Track 7. Engineering Education – Potentiating Educational Resources

Engineering education shifted from a traditional approach, centered in developing knowledge and technical skills, to a more student-centered approach in recent years, which includes more autonomous work. Communication, multiculturality embracing, team-working and the development of different competences has become very important issues to address along with technological education.
Educational Resources are of paramount importance in Technology Enhanced Learning. But, at the same time, implementing them is time and resource consuming. Create – Share – Reuse are three magic words that guide an international community devoted to implementing OER – Open Educational Resources. Some are related to institutions that host OER Projects while others work independently. What they have in common is the commitment to share their OERs.

This track is dedicated to share reflections on issues in engineering education concerning technology education and the use of educational resources. This year specially devoted to bringing together individuals or groups that develop OERs and share them on the Internet with clearly stated conditions of use. Faculty who uses OERs are welcome too – their experience in reusing contents is valuable too. The management of repositories is an important activity that should be addressed too.
Within this framework, this track comprises different approaches in a broad sense: research work in this field based on qualitative, quantitative, or mixed analyses, compared studies, works describing good educational practices, liaisons with the industry, students’ competences’ gaps, etc., that can be helpful to teachers and students to be prepared as competent professionals.

Topics

• Education resources in engineering education
• Open resources in engineering education
• ICT tools in engineering
• Multicultural aspects of engineering education
• Project work in engineering education
• Improving engineering professional, social and/or scientific competences
• Capstone projects – final year projects
• Cornerstone projects – first year projects
• Emerging technologies in teaching
• Merging academia and professional practices
• Online teaching and learning in engineering.

Track Scientific Committee

Alexandra Costa, Instituto Superior de Engenharia do Porto, Portugal
Alexandre da Silva Pinto, Escola Superior de Educação do Porto, Portugal
André Fidalgo, Instituto Superior de Engenharia do Porto, Portugal
Bernardino Lopes, Universidade de Trás-os-Montes e Alto Douro, Portugal
Bertil Marques, Instituto Superior de Engenharia do Porto, Portugal
Carlos Felgueiras, Instituto Superior de Engenharia do Porto, Portugal
Celina Leão, Universidade Minho, Portugal
Claudius Terkowsky, TU Dortmund University, Germany
Diogo Ribeiro, Instituto Superior de Engenharia do Porto, Portugal
Eduardo Montero García, Universidad de Burgos
Elisabete Nogueira, Instituto Superior de Engenharia do Porto, Portugal
Gustavo Ribeiro Alves, Instituto Superior de Engenharia do Porto, Portugal
J. P. Cravino, Universidade de Trás-os-Montes e Alto Douro, Portugal
Javier Garcia-Zubia, Universidad de Deusto, Spain
Joaquim Alves, Instituto Superior de Engenharia do Porto, Portugal
Juarez Bento da Silva, Universidade Federal de Santa Catarina, Brazil
Luis Schlichting Instituto Federal de Santa Catarina, Brazil
Manuel Rodríguez Martin, Universidad de Salamanca, Spain
Marcelo Zannin, Universidade Federal de Santa Catarina, Brazil
Margarida Ribeiro, Instituto Superior de Engenharia do Porto, Portugal
Pablo Rodríguez-Gonzálvez, Universidad de León, Spain
Rosa Cabrales, Universidad de Oriente, Cuba
Ricardo Costa, Instituto Superior de Engenharia do Porto, Portugal
Susana Marchisio, Universidad de Rosario, Argentina
Teresa Sena Esteves, Instituto Superior de Engenharia do Porto, Portugal

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