<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tiia Rüütmann</style></author><author><style face="normal" font="default" size="100%">Hants  Kipper</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EFFECTIVE TEACHING STRATEGIES FOR DIRECT AND INDIRECT INSTRUCTION IN TEACHING ENGINEERING IMPLEMENTED AT TALLINN UNIVERSITY OF TECHNOLOGY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">direct instruction</style></keyword><keyword><style  face="normal" font="default" size="100%">indirect instruction</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching engineering</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1408435110.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">36</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In teaching engineering it is important to select the proper instructional strategy for a specific learning outcome. There are two broad types of learning outcomes: facts, rules and action sequences (on lower levels of complexity in the cognitive, affective and psychomotor domains), and concepts, patterns and abstractions (on higher level of complexity in the above named domains). Facts, rules and action sequences are taught using instructional strategies emphasizing knowledge acquisition (direct instruction). Concepts, patterns and abstractions are taught using strategies emphasizing inquiry or problem solving (indirect instruction). Knowledge acquisition and inquiry are different types of learning outcomes and they must be taught using specific strategies producing the desired outcome. Both types of learning may be combined, providing a menu of teaching strategies that help students solve problems, think critically and work cooperatively. This article presents teaching strategies suitable for direct and indirect instruction used in teaching engineering at Estonian Centre for Engineering Pedagogy at Tallinn University of Technology.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">60-75</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Hants  Kipper</style></author><author><style face="normal" font="default" size="100%">Tiia Rüütmann</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DESIGN OF THE CURRICULUM FOR CONTINUING EDUCATION OF ENGINEERING EDUCATORS AT TALLINN UNIVERSITY OF TECHNOLOGY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">continuing education</style></keyword><keyword><style  face="normal" font="default" size="100%">curriculum design</style></keyword><keyword><style  face="normal" font="default" size="100%">engineering education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2594595</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Curriculum development for continuing education of engineering educators has been of essential importance in Estonian Centre for Engineering Pedagogy. The curriculum has been completed in 2010. The newly designed curriculum makes scientifically-founded and practice-oriented teacher training possible. A three-staged methodology in curriculum design has been used. The proposed methodology for the course design starts with decisions on overall goals, learning objectives and intended learning outcomes. The design followed the model: Establish Qualification Profile, Establish Admission Quality, Define Course Content, Establish the Curriculum at Macro Level, Establish the Curriculum at Micro Level, Integrate the Curriculum within the University System, the syllabus and the model is described more closely in the article. Eight possible specializations have been proposed. As the required entrance qualification of the candidate is Master degree in engineering, it is assumed that the candidate has acquired a complete knowledge in engineering speciality on high level afore. The curriculum is based on IGIP (International Society for Engineering Education) Recommendations for Studies in Engineering Pedagogy Science and described in detail, being the only and the very first one in Estonia providing continuing education in Engineering Pedagogy for engineers. The first students will be admitted to the pilot study programme in 2011. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">87-96</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Hants  Kipper</style></author><author><style face="normal" font="default" size="100%">Tiia Rüütmann</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STRATEGIES AND TECHNIQUES OF QUESTIONING EFFECTUATING THINKING AND DEEP UNDERSTANDING IN TEACHING ENGINEERING AT ESTONIAN CENTRE FOR ENGINEERING PEDAGOGY</style></title></titles><keywords><keyword><style  face="normal" font="default" size="100%">deep understanding</style></keyword><keyword><style  face="normal" font="default" size="100%">engineering education</style></keyword><keyword><style  face="normal" font="default" size="100%">questioning strategies</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399917156.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Questioning is one of the essential teaching strategies or basic skills of teaching engineering, ensuring that all students learn as much as possible, think critically and acquire deep and thorough understanding of the topics they study. The role of teaching is to bring the knowledge to consciousness by asking questions. In the present article research findings are cited about questioning. Reasons are listed why sufficient wait time is important, appropriate questioning behaviours are described, examples are provided of different levels of questions and questioning practices to avoid are presented. Questioning procedures are described. The basic questioning strategies and prompting techniques used at Estonian Centre for Engineering pedagogy are described in the article. It is also discussed how questioning can create a dynamic learning environment in teaching engineering, based on the practice of Estonian Centre for Engineering Pedagogy.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">36-45</style></section></record></records></xml>