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Mechanics Knowledge Enhanced with Videos Illustrating Concepts Experienced with Hands-on Activities

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Mechanics Division Technical Session 2

Tagged Division

Mechanics

Page Count

19

DOI

10.18260/1-2--33099

Permanent URL

https://peer.asee.org/33099

Download Count

73

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Paper Authors

biography

Rania Al-Hammoud P.Eng. University of Waterloo

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Dr. Al-Hammoud is a Faculty lecturer (Graduate Attributes) in the department of civil and environmental engineering at the University of Waterloo. Dr. Al-Hammoud has a passion for teaching where she continuously seeks new technologies to involve students in their learning process. She is actively involved in the Ideas Clinic, a major experiential learning initiative at the University of Waterloo. She is also responsible for developing a process and assessing graduate attributes at the department to target areas for improvement in the curriculum. This resulted in several publications in this educational research areas.
Dr. Al-Hammoud won the "Ameet and Meena Chakma award for exceptional teaching by a student” in 2014 and the "Engineering Society Teaching Award" in 2016 and the "Outstanding Performance Award" in 2018 from University of Waterloo. Her students regard her as an innovative teacher who continuously introduces new ideas to the classroom that increases their engagement.

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Chloe Gibson

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Abstract

The use of hands-on activities has been proven in the past to be effective in teaching pedagogies. Many of the concepts taught in engineering undergraduate courses are counter intuitive and, especially in a time when students interact less intensively with real world application, exposure to models are essential for learning. Recognizing this need, a first year Mechanics course at the University of X has already implemented the use of seven hands-on activities. However, time limitations resulted in students participating in only two out of the seven activities. Each group of students experienced two different activities from the rest of the class, in other words not all the students in the class experienced the same activities. Instructional videos were developed to allow students who haven’t experienced the model to have an idea about these models and the concepts related to them. The videos are also used as a teaching approach to show students how mechanics concepts are applied. Learning is taken place through a combination of observational learning, experiential learning, activity preparedness, and reflective learning. Prior to doing their activities, students are required to view their respective videos as instruction. Afterward, they have the opportunity to watch all of the remaining videos. With this process, students begin to understand the activities before beginning, then continue to reflect on it after completion and through the viewing of other concepts. Thereby, reinforcing the material by improving deeper learning and memory retention. For the study, three groups of students were assessed based on their exposure to the material. The benefits of using these videos was positively determined based on comparing the assessment results of, students who have watched the videos and done the activity, those who have only watched the videos, and upper years who have had no exposure to videos or activities. The highest retention of the material was in the group who both viewed the videos and did the activity. Also, those who only watched the videos had greater retention of the content than those with no exposure to the activities at all.

Al-Hammoud, R., & Gibson, C. (2019, June), Mechanics Knowledge Enhanced with Videos Illustrating Concepts Experienced with Hands-on Activities Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33099

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