Name
Abstract | ||
|---|---|---|
Interdisciplinary projects in the industry typically require collaboration between professionals from various fields. However, this relationship is not generally addressed in the training offered by university programs, which often ignore this interdisciplinary approach. This paper offers an example of interdisciplinary interaction through joint laboratory activities in the curricula of two very different degree programs, i.e., Multimedia Engineering and Teacher Training in Primary Education. The programs' students formed an interdisciplinary team of multimedia engineers and trainee teachers to develop a Web product for children's cognitive development. The complexity of the task required students to engage in close and strong interdisciplinary cooperation and communication; in turn, they benefited from the synergy offered by collaborative work. The results of this paper, presented from the perspective of the multimedia engineering students, demonstrate a significant increase in their academic performance compared to the control group. This paper shows that university studies can incorporate an interdisciplinary perspective to engineering education without the need to introduce a specific course on the topic, thus avoiding further demands on the curriculum schedule. |
Year | DOI | Venue |
|---|---|---|
2017 | 10.1109/TE.2016.2566606 | IEEE Trans. Education |
Keywords | Field | DocType |
Multimedia communication,Training,Teamwork,Employment,Context,Engineering students | Active learning,Engineering education,Curriculum,Teaching method,Engineering,Multimedia,Cognitive development,Primary education | Journal |
Volume | Issue | ISSN |
60 | 1 | 0018-9359 |
Citations | PageRank | References |
0 | 0.34 | 0 |
Authors | ||
4 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Diego Marcos-Jorquera | 1 | 42 | 9.60 |
| María L. Pertegal-Felices | 2 | 0 | 2.37 |
| Antonio Jimeno-morenilla | 3 | 47 | 11.14 |
| Raquel Gilar-Corbi | 4 | 0 | 0.34 |