June 20, 2010
June 20, 2010
June 23, 2010
15.1197.1 - 15.1197.7
Technology and Learning Objects in the Engineering Technology Classroom
There was a time when using technology in the classroom meant showing PowerPoint slides. In recent years there has been a dramatic increase in different technologies and computer applications that have enabled instructors to provide additional learning outside the classroom, to provide videos of teacher classroom instruction as well as additional lectures beyond the es.
However, following the same pedagogical approach as used in a traditional face to face classroom setting is not the best use of this technology. Too often, faculty use some of the newer technologies to video their entire classroom lecture, with the idea that students will learn by viewing an hour or two worth of material. A better approach is to combine these technologies with the concept of learning objects, which are digital resources that can be used and re-used to support student learning.
This paper will describe the implementation of a learning object model in an upper division circuit analysis course within an Electrical and Computer Engineering Technology program. The course is taught face to face, and the instructor had been teaching it for over 12 years. By utilizing the learning object model, assessments of each learning object were developed, relating each learning object to various student work homework, lab reports, tests and presentations. PowerPoint was used to create the material for each learning object, and both Multisim 10.1 and Mathtype 6.5 were used to create the visuals and equations. Camtasia Relay was used to create the videos for each learning object, and they were stored in the school portion of iTunes University. A course management system (Moodle) was used to establish out-of-class communication among students and between the instructor and students. The instructor also used Moodle to post links to the learning object videos and to provide additional support materials.
Examples of these learning objects will be shown in this paper, as well as the problems and the amount of effort involved in developing and creating these earning objects. The paper will also describe the assessment of this concept related to increasing student learning.
Instructional delivery and the use of technology have changed over the years. Faculty need to identify effective strategies that could improve and strengthen academic programs in order to meet the learning needs of all students, especially the Net Generation students1. While technology at one time meant an overhead projector, over the last decade typical technology use in the classroom revolved around PowerPoint slides of class lessons. However, there have been recent advances, both in software, hardware and Internet delivery that allow a next generation of videos to enhance learning in the classroom.
Rockland, R., & Kimmel, H., & Hirsch, L., & Carpinelli, J., & Burr-Alexander, L. (2010, June), Technology And Learning Objects In The Engineering Technology Classroom Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--15736
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2010 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015