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Pedagogical and technological replanning: a successful case study on integration and transversal skills for engineering freshmen

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Abstract

Replanning is often used to optimize results of an activity in an ever changing world. To address the challenge of preparing future engineers for success, a special course was created for all engineering freshmen of the Faculty of Engineering of the University of Porto, in Portugal. Presented as a case study, this special course underwent a careful replanning as a result of several years of experience in teaching practice alongside with a theoretical deepening in pedagogical and technological issues, under the aegis of the action-research methodology. Within the context of the case study course, the mentioned replanning was also based on a theoretical approach that clearly identifies teaching–learning-assessment methodologies that promote regulation from those that foster emancipation, using a specific instrument: a taxonomy of educational processes. The replanning was designed to globally boost results regarding the educational aims of the course such as furthering freshmen’s integration into work environment and preparing them for success by fostering transversal skills (needed for study and work). Technology is seen as a mean of education enrichment as well as a productivity tool. The introduced innovations include fun-but-educational activities, several types of assessment over time and specific technological tools which were critical for the educational impact/achievement of this course. Success is demonstrated by encouraging feedback from the stakeholders, high students’ classifications and a steady reduction in retention. It is advocated that large portions of the reasoning behind the replanning can be extrapolated to other courses.

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Fig. 1

(adapted from European Commission 2011)

Fig. 2

(adapted from Torres 2013)

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Notes

  1. As stated in the European Commission reports ICT-skills include Information & Communication Technology Skills and E-Skills, covering three main categories: ICT practitioner skills, ICT user skills and e-Leadership skills.

  2. Pedagogical work modes are introduced and developed by Marcel Lesne (1977).

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Acknowledgements

The authors would like to thank the direction of FEUP, Fernanda Torres and all those who believed and were involved in Projeto FEUP, especially Luciano Moreira, Teresa Ramos and Cristina Lopes.

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Authors and Affiliations

  1. Faculdade de Engenharia da Universidade do Porto, Rua Dr. Roberto Frias s/n, 4200-465, Porto, Portugal

    Manuel F. Torres & Armando J. Sousa

  2. Manuel Firmino & Associados, Lda, Praça da República 13 5ºesq., 4050-495, Porto, Portugal

    Raquel T. Torres

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  1. Manuel F. Torres
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  2. Armando J. Sousa
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  3. Raquel T. Torres
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Correspondence to Manuel F. Torres.

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Torres, M.F., Sousa, A.J. & Torres, R.T. Pedagogical and technological replanning: a successful case study on integration and transversal skills for engineering freshmen. Int J Technol Des Educ 28, 573–591 (2018). https://doi.org/10.1007/s10798-017-9399-y

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