scholarly journals THE UNIVERSITY OF ALBERTA CHEMICAL ENGINEERING CAPSTONE DESIGN COURSE GOES FLIPPED!

2015 ◽  
Author(s):  
Marnie V. Jamieson ◽  
Len Church ◽  
Frank Vagi ◽  
William Pick ◽  
Tracy Onuczko ◽  
...  
Keyword(s):  
Student Engagement ◽  
Chemical Engineering ◽  
Course Design ◽  
Independent Learning ◽  
Individual Student ◽  
Digital Learning ◽  
University Of Alberta ◽  
Online Format ◽  
The University ◽  
Capstone Design

The Capstone Design Course instructional team was selected to participate in the digital learning initiative at the University of Alberta. The goals of this initiative are to increase student engagement and promote flexible, independent learning. The objectives of the instructional team were to enhance the interactions between instructors and student design teams in the face of increasing enrolment and to align the course strategically with attributes expected for graduating engineers set out by the University and elaborated in the Canadian Engineering Accreditation Board (CEAB) Guidelines. Existing course materials were redeveloped to an asynchronous online format for individual student engagement and related activities were completed in class. Course delivery effectiveness is being evaluated by comparison with previous cohorts, improvements in post course student self-assessment, student engagement and satisfaction, and will include post course interview and survey data. This preliminary report focuses on elements of course design and preliminary findings.

scholarly journals ONLINE LEARNING ELEMENT DESIGN – DEVELOPMENT AND APPLICATION EXPERIENCES

2017 ◽  
Author(s):  
Marnie V. Jamieson ◽  
John M. Shaw
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Chemical Engineering ◽  
Independent Learning ◽  
Individual Student ◽  
Digital Learning ◽  
Design Development ◽  
University Of Alberta ◽  
The University ◽  
Capstone Design

The Capstone Design Course instructional team was selected to participate in the digital learning initiative at the University of Alberta. The goals of this initiative are to increase student engagement and promote flexible, independent learning. The objectives of the instructional team were to enhance the interactions between instructors and student design teams in the face of increasing enrolment and to align the course strategically with attributes expected for graduating engineers set out by the University of Alberta and elaborated in the Canadian Engineering AccreditationBoard (CEAB) Guidelines. Existing course lecture materials were redeveloped into an asynchronous online format for individual student engagement. Related inclass team-learning activities were prepared andimplemented. This report focuses on the design of online learning elements connected to in class active learning and project applications and our experiences with them over the course of a two-year pilot project. This paper is a follow up to “The University of Alberta Chemical Engineering Capstone Design Course Goes Flipped!”

scholarly journals STUDENT AND INSTRUCTOR SATISFACTION AND ENGAGEMENT WITH BLENDED LEARNING IN CHEMICAL ENGINEERING DESIGN

2019 ◽  
Author(s):  
Marnie Vegessi Jamieson ◽  
John M Shaw
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Chemical Engineering ◽  
Digital Learning ◽  
Course Structure ◽  
University Of Alberta ◽  
Student Cohorts ◽  
Self Assessments ◽  
Instructor Satisfaction ◽  
The University

  Abstract – The capstone Chemical Engineering Course was used to pilot blended learning as part of an ongoing digital learning initiative at the University of Alberta. A blended learning course structure was designed, implemented, evaluated, and redesigned using a Canadian Engineering Accreditation Board (CEAB) Graduate Attribute (GA) based continuous improvement process over a two-year pilot period. Graduate Attributes were measured using student self-assessments, instructor assessments, and through an arms length study on student engagement and satisfaction conducted with student cohorts. This contribution focuses on the results of independent interviews conducted with student cohorts during the pilot period, instructor interviews, and the data analysis of the student satisfaction and engagement surveys. Instructors were satisfied with the increased interaction with students during class time even with increased enrollment. Student satisfaction was higher for students with lower self reported GPAs, and student engagement improved in the second year of the pilot. Details of these and other outcomes are presented and discussed.  

The Community of Inquiry Framework, Online and Blended Learning, and the i2Flex Classroom Model

2021 ◽  
pp. 1-17
Author(s):  
Karen Swan
Keyword(s):  
Learning Environments ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Course Design ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
University Of Alberta ◽  
Community Of Inquiry Framework ◽  
The University

The community of inquiry (CoI) framework was developed by researchers at the University of Alberta who were interested in exploring the learning that took place among participants in online discussions. Garrison, Anderson, and Archer grounded their thinking in Dewey's progressive epistemology which placed inquiry within a community of learners at the center of the educational experience. The CoI model they created conceptualizes learning in online environments as supported by three interacting presences – social presence, cognitive presence, and teaching presence. This chapter will describe the CoI framework, briefly review research supporting its efficacy in online course design and implementation, and explore how the framework can be applied to blended and online learning environments in general and the i2Flex model in particular.

scholarly journals SCALABILITY OF A GRADUATE ATTRIBUTES ASSESSMENT AND CONTINUOUS IMPROVEMENT PROCESS

2015 ◽  
Author(s):  
Steven Dew ◽  
Robert Driver ◽  
Glen Thomas ◽  
Mrinal Mandal ◽  
Phillip Choi
Keyword(s):  
Continuous Improvement ◽  
Individual Student ◽  
University Of Alberta ◽  
Graduate Attributes ◽  
Continuous Improvement Process ◽  
Student Assessments ◽  
Improvement Process ◽  
Key Aspects ◽  
The University ◽  
Naive Approach

The recent Canadian Engineering Accreditation Board (CEAB) requirements mandating a graduate attributes (GA) assessment and continuous improvement process present a potentially huge burden for assessment, analysis and data management. Designing a robust GA management system and scaling to a large multi-program engineering faculty represents a significant challenge. This paper presents a hierarchical approach developed at the University of Alberta to address these challenges for one of the largest programs in Canada. A set of specific overarching principles has allowed us to significantly reduce the overall task. Key aspects include the exploitation of common indicators and measures where possible. The system currently employs 451 measures and 93,240 individual student assessments vs potentially about 1000 measures and 106 student assessments for a similar, but naïve, approach. A multiyear strategy is described to monitor progress and demonstrate a continuous improvement system.

scholarly journals Effective Coordination of Capstone Design Work Using Milestones

2018 ◽  
Author(s):  
Michel F. Couturier ◽  
Guida Bendrich ◽  
Francis Lang
Keyword(s):  
Chemical Engineering ◽  
Final Report ◽  
Design Work ◽  
Management Framework ◽  
Engineering Program ◽  
Continuous Feedback ◽  
Added Benefit ◽  
The University ◽  
Better Than ◽  
Capstone Design

 Abstract – A universal management framework has been developed for coordinating the work of students and mentors in the capstone design course offered in the Chemical Engineering program at the University of New Brunswick. The framework makes use of seven evenly spaced milestones to pace the students through their design project. The milestone documents describe the main tasks to be completed by students and apply to any client-based project. They also provide the marking scheme to be used by mentors when evaluating the team reports submitted at the end of each milestone. As an added benefit, the universal milestone framework also enables the progressive assembly of a high-quality final report since each milestone report is tailored to be a section of the final report. As expected, the performance of students on the final report is generally better than the average of their milestone grades. Furthermore, the universal framework ensures deliverables are consistent for every group regardless of their project, which results in a streamlined experience for both students and instructors. Student opinion surveys suggest that students appreciate the frequency of the milestones, which allows for continuous feedback and appropriate pacing.

scholarly journals 6. Do I Do This In My Own Time? Using Induction Week to Maximize Student Engagement

2011 ◽  
Vol 4 ◽  
pp. 31
Author(s):  
Jane Williams
Keyword(s):  
Student Engagement ◽  
Information Literacy ◽  
Education Program ◽  
Potential Problem ◽  
Course Design ◽  
Academic Life ◽  
Student Life ◽  
New Development ◽  
New Students ◽  
The University

This study presents a project undertaken to address a potential problem in getting new students to engage with their academic life. In September 2009, a new course design was introduced into the BA (Hons) Education program at the University of Wales, Newport. The course team was keen to ensure this new development did not lead to a fragmentation of the new cohort, and wanted to develop an approach to aid the formation of a group identity early on. They decided to introduce a non-assessed group activity during induction week: the new cohort was given the task of creating a video guide to information literacy within the first four weeks of the course. The project resulted in the creation of video guides, and demonstrated that students engaged in a focused manner with a range of services and developed a level of awareness and familiarity to support them during their student life.

Mobile learning and student engagement in remote field activities

First Monday ◽  
2019 ◽  
Author(s):  
Anthony Ralston ◽  
Guillermo Hernandez ◽  
Miles Dyck ◽  
M. Derek MacKenzie ◽  
Sylvie A. Quideau
Keyword(s):  
Field Study ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Course Design ◽  
Field Studies ◽  
Hard Copy ◽  
Pedagogical Change ◽  
University Of Alberta ◽  
The University ◽  
The Impact

This research is centred on an investigation of the potential for the use of mobile learning in remote field study locations by university students. The study focused on both geospatial concepts and abilities, instructional design methodologies and the impact of learning through the use of mobile devices and online learning. The study group included a total of 118 students enrolled in the University of Alberta, in the Department of Renewal Resources. The research methodology included mixed method approach that included the dissemination of online surveys, feedback forms completed during field study, and anecdotal data collected by instructors. A major pedagogical change in the course design resulted in students accessing mobile devices in place of traditional hard-copy maps in order to conduct their field studies.

scholarly journals AN INSTRUCTOR’S EXPERIENCE OF IMPLEMENTING BLENDED LEARNING IN ENGINEERING: BENEFITS AND CHALLENGES

2017 ◽  
Author(s):  
Samer Adeeb ◽  
Carol Brown ◽  
Norma Nocente
Keyword(s):  
Blended Learning ◽  
Environmental Engineering ◽  
Learning Approach ◽  
Engineering Analysis ◽  
Student Surveys ◽  
University Of Alberta ◽  
Engineering Program ◽  
Online Videos ◽  
Online Format ◽  
The University

This paper discusses how a blended learning approach was implemented in two courses in the Civil and Environmental Engineering program at the University of Alberta: CivE 398 (Introduction to Continuum Mechanics); and CivE 295 (Civil Engineering Analysis II). During the blend, two approaches were used to convert content to an online format: first was the development of online videos that were used to complement either in-class or laboratory activities. The second approach was the development of an online textbook (https://sameradeeb.srv.ualberta.ca) with interactive examples which replaced a traditional paper textbook. For each approach, the tools that were used along with the associated costs will be presented. Changes to in-class or lab activities will be also be discussed, along with the associated challenges, and perceived advantages of the blended approach, from the instructor perspective. In addition, the preliminary results of student surveys related

scholarly journals Teaching System of Smart Learning Environment for Aerobics Course

2018 ◽  
Vol 13 (05) ◽  
pp. 165 ◽  
Author(s):  
Yanan Yu ◽  
Aili Qi
Keyword(s):  
Learning Environment ◽  
University Education ◽  
Independent Learning ◽  
Fuzzy Cognitive Map ◽  
Digital Learning ◽  
Smart Learning Environment ◽  
Teaching System ◽  
Smart Learning ◽  
University Course ◽  
The University

In the past digital learning environment, we required the multimedia facilities excessively and ignored the individual needs of learners, and the teaching resources existed depending on the equipment. The emergence of smart learning environment can meet people's independent learning, customized learning, smart learning and other requirements. Meanwhile, the “intelligence" of smart learning environment conforms to the teaching features of aerobics and other body-shaping courses, which can cultivate the learners’ innovation abilities and further optimize the teaching effect. In this paper, on the basis of the theory construction of smart learning environment, we designed a teaching system of smart learning environment for the university course Aerobics based on the Fuzzy Cognitive Map (FCM), conducted the application practice of the smart learning environment in the teaching of the university course Aerobics by the controlled experiment method, analyzed the difference of teaching effect in and out of a smart learning environment, and finally drew a conclusion, in order to provide some theoretical and data support for the application of smart learning environment in the teaching of physical education (PE) majors and other university education.

The Experiential Learning Design Accelerator

2021 ◽  
pp. 271-287
Author(s):  
Annie Kurtin ◽  
Megan Forecki ◽  
Abra McAndrew ◽  
Brian Mayer
Keyword(s):  
Experiential Learning ◽  
Design Thinking ◽  
Course Design ◽  
Selection Process ◽  
Learning Design ◽  
Digital Learning ◽  
Learning Tools ◽  
Iterative Development ◽  
Faculty Selection ◽  
The University

This chapter will describe the Experiential Learning Design Accelerator (the Accelerator) initiative at the University of Arizona and its impact on this campus. Specifically, this chapter will address the campus-wide faculty selection process, programmatic components of the Accelerator including topical workshops exploring themes such as reciprocity within community partnerships, iterative development embedded in student-facing assignments, and the design and execution of effective digital learning tools. Critically, this chapter will look at the foundational training in design thinking to inform course design and delivery.

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