An Interdisciplinary Practical for Multimedia Engineering Students

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Títol: An Interdisciplinary Practical for Multimedia Engineering Students
Autors: Marcos-Jorquera, Diego | Pertegal-Felices, María Luisa | Jimeno-Morenilla, Antonio | Gilar-Corbi, Raquel
Grups d'investigació o GITE: GrupoM. Redes y Middleware | Habilidades, Competencias e Instrucción | Investigación en Inteligencias, Competencia Social y Educación (SOCEDU) | UniCAD: Grupo de investigación en CAD/CAM/CAE de la Universidad de Alicante
Centre, Departament o Servei: Universidad de Alicante. Departamento de Tecnología Informática y Computación | Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica
Paraules clau: Design of activities | Interdisciplinary practices | Multimedia | Teaching methodology
Àrees de coneixement: Arquitectura y Tecnología de Computadores | Didáctica y Organización Escolar | Psicología Evolutiva y de la Educación
Data de publicació: 7-de juny-2016
Editor: IEEE
Citació bibliogràfica: IEEE Transactions on Education. 2017, 60(1): 8-15. doi:10.1109/TE.2016.2566606
Resum: 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.
Patrocinadors: This work was supported in part by the University of Alicante under Grant GRE14-16.
URI: http://hdl.handle.net/10045/56146
ISSN: 0018-9359 (Print) | 1557-9638 (Online)
DOI: 10.1109/TE.2016.2566606
Idioma: eng
Tipus: info:eu-repo/semantics/article
Drets: © 2016 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.
Revisió científica: si
Versió de l'editor: http://dx.doi.org/10.1109/TE.2016.2566606
Apareix a la col·lecció: INV - GrupoM - Artículos de Revistas
INV - Habilidades, Competencias e Instrucción - Artículos de Revistas
INV - UNICAD - Artículos de Revistas
INV - SOCEDU - Artículos de Revistas

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