Sectoral Education and Professional Development
Permanent URI for this collectionhttps://hdl.handle.net/10679/7014
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Conference paperPublication Open Access Discussing modernizing engineering education through the Erasmus + Project Titled "Open Educational Resources on Enabling Technologies in Wearable and Collaborative Robotics (WeCoRD)(Ege University) Kılıç-Bebek, Ebru; Nizamis, K.; Karapars, Gülhis Zeynep; Gökkurt, Muharrem Ali; Ünal, Ramazan; Bebek, Özkan; Vlutters, M.; Vander Poorten, E.; Borghesan, G.; Decré, W.; Aertbelien, E.; Borisova, O.; Borisov, I.; Kolyubin, S.; Kodal, M. I.; Uğurlu, Regaip Barkan; Industrial Design; Sectoral Education and Professional Development; Mechanical Engineering; BEBEK, Ebru Kılıç; KARAPARS, Gülhis Zeynep; GÖKKURT, Muharrem Ali; ÜNAL, Ramazan; BEBEK, Özkan; UĞURLU, Regaip BarkanThe Erasmus + project titled “Open Educational Resources on Enabling Technologies in Wearable and Collaborative Robotics (WeCoRD)", can serve as a model to establish strategic international and multidisciplinary partnerships to modernize engineering education. WeCoRD project is a collaboration among internationally renowned institutions from Turkey, Belgium, Russia, and the Netherlands to create an innovative course on wearable and collaborative robotics with Open Educational Resources (OERs) and an online Virtual Lab aimed at accessibility across Europe. This collaboration involves many fields from engineering, health, and design disciplines as well as an industry partner from the automotive manufacturing sector. The main objectives of the project are to: (1) prepare a graduate-level course in wearable and collaborative robotics, (2) enhance EU higher education capacity in the field with clear use-case scenarios from the industry and medical applications, (3) provide open-source materials including a virtual lab, and (4) fill the skill gap between the industry and the academia while also aiming a continued professional development. With these goals which aim to modernize engineering education and make it more relevant to the industry, the WeCoRD project brings both multidisciplinary and interdisciplinary aspects of robotics education to a new level. Each intellectual output (IO) of the project is allocated to a project partner based on their expertise. The course module design and development is planned as follows: The IO1 (the first course module) on “Components for wearable and collaborative robots” is led by Ozyegin University, Turkey; the IO2 (the second course module) on “Modeling, design and control or wearable and collaborative robots as systems” is led by ITMO, Russia; the IO3 (the third course module) on “Human-robot interaction for wearable and collaborative robots” is led by KU Leuven, Belgium; the IO4 (the fourth course module) on “Medical applications” is led by U.Twente; the IO5 (integration of the first three course modules into one course) on the graduate-level course to be integrated into graduate degree programs and to be adopted for continued professional development (CPD) training programs, as well as the translation of the course materials into Turkish is led by KU Leuven, Belgium; the IO6 on the “Virtual Lab” is led by ITMO, Russia; and finally IO7 on the “Video Collection” is led by Ozyegin University, Turkey. FORD-Otosan, which is one of the industry partners from Turkey will host students, provide site visits and offer workshops. Each project partner and their contributions will be addressing the fundamental need for modernizing engineering education through students’ active participation and boosting students’ skill development. In addition to multidisciplinary and interdisciplinary exposure, students will get a chance to work with industry partners and learn through authentic problem solving and relevant feedback. Providing a deeper and more effective learning experience will be among the core design principles of the course modules, labs, videos, and industry collaborations.ArticlePublication Open Access HyFlex teaching experience and reflections in K-12(Bastas Publications DOO, 2024-01) Filiz, O.; Kaya, M. H.; Adıgüzel, Tufan; Office for Learning and Teaching Enhancement; ADIGÜZEL, TufanThis study uses a case study methodology to comprehensively examine HyFlex teaching in the context of K-12 education in a private Turkish school. 60 teachers in 15 disciplines, who had received professional development training in 'HyFlex lesson plan development,' participated. Data were collected through lesson plans, pre-and post-implementation reflection reports, and qualitative analysis employed inductive and deductive coding. The findings reveal that well -trained educators with expertise in active learning, formative assessment, cognitive presence, flipped learning, and self-regulated learning effectively implement HyFlex instruction. HyFlex lessons enhance students' higher-order thinking skills, foster interaction, and build a sense of belonging. However, accommodating asynchronous learners requires careful design. The study acknowledges limitations and suggests future research exploring HyFlex sustainability and comparative analyses with other teaching modes.ArticlePublication Open Access Inspired by the East: How the islamic world influenced Western Art. British museum, 10 Ekim 2019–26 Haziran 2020, Londra. küratörler: Julia Tugwell ve Olivia Threlkeld(Istanbul Research Institute, 2020) Elbirlik, Leyla Kayhan; Sectoral Education and Professional Development; ELBİRLİK, Leyla KayhanInspired by the East: How the Islamic World Influenced Western Art. British Museum, 10 Ekim 2019– 26 Haziran 2020, Londra. Küratörler: Julia Tugwell ve Olivia Threlkeld, sergisinin Leyla Kayhan Elbirlik tarafından yazılmış tenkidi.ArticlePublication Open Access Integrating cognitive presence strategies: A professional development training for K-12 teachers(Bastas, 2023-04) Adıgüzel, Tufan; Kaya, M. H.; Bulut, M. A.; Mete, Sinem Emine; Nalkesen-Akin, Yeşim; Office for Learning and Teaching Enhancement; ADIGÜZEL, Tufan; METE, Sinem Emine; NALKESEN-AKIN, YeşimFor K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into teaching and learning process is of utmost value. CP strategy training can serve as a facilitating component in supporting K-12 teachers’ instructional capacity. This study presents findings of a teacher professional development training aiming CP strategy implementation at K-12 level. Following a mixed-method methodology, the present research was carried out with 53 teachers from four different campuses and grade levels, who were guided to implement CP strategies in their teaching context. The data sources were CP-integrated lesson plans, trainers’ feedback on these lesson plans, teacher responses on a questionnaire. The data collection methods were utilizing an end-of-the-training questionnaire directed to teachers, lesson plan evaluation through a CP rubric, content analysis of trainer feedback on lesson plans and revised lesson plans. Results unveiled that this professional development training designed and implemented for K-12 teachers led to significantly positive changes in teachers’ CP strategy integration into lesson plans regardless of levels, subjects or topics. This study could also provide important contributions to designing teacher professional development training for researchers, practitioners and teacher trainers, particularly in CP dimension.ReviewPublication Open Access Revolutionizing education with AI: Exploring the transformative potential of ChatGPT(Bastas, 2023) Adıgüzel, Tufan; Kaya, M. H.; Cansu, F. K.; Office for Learning and Teaching Enhancement; ADIGÜZEL, TufanArtificial intelligence (AI) introduces new tools to the educational environment with the potential to transform conventional teaching and learning processes. This study offers a comprehensive overview of AI technologies, their potential applications in education, and the difficulties involved. Chatbots and related algorithms that can simulate human interactions and generate human-like text based on input from natural language are discussed. In addition to the advantages of cutting-edge chatbots like ChatGPT, their use in education raises important ethical and practical challenges. The authors aim to provide insightful information on how AI may be successfully incorporated into the educational setting to benefit teachers and students, while promoting responsible and ethical use.ArticlePublication Open Access Teaching self-regulation through role modeling in K-12(Frontiers Media, 2023-02-03) Adıgüzel, Tufan; Aşık, G.; Bulut, M. A.; Kaya, M. H.; Özel, S.; Office for Learning and Teaching Enhancement; ADIGÜZEL, TufanFor K-12 teachers to develop effective teaching skills, integration of role modeling strategies into teaching and learning process as a dimension of selfregulated learning is of the foremost value. Role modeling strategy training through a hybrid professional development model bears the potential to serve as a facilitating component in promoting K-12 teachers’ instructional competence. Conducted within the self-regulated learning framework, this study suggested findings of a teacher professional development training aimed at role modeling strategy implementation at K-12 level. Pursuing a mixed-method model, the current research was performed with 16 teachers who were trained and supervised to integrate role-modeling strategies into their teaching context. In this study, the data sources were role-modeling- integrated lesson plans, trainers’ feedback on these lesson plans, and online student products. The data collection methods included lesson plan evaluation through a role-modeling rubric in a quantitative fashion, whereas content analysis of trainer feedback on lesson plans, latterly revised lesson plans and online student products composed the qualitative aspect. Results revealed that this professional development training achieved significantly positive changes in teachers’ role modeling strategy implementation skills, particularly in terms of teachers’ role as agents in students’ self-regulated learning skills, promotion of student-centered learning and overall improvement in students’ self-regulated learning skills. Further, the integration of education technology tools into lessons was observed to have a positive impact on enhancing students’ self-regulated learning skills. This study could offer major contributions to designing teacher professional development training for researchers, practitioners, and teacher trainers, particularly in role modeling dimension of self-regulated learning. CopyrightArticlePublication Open Access Technology integration through evidence-based multimodal reflective professional training(Bastas, 2021-10) Kaya, M. H.; Adıgüzel, Tufan; Office for Learning and Teaching Enhancement; ADIGÜZEL, TufanFor technology integration to achieve intended instructional objectives, professional development is of paramount importance for in-service instructors. Technology enhanced reflection providing multimodality and evidence-based data has the potential of helping instructors achieve technology integration in their teaching. Thus, this study addressed the lack of professional development programs for in-service English language instructors aiming at technology integration through evidence-based multimodal reflective practices. By following the developmental research methodology, an instrumental case study was conducted using mixed-methods design including both qualitative and quantitative data. The professional training was carried out with eight English language instructors at tertiary level who aimed to integrate technology into their English classes by being involved in evidence-based multimodal reflective practice. In this study, there were five different data sources (instructors’ opinions, recorded lessons, video annotations, face-to-face interaction notes and pages in the learning management system) and seven data collection tools (interviews, tutor reflection template, self-reflection template, peer- reflection template, technology integration questionnaire, online discussion forums and evaluation criteria form). As a result, this professional training particularly designed and implemented for the in- service English language instructors at tertiary level did make a change in their both technology integration and evidence-based multimodal reflective practice. Apart from the change in the instructors’ technology integration, this study had an impact on their understanding, practice and quality of reflective practice involving evidence-based multimodal reflection tools as it helped the instructors to increase depth in their evidence-based multimodal reflective practice.
ArticlePublication Metadata only Transdisciplinarity as a learning challenge: Student experiences and outcomes in an innovative course on wearable and collaborative robotics(IEEE) Kılıç-Bebek, Ebru; Nizamis, K.; Vlutters, M.; Bebek, Özkan; Karapars, Gülhis Zeynep; Ünal, Ramazan; Yılmaz, Deniz; Uğurlu, Regaip Barkan; Industrial Design; Sectoral Education and Professional Development; Mechanical Engineering; Mitchell, J.; BEBEK, Ebru Kılıç; KARAPARS, Gülhis Zeynep; BEBEK, Özkan; ÜNAL, Ramazan; UĞURLU, Regaip Barkan; Yılmaz, DenizContribution: This study provides evidence for the benefit of short online courses for transdisciplinary competence development of graduate students. It shows the significant challenges students face while learning, and provides instructional recommendations to improve students’ learning quality and professionalism. Background: Developing wearable and collaborative robots requires industry collaboration and transdisciplinary competence. Industry’s involvement in long-term programs is becoming infeasible, and the nature of transdisciplinary learning has not been explored to inform instructional practices. Intended Outcomes: This study aimed to provide instructional recommendations based on an in-depth examination of a diverse group of graduate students’ learning and teamwork experiences as well as outcomes in a 5-day online transdisciplinary course. Application Design: 31 graduate students of engineering, industrial design, and health fields from 4 countries participated in online mixed-discipline instructional sessions and teams to address a real industry challenge. A mixed-methods approach was used to examine students’ experiences and learning outcomes based on a competence measure, session participation data, student journal entries, team progress reports, team elaboration visuals, and final team presentations. Findings: Students’ knowledge of industrial design, medical considerations, ethics and standards, effective teamwork, and self-regulated learning were increased. Students’ high motivation helped them deal with the challenges involved. Daily student journals, team reports, and visual elaboration tools were found to be beneficial for determining the challenges and learning quality. The observed student progress within 5 days is promising, making it worthwhile to further explore the benefits of short online courses for increasing graduates’ readiness and establishing university-industry collaborations in education.