Enhancing Industry Exposure, Discovery-Based and Cooperative Learning in Mechanics of Solids

BACKGROUND Mechanics of Solids is a second year undergraduate subject, undertaken by both Civil and Mechanical engineering students at the University of Technology, Sydney (UTS). Mechanics of Solids has been delivered for many years in a traditional format with lectures and problem solving tutorials. As part of a national Australian project “Enhancing Industry Exposure in Engineering Degrees”, UTS in partnership with other universities and industry partners in Australia has sought industry involvement to engage students with the real-world challenges of engineering practice. PURPOSE The main objective of this project is to design, develop and implement learning modules in Mechanis of Solids that integrate industry exposure to provide context for the concepts included in this subject. DESIGN The project consisted of six guest lectures by industry representatives on topics related to typical Mechanics of Solids subject matter and two seminars on using MDSolids software. Students completed a collaborative assignment aligned with one of the industry presentations. Their reports and presentations were assessed on assessment criteria which included contextual understanding, judgement, effective collaboration and creativity, and their perceptions were captured to evaluate the impact of industry engagement in this subject. RESULTS One of the major benefits of this project was students’ better understanding of engineering practice. There were also positive effects on students’ motivation for learning engineering. CONCLUSIONS This paper reports the major findings, outcomes and challenges for implementing enhancing industry exposure approach in Mechanics of Solids subject at UTS. The main finding of this research concluded that this project is very valuable to both students as it promotes exposure to real-world engineering challenges. The students’ exposure to real and substantive challenges improves their contextual understanding, plus their judgement, practice based planning, teamwork, and initiative learning skills

Learning requirements engineering within an engineering ethos

An interest in educating software developers within an engineering ethos may not align well with the characteristics of the discipline, nor address the underlying concerns of software practitioners. Education for software development needs to focus on creativity, adaptability and the ability to transfer knowledge. A change in the way learning is undertaken in a core Software Engineering unit within a university's engineering program demonstrates one attempt to provide students with a solid foundation in subject matter while at the same time exposing them to these real-world characteristics. It provides students with a process to deal with problems within a metacognitive-rich framework that makes complexity apparent and lets students deal with it adaptively. The results indicate that, while the approach is appropriate, student-learning characteristics need to be investigated further, so that the two aspects of learning may be aligned more closely

Enhancing project-related behavioral competence in education

The workforce has increasingly been demanding an educational model that produces students experienced in real project management (PM) practices. This includes producing technically competent students--one who can manage real-world project constraints of cost and schedule but also possess critical project related behavioral competence. Such soft skills are essential if a project is to run smoothly and eventually succeed. In this paper, we describe an educational framework grounded in outcomes based education to enhance project-related behavioral competence. Instructors can leverage this framework to augment their existing courses and develop the critical career skill sets of graduating students

Enhancing knowledge management in online collaborative learning

This study aims to explore two crucial aspects of collaborative work and learning: on the one hand, the importance of enabling collaborative learning applications to capture and structure the information generated by group activity and, on the other hand, to extract the relevant knowledge in order to provide learners and tutors with efficient awareness, feedback and support as regards group performance and collaboration. To this end, in this paper we first propose a conceptual model for data analysis and management that identifies and classifies the many kinds of indicators that describe collaboration and learning into high-level aspects of collaboration. Then, we provide a computational platform that, at a first step, collects and classifies both the event information generated asynchronously from the users' actions and the labeled dialogues from the synchronous collaboration according to these indicators. This information is then analyzed in next steps to eventually extract and present to participants the relevant knowledge about the collaboration. The ultimate aim of this platform is to efficiently embed information and knowledge into collaborative learning applications. We eventually suggest a generalization of our approach to be used in diverse collaborative learning situations and domains

Supporting graduate teaching assistants in two STEM areas

No abstract available

Developing e-assessment using the quiz activity within Moodle: empowering student learning

Using formative assessment within Moodle has been shown to encourage self-directed learning (Bromham & Oprandi, 2006). Our experience of using formative assessment quizzes as stand alone entities, as well as within Moodle lessons, has been used to introduce Moodle assessment quizzes over the past year in Level 1 and Level 2 Life Sciences courses. This experience has been distilled to inform the content of this workshop. Some advantages of incorporating assessments in the form of Moodle quizzes are that they allow for quick, reproducible and flexible assessment with a relatively small initial set-up cost, and substantial long-term staff and administration savings. One significant advantage is that staff and room pressures can be reduced as students can attempt the assessment at a time and location of their choice within a specified time period. This flexibility can help to reduce student stress associated with completion of a continuous assessment for their course. It is also a relatively simple process to account for students entitled to extra time during assessments. Providing clear instructions beforehand and at the start of the quiz ensures that students understand their responsibilities for completion of this assessment and ultimately the course. There are some disadvantages and limitations to the system as it currently exists, for example there is the perceived ability for students to “cheat” by completing the assessment as a group, accessing books and the internet. Strategies to account for these can be put in place and will be discussed in detail during the workshop. This workshop aims to take the participants through the initial set up of a quiz, highlighting the various question types and how these can be used to create a challenging assessment that can be quickly graded and prove informative for staff and course development. Reference Bromham L. & Oprandi P. (2006) Evolution online: developing active and blended learning by using a virtual learning environment in an introductory biology course. Journal of Biological Education 41 (1): 21-25

Holistic analysis of the effectiveness of a software engineering teaching approach

To provide the best training in software engineering, several approaches and strategies are carried out. Some of them are more theoretical, learned through books and manuals, while others have a practical focus and often done in collaboration with companies. In this paper, we share an approach based on a balanced mix to foster the assimilation of knowledge, the approximation with what is done in software companies and student motivation. Two questionnaires were also carried out, one involving students, who had successfully completed the subject in past academic years (some had already graduated, and others are still students), and other questionnaire involving companies, in the field of software development, which employ students from our school. The analysis of the perspectives of the different stakeholders allows an overall and holistic) view, and a general understanding, of the effectiveness of the software engineering teaching approach. We analyse the results of the questionnaires and share some of the experiences and lessons learned.info:eu-repo/semantics/publishedVersio

Major project team learning:examining building information modelling

The speed of technological advancement of software development drives the need for individual and team learning to exploit these developments for competitive advantage. Using a major long term redevelopment as a case study a review of learning processes and project team learning in the context of a voluntary approach to adopting of BIM prior to 2016 is examined. The speed of adoption of BIM across a large redevelopment project covering several years is variable and the differences of preparedness between team members from different organisations raises the question of how effective the project team can be in sharing learning and increasing the speed of adoption of BIM. The benefits of understanding the project environment as a formal learning context are recognised where teams are working in partnering arrangements but the focus is usually on post project review of what went wrong with little time to critically evaluate other variables. Knowledge Management has the potential to help understand and then facilitate greater participation amongst stakeholders in project team learning. The research team undertook decision mapping and knowledge elicitation techniques and applied these to the Dundee Waterfront to identify key factors relevant to successful project management, enabling the Waterfront Project Team to understand current practice. The effectiveness of project team learning in relation to BIM within this long-term major redevelopment is influenced by positive motivational drivers for individuals to learn how to use and apply BIM, the level of organisational support for learning and professional development and the project information and communication systems. In practice the current approach to sharing of knowledge within the project team indicates a fragmented approach in relation to the adoption and application of BIM to managing construction projects

Assessing Creativity: A Test for Drawing Production using Digital Art Tools The concept, application and assessment of digital art teaching as a means of enhancing creative proficiency

This paper describes the Test for Creative Thinking - Drawing Production (TCT-DP), including its design, concept and mode of assessment, and the practical consequences of its application in a specific context. The test was used to evaluate the performance of groups of students as part of a case study exploring the use of digital art tools for drawing in a junior school. The students used specific digital art software via both computers and tablets, and also drew manually using a variety of devices. TCP-DP evaluates drawing production by means of a set of 14 criteria. At the same time, this study used the Technology Acceptance Model (TAM) theory to assess the ease of use and usefulness of the digital tools. The test was trialled with students aged 9-10 years in different ability groups. There were no significant differences in performance between male and female participants. Details of various related studies, together with data concerning the reliability and validity of the TCT-DP test, are also provided. The study finds that motivation is an important factor in improving young people’s artistic ability