Conference Agenda
Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
Please note that all times are shown in the time zone of the conference. The current conference time is: 18th Apr 2026, 04:00:25pm CEST
|
Agenda Overview |
| Session | ||
D426: LEARNING ENVIRONMENTS AND APPROACHES IN ENGINEERING DESIGN EDUCATION
| ||
    | ||
Application of an engineering approach to the design of a learning system 1ICUBE Laboratory, Université de Strasbourg, France; 2ICUBE Laboratory, INSA Strasbourg, France Industry 4.0 creates a need to transform education to meet evolving labor market skills. This study reviews and compares major instructional design models ADDIE, SAM, ASSURE, MISA, and Dick and Carey using Gropper’s framework enriched with Education 4.0 criteria. Results show these models offer structure but remain module-focused and lack a systemic perspective. The research proposes a broader, engineering-based approach using TRIZ principles to create an integrated learning ecosystem that supports agile, flexible, and continuous skills development aligned with Industry 4.0. Establishing an adaptive e-learning environment in engineering design education Ruhr-Universität Bochum, Germany First year students have heterogeneous prerequisites for acquiring competences in engineering design education caused by varying school education or vocational training. Individual support is challenging in large groups and frontal lectures. An approach for individualized support is adaptive e-learning. This paper analyses the impact of offering an adaptive e-learning environment for engineering design education (AdE-Le). Analysis results for data of the same course from three different years give insights into acceptance and impact of using AdE-Le on acquiring professional competencies. Integrating sustainability perspectives into traditional technical courses in Danish design engineering education Aalborg University Copenhagen, Denmark This paper explores how sustainability is integrated into technical courses across Danish design engineering programmes. It finds a gap between program goals and technical courses, where sustainability remains absent or at best implicit. Structural barriers like outdated materials and traditional teaching hinder integration. We propose three reforms: make sustainability an explicit learning objective, update teaching materials and use design-oriented examples and exercises. This will strengthen sustainable change an integral aspect of design engineers training. A pedagogical tool for the co-design of systemic nature-based solutions applied to carbon removal 1Arts et Métiers Institute of Technology, LCPI, France; 2Stellantis, France This paper presents a pedagogical tool for the co-design of systemic and resilient Nature-based Solutions for carbon removal. Tested with nine participants, it significantly improved understanding of NbS dynamics. Wilcoxon tests showed higher scores for all thinking skills derived from Bloom’s taxonomy (p < 0.05), with notable gains for higher-order skills. Participants reported that the tool was intuitive and engaging, fostering collaborative learning. Results confirm its educational value and potential to engage creative and resilient NbS design. | ||
