society for Engineering Education|
|Period||1/01/00 → …|
In this paper, we present layout, construction and hardware of our newly developed technology-mediated, configurable, and cell-oriented PC-classroom, which play a key role in our teaching development. We exemplify how the classroom has helped us to improve our automation science and control engineering education. To be more specific, we have adopted the well-known concept of computer-supported collaborative learning (CSCL), which concerns how students can learn together with the help of computers. We also demonstrate how redefining and redesigning the nature of activities occurring in modern learning environments can improve the effectiveness of contact teaching, and hence, allow learning episodes to be more impactful compared with the traditional teacher-led classroom. We would like to pinpoint that redefinition and redesign have allowed us, as teachers, to take the position of a facilitating guide, or mentor, which work in close cooperation with students, and thereby, is able to strengthen the knowledge level of students through intellectual face-to-face discussion as well as through technology-supported communication.
Furthermore, our new classroom has enabled hands-on, competitive, cyber-physical attack-defence events to be conducted, which improve our automation security training. The events have invited participants from industry and academia, but most importantly, they have involved students. During the events, we have offered opportunities for students to make demonstration-of-skills to the participants from business. As a consequence, the new environment has enabled acts of openings for university-business cooperation in terms of education and recruit, free of charge. To our experience and according to student feedback, our redefined ways of conducting teaching has improved student motivation as well as increased their timely investment towards learning activities, which has eventually translated to better grades and overall satisfaction.