Cognitive walkthroughs: a method for theory-based evaluation of user interfaces
International Journal of Man-Machine Studies
Designing for the dynamics of cooperative work activities
CSCW '98 Proceedings of the 1998 ACM conference on Computer supported cooperative work
Information Processing and Human-Machine Interaction: An Approach to Cognitive Engineering
Information Processing and Human-Machine Interaction: An Approach to Cognitive Engineering
IHM 2004 Proceedings of the 16th conference on Association Francophone d'Interaction Homme-Machine
Theory-based design for easily learned interfaces
Human-Computer Interaction
Using Wiki technology to support student engagement: Lessons from the trenches
Computers & Education
Learning teamwork skills in university programming courses
Computers & Education
Cognition, Technology and Work
Defining the outcomes: a framework for EC-2000
IEEE Transactions on Education
Strategies, Challenges and Prospects for Active Learning in the Computer-Based Classroom
IEEE Transactions on Education
Project-Based Learning and Rubrics in the Teaching of Power Supplies and Photovoltaic Electricity
IEEE Transactions on Education
| Hi-index | 0.00 |
The changing profile of students, the expectations of business and the capabilities offered by Information and Communication Technologies (ICT) makes it necessary to change teaching practices, particularly in higher education. This paper proposes a methodological framework destined to force disciplinary course modules to evolve in order to integrate high-level cognitive skills and professional competencies. In this paper, we examine this framework in terms of the primary currents in educational psychology: behaviorism, cognitivism, constructivism and social constructivism. We present and analyze three case studies showing the evolution of three disciplinary course modules. We show that the lessons taught in these three modules are more motivating and more efficient, producing results that are closer to what employers are asking of their employees.