Using Flash Animations and 3D Rendering to Increase the Effectiveness of Instructional Software

Animation and three-dimensional rendering software offers exciting new capabilities that can enhance engineering instructional material. Using these software tools, instructional media can escape the static two-dimensional confines of the printed page or the classroom blackboard. This work-in-progress describes a project to develop instructional material for a Mechanics of Materials course. The paper presents examples of instructional animations, discusses software development tools used to create the animations and discusses early student reaction to the multimedia presentation

Comprehensive Evaluation of Animated Instructional Software for Mechanics of Materials

During the past three years, the Basic Engineering Department at the University of Missouri--Rolla has been developing a second-generation suite of instructional software called MecMovies for the mechanics of materials course. In the Fall 2003 semester, MecMovies was integrated into assignments throughout the entire semester for one of the six UMR mechanics of materials sections. This paper presents a comparison of student performance in the experimental section with student performance in five control sections along with discussion of student qualitative ratings and comments

An Inverted Teaching Model for a Mechanics of Materials Course

Instructors at Missouri University of Science and Technology have been offering certain sections of a mechanics of materials course in an inverted format for the past two years. In this format, students learn the concepts outside of class, using a textbook, animations and videos developed by the authors, and work on homework either individually or in groups during the optional class time. Students take eight multiple-choice exams and a final exam that is common to both the inverted sections and the more traditional lecture-based sections. Homework in the inverted sections is assigned but not graded. The in-class exams are given in a computer lab, and each student receives an individualized set of questions. Over 1200 students in 18 course sections have participated in either the inverted sections themselves or the other non-traditional sections that preceded the particular format used today. A subset of this group was compared to students in the traditional sections. No statistically significant difference between the two groups was found based on (1) performance on the common final exams or (2) course grade in a structural analysis course. The animations and videos used by students in the inverted sections are available on a class web site. There are 167 animation modules and 230 videos. The animations contain example problems and exercises. The videos are, on average, six minutes in length and cover concepts, demonstrations, problem strategies, problem solutions, and experiments. The authors use Google Analytics to track how much each piece of content is utilized. The website was accessed 46,500 times, and the content, excluding the animations, was used for a total of 12,700 hours during the past 16 months. By tracking how students perform on each multiple-choice question, the authors have developed a concept inventory with numerical rankings from the best to worst understood concepts. Combining this with how much each online resource is utilized, the authors can now target development of future course materials on the least-understood concepts and in the format most preferred by the students. An inverted teaching format would not be appropriate for every college course, but it has helped the authors begin looking at their mechanics of materials course in a more scientific, data-driven manner

A New Chip-Set for ASTRA Digital Radio

This chip-set provides the channel and source decoding functions for ASTRA Digital Radio (ADR) receivers. An overview of the system is given together with a summary of the main features of the ICs. The chip-set offers a flexible, but optimum solution to meet the requirements for low cost consumer sets

The Effect of On-Line Videos on Learner Outcomes in a Mechanics of Materials Course

The Mechanics of Materials course is one of the core engineering courses included in the curriculum of mechanical, civil, mining, petroleum, marine, aeronautical, and several other engineering disciplines. As a core course, the Mechanics of Materials course typically has large enrollment. Initiatives aimed at improving the effectiveness of the engineering core courses can have a major impact on engineering education by virtue of the large number of students affected. Computers afford opportunities for creative instructional activities that are not possible in the traditional lecture-and-textbook class format. The study described in this paper examines the effectiveness of asynchronous online video that has been used in various ways in a Mechanics of Materials course over the past four years. The content delivered via the Internet included concept videos, problem-solving videos, and videos of demonstrations and laboratory activities. In this study, four differing approaches to present the Mechanics of Materials course to approximately 1000 students in 17 course sections over a four-year period were compared. The first approach involved traditional, face-to-face lectures. The second approach completely replaced the face-to-face lectures with videos recorded by the instructor outside of the classroom, but covering the same topics as the classroom lectures, and then posted to a class web site. The instructor was available in his office during class time to answer questions. The third approach combined face-to-face lectures with videos. The fourth approach was an inverted format where students watched videos at home and worked on homework during class. Using common final exam scores as a quantitative measure of effectiveness, results showed that overall student performance was maintained as class sizes and instructor workloads increased. Additionally, there was some indication that the inverted approach was better suited for higher-ability students

Assessment of Engineering Mechanics Instructional Multimedia in a Variety of Instructional Settings

Students from Ten Schools, Representing Seven Countries, Used Interactive Multimedia as a Part of their Engineering Statics Classes. the Software Consisted of Four Modules, Which Focused On: Mohr\u27s Circle; Centroid and Moment of Inertia; Stress Transformation; and Structural Analysis. the Students Completed On-Line Surveys About their Experience with the Software. Analysis of the Results Indicated that Students Rated their Knowledge of the Subject Matter Covered in the Software as Increasing Significantly as a Consequence of using the Software. However, This Increase Was Substantially More Pronounced for Students in U.S. Schools. Students Rated the Software as Significantly More Effective Than their Class Textbooks, And, Again, This Effect Was Substantially Stronger for Students in the U.S. the Analyses Also Indicated that the Software Differed Little in its Impact on Males Versus Females. Ratings on a Number of Additional Outcomes Were Consistently Positive with Respect to Student Opinions of the Software

Interactive Learning Tools: Animating Statics

Computer-Based Modules for Engineering Instruction Must Be Concise, Flexible, Educational and Engaging in Order to Effectively Supplement Traditional Classroom Teaching Tools. a Computer Example that Takes More Time Than a Chalkboard Presentation is Not Likely to Be Useful in Today\u27s Engineering Classroom. Flexible Navigation is Necessary So that the Instructor Can Quickly and Easily Respond to Student Questions. Useful Modules Must Also Improve Problem-Solving Skills or Clarify Troublesome Concepts in Order to Be Considered Worthy of Inclusion in the Limited Class Time Available. Finally, and Perhaps Most Importantly, Effective Computer-Based Modules Must Meet the Challenge of Holding the Student\u27s Attention. This Paper Focuses on the Development and Improvement of Computer-Based Interactive Modules for Statics Instruction. the Modules Were Created using an Animation Package (Flash®) So that Concepts Such as Sectioning of Trusses and the Generation of Shear and Moment Diagrams Can Be Presented in an Intuitive and Interactive Manner. the Modules Are Able to Represent Dynamic and Abstract Aspects of These Concepts in a Way that is Not Possible with Traditional Instructional Tools. the Paper Also Discusses the Use of Feedback from Instructors and Students to Improve the Interactivity and Scope of the Modules

Incorporating Web-Based Homework Problems in Engineering Dynamics

We are involved in a project funded by the Department of Education (FIPSE) which focuses on developing interactive software to improve the teaching and learning of engineering statics, dynamics, and mechanics of materials. This paper presents an overview of this project, discusses its objectives, and focuses on one particular aspect of the project.the use of web-based homework problems as assessment tools to evaluate student learning. The overall project includes creating, for all three engineering mechanics courses, the following web-based learning tools: (a) Animated theory modules, using Macromedia.s Flash development software, which display basic theory and example problems in an engaging, clear, and concise way; (b) Conceptual quizzes to evaluate student understanding of the theory; (c) Web-based homework problems to assess students. quantitative skills; (d) Other media elements, including streaming video mini-lectures over key topics, and video of real mechanisms and examples. The paper will give examples of web-based homework used in dynamics, discuss aspects of creating and using these, and give some results of student feedback from using these problems

Mechanics of Materials

MecMovies is an extensive collection of examples, theory, and games designed to complement the entire Mechanics of Materials course. The software features impressive graphics and animation that are highly effective in visually communicating course concepts to students. Special emphasis is placed on developing the learner's understanding and proficiency in basic concepts and skills through interactive exercises and games. Classroom implementation of the software has produced improved student performance and more positive student attitudes regarding the Mechanics of Materials course