Using Evernote in Engineering Education – Two Course Concepts to Explore Chances and Barriers

Dominik May (), Tobias Haertel and Monika Radtke
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Dominik May: TU Dortmund University, Engineering Education Research Group, Center for Higher Education
Tobias Haertel: TU Dortmund University, Engineering Education Research Group, Center for Higher Education
Monika Radtke: TU Dortmund University, Engineering Education Research Group, Center for Higher Education

A chapter in Engineering Education 4.0, 2016, pp 341-348 from Springer

Abstract: Abstract The introduction of mobile devices and fitted software is not that much widespread in German engineering education up to now. Hence, within the ELLI project mobile learning is one focus and the usage of iPads and the software Evernote has been introduced in two different courses. In one of the courses the students were encouraged to use these tools in order to organize and support scientific research processes. In the other one they should track personal procrastination moments in order to analyze and overcome these moments or make use of them for their working processes. In both cases it was evaluated how suitable these instruments were and if they enabled the students to work on their projects anywhere and at any time they decided to do so. The results show that the Evernote software does fit in theses contexts and support the education scenarios. However, there remain barriers and the assumption of merging private and educational contexts cannot be supported by our results.

Keywords: Evernote; Chance Explanation; Mobile Learning; Teaching Scenarios; Work Chat (search for similar items in EconPapers)
Date: 2016
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Persistent link: https://EconPapers.repec.org/RePEc:spr:sprchp:978-3-319-46916-4_27

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DOI: 10.1007/978-3-319-46916-4_27

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