Abstract
The COVID-19 pandemic has significantly changed the education domain boosting its digitalization. A pedagogical shift from live to virtual teaching, learning, and assessment activities is the primary outcome of this transition. This work analyses two courses included in the Industrial Engineering program offered in two prominent European higher education institutions. The Constructive Alignment (CA) approach is the baseline of this work and is used to analyze how the Teaching and Learning Activities (TLAs) and the Assessment Tasks (ATs) of the selected courses are adjusted to maintain alignment with the Intended Learning Outcomes (ILOs) defined before the Digital Transition (DT). The main contribution is the definition of the relevant categories, i.e., Technology, Interaction, and Time, to guide the DT in engineering and beyond by maintaining the alignment on ILO-TLA-AT.
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Boffa, E., Lupi, F., Lanzetta, M., Maffei, A. (2022). The Digitalization of Engineering Curricula: Defining the Categories that Preserve Constructive Alignment. In: Casalino, G., et al. Higher Education Learning Methodologies and Technologies Online. HELMeTO 2021. Communications in Computer and Information Science, vol 1542. Springer, Cham. https://doi.org/10.1007/978-3-030-96060-5_24
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DOI: https://doi.org/10.1007/978-3-030-96060-5_24
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