One of the barriers for engaging engineering faculty in the scholarship of learning and teaching is the challenge of learning a new vocabulary. Becoming fuent in engineering education requires the acquisition of new concepts and ideas that are ofen expressed in unfamiliar terms. Feedback control is a technical feld common to a range of engineering disciplines that can be used as a model to help bridge the conceptual gap between traditional engineering and engineering education. Many of the key elements of engineering education can be represented by the elements of a feedback control system, with their behaviour in a learning environment paralleling their behaviour in a process control context. The feedback control model can be used to explain: the importance of timely feedback to students, the signifcance of assessment and evaluation in the learning process, the impact of learning styles upon learning outcomes, and the need for student-centered teaching approaches. While both felds have complexities that cannot be captured by simple models, the basic ideas can be explained simply. Feedback control metaphors make the basics accessible to a wider audience of engineering faculty.
|Title of host publication||40th Annual Frontiers in Education Conference|
|Subtitle of host publication||Celebrating Forty Years of Innovation, FIE 2010 - Conference Program|
|Publication status||Published - 2010|
|Event||40th Annual Frontiers in Education Conference: Celebrating Forty Years of Innovation, FIE 2010 - Arlington, VA, United States|
Duration: 27 Oct 2010 → 30 Oct 2010
|Conference||40th Annual Frontiers in Education Conference: Celebrating Forty Years of Innovation, FIE 2010|
|Period||27/10/10 → 30/10/10|