Dynamics Online Course: A Challenge Content Delivered with Best Teaching Practices Keeps Students Engaged

Carmen M. Muller-Karger; Lili Steiner

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Conference: 2020 ASEE Virtual Annual Conference Content Access
Location: Virtual On line
Publication Date: June 22, 2020
Start Date: June 22, 2020
End Date: June 26, 2021
Conference Session: Hybrid and Online Teaching of Mechanics
Tagged Division: Mechanics
Page Count: 21
DOI: 10.18260/1-2--34484
Permanent URL: https://peer.asee.org/34484
Download Count: 634

Paper Authors

biography

Carmen M. Muller-Karger Florida International University

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Instructor at the Mechanical Engineering Department at Florida International University since 2016. With a Bachelor's degree in Mechanical Engineering, an MSc in Mechanical Engineering in the area of Rotodynamics from the University of Virginia and a Ph.D. in Engineering Science in the area of Biomechanics from the Central University of Venezuela. Main interest in Simulation on Mechanical Engineering, Biomechanics, Motion Analysis, Finite Element Analysis, Mechanical Medical Devices Design. Highly interested in Higher Education Curriculum Design, Academic Leadership, and teaching and classroom innovation.

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biography

Lili Steiner Florida International University

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I design and implement education solutions that are efficient, effective, and scalable. Specifically, I focus on the development of meaningful learning innovation from discovery and design through production and deployment.
My research and experience have shown that a full-cycle approach is the most effective way to deliver value. Because of this, I work on full-cycle, full-scale projects. Conceptually, this means that I’m involved in every phase rather than just research and design: I deliver fully functional, sustainable systems.
The way I achieve this is by taking an approach that is methodologically flexible and people-focused. Education innovation is as much about the solution as it is about managing change. So no matter how cutting-edge technology, my process incorporates strategic planning, instructional design best practices, and stakeholder involvement. I’m deliberate about tapping into community know-how and creating collaborative optimal solutions that take into account the often-intangible but always-essential human element.
Got my bachelor's degree in Computer Science Engineering at the Universidad Simón Bolívar, Caracas- Venezuela, M.Sc. in Instructional Technologies and Distance Education at Nova Southeastern Education, and an Ed D in Instructional Design and Technology at Nova Southeastern University.
If you want to learn more about my work, go to http://www.lilisteiner.com/

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Abstract

Dynamics is a core course in engineering and it is usually one of the main challenges for students. Historically, faculty were resistant to deliver the content of this course online. In order to offer an equivalent, or better yet, an improved class session experience, we pursued engagement following best practices to design this course. Our practices include course structure, alignment of critical course components, different forms of assessment and accessibility. We structured the course very granularly, based on the learning theories framework and using instructional technologies to produce single concept videos based on the module’s topics. The course was organized in nine modules, and the content within them was divided into short narrated lecture videos presenting the theoretical background and, several single concept videos using LearningGlass™ were added in order to solve examples related to the aforementioned theoretical framework. The advantage of the example videos is that students can watch them repeatedly the week they are released and again while doing their homework or studying for exams. Each module also provided assessed activities such as assignments and quizzes. In the process of course design, we used a backward design framework based on desired course specific students' learning outcomes and the ABET outcomes as we were able to define the course learning objectives and write the specific module learning objectives. Accordingly, we reviewed and adjusted the learning activities and assessed activities, such as assignments, quizzes, exams, discussions, among others, in order to be aligned with the learning objectives. We use the term alignment as the “interdependence among the critical course components that ensure that students achieve the desired learning objectives for the course” (Quality Matters, 2018). We also included well-defined expectations on every assessed activity by establishing clear criteria using rubrics for all evaluated activities. Last but not least, by using accessibility features in all the course elements, we were able to successfully target a diverse student population and benefit the learning community as a whole. In this presentation, we also provide the highlights and the rationale behind the selection of these educational technology tools & how they foster quality course delivery. To best illustrate course impact on students, these are some student comments taken from the Student Perceptions of Teaching Survey (SPOTs); Fall2018: “I really enjoy watching Dr. Muller videos on Canvas because they were a great resource to learn. The videos are short but give all the information necessary to learn. She also has extra videos working on problems that help in learning”. Spring2019: “The example videos have been very helpful with how they provided clear visualizations of the concept being taught as well as explanations of the approaches available to get the solutions. The narrated lectures have been very helpful too because the professor provided little extra bits of information to further clarify some elements that could've confused the student”. Summer2019: “The videos were very well done and easy to follow. The use of different colors facilitated the comprehension of the examples”.

Citation
Format

Muller-Karger, C. M., & Steiner, L. (2020, June), Dynamics Online Course: A Challenge Content Delivered with Best Teaching Practices Keeps Students Engaged Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34484

TY - CPAPER
AB - Dynamics is a core course in engineering and it is usually one of the main challenges for students. Historically, faculty were resistant to deliver the content of this course online. In order to offer an equivalent, or better yet, an improved class session experience, we pursued engagement following best practices to design this course. Our practices include course structure, alignment of critical course components, different forms of assessment and accessibility. We structured the course very granularly, based on the learning theories framework and using instructional technologies to produce single concept videos based on the module’s topics.
The course was organized in nine modules, and the content within them was divided into short narrated lecture videos presenting the theoretical background and, several single concept videos using LearningGlass™ were added in order to solve examples related to the aforementioned theoretical framework. The advantage of the example videos is that students can watch them repeatedly the week they are released and again while doing their homework or studying for exams. Each module also provided assessed activities such as assignments and quizzes.
In the process of course design, we used a backward design framework based on desired course specific students&#39; learning outcomes and the ABET outcomes as we were able to define the course learning objectives and write the specific module learning objectives. Accordingly, we reviewed and adjusted the learning activities and assessed activities, such as assignments, quizzes, exams, discussions, among others, in order to be aligned with the learning objectives. We use the term alignment as the “interdependence among the critical course components that ensure that students achieve the desired learning objectives for the course” (Quality Matters, 2018). We also included well-defined expectations on every assessed activity by establishing clear criteria using rubrics for all evaluated activities.
Last but not least, by using accessibility features in all the course elements, we were able to successfully target a diverse student population and benefit the learning community as a whole.
In this presentation, we also provide the highlights and the rationale behind the selection of these educational technology tools &amp;amp; how they foster quality course delivery. To best illustrate course impact on students, these are some student comments taken from the Student Perceptions of Teaching Survey (SPOTs); Fall2018: “I really enjoy watching Dr. Muller videos on Canvas because they were a great resource to learn. The videos are short but give all the information necessary to learn. She also has extra videos working on problems that help in learning”. Spring2019: “The example videos have been very helpful with how they provided clear visualizations of the concept being taught as well as explanations of the approaches available to get the solutions. The narrated lectures have been very helpful too because the professor provided little extra bits of information to further clarify some elements that could&#39;ve confused the student”. Summer2019: “The videos were very well done and easy to follow. The use of different colors facilitated the comprehension of the examples”.

AU - Carmen M. Muller-Karger
AU - Lili Steiner
CY - Virtual On line
DA - 2020/06/22
PB - ASEE Conferences
TI - Dynamics Online Course: A Challenge Content Delivered with Best Teaching Practices Keeps Students Engaged
UR - https://peer.asee.org/34484
DO - 10.18260/1-2--34484
ER -