{'fraction_non_alphanumeric': 0.012302284710017574, 'fraction_numerical': 0.0, 'mean_word_length': 5.779761904761905, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Engineering learning objectives and computer assisted tools

ABSTRACT The different technology fields have increased in complexity, especially during the last two decades, giving place to the concept of Complex Technology. An example is Electronics also characterised as a horizontal technology being incorporated in many products and processes of other technological areas. Bloom’s taxonomy of learning objectives and the revised version of Bloom disciples, which have been used by several experts in pedagogy, suffers from a generalist character and are not adapted to technology learning. In this article an engineering learning taxonomy is presented. Also a computer learning assisted tool called ISETL (Integrated System for Electronics Technology Learning) has been developed to facilitate the Electronics fundamentals understanding. ISETL has been evaluated taking into account not only the results of the theoretical assessments but also through the results obtained in the laboratory. These results demonstrate the advantages of this approach and can be depicted by the progressive improvements registered in student performance.