Abstract
Engineering students acquire both conceptual and procedural knowledge as part of their education. While conceptual knowledge, such as understanding why certain design practices are required or having knowledge of the general principles of engineering development, is essential, procedural knowledge to enact specific engineering practices is also needed. This kind of knowledge, such as balancing chemical equations, solving calculus problems, or finding Thevenin-Norton equivalents, is usually taught through rote problem solving, sometimes with the guidance of teaching assistants or aid from the instructor if students find themselves "stuck". However, a Virtual Facilitator, designed to help students develop team skills, can also be used to guide students through the solution of specific problems. This Work In Process paper describes the process for developing the needed procedural rules using an example problem from electrical engineering - finding a Thevenin equivalent circuit. © 2011 IEEE.
Recommended Citation
R. Luechtefeld and S. E. Watkins, "Work In Progress - Virtual Facilitation And Procedural Knowledge Education," Proceedings - Frontiers in Education Conference, FIE, article no. 6143108, Institute of Electrical and Electronics Engineers, Dec 2011.
The definitive version is available at https://doi.org/10.1109/FIE.2011.6143108
Department(s)
Electrical and Computer Engineering
Keywords and Phrases
Computer-Aided Instruction; Procedural Knowledge; Virtual Facilitation
International Standard Book Number (ISBN)
978-161284467-1
International Standard Serial Number (ISSN)
1539-4565
Document Type
Article - Conference proceedings
Document Version
Citation
File Type
text
Language(s)
English
Rights
© 2023 Institute of Electrical and Electronics Engineers, All rights reserved.
Publication Date
01 Dec 2011
