June 18, 2006
June 18, 2006
June 21, 2006
11.789.1 - 11.789.8
Integrating multi-media aids (tablet-pc, streaming videos, electronic slides) to the fundamental instruction in mechanics Abstract This paper is a narrative of how classroom instructions were developed during the past few years – transitioning from chalkboard to integrating several multi-media aids for classroom use. To being the transition from chalkboard, overlaid transparencies were created, which were later transferred to meaningfully animated electronic slides. These slides were then combined with fill-in worksheets for classroom use, along with the addition of streaming videos for asynchronous instructions. Qualitative feedback indicates a positive response from students. Rigorous assessment is planned for evaluating the efficacy of these technologies.
Introduction Boyer1 in his report talks about reinventing undergraduate education by taking several steps which include the use of information technology creatively for enhancing undergraduate education. Hake2 has shown that interactive engagement increases the conceptual understanding and problem solving ability of students in a mechanics course. Cooperative learning3, 4, and peer instruction5 have shown to be beneficial in classrooms and in the enhancement of student learning. According to Patricia Cross (a leading educator), “We have more information about learning available to us than ever before in the history of the world” 6.
Statics, one of the first and fundamental engineering courses taken by an estimated 100,000 students each year is still largely taught by the use of blackboard and lecture. Recently Kurt Gramoll 7 has developed macromedia™ based lectures that use current technology to mimic classroom lecture and made these available online for students. NextGeneration principles 8 have been used to include some of the educational research findings in classroom instruction for statics. The questions developed by Sudhir Mehta and Scott Danielson 8 fall into different levels of Bloom’s taxonomy and their use and initial results have shown to be promising.
Astin’s 9 correlational studies has shown that two factors – interaction among students and interaction between faculty and students affected general education outcome far more than other content factors. NSEE 10 report has indicated that level of academic challenge, active and collaborative learning, student-faculty interaction, enriching educational experiences and supportive campus environment are collectively used by students to evaluate their educational quality.
Even though education research has shown several benefits as listed above, it is still surprising that many engineering educators (who are baby-boomers) continue the use of blackboard to lecture and solve problems, as was done in their student years. It is true that the baby-boomer generation learned most of their engineering by this modality along with self-study, which included solving several problems from many textbook. Based on observations and discussions, it is clear that present day students, are exposed to a very different set of learning experiences when compared to their instructors. From observing grade school students it is clear that they are continuously exposed to hands-on activities,
Nathan, R. (2006, June), Integrating Multi Media Aids (Tablet Pc, Streaming Videos, Electronic Slides) To The Fundamental Instruction In Mechanics Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--1233
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