Using TEALE Learning Methodology to Promote Portable Interdisciplinary Accountability in Engineering Education


  • Lynroy Grant University of Hartford
  • Akram Abu-aisheh University of Hartford
  • Alan Hadad University of Hartford
  • Barbara Poole Roger Williams University



learning algorithms, Informal learning, formal learning, Leaner Agent, Portfolio, LAO, Technology-Enhanced, Autonomous Learning, TEALE


Author Biographies

Lynroy Grant, University of Hartford

Akram Abu-aisheh, University of Hartford

Alan Hadad, University of Hartford

Barbara Poole, Roger Williams University

Research suggests that an increase in learner mobility across formal and informal jurisdictions is a positive response to an integrated global economy and workforce. To facilitate ebbs and flows of maintaining a mobile global workforce, the literature suggests that engineering education should promote methodology and learning mechanisms that personalize accountability of learnersâ?? content knowledge across jurisdictions. In addition, data from the literature suggests that the cyber-learning mechanism for supporting mobility generates massive amounts of data which when refined could inform engineering educators in their response to an increasingly mobile workforce. This paper reviews data from a pilot study of a Technology-Enhanced Autonomous Learning Environment (TEALE). TEALE is a framework for mobile learning environments that afford accountability of personalized evidence-based content across learning jurisdictions. Prelimary data from this third pilot report suggests that TEALE promotes accountability of content knowledge across learning jurisdictions: both among formal disciplines in the academy, as well as between the academy, informal learning and workplace requirements. However, the data also suggests that seamless mobility across these academic and social jurisdictions involves issues far beyond technology. These issues, which include adjudicating relevance and value among academic cultures, incentives for motivation, authority and autonomy should be accounted for when using TEALE. Attention to these issues could prevent engineering educators from viewing potential opportunities for inter-jurisdictional collaborations as encroachments and avert the specter of unintended social-dramas.




How to Cite

Grant, L., Abu-aisheh, A., Hadad, A., & Poole, B. (2013). Using TEALE Learning Methodology to Promote Portable Interdisciplinary Accountability in Engineering Education. International Journal of Engineering Pedagogy (iJEP), 3(S3), pp. 32–38.



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