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Noha Saleeb 'Enhancement of DE techniques in PG Engineering Programmes'
Citation preview
Enhancement of Distance Education Techniques
in Post-Graduate Engineering Programmes
Dr. Noha Saleeb [email protected]
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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
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
!
!
!
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)
!
!
• 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 [email protected]