Isabel S Carvalho


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Isabel S Carvalho - A Blended Course in
Mechanical Engineering

Can course contents be made interesting and appealing and of practical application?

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Isabel S Carvalho

  1. 1. A Blended Course in Mechanical Engineering The 15th Annual Sloan-C International Conference on ONLINE LEARNING Orlando, Florida, October 28 - 30, 2009 Isabel S. Carvalho IDMEC, University of Porto, Porto Lisbon Engineering Institute, Lisbon Portugal
  2. 2. Course description Methodology / Contents / Activities / ….. Online & F2F integration Overall view Final Remark Structure
  3. 3. Can course contents be made interesting and appealing and of practical application? YES ?
  4. 4. Course Characteristics <ul><li>1st year MSc, Mechanical Engineering </li></ul><ul><li>F2F classes – 4,5 hours / week </li></ul><ul><li>2 different groups of students (Day / Evening) </li></ul><ul><li>Cover a Huge Syllabus </li></ul><ul><li>1 semester = approx. 15 weeks </li></ul><ul><li>Course Information - Syllabus, Resources, Activities, etc. – in English (online) </li></ul>Energy Production and Management
  5. 5. <ul><li>to provide a wide choice of activities and </li></ul><ul><li>opportunit ies for student learning </li></ul><ul><li>to introduce and motivate students with </li></ul><ul><li>P roblem B ased L earning approach es </li></ul><ul><li>to assist students in “learning how to learn” </li></ul><ul><li>to promote collaborative learning and teaching </li></ul><ul><li>to increase the students’ engagement and </li></ul><ul><li>responsibility in the learning process </li></ul>Methodology / Contents
  6. 6. Positive interdependence ( in class and online) F2F promotive interaction ( in class – coop. & collab. ) Individual accountability/personal responsibility ( in class and outside class ) Teamwork skills ( in class ) Group processing ( in class and outside class ) Methodology / Activities Smith et al. (2005). Pedagogies of Engagement: Classroom-Based Practices. J. Engng. Education, January, 87-101.
  7. 7. Online Environment - Login & Password Energy Courses (Syl.) Res. & Mat. Activities Sem & Field Trips Evaluation Energy Production and Management
  8. 8. Menu Courses Resources & Materials Course Syllabus Contacts Objectives Description Learning outcomes Getting started – LMS ECTS .... pdf Resources & Materials Files for download Reports Working files (.XLS) Links (National & International) Simulators (F2F) Online Environment
  9. 9. Picciano, A.G. (2006). Blended Learning: Implications for growth and access. Journal of Asynchronous Learning Networks, 10 ,(3). <ul><li>Students meet f2f </li></ul><ul><li>Teacher uses simple </li></ul><ul><li>Technology such as email, </li></ul><ul><li>or web for e-lectures </li></ul><ul><li>Students meet online </li></ul><ul><li>Teacher uses simple </li></ul><ul><li>Technology such as LMS, </li></ul><ul><li>Discussion Forum </li></ul><ul><li>Students meet f2f </li></ul><ul><li>Teacher uses Technology </li></ul><ul><li>such as simulations, tutorials, </li></ul><ul><li>Digital video </li></ul><ul><li>Students meet online </li></ul><ul><li>Teacher uses advanced </li></ul><ul><li>Technology such as </li></ul><ul><li>Interactive video conf. </li></ul>Online and F2F Online Tech Low Tech High F2F
  10. 10. Activities and Assignments <ul><li>Long term (Course Project 1 - Individual) </li></ul><ul><li>Long term (Course Project 2 - Team Work) </li></ul><ul><li>Short term in-class activities (group) </li></ul><ul><li>Short term online activities (group / individual) </li></ul><ul><li>In-class activities integrated with online feedback </li></ul><ul><li>PBL & Open ended problems </li></ul><ul><li>Field Trips </li></ul><ul><li>Seminars / Invited Speakers </li></ul><ul><li>News Forum </li></ul>
  11. 11. Activities and Assignments <ul><li>Course Project 1 – Energy Audit </li></ul><ul><li>Individual </li></ul><ul><li>Whole Semester </li></ul><ul><li>Introduction (objectives and resources) </li></ul><ul><li>Examples and Case Studies; Online Simulators </li></ul><ul><li>XLS file / daily readings </li></ul><ul><li>Mid-Term Evaluation ( ev ) </li></ul><ul><li>Final presentation + Report ( ev ) </li></ul>
  12. 12. <ul><li>Course Project 2 – Team Work </li></ul><ul><li>Groups of 2 - 4 </li></ul><ul><li>Online Collaborative Work ( 2 or 3 tasks / week ) </li></ul><ul><li>Support bibliography and rich / high quality URLs </li></ul><ul><li>Peer-to-Peer Review ( ev ) </li></ul><ul><li>Final presentation in a Seminar like format ( ev ) </li></ul><ul><li>Final Report ( ev ) </li></ul>Activities and Assignments
  13. 13. In Class Outside Class Quizzes Exercises Access to Learning Resources (controlled) PowerPoint Presentations CD-ROM Case Studies (real world) Debates (moderated) Reading Exercises Access to Learning Resources (free) Field Trips Measuring Case Characterisation and Monitoring Do your own calculations ! Interviews Student – Content Activity and Interactivity Map
  14. 14. Student-Teacher Student-Peers In-person Email Assignments and Reports with feedback Online discussion (Forum) Formative and summative evaluations Small group quizzes Small group exercises Sidebar discussions Online (Forum) Peer review (in class and online) Activity and Interactivity Map
  15. 15. Online and F2F
  16. 16. Overall View Kick-off phase - motivation SMS In-class and online integration Rules and Deadlines Feedback Engagement and Focusing Align content with engaging activities Design activities for interaction among learners
  17. 17. Information management Establishment of check-points to secure the achievement of the main objectives Online and In-class support sessions Guidance and mid-term evaluations Required interaction between learner and teacher / tutor Workload versus Grades Overall View
  18. 18. Larger pool of ideas Healthier learning environment Accomplish more in less time Interaction between students encourages more and better learning Increases motivation; flexible communication schedules; easy contact with lecturer and peers Allows questions, reflection and corrections Possibility to teach others and share personal exp. Hard work; time consuming; information management Student’s View
  19. 19. <ul><li>Move on from Spoon - fed towards self-feeding (independent learning).... and the students enjoy it ! </li></ul><ul><li>Work non-technical /soft skills – formal and informal writing, communication and presentation skills, reflective thinking, creativity, synthesis, information management, strutured thinking, etc. </li></ul><ul><li>Increase student / teacher interactivity and relationship more responsible. </li></ul><ul><li>Evolved from a content expert to a content validator ( Joan D. McMahon ) </li></ul>Lecturer’s View
  20. 20. Students make strong connections between concepts when they learn facts and skills by actively working with information rather than by passively receiving information. Establishment of check-points to secure the achievement of the main objectives. Learning by doing.... and enjoying it ! Willing to teach others ... MULTIPLIER EFFECT Final Remark
  21. 21. Flexibility Fairness Objective / Subjective Continuous / Final Process / Product Individual versus Team .... Assessment - What? When? How?
  22. 22. <ul><li>Resources and Materials in English </li></ul><ul><li>Include students in ongoing Projects and Coop. </li></ul><ul><li>Real World Cases (in-class and outside) </li></ul><ul><ul><li>Invited speakers; Field Trips; Interaction with </li></ul></ul><ul><ul><li>society; case studies </li></ul></ul><ul><li>International / Global approaches </li></ul><ul><li>Content; Intl. Survey; EU vs USA; News Forum </li></ul><ul><li>Communication skills </li></ul><ul><li>High/Low; Direct or Indirect; Formal or Informal; </li></ul><ul><li>Written and Verbal </li></ul>Educating the “Global Engineer”
  23. 23. T H A N K Y O U ! [email_address]