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Quasi Interactive Video: An Innovative Approach to the Delivery of Laboratory Courses Abstract

Quasi interactive video material has proved to be a very effective teaching tool for first year electronic classes at RMIT University and has been the subject of a previous ASEE paper and presentation[1].

Quasi interactive video material at RMIT is offered as an addition to and not instead of regular lecture classes and takes its name from the fact that lectures are not merely filmed but the videos are scripted, filmed and produced in a manner that makes the student feel that he or she is actively engaging with the presenter.

Building on the success of the quasi interactive videos for first year lecture classes and in an effort to overcome many of the problems associated with laboratory instruction, the authors set out to undertake a pilot project to see if quasi interactive video could also be introduced to aid student learning in the traditionally challenging area of laboratory teaching.

This paper outlines the pilot approach taken and the rationale for lab video production. It also explains the lab structure and the video production methods used. Feedback was sought from students and laboratory instructors and this is discussed. Finally the paper outlines the many benefits and advantages in producing a test series of quasi interactive videos to supplement laboratory teaching in first year electronics, which include more uniform quality and consistency across all lab sections, as well as the opportunities for use in distance education.

Introduction

The continued success of video material for the first year electronics course at RMIT University has prompted video development in other courses as well as development for promotional purposes.

Since video material first became available at RMIT, students have been consistently requesting videos for other courses and also for laboratories. The laboratory has often proved to be the most difficult and daunting course, particularly for first year students, and there are a number of reasons why this is the case.

The laboratory environment is quite different to the lecture theatre and laboratory classes have traditionally suffered from tremendous variability of instruction. In large first year classes there will almost always be many lab sections with many different lab instructors, which compounds the problem. Students have identified laboratory instruction as a consistent weakness in RMIT’s Engineering program.

As a result of the above, the authors felt that it was appropriate to undertake a pilot project to determine the viability of lab video production. A series of six videos were produced for this purpose with the intention of providing a general introduction to the labs as opposed to a week

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Burton, P., & Kumar, S., & Kumar, D. (2006, June), Quasi Interactive Video: An Innovative Approach To The Delivery Of Laboratory Classes Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--753