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ICEE 2005

ICEE 2005. E-learning Tools to Supplement and Substitute Activities in an Electric Circuits Course. LAMBDA. Ana Pavani Laboratório de Automação de Museus, Bibliotecas Digitais e Arquivos Departamento de Engenharia Elétrica Pontifícia Universidade Católica do Rio de Janeiro Brazil.

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ICEE 2005

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  1. ICEE 2005 E-learning Tools to Supplement and Substitute Activities in an Electric Circuits Course

  2. LAMBDA Ana Pavani Laboratório de Automação de Museus, Bibliotecas Digitais e Arquivos Departamento de Engenharia Elétrica Pontifícia Universidade Católica do Rio de Janeiro Brazil

  3. Electric Circuits

  4. One of the building blocks of the courses in • Automation Engineering • Computer Engineering • Electrical Engineering

  5. A one semester discipline taught in the 5th of a 10 semester course with • Lectures • Exercises • Computer simulations • Laboratory experiments

  6. ICT tools to support learning

  7. ICT is useful to support learning • Connectivity – to be used everywhere • Enhancement of learning materials – multimedia, interaction, hypermedia, etc. • Communication tools – synchronous and asynchronous

  8. Electric Circuits +

  9. A one semester discipline taught in the 5th of a 10 semester course with • Lectures • Exercises • Computer simulations • Laboratory experiments • E-learning courseware

  10. Why e-learning courseware?

  11. Because... • It adds teaching tools • It does not compete with the traditional activities • It offers activities that are different from the traditional ones • It can be used 24/07 • It can be used from everywhere

  12. and... • Students like it (a survey showed it!!)

  13. The Brazilian Context

  14. 1995-2001 – legislation to set the conditions for e-learning activities to totally or partially substitute for traditional activities • A plan must be submitted to government authorities • Only a percentage of course time can be used in e-learning acitivies in place of regular face-to-face classes

  15. This Project

  16. Main objective Develop, implement, test and evaluate a set of ICT supported activities and tools that allow the classroom hours to be reduced by substituting the online activities for some of them

  17. Secondary objective Create a learning opportunity/environment for undergraduate students in the development, implementation, testing and evaluation of the tools

  18. Activities

  19. Development of courseware in hypertext with animations + a printable version (this was the embryo of the project) • Use of distance learning & digital library system to distribute it (the system was already used for other functions) • Development of interactive and/or animated exercises for students to practice

  20. Why interactive and/or animated exercises?

  21. Because they allow... • Online checking of results • Dynamic commenting of the mistakes • Online presenting the correct results • Changing parameters and/or functions every time the exercise is used • Using images, animations and graphics in an area that deals with dynamic behavior

  22. Different types of exercises

  23. Energy consumption in everyday life

  24. Energy consumption in everyday life

  25. Energy consumption in everyday life

  26. Energy consumption in everyday life

  27. Animation & interaction – Instructions

  28. Animation & interaction – Type 1 – Fill in the results

  29. Animation & interaction – Type 1 – Fill in the results

  30. Animation & interaction – Type 1 – Fill in the results

  31. Animation & interaction – Type 1 – Fill in the results

  32. Animation & interaction – Type 2 – Multiple choice

  33. Animation & interaction – Type 2 – Multiple choice

  34. Animation & interaction – Type 2 – Multiple choice

  35. Animation & interaction – Type 3 – True or false

  36. Current status

  37. Students’ opinions

  38. Use of discussion forums to address topics that are related to the students’ courses but are not in the syllabus • The cientists who wrote the history of electricity • Why choosing engineering and, besides that, automation, computer or electrical for your profession? • How electricity changed our lives in the last 100 years • The history of EE in Brazil • The future of technology

  39. Discussion forums

  40. Have been used since 2000 • Are asynchronous • Do not fill in boxes of e-mails • Writings are posted for all to read • Discussion threads can be identified • Are constructors of knowledge (MSc Thesis presented by Estela Martins, 2003)

  41. Students requested • Forums to discuss topics in the syllabus • Forums with students in other courses

  42. Next step

  43. Electric Circuits +-

  44. Submit request to modify the Circuits discipline to • Reduce 2 weekly hours of lectures (from the current 6) • Have 2 weekly hours of lab activities • Use 2 weekly hours of ICT supported activities

  45. Thank you! Muito obrigada!

  46. Aknowledgement This work was partially financed by PIBIC – Programa Institucional de Iniciação Científica of CNPq – Conselho Nacional de Desenvolvimento Científico e Tecnológico, Brazil.

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