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Category: 2014
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This paper presents a Tasmanian case of robotics program in primary schools. We try to address 3 fundamental issues in relation to running a successful robotics program. The first is the financial constraint of public schools which restrict them from accessing the robotics hardware and software. The second is the engineering skills of classroom teachers which contribute to the lack of confidence in running a robotics program in their teaching plan. The third is the cognitive ability of targeted students which require a more considered approach towards the delivery of the engineering concepts via robotics. Consequently, the research question we addressed was how to strategically roll out a robotics program so that it can engage more schools, teachers, parents and students with the ever evident problem of limited resources in our public schools.

This paper aims to assess whether problem-solving methodologies and ideation heuristics that can be taught in less than two weeks can affect students’ problem-solving skills beyond their perception. It evaluates a quantitative influence of two ideation methodologies on student problem-solving performance. 

The purpose of this study was to explore the impact of, and challenges associated with, requiring students to apply formal management processes and tools to a design project undertaken in a concurrent course. 

The mechatronics engineering subjects are in general thought as challenging to learn and hence they need innovative approaches to impart knowledge while keeping students‟ interest. Therefore, purpose of this study  is to stimulate student  learning through authentic projects while enhancing the student engagement and deeper learning through co-curricular activities.  The hypothesis is that the authentic projects and co-curricular activities can positively influence the students‟ learning and their current and future endeavours. 

The School of Engineering at Deakin University has embarked on a new path in engineering education with new learning model based on the principles of project based learning and design based learning. Design based learning is the driving force for the new learning model which also incorporates the principles from project based  learning  to  deliver  the  skills  and  knowledge  students  require  to understand  and  solve  design problems.  The  new  project  and  design  centred  curriculum  was implemented in a third year engineering unit. This paper presents the student views on this process, their views on the knowledge transfer and the knowledge gained through this process.

This paper focuses on the student perspectives on the project and design centred curriculum.

This paper presents a working model of the collaborative processes utilised by MTEC and its education partners in the formation, development and growth of three national programs. It also provides an overview of the collaborative tools that can be used to support industry-led collaborative learning in specialist engineering disciplines. 

The purpose of the present study was to construct goal setting mechanisms in a web-based portfolio assessment system (WBPAS), based on the self-regulated learning (SRL) process proposed by Zimmerman, and to examine effects of these mechanisms on SRL. 

This paper presents a working model of the collaborative processes utilised by MTEC and its education partners in the formation, development and growth of three national programs. It also provides an overview of the collaborative tools that can be used to support industry-led collaborative learning in specialist engineering disciplines. 

The aim of this study was to answer the following research questions: 

  • Has the MEP program enabled Engineering Technologists to achieve their career goals?
  • How do the MEP completion rates compare with those for engineering degree programs? Has the program met the expectations of Engineers Australia?