@article {425,
	title = {DESIGN OF THE CURRICULUM FOR CONTINUING EDUCATION OF ENGINEERING EDUCATORS AT TALLINN UNIVERSITY OF TECHNOLOGY},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {87-96},
	abstract = {Curriculum development for continuing education of engineering educators has been of essential importance in Estonian Centre for Engineering Pedagogy. The curriculum has been completed in 2010. The newly designed curriculum makes scientifically-founded and practice-oriented teacher training possible. A three-staged methodology in curriculum design has been used. The proposed methodology for the course design starts with decisions on overall goals, learning objectives and intended learning outcomes. The design followed the model: Establish Qualification Profile, Establish Admission Quality, Define Course Content, Establish the Curriculum at Macro Level, Establish the Curriculum at Micro Level, Integrate the Curriculum within the University System, the syllabus and the model is described more closely in the article. Eight possible specializations have been proposed. As the required entrance qualification of the candidate is Master degree in engineering, it is assumed that the candidate has acquired a complete knowledge in engineering speciality on high level afore. The curriculum is based on IGIP (International Society for Engineering Education) Recommendations for Studies in Engineering Pedagogy Science and described in detail, being the only and the very first one in Estonia providing continuing education in Engineering Pedagogy for engineers. The first students will be admitted to the pilot study programme in 2011. },
	keywords = {continuing education, curriculum design, engineering education},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594595},
	author = {Hants  Kipper and Tiia R{\"u}{\"u}tmann}
}
@article {355,
	title = {STRATEGIES AND TECHNIQUES OF QUESTIONING EFFECTUATING THINKING AND DEEP UNDERSTANDING IN TEACHING ENGINEERING AT ESTONIAN CENTRE FOR ENGINEERING PEDAGOGY},
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {36-45},
	abstract = {Questioning is one of the essential teaching strategies or basic skills of teaching engineering, ensuring that all students learn as much as possible, think critically and acquire deep and thorough understanding of the topics they study. The role of teaching is to bring the knowledge to consciousness by asking questions. In the present article research findings are cited about questioning. Reasons are listed why sufficient wait time is important, appropriate questioning behaviours are described, examples are provided of different levels of questions and questioning practices to avoid are presented. Questioning procedures are described. The basic questioning strategies and prompting techniques used at Estonian Centre for Engineering pedagogy are described in the article. It is also discussed how questioning can create a dynamic learning environment in teaching engineering, based on the practice of Estonian Centre for Engineering Pedagogy.},
	keywords = {deep understanding, engineering education, questioning strategies},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917156.pdf},
	author = {Hants  Kipper and Tiia R{\"u}{\"u}tmann}
}
