noha saleeb 'enhancement of de techniques in pg engineering programmes

Enhancement of Distance Education Techniques

in Post-Graduate Engineering Programmes

Dr. Noha Saleeb n.saleeb@mdx.ac.uk

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Agenda

1 •  Challenges in PG Eng. Courses

2 •  Distance Education (DE)

3 •  Middlesex Case Study

4 •  Constructivism

5 •  Follow Up & Assessment

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Shocking Revelation… Or is it…

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Challenges in Post-Graduate Engineering Courses

•  Work schedules prevent physical attendance at university

•  Alignment of academic material and structure to industry needs

•  Suitability of the online teaching and learning techniques to enhance interaction and participation

•  Suitable techniques to enhance constructivism - building of knowledge based on prior experience and different work disciplines

•  Integration of APEL (accredited prior experiential learning)

•  Global cohort (social and work cultures / time regions etc)

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Statistics

BRAZIL

CHINA

UK

USA

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Distribution of DE by Age and Mode of Study

Post Graduate

Under Graduate

E-mail

What to Provide ?

Asynchronous Methods: •  E-mail •  Audio recordings •  Video recordings •  Broadcast (TV, radio) •  Discussion Boards / Ejournals •  Online libraries •  Massive Open Online courses

(MOOC) Synchronous / Hybrid Methods: •  2D Virtual Environments / Learning

Management System (e.g. Moodle) •  3D Virtual Environments (e.g.

Second Life) •  Interactive Webinars •  Chat board •  Shared software

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Factors Affecting DE

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Innovative Curriculum Design

•  Workshops with professionals from industry in all relevant disciplines (e.g. architects, engineers, contractors, manufaturers)

•  Meetings with UK Cabinet decision makers

•  Satisfy MSc requirements for Professional Bodies (e.g. CIOB, RICS)

•  Apply rigorous academic learning outcomes to align academic material with industry needs

•  Inclusion of customised curriculum (e.g. PMP) to enable double certification

MSc Building Information Modelling (BIM) Management

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Innovative Curriculum Design

•  Workshops with professionals from industry in all relevant disciplines (e.g. architects, engineers, contractors, manufaturers)

•  Meetings with UK Cabinet decision makers

•  Satisfy MSc requirements for Professional Bodies (e.g. CIOB, RICS)

•  Apply rigorous academic learning outcomes to align academic material with industry needs

•  Inclusion of customised curriculum (e.g. PMP) to enable double certification

MSc Building Information Modelling (BIM) Management

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MSc Building Information Modelling (BIM) Management

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MSc Building Information Modelling (BIM) Management

Teaching & Learning Techniques

•  Induction activities

•  Guest lecturing from multiple areas, globally - complemented by university lecturing (global timing)

•  Interactive online medium (discussions, facilitate debates, polls, audio, visual, Q&A, chat, more than one presenter simultaneously)

•  Suitable techniques to enhance constructivism - building of knowledge based on prior experience and different work disciplines

•  MSc thesis workshop

•  Learning and development language and professional writing skills

•  Integration of 3D environment

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Assessment

•  Real-life case studies

•  Integration of APEL (accredited prior experiential learning)

•  Role play (assume different roles and resonsibilities

•  E-journals

•  MSc thesis workshop

•  “BIM days”

MSc Building Information Modelling (BIM) Management

7 principles of constructivism :

(Jonassen,1994)

Support Constructivism?

7 principles of constructivism : •  Provide multiple depictions of reality

•  Focus on knowledge construction not

reproduction

•  Produce genuine tasks

•  Promote reflective activities

•  Provide case-based learning

environments

•  Enable context and content dependent

knowledge construction

•  Support collaborative negotiation

Support Constructivism?

(Jonassen,1994)

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Current E-Learning Practice – MSc Building Information Modelling Management

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Current E-Learning Practice – MSc Building Information Modelling Management

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Current E-Learning Practice – MSc Building Information Modelling Management

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FUTURE E-Learning Practice – MSc Building Information Modelling Management

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Sample Projects (1)

Design & Architecture

Dream Environment

3D catalogue

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PSYCHOLOGY: navigational guidance / gestures / nonverbal feedback / conversational signals / conveying emotion (care, enthusiasm) / virtual teammates (Lester et al. 1997a) (Reeves & Nass 1998)

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Arts & Sciences

3D Exhibition

3D Interactive Environment

Obedient Patient ( + Sensor Simulation)

Sample Projects (2)

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•  Recording webinars •  Moodle statistics •  Weekly Meetings •  In world quizzes •  Virtual Office Hours •  Participation & feedback Logs •  Self & Peer Assessment •  Virtual Board of studies

•  Live examples 22

Follow Up & Assessment

•  Beaumont, C., Savin-Baden, M., Conradi, E., and Poulton, T. (2012). Evaluating a Second Life Problem-Based Learning (PBL) demonstrator project: what can we learn? Interactive Learning Environments, pp.1-17

•  Dalgarno, B. and Lee, M. J. W. (2010), What are the learning affordances of 3-D virtual environments?. British Journal of Educational Technology, 41, pp. 10–32

•  Ham J. J. and Schnabel M. A. (2011). Web 2.0 virtual design studio: social networking as facilitator of design education, Architectural Science Review, 54(2), pp. 108-116.

•  Jonassen, D. H. (1994). Thinking technology: toward a constructivist design model. Educational Technology, 34(4), pp. 34–37

•  Ku K. and Mahabaleshwarkar P. S. (2011). Building Interactive Modeling for Construction Education in Virtual Worlds, Journal of Information Technology in Construction,16, pp. 189-208.

•  Mikropoulos, T. A., and Natsis, A. (2011). Educational virtual environments: A ten-year review of empirical research (1999–2009). Computers & Education, 56(3), pp. 769-780.

•  Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2 (1)

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References

Questions

Noha Saleeb n.saleeb@mdx.ac.uk