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dc.contributor.authorWilson, DI
dc.contributor.authorMaclaren, P
dc.contributor.editorRossiter, A
dc.date.accessioned2013-09-09T02:34:39Z
dc.date.accessioned2013-09-09T02:34:45Z
dc.date.available2013-09-09T02:34:39Z
dc.date.available2013-09-09T02:34:45Z
dc.date.copyright2013
dc.date.issued2013-09-09
dc.identifier.citation10th IFAC Symposium on Advanced in Control Engineering held at The University of Sheffield, UK, Sheffield, UK, 2013-08-28 to 2013-08-30, published in: 10th IFAC Symposium on Advances in Control Education, pp.144 - 149 (6)
dc.identifier.urihttp://hdl.handle.net/10292/5653
dc.description.abstractIndividual disciplines, and even subfields within those disciplines, typically exhibit distinctive pedagogical approaches that have developed over time, influenced by the content of the discipline and technology. In control engineering, mathematical symbolic and diagrammatic forms are a key element, and have been traditionally taught using oral and handwritten approaches (so called chalk-talk). The widespread use of computer display technology and PowerPoint has influenced the way in which the development of ideas is presented, leading to mathematics presented as solutions, rather than a process, and the isolation of the mathematics from the control engineering context. This paper reviews educational trends and personal experience that suggests the use of digital pen-enabled tablet technologies can facilitate the reintroduction of elements critical to developing an effective pedagogy for control engineering.
dc.publisherInternational Federation of Automatic Control (IFAC)
dc.relation.replaceshttp://hdl.handle.net/10292/5652
dc.relation.replaces10292/5652
dc.relation.urihttp://ace2013.group.shef.ac.uk/ACE13/index.html
dc.rightsNOTICE: this is the author’s version of a work that was accepted for publication in ifac-papersonline.net. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in ifac-papersonline.net, DOI
dc.subjectTablets
dc.subjectChalk talk
dc.subjectSignature pedagogy
dc.subjectDesign-orientated
dc.subjectFlipped classroom
dc.subjectControl education
dc.titleFrom chalk talk to tablet talk: pedagogies for control engineering
dc.typeConference Contribution
dc.rights.accessrightsOpenAccess
aut.conference.typePaper Published in Proceedings
aut.relation.endpage149
aut.relation.pages6
aut.relation.startpage144
pubs.elements-id137017


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