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Summary

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A flipped classroom approach using a jigsaw book exercise with undergraduate civil engineering students (n=252) in years 1,3,4,5. -To focus the learning and assessment process on students being active in constructing their (own and group) knowledge (explicit and tacit) and to promote a ‘reflective practitioner’ behaviour akin to that of professional engineers. -To introduce students to the role of civil engineering knowledge and practice and to establish a foundation on which students will be self-motivated to ‘read’ widely as a commitment to becoming a professional engineer. - To introduce students to a collaborative learning space where peer knowledge is considered to be contributory (as opposed to ‘in competition’) to a holistic understanding of new knowledge whereby cooperation can be seen to lead to synergistic outcomes.

Context

Department of Civil and Environmental Engineering Faculty of Engineering

Contact Details

Dr Michael Murray http://www.strath.ac.uk/staff/murraymichaeldr/

Themes

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