Loading…
This event has ended. View the official site or create your own event → Check it out
This event has ended. Create your own
Blended Design and Project Based Learning: a future for engineering education
View analytic
Tuesday, December 8 • 11:05am - 11:20am
| 4B | High Definition Multi-View Video Guidance for Self-Directed Learning and More Effective Engineering Laboratories

Sign up or log in to save this to your schedule and see who's attending!

Engineering students learning their very first foundational concepts require close integration of analytical skills and rigorous hands-on experience and this is recognised in most current courses, however student and staff feedback at UNSW indicates there is considerable scope for improvement. Specifically, some issues that may be improved include (i) variability in laboratory demonstrator expertise and communication skills, which are not always tailored to students’ levels of knowledge, (ii) the possibility of re-visiting laboratory guidance, particularly fundamental concepts and instructions, and (iii) opportunities for self-directed learning. From a staff perspective, there is inefficiency (demonstrators answer same question many times), a lack of narrative explaining the close integration between theory and lab, which is a problem identified by student feedback as well, and no opportunity for linking on-campus with off-campus laboratory experiences.
Many sources point to the benefits of completing preparation before each laboratory (Gregory and Di Tripani, 2012), and the challenges of the high-cognitive-load live laboratory environment, in which students attempt in short periods of time to construct new schema that bridge their analytical and practical understanding of course content (Schmid and Yeung, 2005). Patterson’s (2011) evaluation of a chemical engineering-based video laboratory manual showed that students universally found it a positive resource, preferable to a paper-based manual. Although there is significant engineering literature discussing remotely-operated laboratories (e.g. Almarshoud, 2011), there is remarkably little on self-paced video laboratory guidance (Schmid and Yeung, 2005; Dongre et al., 2013), and none describe details of how such materials should be prepared.

Speakers

Tuesday December 8, 2015 11:05am - 11:20am
Winkipop Room RACV Torquay map C4

Attendees (4)