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This paper looks into the assessment methods in an undergraduate PBL course undertaken by first-year students in electrical and electronic engineering. The observation and data collection is performed by qualitative and quantitative research where seventy five portfolios were first observed and analysed. Portfolio is the main assessment task for this course and is worth 100% of the final grade. In addition, participants were asked to rank the effectiveness of a portfolio as an assessment tool in the PBL course. For maximum constructive alignment, the ranking is performed against each learning outcome of the course. The course has fifteen learning outcomes which are carefully designed to engage students with technical practice as well as social activities. Thirty eight participants responded to the questionnaire. All students involved have had at least one year of PBL experience.

In: Research on PBL Practice in Engineering Education

This paper looks into the assessment methods in an undergraduate PBL course undertaken by first-year students in electrical and electronic engineering. The observation and data collection is performed by qualitative and quantitative research where seventy five portfolios were first observed and analysed. Portfolio is the main assessment task for this course and is worth 100% of the final grade. In addition, participants were asked to rank the effectiveness of a portfolio as an assessment tool in the PBL course. For maximum constructive alignment, the ranking is performed against each learning outcome of the course. The course has fifteen learning outcomes which are carefully designed to engage students with technical practice as well as social activities. Thirty eight participants responded to the questionnaire. All students involved have had at least one year of PBL experience.

In: Research on PBL Practice in Engineering Education
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This paper presents a qualitative study of immigrant Chinese teachers’ professional identity and beliefs about the teacher-student relationship in an intercultural context. Theoretically, this study takes its departure from a sociocultural perspective on understanding professional identity. The empirical analysis in the study drew mainly upon ethnographic interviews with a group of Chinese language teachers in Denmark concerning their life experiences, perceptions, and beliefs. The results of this study suggest that teachers’ beliefs about their roles as teachers and about student-teacher relationships are shaped by both their prior experiences and backgrounds and the current social and cultural contexts in which they are situated. Changes of context (e.g., from China to Denmark) often lead to a transformation of their professional identity and beliefs. Being a teacher in an intercultural context often exposes them to the confrontation of diverse challenges and dilemmas. On one hand, teachers in this study generally experienced a transformation from being a moral role model, subject expert, authority and parental role to being a learning facilitator and culture worker. On the other hand, they developed diverse individualized coping strategies to handle student-teacher interactions and other aspects of teachers’ professional identity.

In: Frontiers of Education in China
In: Teaching and Learning Culture
In: Project Approaches to Learning in Engineering Education
In: Project Approaches to Learning in Engineering Education
Core texts addressing creativity in a number of contexts show that creativity as a scientific subject has received principally the attention of Western scholars. Is this due to the fact that Western cultures are more creative or sensitive to creativity than the Eastern cultures? The editors strongly believe that this is more due to the differences in understanding and practising creativity in the West and East than to an Eastern indifference to creativity.

Arts-Based Education: China and Its Intersection with the World investigates the field of arts-based educational practices and research. It argues that reflections on these themes must necessarily be reframed and re-read beyond the limits of colonialist oppositions and suggests a constructive and reflexive approach to theory and methodology, which takes into account intercultural and critical perspectives in these studies.

This volume is the tangible product of the acknowledgement that China and Chinese culture deserves a more systematic and up-to-date dissemination through recent studies that bring together the arts, learning and creativity. It is clustered around two themes: (1) China and its communication with the world through arts-based education in international contexts, and (2) the development of arts education in China.