The aim of the e-LIVES consortium is to create a detailed description of the different parts needed to set up and run a successful e-Engineering course supported on the consortium partners own successful experience.
The produced documentation lists and details each one of the steps required to design and develop an e-Engineering course.
In this page, you may find and download several Good Practices Guides produced by the consortium members. The Guides will be added until the end of the project.
New additions will be announced in the blog, and its content will be open to discussion.
This documentation is available in English only.
e‐Engineering Good Practices Guide
This Best Practices Guide aims to identify a set of best practices regarding the area of e‐Engineering training. It covers all relevant aspects related to the set up and running of an accredited e-Engineering course by a higher-education institution, from the building of a financial model to getting the national accreditation, passing through the building of a curriculum, the teachers training, the creation of the contents of each module, the set up of the learning management system, the implementation of the remote laboratory, the development of students’ assessment modalities and of a quality control framework.
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This is the first of a series of Best Practices Guides that will be made available to download in this page until the end of the project.
Quality assessment of the e-engineering training
One of the goals of the e-LIVES project is to provide tools to assess the quality of e-engineering training. Therefore, the stakeholders of the educational e-engineering program should be assessed. Stakeholders consist first of all of the students, but also the teaching staff can deliver important input on the quality of the training.
As a first step, questionnaires for students and teachers were created, based on a selection of multiple criteria which can deliver valuable insights into training quality.
From this page, multiple questionnaires addressed to students, teachers, and trainees may be downloaded.
The students’ questionnaires assess the didactical and pedagogical quality of the course, plus the functional aspects of the e-learning platform. The questionnaire for the teaching staff focuses on the functional and didactic aspects of the e-learning course. The trainees’ questionnaire focuses on the teachers’ training, comprising the reference remote practical work (HQRRPW) training and the preparation and didactic features of an online course.
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Students didactical and pedagogical questionnaire
Students functional questionnaire
Teachers functional and didactical questionnaire
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The European Commission support for the production of these publications does not constitute an endorsement of their contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.