KaLeP: A Holistic Case-Based Action Learning Environment to Educate Successful Future Engineers

Autor/inn/en	Niever, Manuel; Richter, Thilo; Duehr, Katharina; Wilmsen, Miriam; Lanz, Laura; Walter, Benjamin; Albers, Albert; Hahn, Carsten
Titel	KaLeP: A Holistic Case-Based Action Learning Environment to Educate Successful Future Engineers
Quelle	In: Athens Journal of Education, 7 (2020) 3, S.297-311 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	Foreign Countries; Case Method (Teaching Technique); Active Learning; Engineering Education; Holistic Approach; College Students; Design; Internship Programs; Interdisciplinary Approach; Models; Learning Strategies; Germany + Suchen Sie Ihr Suchwort? Ausland; Case method; Fallmethode; Aktives Lernen; Ingenieurausbildung; Holistischer Ansatz; Collegestudent; Berufspraktische Ausbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Analogiemodell; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Deutschland
Abstract	The working environment of future university graduates is characterized by highly dynamic and complex product development processes. In addition to disciplinary competence, it is essential to build up methodical and social competence as well as to foster the elaboration and creativity potential of students. In order to meet industrial requirements the Karlsruhe Education Model for Product Development (KaLeP) was implemented. One element of this holistic education model is a design methods internship called ProVIL - Product Development in a Virtual Idea Laboratory. The above mentioned integrated understanding of product development and the competences derived from it are successfully taught in the case-based action learning environment ProVIL. Additionally, the very important aspect of multidisciplinary product development in site-distributed teams is taken into account and generates an added value to the progression of the KaLeP. In this work the authors present the dimensions of competence which should be aimed for a holistic teaching approach for the interdisciplinary student courses in ProVIL. An example illustrates how a continuous alignment and the necessary adaption of competences of student project teams can be achieved within ProVIL. (As Provided).
Anmerkungen	Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01