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首页> 外文期刊>The international journal of engineering education >An Educational Framework Based On Collaborative Reverse Engineering And Active Learning: A Case Study
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An Educational Framework Based On Collaborative Reverse Engineering And Active Learning: A Case Study

机译：基于协同逆向工程和主动学习的教育框架：一个案例研究

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摘要

This paper presents early results of a novel educational framework, currently in development. Incorporating Active Learning and Collaborative Reverse Engineering techniques, this framework aims to completely re-structure the learning system at Monterrey Tech., specifically in engineering courses. This is achieved through the assembly of an experimental, true-scale aircraft RV-10, focusing on the activities of a work-team of students in charge of the aircraft's structural analysis. In addition to obtaining numerical results, this assessment investigates the practical aspects of the developed methodology, such as the efficiency of the educational strategies in realising advanced learning concepts. In particular, it is shown how Reverse Engineering and Active Learning concepts can be successfully implemented as learning techniques, via carefully planned activities. During the latter, emphasis is given to the development of innovative, creative, self-learning, team-work and other desirable skills in students. Several evaluation methods (diagnostic, formative, summative, etc.) are considered, each measuring a distinctive feature of the students' performance. These show that the proposed strategies have a direct and positive impact on the student's ability to generate and synthesize knowledge. The case study described here represents an isolated cell within a larger educational project, thus future work will continue to explore educational issues arising from the aircraft's assembly, to be reported in forthcoming papers.
机译：本文介绍了目前正在开发的新型教育框架的早期结果。该框架结合了主动学习和协作式逆向工程技术，旨在完全重新构建蒙特雷理工学院的学习系统，特别是在工程课程中。这是通过组装实验性，真实规模的RV-10飞机来实现的，该飞机着重于负责飞机结构分析的学生工作团队的活动。除了获得数值结果外，该评估还研究了所开发方法的实际方面，例如在实现高级学习概念方面教育策略的效率。特别是，它显示了如何通过精心计划的活动将逆向工程和主动学习概念成功地实现为学习技术。在后者期间，重点在于培养学生的创新，创造力，自学，团队合作和其他理想技能。考虑了几种评估方法（诊断性，形成性，总结性等），每种方法都衡量学生表现的独特特征。这些表明所提出的策略对学生产生和综合知识的能力具有直接和积极的影响。这里描述的案例研究代表了一个较大的教育项目中的一个孤立单元，因此未来的工作将继续探索飞机组装产生的教育问题，这些问题将在以后的论文中进行报道。

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