Abstract
The paper deals with the digital transformation of engineering education. Such transformation is justified in terms of an engineering education paradigm change. Based on a comprehensive analysis of the didactic system of engineering education, the authors specify the requirements for such important engineering education components as goal setting, content, educational technologies, assessment tools and methods in current educational environment. They provides examples of a practical digital transformation of a number of engineering curricula and syllabi by integrating blended learning based on a Small Private Online Course (SPOC). The authors share their best practices in designing e-learning taking into account the features of the learning-forgetting process, they demonstrate how to make use of the saved time for students’ practical work, how to implement gamification techniques based on such new forms as the Hackathon, Internet of things (IoT) for engineering education. They also provide examples of creating a digital educational environment with specialized software modules to visualize complex mathematical concepts as well as examples of applying principles of artificial intelligence and machine learning to shape a student’s adapted educational trajectory. They discuss how to identify student’s problems with learning material assimilation and suggest a specially developed course including propaedeutic unit for additional study.
Highlights
In the contemporary context of the fourth industrial revolution, the concept of a technoscience has appeared as a reflection of the new relationship between a science and a technology and their close convergence and interpenetration, symbolizing the fact that the technogenic environment is being transformed from a simple “application” of scientific knowledge into the natural environment of its evolution [1, 2]
Researching and teaching critical technologies at leading technical universities are based on the natural integrity of practice-oriented and fundamental training. This is the basis for innovations in engineering education [3,4,5,6,7,8,9,10,11,12,13,14], and thanks to their development and implementation, Bauman Moscow State Technical University has ranked high for almost 200 years
The digital transformation of engineering education based on the comprehensive change of its didactic paradigm has resulted in increasing engineering education efficiency
Summary
In the contemporary context of the fourth industrial revolution, the concept of a technoscience has appeared as a reflection of the new relationship between a science and a technology and their close convergence and interpenetration, symbolizing the fact that the technogenic environment is being transformed from a simple “application” of scientific knowledge into the natural environment of its evolution [1, 2]. Researching and teaching critical technologies at leading technical universities are based on the natural integrity of practice-oriented and fundamental training This is the basis for innovations in engineering education [3,4,5,6,7,8,9,10,11,12,13,14], and thanks to their development and implementation, Bauman Moscow State Technical University has ranked high for almost 200 years. A gap between the best university practices and the daily activities of professors working in engineering universities can be considered as the main reason of the issue From this perspective it is relevant to highlight and analyze the basic principles of the digital transformation of engineering education, consider its key points and examples
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