Deep Versus Broad Knowledge in Interdisciplinary Education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68407700%3A21230%2F14%3A00224019" target="_blank" >RIV/68407700:21230/14:00224019 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1109/EAEEIE.2014.6879387" target="_blank" >http://dx.doi.org/10.1109/EAEEIE.2014.6879387</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1109/EAEEIE.2014.6879387" target="_blank" >10.1109/EAEEIE.2014.6879387</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Deep Versus Broad Knowledge in Interdisciplinary Education

Popis výsledku v původním jazyce

Development in interdisciplinary areas has become faster in recent decades and encompasses many fields. Specialists in individual fields naturally regard their own area for the most important one. This brings quite frequently tension to discussions aboutnew curricula development or restructuring existing curricula. However, we have to keep in mind that the curricula has limited number of courses, should be studied in limited time and it is impossible to think that students become experts in all studiedfields. We discussed and analysed these issues many times in EAEEIE, various projects and with experts from the industry and other areas where the graduates find their jobs. The conclusion we agreed on is that in particular in engineering the study mustnot be separated from reality and real-life applications. In the paper we will discuss these issues in more detail and show on the case of computer science courses and biomedical engineering program how difficult is to define properly th

Název v anglickém jazyce

Deep Versus Broad Knowledge in Interdisciplinary Education

Popis výsledku anglicky

Development in interdisciplinary areas has become faster in recent decades and encompasses many fields. Specialists in individual fields naturally regard their own area for the most important one. This brings quite frequently tension to discussions aboutnew curricula development or restructuring existing curricula. However, we have to keep in mind that the curricula has limited number of courses, should be studied in limited time and it is impossible to think that students become experts in all studiedfields. We discussed and analysed these issues many times in EAEEIE, various projects and with experts from the industry and other areas where the graduates find their jobs. The conclusion we agreed on is that in particular in engineering the study mustnot be separated from reality and real-life applications. In the paper we will discuss these issues in more detail and show on the case of computer science courses and biomedical engineering program how difficult is to define properly th

Druh

D - Stať ve sborníku

CEP obor

JC - Počítačový hardware a software

OECD FORD obor

—

Projekt

—

Návaznosti

Z - Vyzkumny zamer (s odkazem do CEZ)

Rok uplatnění

2014

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Proceedings of the 25th Annual Conference of European Association for Education in Electrical and Information Engineering

ISBN

978-1-4799-4205-3

ISSN

—

e-ISSN

—

Počet stran výsledku

4

Strana od-do

61-64

Název nakladatele

IEEE

Místo vydání

Piscataway

Místo konání akce

Cesme

Datum konání akce

30. 5. 2014

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000345865400016