Engineering education has conventionally been a subject taught and assessed in a traditional and structured format (Ditcher 2001). However, pressures on higher education, in terms of cost effectiveness, increase in student numbers in STEM related subjects, as well as evolving technologies and new practices, are driving profound changes in the delivery of engineering teaching (Deshpande and Huang 2011).
This paper draws on preliminary work carried out with both first and final year engineering students over the course of a 4-year pilot study, using video production and creation as an alternative assessment method.
Student digital skills and confidence, in relation to video projects, were evaluated, both before and after creation of videos. Online toolkits were then created using Xerte Online Toolkits (XOT) to support the students in the project, and to facilitate issues, such as timetabling and space restrictions, often facing large groups within engineering education.
Focus groups were carried out with the students on their use of the support materials, both pre and post concept.
This session will discuss how the project was implemented and supported, and will involve/include examples of the work created by the students. The impact of this project on the students’ skills will be discussed, along with feedback from the module’s teaching staff on the influence they felt this work had on the student’s academic progress.
I will also discuss lessons learnt over the duration of the pilot, and will examine student feedback from the recent 2013/2014 cohort of both first and final year engineering students.
Since technology enhanced learning is becoming more commonplace in Higher Education (Johnson, Adams et al. 2013), this work will demonstrate the effectiveness of providing students with an alternative form of inclusive assessment in an innovative digital form.
The methodology of this work is transferrable into other subject disciplines and can be embedded and supported using online reusable objects.
Deshpande, A. A. and S. H. Huang (2011). “Simulation games in engineering education: A state‐of‐the‐art review.” Computer Applications in Engineering Education 19(3): 399-410.
Ditcher, A. K. (2001). “Effective teaching and learning in higher education, with particular reference to the undergraduate education of professional engineers.” International Journal of Engineering Education 17(1): 24-29.
Johnson, L., et al. (2013). “The NMC horizon report: 2013 higher education edition.”
|Name||Rebecca Eva Vickerstaff|