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Technology Enabled Content In Engineering Science Curriculum

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2005 Annual Conference


Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005



Conference Session

Innovative Curriculum in ET

Page Count


Page Numbers

10.1249.1 - 10.1249.10



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Paper Authors

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Richard Miller

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Joyce Pittman

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Virginia Elkins

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Max Rabiee

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Eugene Rutz

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Technology-Enabled Content in Engineering Science Curriculum Eugene Rutz, Virginia Elkins, Joyce Pittman, Max Rabiee, and Richard Miller University of Cincinnati

Abstract Engineering technology technical courses often have both lecture and accompanying laboratory sessions. The laboratory assignments reinforce the understanding of the topics studied during the lecture sessions. A planning grant was awarded from the National Science Foundation through their Bridges for Engineering Education Program to develop technology-enabled content in engineering science courses. Content was developed to appeal to a variety of learning styles and to support student-centered learning. This paper will describe the content development and delivery and discuss the impact it had on engineering technology education.

Course / Content Development Content was developed to support a course in Flexible Automation offered in the College of Applied Science. The content was developed collaboratively among educational technology experts in the College of Engineering, faculty from the College of Applied Science, and experts in instructional design in the College of Education. The project sought to develop content that would appeal to a variety of student learning styles and thus better engage the students in the learning process1. The various modes of instruction developed during the project were categorized as:

• Read It – text and illustrations to appeal to visual learners / linguistic learners • Watch It – streaming media presentation to appeal to visual learners / auditory learners • Visualize It – animations to appeal to spatial learners / visual learners • Try It – active exercises to appeal to kinesthetic learners / active learners

Guidelines based on models of best practice2,3 were established for content creation to ensure instructional design appropriate for technology-mediated education was used. These guidelines were developed by the collaborators from the College of Education and the participating faculty. Each of the instructional modalities listed above had an associated content development guideline. These guidelines are shown in Figures 1 - 4.

With these guidelines in place, material was developed by graduate assistants working with faculty, instructional designers, and the project manager. The new materials were developed to be a supplement and / or extension of the “traditional” materials and to be delivered via the web or CD-Rom. Animations and active exercises were derived from materials presented in the textbooks to be consistent with that resource. Streaming media presentations and web-based text and graphics were derived from both the course text and other standard texts to provide a richer educational resource.

Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education

Miller, R., & Pittman, J., & Elkins, V., & Rabiee, M., & Rutz, E. (2005, June), Technology Enabled Content In Engineering Science Curriculum Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--15172

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