Abstract
This paper proposes several activities that encourage self-learning in engineering courses. For each activity, the context and the pedagogical issues addressed are described emphasizing strengths and weaknesses. Specifically, this work describes and implements five activities, which are: questionnaires, conceptual maps, videos, jigsaw and projects. These activities are applied in seven different knowledge fields and are conducted individually or in group depending on the nature of the subject and of the activity. Furthermore, this paper shows how the same activity can be applied in subjects of different years and how the implementation level changes, depending on the course in which it is conducted. The activities proposed have been introduced in engineering courses, but they can also be applied in any other knowledge field. Finally, the paper proposes four rubrics to assess three of the proposed activities (videos, jigsaw and project), being two of them for the project activity.
Highlights
Autonomous learning, called student–centered learning or fexible learning (Taylor, 2000), is a process through which individuals control their own learning and survive outside the sheltered environment of the classroom
The authors discuss how it can be applied to engineering academic programs and how it improves the autonomous learning of Journal of Technology and Science Educaton
The Jigsaw (Aronson, Blaney, Stephin, Sikes & Snapp, 1978) is a cooperatve learning technique that assumes that students are organized in small groups for the acquisiton and presentaton of new material, which is equitably distributed in parts reasonably independent
Summary
Autonomous learning, called student–centered learning or fexible learning (Taylor, 2000), is a process through which individuals control their own learning and survive outside the sheltered environment of the classroom. Students do not learn much just sitng in classes listening to teachers, memorizing prepackaged assignments, and spitng out answers They must talk about what they are learning, write refectvely about it, relate it to past experiences, and apply it to their daily lives. Actve Learning has been defned as any strategy “that involves students in doing things and thinking about the things they are doing” (Bonwell & Eison, 1991). This broad defniton allows the usage of a very wide range of teaching and learning actvites including collaboratve and problem-based learning. The authors discuss how it can be applied to engineering academic programs and how it improves the autonomous learning of Journal of Technology and Science Educaton.
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