Teaching Logistics without Formal Classes: A Case Study

Autor/inn/en	Carravilla, Maria Antonia; Oliveira, Jose Fernando
Titel	Teaching Logistics without Formal Classes: A Case Study
Quelle	In: European Journal of Engineering Education, 29 (2004) 4, S.571-580 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
Schlagwörter	Learning Strategies; Personal Autonomy; Engineering; Leadership; Case Studies; Engineering Education; Skills; Peer Evaluation + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Individuelle Autonomie; Maschinenbau; Führung; Führungsposition; Case study; Fallstudie; Case Study; Ingenieurausbildung; Skill; Fertigkeit
Abstract	This paper describes a case study concerning the teaching of logistics in the Computers and Electrical Engineering degree at FEUP. The logistics course is taken in the last semester of the degree and there are no lectures given by the teachers. All the learning strategy is based upon the autonomous learning capacity of the students, following the widespread citation of Confucius, "I hear and I forget. I see and I remember. I do and I understand". The students are organized in groups and their autonomous work is motivated by the presentation that each group leader has to give every other week. A discussion period follows each presentation, and can be used by the teachers to evaluate the involvement of each member of the group and to complement the presentation whenever necessary. All the students are leaders at least once. The leaders are responsible for the group management and must prepare for the "leaders' meeting", where the presentation session is organized. Assessment is based both on the quality of the presentation and on the technical correctness and completeness in the way subjects are treated and on leadership skills. While the teachers evaluate the two first issues, peers evaluate leadership. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10