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Abstract

Instructional course design in engineering poses a challenge for many practitioners given the lack of defined rules and complicated interactions between the goals of maximizing student learning and satisfying administrative requirements. The aim of this work was to create a proof-of-concept for the application of Ecological Interface Design (EID) to a complex intentional system, specifically the development of a theoretical interface for university-level engineering course design. This work reviews the establishment and application of an abstraction hierarchy for considering pedagogical principles (Bloom’s Taxonomy and Active Learning Pyramid) in conjunction with organizational rules for the University of Toronto. Presented are also selections from a preliminary interface mock-up which addresses learning outcomes, activity and content selection, and timetable scheduling.

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Applications of Ecological Interface Design for Engineering Course Design

Abstract

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