Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
NSF Grantees Poster Session
To propagate use of Low Cost Desktop Learning Modules (LC-DLMs) we have begun a hub-and-spoke dissemination plan by holding three hub workshops in this reporting period. The first dissemination workshop was held at our own institution in March 2019 to train all of the hub-coordinators as well as local participants. The PI team gave presentations on the motivation behind this project, DLM design, instructional philosophy, and best implementation practices. Graduate students ran hands-on activities with the LC-DLMs so that attendees had the opportunity to use all four modules (venturi meter, hydraulic loss, double pipe heat exchanger, and shell and tube heat exchanger) in conjunction with suggested classroom worksheets. A typical agenda can be seen in our website along with supporting information on how to use the https://labs.wsu.edu/educ-ate/. Workshop attendees have provided feedback and we have made the worksheets that go along with DLMs more qualitative rather than quantitative. They appreciated learning more about the instructional philosophy and motivation behind this project which encouraged them to more carefully conform to the project specifications. A lack of robust measures for assessing student understanding has been found in prior implementations of LC-DLMs. To address this, we used Bloom’s taxonomy to categorize learning outcomes, measure learning gains, and better analyze understanding of concepts embedded in use of exercises that involve the LC-DLMs.
We have also begun collecting data about the implementation effectiveness and will be collecting data from the fourteen participating institutions during the upcoming reporting period. Students assembled the new DLM kits themselves after watching tutorial videos in class, in contrast to the old method where TA’s assembled kits before class. Motivational surveys and pre/posttests will be given at each participating institution in the upcoming reporting period, and we anticipate having significantly more data to support our hypothesis that these hands-on learning modules enhance student learning as this project continues.
The four primary LC-DLM cartridges that were previously constructed by vacuum forming have all been reformatted to be constructed by injection molding. This reformatting was necessary to ease mass production, to allow for more reliable assembly, and to make them less fragile. The reformatted design also makes them more attractive to companies interested in commercializing the LC-DLMs, which is one route being pursued for their sustainability. Injection molds for the hydraulic-loss, venturi, double-pipe heat exchanger, and shell-and-tube heat exchanger cartridges have all been designed in CAD. Two of the molds, for hydraulic-loss and shell-and-tube heat exchanger, have already been built and the corresponding injection-molded parts produced. The injection-molded cartridges retain the excellent visual clarity that was available with the vacuum-formed DLMs.
Dahlke, K., & Kaiphanliam, K., & Van Wie, B. J., & Thiessen, D. B., & Dutta, P., & Adesope, O., & Reynolds, O., & Khan, A. I., & Gartner, J., & Oje, O. (2020, June), A First-year Progress Report on "Collaborative Research Using Low-cost Desktop Learning Modules to Educate Diverse Undergraduate Communities in Engineering" Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34003
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