IGIP Newsletter - Issue 01 - 2017

29th January 2017

IGIP Newsletter - Issue 01 - 2017

Editor Column

Welcome to the IGIP Newsletter. Many thanks are due to Teresa Restivo and Michael Auer for inviting me to act as Editor, as well as to those Colleagues who contributed to this inaugural 2017 issue. As the aim is to publish every three months, all members of the IGIP Community are kindly challenged to get actively involved in this initiative, which aims to be a forum for the exchange of ideas and diffusion of events with relevance for the field of Engineering Education.

José Marques

Executive Board Column

By Teresa Restivo, President of IGIP

As President-Elect I have been supported by the General Assembly, on September 22, 2016, in Belfast, to be IGIP President for the time interval up to the next regular election. On that occasion, I have stressed that IGIP has to be aware of all the challenges and demands that Engineering Education faces nowadays and has to promote and foster the use of modern methodologies and strategies and analyse their results, fulfilling its superior mission as the oldest society of its kind in Europe. In this context, “IGIP has to be a modern society, contributing to promote the innovation in teachers’ development and simultaneously offering the unique international qualification in this domain – the ING.PAED.IGIP Diploma”. For all the aspects I then mentioned, “IGIP needs a president aware of the complexity of the task of today’s mission of teaching. It needs a president with the mission perception! It needs a president ready for a hard task!. But IGIP success will not be possible without its members. Each one and all together will be the main secret of IGIP success. So, I will be working in order to ask you all for your support. Let’s work together!” In November 25, 2016, I suggested a methodology “to increase IGIP members’ collaboration and to share their experiences”. As I wrote, “I personally believe that there are two main and affordable tools that can help to join efforts among the IGIP Community. They are: 1) The Newsletter, and 2) The Working Groups”. These two tools will be effective only if there is support and cooperation among the IGIP members.
For the Newsletter we have received some contributions but I would like to incentive all to carry on and to make it possible to have a Newsletter every three months. For this task, IGIP will be supported by José Marques, UPorto, Portugal, IMC and IGIP senior member whom I want to thank.
As to what concerns the Working Groups, the activity will be relaunched in a new dynamic style. Our goal is to foster members interested in cooperating actively and presenting their outcomes in Special Sessions within Conferences, like the IGIP Annual Conference. Therefore, we shall carry on with the Special Session Information Technologies in Engineering Pedagogy, ITEP. The work is already on the way since 2012 and this is a very relevant and valuable topic for preparing youngsters for the smart cities, industries, homes and societies of their future.
Talking about Teaching (TaT’xx), another Special Session already established by the Portuguese Society for Engineering Education (SPEE) within IGIP Annual Conferences, offers an opportunity for sharing good practices between IGIP members. This is also a fantastic way of joining the two sister Societies, already linked by a MoU and by people as me, Michael, José and Alberto. In this Working Group, many of us could discuss our best practices. The call for TaT’17 will come soon. A suggestion has already arrived for a third Working Group on the topic Games in Engineering Pedagogy (GEP). All new initiatives in this context are welcome.
Coming back to the present Newsletter, I want to thank all the contributors and Danilo Zutin for his effort in providing an efficient digital support. I also want to thank Susan Zvacek for bringing to life the column Talking about Teaching within IGIP. And last but not the least, please remember that “Each one and all of us together will be the main secret of IGIP success”.

Message from the IGIP International Monitoring Committee

By Tiia Rüütmann (Ing.Paed.IGIP), President of IGIP IMC

In 2016 IGIP IMC received 72 applications - 2 for IGIP training centre accreditations and 70 for ING.PAED.IGIP qualifications. The InnovaHiEd centre from Puerto Rico USA, and the Samara IGIP Training Centre from Russia applied for accreditation as training centres, both applications having been approved. ING.PAED.IGIP applications came from Russia (28), Ukraine (17), Estonia (13), and Slovakia (10); 68 applications were approved, one application was rejected as the applicant did not have relevant education and one application was deferred as not all required documents were presented. The IGIP IMC Members reviewed applications online, in Conftool environment. For every application at least 2 reviewers are assigned.

Michael Auer, new President of IFEES

The General Secretary of IGIP, Michael E. Auer, was elected as President of IFEES, the International Federation of Engineering Education Societies, during the World Engineering Education Forum WEEF2015 held in Florence. His term of office (2016-2018) started in November 2016. IFEES was founded in 2006 with the stated mission of “connecting the world’s engineering education societies to leverage our members’ collective strengths to improve engineering education worldwide”. Today, IFEES membership spans the 5 continents, comprising all major Engineering Education societies, such as AAEE, AEEA, ASEE, CSEE, IEEE, ISTE, LACCEI, SEFI and, of course, IGIP, to name but a few. Furthermore, IFEES has prestigious corporate partners, namely Airbus, Dassault Systèmes, Granta, MathWorks, Qapco, Quanser, Siemens and Total. IFEES's next World Engineering Education Forum, WEEF2017, will be held in November 2017 in Kuala Lumpur.

15th Anniversary of Estonian Centre for Engineering Pedagogy at Tallinn University of Technology (TUT)

By Tiia Rüütmann, Head of Estonian Centre for Engineering Pedagogy

The Estonian Centre for Engineering Pedagogy was founded on October 20, 2001 by Dr Jüri Vanaveski, under the supervision of Prof Dr Adolf Melezinek. Since 2003 the centre and its curricula have been accredited by IGIP. Today there are more than 400 graduates, 91 of them with ING.PAED.IGIP qualification, 48 of whom teach at TUT. On October 20-21, 2016 we celebrated the 15th anniversary of the centre with the conference “Teaching is Learning Twice”. The conference was a success, with about 200 participants – the faculty and doctoral students of TUT, Estonian STEM teachers, vocational teachers, technical teachers, representatives of the Ministry of Education of Estonia and partner universities. IGIP president Prof Teresa Restivo sent a warmly welcomed video-greeting to the participants.

To find out more: click here

The 7th IGIP International Regional Conference on Engineering Pedagogy in Moscow

By Tatiana Polyakova, IGIP Vice-President

We would like to invite you to the 7th IGIP International Regional Conference on Engineering Pedagogy “Modern Problems and Prospects of Training and Retraining of Technical University Teachers” that will take place on 17.03.2017 in Moscow Automobile and Road Construction State Technical University (MADI), Moscow, Russia. The organizers of the event are IGIP, the Russian Academy of Education, the Russian Association of Engineering Education (АИОР), the Moscow Automobile and Road Construction Technical University (MADI) and the Journal "Higher Education in Russia". For more information contact Professor Zoia Sazonova or via the link below.

To find out more: click here

Five new International Engineering Educators - Ing.Paed.IGIP at PH Kärnten

By Axel Zafoschnig, IGIP Vice-President

The Austrian IGIP NMC and Vice President Axel Zafoschnig are proud to announce that five new IGIP International Engineering Educators have been awarded their certificates at the Viktor-Frankl-University for Teacher Training in Klagenfurt, Kärnten, Austria. The successful awardees, who all teach engineering subjects at the Higher Technical Colleges in the region of Carinthia, have completed their 2-year pedagogical training and acquired a Bachelor of Education. This qualification, together with the ING.PAED.IGIP Certificates, was handed over to the new engineering pedagogues in an award ceremony at the University. In her speech, Rector Dr. Marlies Krainz-Dürr congratulated the newly qualified engineering teachers and expressed her willingness to renew the University's commitment to continue its successful work as an IGIP Training Centre. On behalf of the new International Engineering Educators, DI Herwig Guggi (HTL Mössingerstraße) thanked all the academic staff involved for the excellent pedagogical training and vowed to teach engineering with passion and engagement.

‘Engineering Education for Smart Society’ – IGIP Workshop at WEEF & GEDC 2016, Seoul South Korea

The IGIP workshop presented an introduction to the IGIP Prototype Curriculum in Engineering Pedagogy, as well as experiences in its application from different countries. Regional and national particularities, as well as quality assurance in scientific engineering education and educational scenarios of further education in engineering pedagogy, were discussed after inputs from different contributions in a round table discussion format. Contributions: Teresa Restivo (IGIP President), Steffen Kersten (TU Dresden), Marcela Romero (Universidad de Chile), Lois Wendrock (Kenya Methodist University), Hanno Hortsch (TU Dresden).

‘Non-traditional Laboratories in Engineering Education’ – IAOE Special Session at WEEF & GEDC 2016, Seoul South Korea

This session was devoted to contribute to an overview on virtual, remote and pocket lab tools, looking to architectures, types of technologies, live demonstrations and pros and cons of their use in teaching and training. After the authors inputs, the debate was organized in a round table discussion format. Contributors: Danilo Zutin (Austria), Andreas Pester (Austria), Abul K.M. Azad (USA), Teresa Restivo and Rafael Tavares (University of Porto), Vinod Lohani (USA).

Europe, Middle East and North Africa Conference on Technology and Security to Support Learning 2016 (EURO-MENA TSSL’2016)

In this Conference that took place in Saïdia, Morocco, October 3-5, 2016, the IGIP President delivered an invited keynote entitled “Online experimentation: technologies, examples and perspectives “. Teresa Restivo also underlined the valuable contributions of GOLC and IAOE to these areas.

‘Talking about Teaching 2016 (TaT’16)’ - SPEE Special Session at IGIP Annual Conference, September 21-23, 2016, Belfast, UK

The topics of the 5th edition of TaT were concerned not only with resources in Engineering Education (EE) and with the constant demand on the use of technology, but also with the effectiveness of knowledge in order to guaranty simultaneously the diversity and inclusion in EE, teachers’ professional development, the perspective of EE oriented for STEM and the spirit of engineering leadership in society.

‘The Emerging Technologies on the Internet of Everything (ETIoE)’ – Experiment@ International Workshop 2016

This Workshop was devoted to carry on open discussion about topics addressed in recent events on online experimentation. It was hosted by University of the Azores (Portugal), September 5-6, 2016, in a joint organization of University of Azores, University of Coimbra, University of Porto and New University of Lisbon, with the collaboration of ExpoLab and IAOE (International Association of Online Experimentation) and the support of DRCT (Regional Board of Science and Technology, Azores).

2nd International Conference of the Portuguese Society for Engineering Education (CISPEE)

The 2nd edition of the International Conference of the Portuguese Society for Engineering Education (CISPEE) took place at the University of Trás-os-Montes e Alto Douro (UTAD), Vila Real, Portugal during October 20-21, 2016. CISPEE2016 gathered around 75 participants, mainly from Portugal, but also from Argentina, Brazil, Denmark, Spain and Sweden, to embrace a very exciting technical program around the theme: “(Re)Thinking Higher Engineering Education”. The technical program included invited keynotes from the President of IGIP (Dr. Teresa Restivo), the President of the Portuguese Engineers Association (Mr. Carlos Aires) and also 25 oral presentations about good practices in Engineering Education, critical thinking, and problem solving, among other aspects. The event was technically co-sponsored by IGIP, the IEEE Education Society, the Brazilian Association for Engineering Education (ABENGE), the European Society for Engineering Education (SEFI), and the American Society of Civil Engineers (ASCE), among other Organizations and Societies.

Talking about Teaching: Games, Fun, and ... Learning?

By Susan M. Zvacek, University of Denver

Do you ever wish that your students approached their coursework with the degree of enthusiasm they show for playing games? What is it about games, anyway, that makes them so darn fun? This isn’t an idle question, considering the time, effort, and money that goes into designing an online or video-based game. It’s a safe assumption that the folks who do this for a living have some pretty good ideas about what makes games fun and, believe it or not, they consider “learning” a significant part of an enjoyable gaming experience.
Think about the games you’ve most enjoyed playing – electronic or otherwise. The same elements that make those games fun and motivational – that is, make you willing to stay up late playing them – include things like a significant goal that can be broken into smaller sub-goals, challenges that aren’t too hard or too easy, decision-making that produces meaningful results, feedback on your performance that helps you to improve, and the opportunity to explore and make a few mistakes without serious risk. This sounds suspiciously like what a great class offers, right?
So, how can you fold these fun elements into your courses without compromising their scholarly rigor? Let’s start with the goals… Although the goal of the Grand Theft Auto video game isn’t one (we hope) that our students aspire to in real life, in the game environment it becomes a meaningful objective. Shouldn’t it be possible, then, to generate interest in the real-life goals of courses in which students gain skills they can use in their future careers? The key is keeping these long-term goals front and center, focusing on their relevance to the wider world, and reminding students how the sub-goals they’re accomplishing will bring them to the final outcome.
On a day-to-day level, offering challenges of appropriate difficulty also generates interest and can heighten motivation. Too easy or too hard and motivation wanes, but successfully working through a knotty problem is fun, and explains how so many people are hooked on Sudoku puzzles. Encouraging students to take risks without serious consequences early on will build creativity and problem-solving skills, to boot. Finally, don’t forget that interaction with others can be another fun-producing factor. (Would you play Monopoly solitaire?)
Marshall McLuhan put it rather bluntly when he said, “Anyone who tries to make a distinction between education and entertainment doesn't know the first thing about either.” This may be a bit harsh, but we can certainly take a page from the playbook of game designers and have fun with teaching and learning. Who knows? Your students might just stay up late doing homework because … it’s fun.