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A Paradigm Shift in Teaching Aerospace Engineering: From Campus Learners to Professional Learners

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This presentation presents two case studies on transitioning two on-campus Masters level courses to Professional Education (ProfEd) courses within the Aerospace Structures and Materials Department in the Faculty of Aerospace Engineering at Delft University of Technology.

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A Paradigm Shift in Teaching Aerospace Engineering: From Campus Learners to Professional Learners

  1. 1. A Paradigm Shift in Teaching Aerospace Engineering: From Campus Learners to Professional Learners A Case Study on Online Courses in Smart Structures and Air Safety Investigation Aerospace Structures & Materials Faculty of Aerospace Engineering Gillian Saunders-Smits Co-authors: Calvin Rans, Michiel Schuurman, Roeland De Breuker, and Jan-Paul van Staalduinen Faculty of Aerospace Engineering, Delft University of Technology G.N. Saunders@tudelft.nl
  2. 2. 2 Educate the world & improve the quality of education Deliver High Quality Open & Online Education to the World Find (new) revenue models Offer a comprehensive portfolio of courses Deliver out-standing learning experiences Improve Education Improve campus education Conduct relevant research in the field of O2E Innovate in Education Improve the quality of online courses Grow Academic Output Attract talent to the University Improve reputation and visibility Start or join new learning & research networks CC-BY-Willem van Valkenburg
  3. 3. Blended Education OpenCourseWare MOOCs Virtual Exchange / MicroMasters ProfEds Online Academic Courses • Learning Activities & Course Materials • Free • Enrolled students only, massive numbers • Bachelor level • Certificate of Completion • Course Materials • Free • Big Exposure, Worldwide audience • Both Bachelor and Master level • No interaction with faculty • No accredited certificate • Learning Activities & Course Materials • Paid enrollment • Enrolled students only, limited numbers • Accredited Course Certificate • Full Master Degree • Learning Activities & Course Materials • Paid enrollment • Enrolled students only, moderate numbers • Course Certificate • Continuous Education Units
  4. 4. Online offerings Aerospace Engineering 4 MOOCs • Aeronautical Engineering • Forensic Engineering • Aerospace Structures & Materials (Sept 2018) • Wind Energy (under development) 4 ProfEd Courses 11 Online Academic Courses In total more than 90 000 enrollments so far! CC-BY Extension School TU Delft
  5. 5. Differences between on-campus and online learners On-campusOnline Grade oriented Stand Alone & Diverse Audience Anytime, Anyplace, Anywhere Knowledge oriented Curriculum FocusedScheduled Classes
  6. 6. Case Study 1: Smart Structures Roeland De Breuker
  7. 7. Case Study I: MSc Course in Smart Structures Learning objectives original course 1. Explain the field of adaptive structures and its relevant disciplines 2. Explain why the field is relevant for the future of aerospace engineering 3. Identify and recognise the difference between adaptive structures and "classical structures” 4. Classify the relevance of a discipline for a particular adaptive structure 5. Integrate a subset of the relevant disciplines into an adaptive structure on a basic level 6. Judge existing adaptive structures and identify strengths and weaknesses 7. Apply adaptive structures to real-world examples CC-BY-Gillian Saunders
  8. 8. Case Study I: Smart Structures On Campus Course • Traditional classroom lecturing combined with demonstrations • High Bloom’s taxonomy level of learning • In-depth discussions and contextual applications • Assessment by means of assignments and final project • Aimed at aerospace students
  9. 9. Case Study I: Smart Structures Online Course • Online Lectures but no demonstrations • Lower Bloom’s level of Taxonomy • More knowledge focused and less diversity in topics • Assessment consists of 4 homework Assignments • Aimed at interested professionals with different backgrounds
  10. 10. Case Study 2: Forensic Engineering Michiel Schuurman Calvin Rans
  11. 11. Case study II: MSc Course in Forensic Engineering Learning objectives original course • Describe and explain the accident investigation goal and identify and analyze the different investigation phases. • Demonstrate and apply accident investigation techniques. • Select and use forensic investigation techniques to determine failure causes. • Have knowledge of constructing and testing hypothesis and the ability to go through a verification process. • Write an Annex 13 accident report with fact, analyses and conclusion including the formulation of recommendations to prevent reoccurrence or diminish the consequence of future events.
  12. 12. Case Study II: Air Safety Investigation On Campus Course • Combination of theory with hands on Exercises • High Bloom’s level of taxonomy • Weekly challenges to prepare students for Crash-Day Exam • Exam consists of field investigation of aircraft incident and a report • Collaboration large part of course • Aimed solely at aerospace students
  13. 13. Case Study II: Air Safety Investigation On Campus Course • Combination of theory with online exercises and virtual labs • Two tracks: generalist and expert (Low and High Bloom’s level of taxonomy) • Small assignments with optional report assignment for expert track • Course made more inclusive by less context allowing for larger aviation safety minded audience
  14. 14. Creative Organization – Learning is a Journey!
  15. 15. Digital Accident Investigation Scene
  16. 16. Accident Investigation Simulation Including Media Coverage
  17. 17. Course Demographics Smart Structures 2016 7 participants 6 certificates Average age: 30 6 yrs work experience 3 continents 2017 5 participants 4 certificates Average age: 33 13 yrs work experience 3 continents
  18. 18. Course Appreciation Smart Structures 0% 27% 73% 2016 Not met Expectations Met Expectations Exceeded Expectations 0% 50%50% 2017 Not met Expectations Met Expectations Exceeded Expectations Grade: 8.4/10 Grade: 7.5/10
  19. 19. Course Demographics Air Safety Investigation 2016 17 participants 17 certificates 12 expert track certificates Average age: 41 20 yrs work experience 5 continents 2017 17 participants 15 certificates 15 expert track certificates Average age: 39 19 yrs work experience 5 continents
  20. 20. Course Appreciation Air Safety Investigation 0% 27% 73% 2016 Not met Expectations Met Expectations Exceeded Expectations 8% 67% 25% 2017 Not met Expectations Met Expectations Exceeded Expectations Grade: 8.9/10 Grade: 8.3/10
  21. 21. Conclusions • As with all teaching: it is essential to understand your target audience • Use OLE model to design your course and look at differences with respect to campus courses • Plan sufficient time to develop your course and aim high! • ProfEds not only bring in more learners and more revenue, they also bring in industry perspective
  22. 22. Questions?

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