Technology and learning objects in the engineering technology classroom

Ronald Rockland, Howard Kimmel, Linda Hirsch, John Carpinelli, Levelle Burr-Alexander

Research output: Contribution to journalConference articlepeer-review

1 Scopus citations

Abstract

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 classroom, and the ability to hold "remote" extra help classes. 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.

Original languageEnglish (US)
JournalASEE Annual Conference and Exposition, Conference Proceedings
StatePublished - Jan 1 2010
Event2010 ASEE Annual Conference and Exposition - Louisville, KY, United States
Duration: Jun 20 2010Jun 23 2010

All Science Journal Classification (ASJC) codes

  • Engineering(all)

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