This paper proposes several actvites that encourage self-learning in engineering courses. For each actvity, the context and the pedagogical issues addressed are described emphasizing strengths and weaknesses. Specifcally, this work describes and implements fve actvites, which are: questonnaires, conceptual maps, videos, jigsaw and projects. the pedagogical issues addressed are described emphasizing strengths and weaknesses. Specifcally, this work describes and implements fve actvites, which are: questonnaires, conceptual maps, videos, jigsaw and projects. | Journal of Technology and Science Education TEACHING ENGINEERING WITH AUTONOMOUS LEARNING ACTIVITIES Beatriz Otero, Eva Rodríguez, Pablo Royo Computer Architecture Department, Universitat Politècnica de Cataluña, Barcelona-TECH Spain botero@, evar@, proyo@ Received March 2015 Accepted June 2015 Abstract This paper proposes several actvites that encourage self-learning in engineering courses. For each actvity, the context and the pedagogical issues addressed are described emphasizing strengths and weaknesses. Specifcally, this work describes and implements fve actvites, which are: questonnaires, conceptual maps, videos, jigsaw and projects. These actvites are applied in seven diferent knowledge felds and are conducted individually or in group depending on the nature of the subject and of the actvity. Furthermore, this paper shows how the same actvity can be applied in subjects of diferent years and how the implementaton level changes, depending on the course in which it is conducted. The actvites proposed have been introduced in engineering courses, but they can also be applied in any other knowledge feld. Finally, the paper proposes four rubrics to assess three of the proposed actvites (videos, jigsaw and project), being two of them for the project actvity. Keywords – Engineering educaton, Actve learning, Autonomous learning. ---------- 1 INTRODUCTION Autonomous learning, also called student–centered learning or fexible learning (Taylor, 2000), is a process through which individuals control their own learning and survive outside the sheltered environment of the classroom. Benson and Voller (Benson & Voller, 1997) defned leaner autonomy as the ability to take personal or “self-regulated” responsibility for learning. It is widely theorized to predict academic performance. In the autonomous learning, the student can manage its own learning. On the other hand, Chickering and Gamson defne learning as (Chickering & Gamson, 1987), “it is .
