<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tiia Rüütmann</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ENGINEERING PEDAGOGY AND ENGINEERING EDUCATORS’ COMPETENCY MODEL FOR EFFECTIVE TEACHING AND LEARNING STEAM </style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">competency model</style></keyword><keyword><style  face="normal" font="default" size="100%">engineering pedagogy</style></keyword><keyword><style  face="normal" font="default" size="100%">micro-credentials programme</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogical training</style></keyword><keyword><style  face="normal" font="default" size="100%">STEAM didactics</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1691444308.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The aim of this research is to give an overview of the psycho-didactical model of Engineering Pedagogy, as the basis of effective STEAM (Science, Technology, Engineering, Arts (Design), Mathematics) teaching and instructional design. Attributes of engineering graduates and basic skills of 21st century graduates are presented. The competency model of Engineering Educators by the International Society for Engineering Pedagogy (IGIP) is introduced. Micro-credentials pedagogical continuing education programme for STEAM teachers and engineering educators is presented, ensuring the acquisition of competencies for effective STEAM teaching. Learning activity as a system with a large number of elements is introduced, which under certain conditions can also become subsystems, being interconnected, with integrative properties and with the function of achieving certain specific goals.  A Psycho-Didactical Model of Engineering Pedagogy is introduced as the basis for a toolbox of effective teaching STEAM.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">531-546</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tiia Rüütmann</style></author><author><style face="normal" font="default" size="100%">Hants  Kipper</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EFFECTIVE TEACHING STRATEGIES FOR DIRECT AND INDIRECT INSTRUCTION IN TEACHING ENGINEERING IMPLEMENTED AT TALLINN UNIVERSITY OF TECHNOLOGY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">direct instruction</style></keyword><keyword><style  face="normal" font="default" size="100%">indirect instruction</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching engineering</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1408435110.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">36</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In teaching engineering it is important to select the proper instructional strategy for a specific learning outcome. There are two broad types of learning outcomes: facts, rules and action sequences (on lower levels of complexity in the cognitive, affective and psychomotor domains), and concepts, patterns and abstractions (on higher level of complexity in the above named domains). Facts, rules and action sequences are taught using instructional strategies emphasizing knowledge acquisition (direct instruction). Concepts, patterns and abstractions are taught using strategies emphasizing inquiry or problem solving (indirect instruction). Knowledge acquisition and inquiry are different types of learning outcomes and they must be taught using specific strategies producing the desired outcome. Both types of learning may be combined, providing a menu of teaching strategies that help students solve problems, think critically and work cooperatively. This article presents teaching strategies suitable for direct and indirect instruction used in teaching engineering at Estonian Centre for Engineering Pedagogy at Tallinn University of Technology.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">60-75</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Hants  Kipper</style></author><author><style face="normal" font="default" size="100%">Tiia Rüütmann</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DESIGN OF THE CURRICULUM FOR CONTINUING EDUCATION OF ENGINEERING EDUCATORS AT TALLINN UNIVERSITY OF TECHNOLOGY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">continuing education</style></keyword><keyword><style  face="normal" font="default" size="100%">curriculum design</style></keyword><keyword><style  face="normal" font="default" size="100%">engineering education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2594595</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">87-96</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Hants  Kipper</style></author><author><style face="normal" font="default" size="100%">Tiia Rüütmann</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STRATEGIES AND TECHNIQUES OF QUESTIONING EFFECTUATING THINKING AND DEEP UNDERSTANDING IN TEACHING ENGINEERING AT ESTONIAN CENTRE FOR ENGINEERING PEDAGOGY</style></title></titles><keywords><keyword><style  face="normal" font="default" size="100%">deep understanding</style></keyword><keyword><style  face="normal" font="default" size="100%">engineering education</style></keyword><keyword><style  face="normal" font="default" size="100%">questioning strategies</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399917156.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">36-45</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tiia Rüütmann</style></author><author><style face="normal" font="default" size="100%">Jüri Vanaveski</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CONTEMPORARY TEACHING METHODS EMPHASIZING CONCEPTUAL UNDERSTANDING ADAPTED FOR ENGINEERING EDUCATION AT ESTONIAN CENTRE FOR ENGINEERING PEDAGOGY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">interactive lectures</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching methods</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392409067.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Engineering educators should gain greater confidence through the use of extended range of contemporary teaching tools by obtaining specifics of the art of teaching. Teaching methods fostering active and long-term engagement with learning tasks are used at Estonian Centre for Engineering Pedagogy. Understanding student different learning styles is one of the midpoints of teacher training. The aim of the study programme for engineering educators is to abolish mismatches between students’ common learning styles and traditional teaching styles of engineering educators. The curriculum for engineering educators concentrates on interactive lectures and contemporary teaching methods emphasising conceptual understanding, adapted specially for engineering education, being introduced in the following article.     </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">159-169</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tiia Rüütmann</style></author><author><style face="normal" font="default" size="100%">Jüri Vanaveski</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EFFECTIVE STRATEGIES AND MODELS FOR TEACHING THINKING SKILLS AND CAPITALIZING DEEP UNDERSTANDING IN ENGINEERING EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">deep understanding</style></keyword><keyword><style  face="normal" font="default" size="100%">engineering education</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching models</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399915280.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The article introduces effective teaching strategies and models suitable for teaching engineering, implemented at Estonian Centre for Engineering Pedagogy. Strategies are general approaches to instruction, used to meet a range of learning objectives: skilled questioning, clear communication, organizing lessons, effective feedback, starting lessons with a review and ending with closure, applicable in all teaching situations. Models are specific approaches to instruction having four characteristics: they help students acquire deep understanding and develop critical thinking abilities; they include a series of specific steps intended to reach the objectives; they are grounded in learning theory; they are supported by motivation theory. Introduced models are designed to capitalize deep understanding and critical thinking in teaching engineering. Accordingly students will be able to explain, find evidence and examples, generalise, apply, analogise and represent a topic in a new way. At least four different kinds of knowledge are essential for expert teaching: knowledge of content; pedagogical content knowledge; general pedagogical knowledge; and knowledge of learners and learning. The goal of the article is to help engineering teachers acquire knowledge in each of these areas. </style></abstract><work-type><style face="normal" font="default" size="100%">Original Article</style></work-type><section><style face="normal" font="default" size="100%">176-187</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tiia Rüütmann</style></author><author><style face="normal" font="default" size="100%">Jüri Vanaveski</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ESTONIAN TECHNICAL TEACHER EDUCATION IN THE PROCESS OF TRANSFORMATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">curriculum design</style></keyword><keyword><style  face="normal" font="default" size="100%">engineering pedagogy</style></keyword><keyword><style  face="normal" font="default" size="100%">technical teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392235361.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">During the past 3 years curriculum development has been of essential importance in Estonian Centre for Engineering Pedagogy at Tallinn University of Technology. A three-staged methodology for curriculum design has been used. The proposed innovative methodology for the course design starts with decisions on overall goals, learning objectives and intended learning outcomes. The curriculum was designed according to the following 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 new curriculum for technical teacher education on Master level was completed in 2006. Curriculum for technical teachers has been designed taking account of the most popular and perspective branches of industry in Estonia. Eight possible specializations have been proposed. As the required entrance qualification of the candidate is Master degree in engineering and professional experience for at least one year, it is assumed that the candidate has acquired knowledge in engineering speciality on high level. The curriculum is based on IGIP (International Society for Engineering Education) Recommendations for Studies in Engineering Pedagogy Science. The curriculum has been accepted and registered by Estonian Ministry of Education and Research. The curriculum is the only and the very first one in Estonia providing education in Engineering Pedagogy for technical teachers on Master level in the amount of 60 ECTS credits. The first students were admitted to the designed study programme in 2007. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">117-125</style></section></record></records></xml>