Search

The ACQA framework has been developed at the Eindhoven University of Technology (TU/e) as an alternative to the European Dublin Descriptors. Its goals were a characterisation of academic education, a detailed description of competencies, adding design competencies, and a sensibility for differences between disciplines.The ACQA framework contains seven competence areas and four dimensions of academic thinking and acting. Every area contains five to eight competencies, formulated at bachelor’s and master’s level in a discipline-independent way. Along every dimension a series of discipline-dependent levels has been constructed. The framework has been officially recognised and adopted by several universities in the Netherlands and Flanders, Belgium.Our standard use of the framework at Eindhoven has been a detailed characterisation from the teachers’ perspective of almost all bachelor’s and master’s programmes. We will describe examples of various other successful applications of the ACQA framework, such as comparing programmes to students’ learning results, giving advice to programme management in order to bridge the gap between the teachers’ implementation and the management’s ideal programme, evaluating a university-wide innovation, etc.A preliminary evaluation of the quality of ACQA as an educational instrument for measuring programme profiles has been carried out, and its quality has been judged as quite good within the domain of technology education. The ACQA framework has become a firm part of the system of quality assurance at Eindhoven.

Becoming a (computer) scientist involves more than learning knowledge and skills. The development of the professional attitude towards the discipline and the professional beliefs can be seen as a process of enculturation. In this study attitudes and beliefs of Computer Science students of the first, second and third Bachelor year, are compared with the beliefs and attitudes of the faculty of the department. The study shows enculturation at some aspects: attitudes and beliefs change into the direction of those of the faculty. At some other aspects, however, change occurs in the opposite direction. For a series of aspects, students halfway the first year already have attitudes and beliefs similar to those of the faculty.

In literature about mathematical modeling a diversity can be seen in ways of presenting the modeling cycle. Every year, students in the Bachelor’s program Applied Mathematics of the Eindhoven University of Technology, after having completed a series of mathematical modeling projects, have been prompted with a simple three-step representation of the modeling cycle. This representation consisted out of 1) problem translation into a mathematical model, 2) the solution to mathematical problem, and 3) interpretation of the solution in the context of the original problem. The students’ task was to detail and complete this representation. Their representations also showed a great diversity. This diversity is investigated and compared with the representations of the students’ teachers. The representations with written explanations of 77 students and 20 teachers are analyzed with respect to the presence of content aspects such as problem analysis, worlds/models/knowledge other than mathematical, verification, validation, communication and reflection at the end of the modeling process. Also form aspects such as iteration and complexity are analyzed. The results show much diversity within both groups concerning the presence or absence of aspects. Validation is present most, reflection least. Only iteration (one is passing the modeling cycle) more than once is significantly more present in the teachers’ group than in the students’ group. While accepting diversity as a natural phenomenon, the authors plea for incorporating all aspects mentioned into mathematical modeling education.

Since 1997 Design-based Learning (DBL) has become the educational concept at Eindhoven University of Technology (TU/e). There was a need at that time to develop a common view for innovation in the educational system. DBL has been modelled to serve the purposes of scientific technical education with an underlying emphasis in ‘design’ (Wijnen, 2000). The rationale behind this approach was to provide the programs with a more competence-based orientation and to educate students to meet the requirements of technical systems. The profile of DBL was thus described in terms of features (i.e. Professionalization, Activation, Co- operation, Creativity, Integration, Multidisciplinary). DBL was not implemented following a uniform curriculum model, rather it was implemented according to the needs and ideas in every specific department. For Mechanical Engineering, the DBL working methodology to solve problems is based on Problem-based Learning (PBL), whereas the method to design a product departs from on project process orientation.

only.

The curriculum of Applied Mathematics at the Eindhoven University of Technology (TU/e) in the Netherlands includes a series of modelling projects: the so-called Modelling Track. This track was introduced in the curriculum fifteen years ago and has a specific educational approach. Mathematics that may be useful in the projects is not necessarily taught in courses preceding the modelling projects. Moreover, during the projects, students have to use their current skills and knowledge or even have to learn (or discover) new techniques by themselves. Overall, this teaching method has been quite successful in terms of students¿ results and satisfaction. Project coaches have always been recruited from the entire department and gradually, the majority of the staff has become pleased with this method of modeling education. Throughout fifteen years, the structure and content of the series of projects have evolved. This article is based on reflections concerning these changes expressed by the coordinator of the mathematical modelling education (the second author) and the educational advisor (the first author), both of whom have been closely involved in the track¿s development over the years. These changes will be described and their external as well as internal causes will be identified. Examples of external causes are developments of technical phenomena in society, university-wide educational innovations, and a change in the overall structure of the university¿s academic calendar. An example of an internal cause is the variety in background of the project coaches. Finally, strengths and weaknesses of the track will be analyzed. The purpose of the article is to share the experiences with this way of teaching mathematical modelling in higher education and give advice to others who want to implement it.

The goal of this literature study is to give some preliminary answers to the questions that aim to uncover the Pedagogical Content Knowledge (PCK) of Informatics Education, with focus on Programming. PCK has been defined as the knowledge that allows teachers to transform their knowledge of the subject into something accessible for their students. The core questions to uncover this knowledge are: what are the reasons to teach programming; what are the concepts we need to teach programming; what are the most common difficulties/misconceptions students encounter while learning to program; and how to teach this topic. Some of the answers found are, respectively: enhancing students' problem solving skills; programming knowledge and programming strategies; general problems of orientation; and possible ideal chains for learning computer programming. Because answers to the four questions are in a way not connected with each other, PCK being an unexplored field in Informatics Education, we need research based efforts to study this field.

De eerstegraads lerarenopleiding Informatica is in 3TU verband nu een van de vier tracks van de master of Sciendce Education and Communication. In Eindhoven wordt de communicatietrack niet aangeboden, maar er is extra aandacht voor onderzoek. De onderzoeksopdracht is in de nieuwe opzet omvangrijker en de methodologische scholing breder, ook in vergelijking met de opzet bij de zusterinstellingen. Methodologie wordt aangeboden in een serie workshops gezamenlijk met studenten wiskunde, natuurkunde en scheikunde. Onderzoeksthema’s kunnen worden gekozen uit een aangeboden reeks of zelf worden ingebracht, mits gerelateerd aan het onderzoeksprogramma van de Eindhoven School of Education. Thema’s variëren van het beeld van de informatica tot ethische aspecten, van nieuwe onderwerpen tot didactiek. Eerste ervaringen zijn dat de kwaliteit meestal bevredigend is, maar dat de uitvoering vaak uitloopt; werken in een groepje of aansluiting aan een promotieproject heeft een positief effect.

Bij het onderwijs in wiskundig modelleren van de bacheloropleiding Technische Wiskunde van de Technische Universiteit Eindhoven leek er ieder jaar aan het eind van de opleiding een grote verscheidenheid te zijn in hoe studenten de modelleercyclus weergeven. Deze vermoede verscheidenheid is nader onderzocht, waarbij ook de representaties van docenten zijn betrokken. De schema's van 77 studenten en 20 docenten waarin zij weergeven hoe zij de modelleercyclus in enig detail zien, zijn geanalyseerd op een aantal kenmerken, zoals validatie, verificatie, iteratie en complexiteit. De interbeoordelaarsbetrouwbaarheid van deze analyse was goed. In beide groepen, studenten en docenten, bleek er inderdaad een grote mate van diversiteit op veel van de kenmerken. De groepen verschilden alleen systematisch op iteratie, dat is het aangeven dat de cyclus vaker doorlopen wordt. In een bespreking van de resultaten met de docenten werd de waarde van de gehanteerde kenmerken erkend. De gevonden diversiteit werd echter door het merendeel niet als een probleem gezien.

De vraag van dit artikel is: hoe moet het verder met het vak informatica in de bovenbouw van havo en van vwo? Deze vraag is relevant om een aantal redenen. Enerzijds gaat het om een tamelijk marginaal vak; slechts ongeveer 60% van de scholen biedt informatica aan. Anderzijds is er een discussie op gang aan het komen over de positie van het vak. Zo zijn er mensen die zich afvragen of informatica in de huidige vorm moet blijven bestaan, maar ook mensen die vinden dat de maatschappelijke relevantie van informatica zo groot is dat de positie ervan versterkt moet worden. In dit artikel geven we na een beschrijving van de huidige positie van het schoolvak informatica vooral argumenten pro het laatste standpunt en hoe dat vorm kan krijgen.

Design-based Learning (DBL) is the educational approach within the Eindhoven University of Technology (TU/e) (Wijnen, 2000) in which students work co-operatively and actively on multidisciplinary design projects guided by a tutor. In DBL the role of the tutor is essential as a facilitator of the learning process, as well as a subject matter specialist or as an assessor. However, the involvement of the tutor in supporting students depends not only on the character of the DBL projects but also on the level of competencies to be reached in each specific year of the Bachelor’s program. This paper describes the experiences with the role of the tutor in Design-based Learning within the Mechanical Engineering department at TU/e. Throughout the paper the differences in the tutor’s role are analyzed according to the nature of the students’ group work. Conclusions on the ideal role for the tutor suitable for the Mechanical Engineering education are presented. Keywords: design-based learning; role of the tutor; project work; collaborative learning.

De modulen in dit document zijn zonder franje; ze beschrijven de minimale invulling die naar onze mening aan het betreffende onderwerp kan worden gegeven. Er is naar gestreefd per module een samenhangende verzameling leerstof onder te brengen, die niet kleiner gemaakt kan worden zonder essentiele onderwerpen te verliezen.

no abstract

Onderzoek naar informaticaonderwijs staat nog in de kinderschoenen. Het kan voortbouwen op de traditie bij het wiskundeonderwijs. Ons onderzoek, uitgevoerd bij de Bacheloropleiding aan de Technische Universiteit Eindhoven, vindt zijn inspiratie in theorieën over wiskundige denkniveaus. Vier abstractieniveaus werden verondersteld in het denken over algoritmen. Een vragenlijst werd geconstrueerd om bij verschillende groepen studenten het beantwoordingsniveau te meten. De resultaten toonden de aanwezigheid van niveauverschillen. Tussen opvolgende jaargroepen trad niveauverhoging op en er was groei in de loop van een jaar. Samenhang tussen gemeten denkniveau en behaald tentamencijfer bij algoritmevakken was er echter nauwelijks. Ook docenten vulden de vragenlijst in.

The Bachelor curriculum of Applied Mathematics in Eindhoven includes a series of modelling projects where pairs of students solve mathematical problems posed in non-mathematical language. Communication skills training is integrated with this track. Recently a new course has been added. The students build a portfolio during the track and in the new course they reflect on their former modelling activities, especially from a mathematical and a social perspective. Essay writing on these subjects is followed by peer assessment and peer feedback.

A new learning environment, called Design-Based Learning (DBL), was incorporated in a Computing Science curriculum, as part of a university-wide process. The aim was to design and implement a series of group projects for the first and second year. The question which design elements could play a role in an early phase of the curriculum was to be examined, and the previously independently offered skills training courses were to be embedded more coherently. In this paper the central topic is the position of skills training in the curriculum. DBL provided the opportunity to practise discipline-related design skills as well as more general skills such as project skills, group skills and communication skills. We will focus upon the general skills. Looking back at the developments in our skills training program, we identify three different stages: isolation, integration and selection. It proved to be important to integrate skills in such a way that students perceive them as useful and to identify core skills. We conclude that in a Computing Science program, the core skill is reporting. Also, skills can have various roles: they can be an end or a means or even both and sometimes this role can change. Finally, we point out that the process of curriculum development has some partly irrational aspects too.

In 2001 heeft ongeveer een kwart van de eerstejaars wiskundestudenten die direct van het vwo komen het nieuwe programma van de Tweede Fase doorlopen; in 2002 bijna allemaal. De wiskunde-inhoud in de Tweede Fase is anders geworden in de profielen, de vorm van het wiskundeonderwijs is anders in het Studiehuis. Zijn wij als wiskundeopleiders eigenlijk wel blij met deze veranderingen? Wat merken we ervan en hoe passen we ons aan? In dit artikel geven twee betrokkenen bij de opleiding Technische Wiskunde van de TUE inzicht in hoe de TUE deze vragen beantwoordt en roepen ze op om de aanpassingen en ervaringen bij de wiskundeopleiders aan andere universiteiten te inventariseren. Serviceonderwijs (wiskundeonderwijs aan studenten van andere opleidingen) is een verhaal apart, daar gaat dit artikel niet over.