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Conference Paper: Applying Instructional Design in Engineering Education and Industrial Training: An Integrative Review

TitleApplying Instructional Design in Engineering Education and Industrial Training: An Integrative Review
Authors
Keywordsflipped classroom
blended learning
teaching principles
instructional design
learning design
Issue Date2020
PublisherIEEE. The Journal's web site is located at https://ieeexplore.ieee.org/xpl/conhome/1802630/all-proceedings
Citation
Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) 2019: Creative & Innovative Education to Enhance the Quality of Life, Yogyakarta, Indonesia, 10–13 December 2019, p. 1-6 How to Cite?
AbstractVarious pedagogies have been proposed in the engineering education literature. However, simply applying pedagogical approaches might be ineffective in helping learners acquire and exhibit skills necessary for future industrial endeavours, if learning activities and learning objects are not structurally designed. In this paper, we present an integrative and interpretive review of studies to show how instructional design principles listed in the First Principles of Instruction (FPI) framework are in alignment with teaching and learning of and with cognitive and psychomotor skills, particularly in industrial training and engineering education. The applications of FPI and its impacts on learning were discussed, whereas congruence between the i) FPI and the Bloom’s Taxonomy, and ii) FPI and psychomotor instruction, were identified. This study aims to offer insights for redesigning teaching and training in engineering education with an effective instructional design, ultimately enhancing the pedagogical values of its learning objects and activities.
Persistent Identifierhttp://hdl.handle.net/10722/286124

 

DC FieldValueLanguage
dc.contributor.authorNg, JTD-
dc.contributor.authorLei, CU-
dc.contributor.authorLau, E-
dc.contributor.authorWong Lui, KS-
dc.contributor.authorLam, KH-
dc.contributor.authorKwok, TO-
dc.contributor.authorHu, X-
dc.contributor.authorWarning, PB-
dc.contributor.authorTam, VWL-
dc.date.accessioned2020-08-31T06:59:27Z-
dc.date.available2020-08-31T06:59:27Z-
dc.date.issued2020-
dc.identifier.citationProceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) 2019: Creative & Innovative Education to Enhance the Quality of Life, Yogyakarta, Indonesia, 10–13 December 2019, p. 1-6-
dc.identifier.urihttp://hdl.handle.net/10722/286124-
dc.description.abstractVarious pedagogies have been proposed in the engineering education literature. However, simply applying pedagogical approaches might be ineffective in helping learners acquire and exhibit skills necessary for future industrial endeavours, if learning activities and learning objects are not structurally designed. In this paper, we present an integrative and interpretive review of studies to show how instructional design principles listed in the First Principles of Instruction (FPI) framework are in alignment with teaching and learning of and with cognitive and psychomotor skills, particularly in industrial training and engineering education. The applications of FPI and its impacts on learning were discussed, whereas congruence between the i) FPI and the Bloom’s Taxonomy, and ii) FPI and psychomotor instruction, were identified. This study aims to offer insights for redesigning teaching and training in engineering education with an effective instructional design, ultimately enhancing the pedagogical values of its learning objects and activities.-
dc.languageeng-
dc.publisherIEEE. The Journal's web site is located at https://ieeexplore.ieee.org/xpl/conhome/1802630/all-proceedings-
dc.relation.ispartofIEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)-
dc.rightsIEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). Copyright © IEEE.-
dc.rights©2020 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.-
dc.subjectflipped classroom-
dc.subjectblended learning-
dc.subjectteaching principles-
dc.subjectinstructional design-
dc.subjectlearning design-
dc.titleApplying Instructional Design in Engineering Education and Industrial Training: An Integrative Review-
dc.typeConference_Paper-
dc.identifier.emailNg, JTD: jeremyng@hku.hk-
dc.identifier.emailLei, CU: culei@hku.hk-
dc.identifier.emailLau, E: edlau905@hku.hk-
dc.identifier.emailWong Lui, KS: kslui@eee.hku.hk-
dc.identifier.emailLam, KH: samkhlam@hku.hk-
dc.identifier.emailKwok, TO: applus@hku.hk-
dc.identifier.emailHu, X: xiaoxhu@hku.hk-
dc.identifier.emailWarning, PB: pwarning@hkucc.hku.hk-
dc.identifier.emailTam, VWL: vtam@hkucc.hku.hk-
dc.identifier.authorityLei, CU=rp01908-
dc.identifier.authorityWong Lui, KS=rp00188-
dc.identifier.authorityHu, X=rp01711-
dc.identifier.authorityTam, VWL=rp00173-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1109/TALE48000.2019.9225920-
dc.identifier.hkuros313305-
dc.identifier.spage1-
dc.identifier.epage6-
dc.publisher.placeUnited States-

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