IGIP Newsletter - Issue 03 - 2018

15th January 2019

IGIP Newsletter - Issue 03 - 2018

Editor Column

By José Marques

This issue of the Newsletter leads us smoothly into the New Year, which I hope will be happy and fruitful for all members of the IGIP Community. Many thanks are due to all contributors, most particularly to the Co-Editor Teresa Restivo, who, as usual, has been most effective in timely getting from most of us an impressive amount of high quality pieces, which are both wide ranging in terms of contents and illustrative of the geographical extent of the IGIP activity.


IGIP President's Column

By Hanno Hortsch, IGIP President

Dear IGIP Community,

On behalf of the Executive Committee of IGIP, I would like to thank you very much for your activities for our society. Only through your work can we keep our Society with an important momentum in engineering and engineering education.

For the New Year 2019, I wish you above all health, the power to master the daily work tasks while still contributing with your activity to strengthen IGIP.

This year will see many conferences that hope for your participation. One of the highlights is certainly the IGIP/ICL Conference 2019 in Bangkok, at King Mongkut's University of Technology, from 25 to 27.09.2019. But also the EDUCON in Dubai from 08 to 12.04.2019 will attract your interest. In addition, the Executive Committee of IGIP will meet at this time. I sincerely hope that this session will also be able to present an adaptation of the existing IGIP Prototype Curriculum. The changes in the nature of engineering work and, above all, the changes in engineering education at universities, are creating new demands on the engineering educator, which should be incorporated into the IGIP Prototype Curriculum.

Allow me to use the start of 2019 to express special thanks to the working groups and, in particular, to their organizers. The restructuring of the working groups has yielded excellent results within a short period of time. The results were presented to our scientific community at conferences and successfully published. This success should encourage other IGIP members to form further working groups, thereby providing platforms for scientific debates.

It would certainly be very helpful to set up a working group that picks up on the paths from university education to the participation of companies in engineering education. The didactic path from theory to simulation at various levels to the company project holds great potential. There are already experiences in the universities. In my opinion, however, they require written confirmation and scientific discussion.

Finally, I would especially like to thank the members of the Executive Committee and the Monitoring Committee. I am looking forward to good cooperation and many new ideas for the year 2019.

Executive Board Column

By Teresa Restivo, IGIP Past President

This issue of the IGIP Newsletter marks the beginning of its 3rd year of publication.

The Newsletter has grown in content, in articles and in the contributors’ commitment. This means that the expectations I expressed last January, hoping “… that 2018 will bring even more IGIP members to the Newsletter arena, the only way to guarantee its continuity, increase its interest and fulfil its mission” have been reached.

In this perspective, I am a lucky Past-President.

In the present Issue, Tiia Rüütmann, with her contribution, inspired me to create a new area in the Newsletter dedicated to articles based on novel activities of our Universities where students have been performing a relevant role. So, why not have a section called Universities Corner?

To all my dear IGIP members and friends goes my simple but deep thank you for all your support to build this IGIP flag for the Engineering Education Community in the World! I wish you all the best of your dreams for 2019.

Executive Board Column - New IGIP Working Group “Entrepreneurship in Engineering Education” (EiEE) Founded

By Axel Zafoschnig, IGIP Vice President

The concept of equipping engineering students with the right entrepreneurial qualifications that enable them to cope with the challenges of technical problem-solving on the one hand and with running a real business or managing a company on the other hand has recently become one of the key issues of global engineering pedagogy. For this reason, special sessions on "Entrepreneurship in Engineering Education (EiEE)" were organised at the last three IGIP conferences in Belfast in2016, in Budapest in 2017 and in Kos in 2018, to pay tribute to an uprising trend in the academic training of young engineers.

Now, the IGIP Executive Committee has also completed its analysis of the developments and has thus implemented the new working group in this field. With regard to its formal structure, the working group features Stefan Vorbach from the University of Technology in Graz (TU Graz), Austria, as the Chair and Jürgen Jantschgi from the Higher College for Engineering in Wolfsberg (HTL Wolfsberg), Austria, as well as Wolfgang Pachatz from the Austrian Federal Ministry of Education, Science and Research, as the Co-Chairs.

The aims of the IGIP working group EiEE are to promote entrepreneurial education at engineering education institutions (higher colleges for engineering, universities of technology, universities of applied sciences) world-wide and to establish an international network of entrepreneurship experts who are also willing to focus on entrepreneurship education for engineers. In this forum, national, European and international initiatives and projects shall be presented and experiences as well as opinions shall be compared and shared.

On behalf of the IGIP EC, I strongly hope that our new working group will find many global followers who will immediately start networking and exchanging their views on Entrepreneurship in Engineering Education. I would therefore like to invite all experts in the field to join this community as members and to start a lively and enriching international co-operation so as guarantee that young engineers are also equipped with a genuine economics competence, with strategic entrepreneurial thinking, and with innovative ideas in the field of business leadership. I wish the new working group the best of success !

Executive Board Column

By Michael E. Auer, Immediate Past-President of IFEES and IGIP General Secretary

We have the pleasure to inform you, that during the World Engineering Education Forum (WEEF), Eleonore Lickl, member of the IGIP Executive Committee, was elected as Vice-President of IFEES.

IFEES, the International Federation of Engineering Education Societies, with more than 100 member organizations globally, is the leading international network in Engineering Education and works in close partnership with UNESCO and with the World Federation of Engineering Organizations (WFEO).

IGIP is an active member of IFEES for many years.

Message from the ASEE President

By Stephanie Farrell, Professor and Chair, ExEEd, Rowan University, USA

Dear IGIP Colleagues,

In warm appreciation for our interactions and collaborations over the last year, I send a world of good wishes for a festive holiday season and a new year filled with happiness, peace, and hope.

Thank you for being part of the engineering and technology education community, and I look forward to building our collaborations and friendships in 2019.

Talking about Teaching: Learning Styles and Labels

By Susan M. Zvacek, Speaker and Consultant, SMZteaching.com

One of the most-tenacious myths related to learning is that of learning styles, probably because the idea itself is intuitively attractive and would appear to explain our struggles with certain learning tasks.  Put briefly, this theory suggests that each person has a cognitive “style,” predisposing them to learn more effectively from some stimuli than others, regardless of the content matter, desired outcome, or intellectual maturity of the learner.  A typical example of this is when someone declares, “I have trouble with written instructions because I’m a visual learner.”

Models categorizing the assorted styles we might possess range from the simplest (visual, auditory, and kinetic) to those incorporating environmental, social, psychological, cultural, and/or physical variables, as well.  For this column, I’ll focus only on inherent, cognitive characteristics that govern our receptivity to various instructional media. Most educators, on both sides of the debate, agree that these styles can be explained as “preferences,” but the True Believers assume that those preferences influence achievement.

For educators, this myth has spun off an array of instructional development models based on the notion that we learn most effectively if the course materials are tailored to our style. For example, students who are “visual learners” will (allegedly) learn best if they can view content in a graphical format, such as pictures or videos. While this seems to make sense, there is no valid research confirming that this does, in fact, occur. What does make a difference? In a nutshell, incorporating materials that are aligned with the specific learning task, enabling students to practice new skills, acquire relevant knowledge, and engage in the sort of thinking needed to accomplish the desired outcomes, has been shown time after time to be effective.  If we expect students to be able to comprehend and speak a foreign language, shouldn’t they get practice listening to and speaking it, even if they don’t prefer the media enabling these activities?

Nevertheless, you might ask, “What could be the downside to believing that learning styles govern achievement?” There are (at least) four glitches to address, beyond the lack of research support for such ideas. The first is that the various instruments (typically self-report questionnaires) used to identify an individual’s style suffer from low degrees of validity and reliability, leading to questions about how we might design for specific styles if we’re not sure who exhibits which. Approaching the argument from the “preferences” point of view, isn’t it more likely that we may prefer visual materials for some learning tasks and auditory for others? How does a simple online quiz account for this?

Next, although there are numerous journal articles espousing the benefits of students identifying their “style,” there is little to no research exploring what students actually do with this knowledge. Do they seek out materials that accommodate their style? Do they adapt course materials to match their preferences? Unfortunately, we don’t really know how (or whether) students use this information about their own learning.

Finally, the biggest concern with this myth is that we may be encouraging a fixed mindset by labelling students, or encouraging them to accept labels assigned to them by poorly-validated instruments. A fixed mindset about learning occurs when students believe their abilities are constrained by cognitive factors beyond their control. Do students who are categorized according to media preferences interpret those diagnoses as limitations? This is not merely a rhetorical query: fixed mindset has been linked to low self-efficacy, inadequate persistence in the face of difficulty, and decreased effort. Although no confirmed link exists between this sort of labelling and mindset, it remains a concerning probability, especially when those labels are applied in a potentially arbitrary fashion.

The arguments for aligning course materials to student learning styles are unsupported by research, but the lore surrounding this myth is robust. Embrace your “skeptical learning style” and challenge baseless claims!

University-Wide Interdisciplinary and Collaborative Programs Providing Practical Knowhow and Experience in Engineering at TalTech, Estonia - Construction of a Self-Driving TalTech Vehicle

By Tiia Rüütmann, Head of Estonian Centre for Engineering Pedagogy, President of IGIP IMC

Students’ and professors’ interdisciplinary and collaborative programs at Tallinn University of Technology (TalTech) provide real-world engineering experience and knowhow for all students interested in STEM.

On September 20, 2018 Estonia's first self-driving car, called “Iseauto”, built in cooperation with TalTech and Silberauto Company, made its first official ride.

Iseauto, built for the TalTech 100th anniversary, is a fully autonomous vehicle that can seat up to six people. Iseauto's electronics, sensory and control software is developed under the leadership of the TalTech robotics, IT and Engineering scientists, with the largest contributions from the students of School of Engineering and School of IT.

"The team of nearly twenty students started to develop Iseauto precisely one year ago, and 10 master's, bachelor's and diploma theses have already been defended on this basis, also a number of scientific publications have been published," said Raivo Sell, Iseauto Project Manager and Senior Research Fellow at the TalTech School of Engineering.

Iseauto will be part of TalTech's smart campus, where a smart infrastructure and a smart data communication network based on 5G technology will be developed. In the future, the smart campus with self-driving vehicles will be a development platform for Taltech students, researchers and technology companies to develop new technologies and services. The next phase of the project will involve launching 5G technology tests and establishing a vehicle-to-vehicle communication platform.

Raivo Sell confirms that the new version of a self-driving car will be built in cooperation with students and researchers in 2019. It is planned to participate in the procurement of the City of Tallinn or Helsinki, for example. The new self-driving vehicle has an optimized structure and renewed control electronics technology, which is designed to actually transport people to the city streets.

On November 14, TalTech Rector, Jaak Aaviksoo, and the Chairman of Silberauto Board, Väino Kaldoja, signed a new contract for the renewal of the Iseauto project. On the photo above (from left): Raivo Sell (Iseauto Project Manager, Senior Research Fellow TalTech), Väino Kaldoja (Silberauto), Jaak Aaviksoo (TalTech Rector).

Estonian Students are Building the First Self-Driving Formula of the Baltic States

By Tiia Rüütmann

Formula Student Team Tallinn (FS Team Tallinn), the joint project of TalTech and Tallinn University of Applied Sciences, is taking on new dimensions. In addition to the electric vehicle, the only self-driving formula in the Baltic States FEST19-DV made by students will be also racing in spring.

FS Team Tallinn is a student organisation where a team of 60 students built one car last season. In the 2018/2019 season, 80-member student team is involved with the formula. The team is divided into two groups - an electric and a self-driving formula team. There are 15 people operating in the team of self-driving car.

The rules of the self-driving formula stipulate that the car will compete on an unknown track, which the machine must independently map, and then make decisions that would normally be made by the driver. The self-driving racecar of the Estonian Student Formula Team will be introduced at the beginning of the summer, next year.

The construction of a self-driving formula is a huge but also exciting challenge for young engineering students. Students have no prior experience and the necessary knowledge is learned during the course of their work.

Formula Student is a product development competition where student teams, in addition to building a vehicle, must also undergo various tests, race on a track, and defend car designs. Participation in the project gives students the experience of designing and manufacturing the car during the university studies, introducing the young engineers to the economy of the automotive industry, and teaching teamwork.

Read more about the Formula Student online: www.formulastudent.ee/en.

The TalTech Satellite Programme

By Tiia Rüütmann

On November 22, Tallinn University of Technology (TalTech) presented a student satellite. At the same time, Rector Jaak Aaviksoo and Marco Marian, CEO of SAB Aerospace, an aviation and space transportation company, signed a cooperation agreement for integrating the TalTech nano-satellite in a space shuttle and sending it into orbit.

The nano-satellite, with unique data communications and cryptographic solutions created by TalTech students and researchers, will be delivered to SAB Aerospace for integration into a space shuttle in March 2019. The launch is scheduled for summer 2019.

The four years of satellite construction is the first in Estonia to carry out Earth observation and deliver high-quality images and videos by composite and near-infrared cameras. In addition, a number of important scientific experiments with the satellite are being conducted, and it will communicate with the Earth-station to be built shortly in the TalTech campus.

According to TalTech Rector, Jaak Aaviksoo, the student satellite project has been one of the largest interdisciplinary study projects in Estonia in the course of four years.

According to Rauno Gordon, Head of Space Centre of TalTech Innovation and Business Centre, the TalTech satellite is an innovation in many respects, that is, the crew has realised certain technological updates for the first time in the world on such a small satellite. "For example, for the first time in a small cube-satellite (10 x 10 x 10 cm), there is high-frequency data communication, which ensures downloading of high-quality photos," Gordon explained. For the first time, the X-band 10.5 GHz high-speed data communication is used for such a small satellite, availability tests of computer technology, innovative image processing and several other scientific experiments are also being carried out. The orbit of the satellite crosses the Earth poles and it is going to fly at a height of 500 km.

The TalTech Space Program was launched in 2014. Today, more than 200 TalTech students from different faculties, from engineering and information technology to economics, have participated in the program. For students, this has been a good opportunity to gain knowledge and experience in the most important field of space industry - Earth observation. More information is available in Tal Tech News.

Rain Classroom: an Interactive Teaching Tool from China

By Haiyun Gu, Department of Electronic Engineering, Shanghai Maritime University, Shanghai, China

Chinese students are usually viewed as passive learners, especially the engineering students. Few of them want to be volunteers in the classroom. Only by explaining and lecturing, it is not easy to concentrate their attention for a 90-minute class, especially in a big classroom. So we are using information technologies to enhance the students’ sense of participation.

Rain Classroom is a wisdom teaching tool launched by Tsinghua University in April 2016. Based on cloud computing, mobile internet, and data mining technologies, it was designed to provide intellectualized teaching support to higher education. An online investigation in January 2017 shows that Rain Classroom is very welcomed by undergraduates and teachers in China.

It provides multiple ways of interactions.

Slides synchronization: to push the PowerPoint slides from the teacher’s computer in the classroom to the students’ smartphones synchronously during the lecture. Rain Classroom provides a feedback key under each slide for students if they want to ask the lecturer to explain the contents on the slide in more details.

Instant quiz: to check the learning outcome by pushing prepared questions inserted into the slides to the students’ smartphones and collecting the answers. Rain Classroom is integrated with PowerPoint. It provides several types of question modes.

Live commentary: to provide open discussion function by allowing the students to send live comments that would be shown on the screen instantaneously through the overhead projector in the classroom. In Chinese, live commentary is called “Bullet screen”, or “dan mu”, and it has been widely used by video websites. Viewers comments overlap the video, scrolling across the screen.

Courseware release: to upload the slides, lecture notes, lecture videos, previous test papers, etc., to the course database on Rain Classroom for students to prepare and review.

Notice release: to inform the students of course-related information via the teaching log on Rain Classroom.

Lecture summary: to create a summary automatically after each lecture, analyzing the students’ feedback collected during the lecture. It is designed for the lecturer to get to know of the students’ learning situation.

How to use it: Rain Classroom is for free, and it is very easy to use by the lecturers and the students. You can download it from: http://sfe.ykt.io/RainClassroom_Full_3.0.0.496.exe?_dt=2018080802

It is integrated with PowerPoint and WeChat public service platform, so you need a WeChat account to log in. WeChat can be installed from Google Play store.

Defining Learning Objectives for Technical and Non-Technical Competences

By Veronika Thurner and Axel Böttcher, Munich University of Applied Sciences, Germany

Formal regulations, such as the qualifications framework of the Bologna process, require module descriptions of academic course offerings to specify the students’ intended learning outcomes in a competence oriented way. Obviously, if properly attended to, these can be highly beneficial: for students, as they define a baseline for the performance expected of a student to pass the class, and thus are highly helpful for directing the students’ learning efforts in a goal-oriented way; for lecturers, as they help to clarify what and how should be taught, and assessed (adhering to the ideas of constructive alignment), in order to guide the students’ learning process towards the desired outcome; for employers, as they outline which skills can be realistically expected from graduates; and, last but not least, for accreditation organizations, as they provide insight into the skill development process aspired by a specific course of studies.

Nevertheless, in spite of the obvious benefit of well specified learning outcomes for all parties involved, many instances of the definitions of learning outcomes tend to be rather crude, imprecise and patchy.

Therefore, in our work presented at ICL 2018, we introduce an approach for specifying higher order learning objectives for the domain of software development and software engineering, which align with employability requirements.

These learning objectives do not only address technical competences, such as the proper handling of programming concepts, the notion of software quality criteria or an appropriate testing methodology. Rather, they also comprise those non-technical key competences that are essential for developing the required technical competences in the first place, and which later on are necessary for applying and enhancing these technical competences professionally throughout one’s working life. Examples for non-technical competences that are essential in any learning process are, e.g., the ability to handle criticism (a social competence), and the ability for self-reflection (a self-competence). A methodical competence that is highly relevant in software development is the ability of thinking in an abstract way.

For each of the competences mentioned above, we precisely specify its characteristics across the six levels of Bloom’s taxonomy as revised by Anderson and Krathwohl in 2001. To ensure assessability, we specify these competences in terms of observable behavior. For example, instead of stating that a student is supposed to “understand” a certain concept, we require students to explain in their own words the meaning of the concept and its relevance for the application domain.

As a next step, we use these definitions of learning objectives as a basis for devising teaching and learning methods that systematically develop these high level skills, which will be required of our graduates in their professional life, where it is not sufficient to just “know” about things, but necessary to actively use the acquired skills, both systematically and creatively, to solve problems that were hitherto unknown.

If you are interested in constructively aligning learning outcomes, teaching processes and assessment methods, we are happy to make contact, to share ideas and discuss our respective experience.

Contributing to “Make research-based learning the standard”

By Teresa Restivo

The development through knowledge progress and innovation, by performing education, learning and research according to standards of excellence, contributes directly to society, according to the main mission of the University. For this, human resources are the teachers/researchers and, desirably, their students.

In the 90s, the Boyer Commission Report [1] pointed out a set of suggestions to improve undergraduate education, starting with "Make research-based learning the standard". This Report also supported that: "The basic idea of learning as inquiry is the same as the idea of research; even though advanced research occurs at advanced levels, undergraduates beginning in the freshman year can learn through research".

The University of Porto (U.Porto), recognizing this relevance, started in 2004 a pioneer initiative by launching an annual program "Scientific Research at Undergraduate Level": teachers and students, organized in multidisciplinary project teams, were invited to follow a traditional project submission, based on funds provided by U.Porto and a number of private organizations, such as Foundations, Banks, etc. In the 2005 and 2006 editions, the program regulations stated that an annual presentation of the final results of the funded projects should be performed by students [2].

A new program started in 2007, “Young Research at U.Porto (iJUP)”, that involved the previous call for project submissions with a complementary scientific meeting, in a Conference format. Also, additionally to the multidisciplinary teams, fostered by the inherent characteristics of the project calls, around 5% of students were mobility students (e.g., in 2017, 11 countries from 3 continents were present and in 2018, 11 countries from 4 continents). iJUP also edits the proceedings since its very beginning, with the articles in English.

This type of project provides huge opportunities for students to face open problems and their questions, and the need to find coherent answers by using scientific methodologies and procedures, allowing students to improve their abilities and skills with enthusiasm and motivation. The Annual iJUP Conference meetings have been the best proof of the students involvement during these extra-curricular activities and an excellent opportunity for multidisciplinary communication training.

Since 2012, the number of projects and areas was reduced, due to country financial crises. However, the iJUP culture was already established and U.Porto is still hosting the Conference annually, with impressive results. Table 1 shows the equilibrium reached in recent years, and Table 2 illustrates the evolution of both types of communications along this decade. The maturity is increasing the students’ confidence as well as the work quality and so, posters are now losing space when compared with oral communications.

Table 1 – Total iJUP figures for the past 6 years















Communications (Oral+Posters)








Table 2 – Evolution of both types of communications (%)






































Nowadays, students are also contributing with work related with some of their activities, usually coming from their master theses preparation or other extra-curricular involvements. iJUP is a students’ big event that runs for 3 full days at the University of Porto, Portugal, every February.

Former Vice-Rectors, Professors Isabel Azevedo and Jorge Gonçalves have been the big boosters of this approach, contributing to “Make research-based learning the standard”.


[1] - E.L. Boyer, The Boyer Commission on Educating Undergraduates in the Research University, Reinventing undergraduate education: A blueprint for America's research universities. Stony Brook, NY,1998.

[2] – Jorge Gonçalves, Maria Teresa Restivo, José Couto Marques, IJUP — Young Research at University of Porto, 15th International Conference on Interactive Collaborative Learning (ICL), September 2012, DOI: 10.1109/ICL.2012.6402056

IGIP Nikola Tesla Chain 2018 - Stephanie Farrell

Those of you who were present at the opening IGIP Plenary session in Kos had the opportunity to listen to the keynote speech on the topic of “Strategies for Building Inclusive Classrooms in Engineering” by Dr. Stephanie Farrell, Professor and Founding Chair of the Department of Experiential Engineering Education (ExEEd) at Rowan University in New Jersey. A powerful engineering educator with marvelous achievements in the international scientific and academic world, Stephanie is the recipient of the valuable IGIP Engineering Pedagogy award, the golden IGIP Nikola Tesla Chain, which was designed and made by the Ferlach Engineering College for Goldsmithing and Engraving in Austria.

Stephanie joined the faculty at Rowan University in 1998, where she played a key role in developing the then-new Chemical Engineering program. In 2016 she launched ExEEd as a new Department to catalyze the translation of educational innovations into the classroom, cultivate a collaborative environment for engineering education research, and to lead the College’s undergraduate engineering educational mission for first- and second-year students. Stephanie has long been a collaborator in international engineering education and recognizes the opportunities that the IGIP network has offered to contribute to shaping engineering education around the world. Stephanie is active in the IGIP, IUCEE and IFEES networks, and she currently serves as the President of ASEE.

IGIP Nikola Tesla Chain 2018 - Demetrios Sampson

The Laudatio has been delivered by Professor Kinshuk, Dean of the College of Information, University of North Texas, USA.

Demetrios Sampson is a Professor at the Department of Digital Systems, University of Piraeus, Greece (since 2003) and at the School of Education, Curtin University, Australia (since 2015).

He is a influential academic leader worldwide in the field of Learning Technologies and Digital Learning. His research has an significant impact as he is listed at the top 15 researchers globally in the field of Learning Technologies based on Google Scholar citations.

He has developed and delivers the first Massive Online Open Course (MOOC) on the use of Educational Data Analytics by School Teachers (Analytics for the Classroom Teacher), offered by the edX platform (a Harvard and MIT led global initiative) which has attracted more than 8500 participants from 147 countries around the world since October 2016.

He is the recipient of the IEEE Computer Society Distinguished Service Award (July 2012) and named a Golden Core Member of IEEE Computer Society in recognition of his contribution to the field of Learning Technologies. Currently he leads a European University-Industry Consortium (Learn2Analyse) aiming to promote the Educational Data Literacy for Online Education and Training Professionals and Higher Education students, co-funded by the European Commission (Erasmus+ Knowledge Alliance Program).

Teaching Best Practices Working Group - TaT’18 Best Paper Award

By Teresa Restivo

The 7th edition of the IGIP Special Track Talking about Teaching (TaT’18) in cooperation with ICL 2018, was focused on promoting the discussion on Engineering Education by providing an opportunity for debating and sharing ideas, approaches, developments and experiences.

The topics of this Special Track TaT’xx, are aligned with the objectives and activities of the IGIP Working Group “Teaching Best Practices “. In this edition, TaT’18 had two Sessions: SS2a and SS3b.

The selection of the best paper considered the relevance of the topic within TaT'18 and the quality of content and writing. Based on the top rated papers resulting from the regular review process the Best Paper Award went to “Defining Higher Order Learning Objectives for Software Development that Align with Employability Requirements”, by Veronika Thurner and Axel Böttcher, Munich University of Applied Sciences, Germany.

IGIP Games in Engineering Education (GinEE) Award

By Matthias C. Utesch

Over the last years, games in engineering education has become a prolific research field, aiming at enhancing student learning and engagement. In particular, such approaches address learning outcomes beyond the game itself, improving skills in a multitude of technical and non-technical areas.

Therefore, for the first time, the IGIP Games in Engineering Education (GinEE) Award was presented at the ICL 2018 to Anna Gardeli, a PhD candidate, and Spyros Vosinakis, an Associate Professor, both from the Department of Product and Systems Design Engineering, University of the Aegean, Greece, for their contribution "The Effect of Tangible Augmented Reality Interfaces on Teaching Computational Thinking: A Preliminary Study".

The runners up were Alexander Steinmaurer, Johanna Pirker, and Christian Gütl from TU Graz for their contribution sCool - Game Based Learning in STEM Education: A Case Study in Secondary Education."

Information Technology in Engineering Education Working Group - Workshop on Evaluation of Experimental Activities

By Teresa Restivo

Diana Urbano and Teresa Restivo, from University of Porto, offered the Workshop on Evaluation of Experimental Activities during ICL 2018 in Kos, Greece.

In this workshop, participants were supposed to be involved in a real hands-on activity and also in online experimentation.

During the participants involvement, a typical pedagogical strategy was implemented with attendees introducing themselves to the same processes as students.

This motivated an atmosphere of interesting discussions on the activities and on the use of this strategy.

Languages and Humanities in Engineering Education Working Group - IGIP Multilingual Glossary

By Tatiana Polyakova, EC Member and IGIP Vice-President, Russian Federation

English as a means of international communication contributed greatly to dissemination of Engineering Pedagogy ideas all over the world. However, it causes some problems with Engineering Pedagogy terminology for some IGIP members who are not English native speakers. To overcome these difficulties, IGIP has started a project, whose goal is to compile an “IGIP Multilingual Glossary”. It should contain basic Engineering Pedagogy terms and their definitions in English as its core, with equivalents in the languages of IGIP countries, where definitions will include the differences in meaning and educational systems.

I would like to invite IGIP members to join the IGIP Working Group “Languages and Humanities in Engineering Education” to participate in the project. At the same time, at this stage of work I would like to ask everybody interested to send the cases of terminology problems to my e-mail address: kafedra101@mail.ru (with “Glossary” in the subject line).

Trefort Ágoston Centre for Engineering Education

By Istvan Simonics, IGIP EC Member

The Trefort Ágoston Centre for Engineering Education organized its 8th Conference on Vocational Education and Training and Engineering Education Teacher Training in Budapest on 21-22 November 2018 at Óbuda University, as an IGIP Regional Conference for the second time. Vice Rector Jozsef Tick welcomed the participants and Peter Toth, General Director of Trefort Ágoston Centre, opened the Conference. Professor Emerita Katalin Solt delivered a keynote about student dropout management at Budapest Business School.

Participants could listen to 70 presentations, 20 of them by PhD students from 6 Doctoral Schools, in 12 Hungarian and English Sessions. This included 18 presenters from five Universities from four foreign countries.

Developing Engineering Faculty Leaders

By Lueny Morell and Uriel Cukierman, InnovaHiEd

InnovaHiEd, one of IGIP’s Training Centers, has almost completed offering the second cohort of its International Engineering Educator Certification Program (IEECP) to about 50 students from Latin America. The program started in Buenos Aires, Argentina last February 2018 and was hosted by the Universidad Tecnológica Nacional (UTN).

Previously, during 2017, the first cohort was developed with 27 students all of them currently certified by IGIP. This first offer started in Mayagüez, Puerto Rico in January 2017 and was hosted by the Universidad de Puerto Rico, Mayagüez (UPRM).

In addition, we are thrilled to share that this year, five (5) InnovaHiEd’s instructors, Eduardo Vendrell from Universidad Politécnica de Valencia, Harold Sjursen from NYU, and, Wilson Rivera, Rosa Buxeda and Lorenzo Saliceti from the University of Puerto Rico at Mayagüez successfully completed the due requirements of the IEECP and have received the IGIP Ing.Paed title. Two papers, part of the requirements, will be presented at the WEEF/GEDC Conference in Albuquerque, New Mexico in November 2018.

Next year, InnovaHiEd is planning to organize a forum and workshops titled “Innovations in Engineering Education in Latin America” with the purpose of continuing to develop engineering education leaders in the region, sharing innovations as well as providing focused workshops with hands-on learning on topics of interest to the community.

Learning to be an engineer through engineering habits of mind

By Janet Hanson, Centre for Real-World Learning, The University of Winchester, Winchester, UK

The Centre-for-Real-World-Learning at the University of Winchester has been exploring ways of encouraging more young people to become engineers. If children are prompted to ‘think like an engineer’ when teachers highlight engineering habits of mind (EHoM) during STEM lessons and even in English and art, children gain a more realistic understanding of what engineers do. The third report in the research series, Learning to be an Engineer: the role of school leadership, written by Professor Bill Lucas and Dr Janet Hanson, identifies the critical role that school leaders play in encouraging teachers to adopt the EHoM approach. To read this latest report and others in the series go to the website of the Royal Academy of Engineering at https://www.raeng.org.uk/ltbae. Join us in the Expansive Education Network (eedNET).


By Andreas Pester, Chair of the IAOE Advisory Board