Virtual Globalization: An Experience for Engineering Students in the Education 4.0 Framework

Patricia Caratozzolo; Anna Friesel; Peter Jan Randewijk; David Navarro-Duran

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Conference: 2021 ASEE Virtual Annual Conference Content Access
Location: Virtual Conference
Publication Date: July 26, 2021
Start Date: July 26, 2021
End Date: July 19, 2022
Conference Session: Cooperative and Experiential Education Division Technical Session 3
Tagged Division: Cooperative and Experiential Education
Tagged Topic: Diversity
Page Count: 16
DOI: 10.18260/1-2--38016
Permanent URL: https://peer.asee.org/38016
Download Count: 280

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Paper Authors

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Patricia Caratozzolo P.E. Tecnológico de Monterrey orcid.org/0000-0001-7488-6703

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Patricia Caratozzolo was born in Buenos Aires, Argentina. She received the Ph.D. degree from the Universitat Politécnica de Catalunya, Barcelona, Spain, in 2003. Since 2005 she has been a member of the faculty of Tecnológico de Monterrey, Campus Santa Fe, where she is Assistant Professor of Power Energy Systems in the Mechatronics and Sustainable Development Department. She is leading different projects in the area of educational innovation, teaching-learning strategies, Fourth Industrial Revolution, Critical Thinking, Cognitive Flexibility and development of soft skills in engineering. She teaches courses on the implementation of Educational Innovation strategies as: Development of Creativity and Innovation Techniques, Development of Transversal Skills and Competencies, Development of Critical Thinking and Case Analysis, Problem Solving through Lateral Thinking and Design Thinking. Dr. Caratozzolo is Senior Member of IEEE and member of the IEEE Industry Applications Society (IAS), Power and Energy Society (PES) and Women in Engineering (WIE). She is also a member of the International Association of Continuing Engineering Education (IACEE).

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Anna Friesel Technical University of Denmark

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Anna Friesel is Professor at the Center for Electro-technology, DTU Diplom - Technical University of Denmark, Campus Ballerup. She is also the president of the EAEEIE - European Association for Education in Electrical and Information Engineering, which is a European non-profit organization, with members from nearly seventy European Universities, most of them teaching in the area of Electrical and Information Engineering (EIE). Anna Friesel is a member of the IEEE Educational Activities Board (EAB) Faculty Resources Committee (FRC). The mission of the EAB FRC is “to promote the continued evolution of engineering education and the career enhancement of Engineering, Computing and Technology (ECT) faculty through quality programs/products/services designed to advance innovation in educating engineers”. She is an Associated Editor in IEEE Transactions on Education. She collaborates regularly with many technical universities in Europe, Latin America and USA. Her research interests include mathematical modeling, system dynamics, control theory, and educational methods in automation, robotics, and in engineering in general.

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Peter Jan Randewijk Technical University of Denmark

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Peter Jan Randewijk received his B.Eng. and M.Eng. (cum laude) from Stellenbosch University in South Africa in 1992 and 1995 respectively. After working in industry for seven years, he returned to Stellenbosch University as senior lecturer in 2002. In 2012 he recieved his Ph.D. from Stellenbosch University, and in 2016 he moved to the Technical University of Denmark (DTU) as Associate Professor. At DTU, Dr. Randewijk has built up three undergraduate laboratories at DTU to aid in the teaching of electrical machine, power systems, and in the field of power system protection and substation automation. Dr. Randewijk is a senior member of the IEEE.

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David Navarro-Duran Tecnológico de Monterrey orcid.org/0000-0001-6632-8576

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Abstract

In February 2020 the World Economic Forum published its report on the characteristics of Education in the Fourth Industrial Revolution, of which several stand out for their relevant impact on engineering programs: (i) Global citizenship, building awareness about the wider world and playing an active role in the global community; (ii) Collaborative Learning, requiring peer collaboration and move close mirroring the future work; (iii) Innovation and Creativity Skills, including complex problem-solving and analytical thinking. In March 2020, the emergence of COVID-19 forced educational institutions to abruptly adopt social distancing and quarantine measures, making compliance with the Education Framework 4.0 much more challenging. However, these challenges led to new opportunities. The professors from two universities (separated by 9,500 km and 7 hours in the time zone) were discussing for some time how to make it possible to give students the opportunity to live international experiences within the Education 4.0 Framework. The result was a project of international cooperation, negotiation, leadership, empathy and broad perspective. The main questions that guided the foundations of this cooperation project were related to the specific problems that engineering schools had to face during the COVID crisis: How to meet the special requirements of courses with a Challenge-Based Learning approach? How to carry out the laboratory practices -normally included in some courses- in a collaborative remote learning way? How to compensate for the cancellation of the international exchange of students enrolled in engineering programs? The present study includes the methodology used for the selection of subjects in which cooperation would be established; the collaboration plan of the teachers involved; the design of the experiences for the realization of remote practices "hands on" (via VPN); the selection of the technological platforms that would best be adapted for the collaboration and exchange of material; and a description of how the didactic techniques and spaces for interaction were chosen at different levels (student-student, student-teacher and teacher-teacher). Finally, a brief summary of the preliminary results of the impact measurement is included - including the opinion surveys of the students and the grades obtained in the courses - and also an analysis of the future challenges (post-COVID collaboration).

Citation
Format

Caratozzolo, P., & Friesel, A., & Randewijk, P. J., & Navarro-Duran, D. (2021, July), Virtual Globalization: An Experience for Engineering Students in the Education 4.0 Framework Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--38016

TY  - CPAPER
AB  - In February 2020 the World Economic Forum published its report on the characteristics of Education in the Fourth Industrial Revolution, of which several stand out for their relevant impact on engineering programs: (i) Global citizenship, building awareness about the wider world and playing an active role in the global community; (ii) Collaborative Learning, requiring peer collaboration and move close mirroring the future work; (iii) Innovation and Creativity Skills, including complex problem-solving and analytical thinking. In March 2020, the emergence of COVID-19 forced educational institutions to abruptly adopt social distancing and quarantine measures, making compliance with the Education Framework 4.0 much more challenging. However, these challenges led to new opportunities. The professors from two universities (separated by 9,500 km and 7 hours in the time zone) were discussing for some time how to make it possible to give students the opportunity to live international experiences within the Education 4.0 Framework. The result was a project of international cooperation, negotiation, leadership, empathy and broad perspective. 
The main questions that guided the foundations of this cooperation project were related to the specific problems that engineering schools had to face during the COVID crisis: How to meet the special requirements of courses with a Challenge-Based Learning approach? How to carry out the laboratory practices -normally included in some courses- in a collaborative remote learning way? How to compensate for the cancellation of the international exchange of students enrolled in engineering programs?
The present study includes the methodology used for the selection of subjects in which cooperation would be established; the collaboration plan of the teachers involved; the design of the experiences for the realization of remote practices &quot;hands on&quot; (via VPN); the selection of the technological platforms that would best be adapted for the collaboration and exchange of material; and a description of how the didactic techniques and spaces for interaction were chosen at different levels (student-student, student-teacher and teacher-teacher). Finally, a brief summary of the preliminary results of the impact measurement is included - including the opinion surveys of the students and the grades obtained in the courses - and also an analysis of the future challenges (post-COVID collaboration).

AU  - Patricia Caratozzolo P.E.
AU  - Anna Friesel
AU  - Peter Jan Randewijk
AU  - David Navarro-Duran
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Virtual Globalization: An Experience for Engineering Students in the Education 4.0 Framework
UR  - https://peer.asee.org/38016
DO  - 10.18260/1-2--38016
ER  -