The Online Revolution From e-books to MOOCs: Coping, adapting, embracing

1. The Online Revolution From e-books to MOOCs: Coping, adapting, embracing Intro Frank Vahid UC Riverside Smita Bakshi Zyante CEO Systems Diane Rover Iowa State Univ. Research Yacob Astatke Morgan State Univ. Experiences Options FV

2. OUTLINE • Introduction • Overview of MSU and our ECE program • Need for online ECE program • Online ECE Course Design • Current status of our online course development • Future Work Growing the Future, Leading the World

3. INTRODUCTION • The use of technology in the classroom has greatly impacted engineering education during the last 20 years. • BUT, traditional method of teaching, i.e. lecturing or “chalk-and-talk”is still dominant. • Instructors need to deliver course content that students can access from anywhere at any time. • WHY : today’s students expect it !!!

4. Overview of MSU • Morgan State University (MSU) is an HBCU located in Baltimore, Maryland • ~8,000 students (Institution) • ~1,100 students (Engr) • ~500 students (ECE) Growing the Future, Leading the World

5. Overview of our ECE program • MSU is a member of Historically Black Colleges and Universities (HBCU): 105 total • Only 14 HBCUs offer engineering programs • MSU engineering program established in 1984 • Currently the #1 producer of African American engineers in the state of MD in ECE, CE, IE.

6. The need for Online ECE program • Trends in higher education for the past 10 years have shown that enrollments in online courses or online degree programs have been growing substantially faster (17%) than overall higher education enrollment (1.2% ). • One discipline that has lagged behind all others in the development and delivery of online education is engineering.

7. The need for Online ECE program • The majorities of online engineering programs currently available are at the Master of Science level, and are geared towards professional engineers. • Only a handful universitiesnationwide offer undergraduate BS degree program completely online. • Need in MD : 2005 Base Realignment and Closure (BRAC).

8. The need for Online ECE program • Projected to bring 28,000 positions to the state, primarily in the Harford and Anne Arundel County areas • Problem: no four year engineering program in that area. • Only two Community Colleges  Harford (HCC) Cecil Community Colleges (CCG)

9. The need for Online ECE program • Students enrolled at HCC , and CCG that are interested in pursuing engineering as a transfer student, have to travel or relocate to: • MSU  Baltimore City (26 miles), • UMBC  Baltimore County (42 miles), • UMCP  Prince George’s County (65 miles) • Univ of DE  Newark Delaware (35 miles) • MSU has signed a MOU with HCC to offer an Electrical Engineering degree program.

10. The need for Online ECE program • MSU will deliver a combination of face-to-face (F2F) courses on the campus of HCC and online courses that will be offered directly from the campus of MSU. • MSU offers to first and only completely online ECE program in the State of MD Growing the Future, Leading the World

11. Online ECE Course Design Course Development Approach • Phase I - Implementation of the Mobile StudioTM Technology and Pedagogy • Phase II - Implementation of the PanoptoFocusTM Lecture Capture technology • Phase III - Implementation of the Adobe ConnectTM Video Conferencing software Growing the Future, Leading the World

12. Online ECE Course Design Growing the Future, Leading the World

13. Online ECE Course Design Phase I – Implementation of the Mobile StudioTM Technology and Pedagogy • Project funded by the NSF in 2008. It involves 5 universities • Goal: to enable hands-on exploration of STEM  education  principles. Growing the Future, Leading the World

14. Online ECE Course Design Phase I – Implementation of the Mobile StudioTM Technology and Pedagogy • It is a small, and inexpensive ($150) hardware platform for use in a home, classroom or remote environment. • Advantage it replaces a rack of equipment that is equivalent to $5,000 to $10,000 USD. Growing the Future, Leading the World

15. Online ECE Course Design Phase I – Implementation of the Mobile StudioTM Technology and Pedagogy • The MS-Board contains the 6 different instruments • 2 Channel Scope & Function Generator • +4V & -4V DC power supplies • 16 Digital I/O ports & Spectrum Analyzer Growing the Future, Leading the World

16. Online ECE Course Design Phase I – Implementation of the Mobile StudioTM Technology and Pedagogy • We redesigned various laboratory and design experiments using sound pedagogy. • Key issue: device is USB powered  Max Voltage is: +4V or – 4 Volts. We also use 9V batteries Growing the Future, Leading the World

17. Online ECE Course Design Phase I – Implementation of the Mobile StudioTM Technology and Pedagogy Growing the Future, Leading the World

18. Online ECE Course Design Phase I – Implementation of the Mobile StudioTM Technology and Pedagogy Growing the Future, Leading the World

19. Online ECE Course Design Phase I – Implementation of Online Labs on Filter Design using the Agilent X Series Scopes with LAN Access ($1,000 USD) Growing the Future, Leading the World

20. Online ECE Course Design Phase I – Implementation of Online Labs on Filter Design using the Agilent X Series Scopes with LAN Access Growing the Future, Leading the World

21. Online ECE Course Design Phase I – Implementation of Online Labs on Filter Design using the Agilent X Series Scopes with LAN Access Growing the Future, Leading the World

22. Online ECE Course Design Phase I – Implementation of the Mobile StudioTM Technology and Pedagogy • We tested the new technology and pedagogy on face to face (F2F), i.e. regular students for 2 years. • Students completed their design projects at home, in their dormitories, or in the library. Growing the Future, Leading the World

23. Online ECE Course Design Phase I – Implementation of the Mobile StudioTM Technology and Pedagogy • Advantage for students  freedom to work on design projects anywhere/anytime. • Advantage for department decreases the wear and tear on expensive equipment. Growing the Future, Leading the World

24. Online ECE Course Design Phase I – Comparison of Portable ECE Lab equipment • MS Board (RPI)  $150 • MyDaq (TI)  $200-$250 • Electronics Explorer (Digilent)  $199 - $250 • Agilent X-Series Scope+FG  $1,000 • Analog Discovery (Digilent)  $99 - $150 Growing the Future, Leading the World

25. Online ECE Course Design Phase II – Implementation of the Panapto FocusTM lecture capture technology • We used it to capture and record a synchronized version of the text (using PowerPoint), audio, and video from the daily lectures of the F2F ECE courses. • Goal: allow online students to follow the lectures and class discussions that occur in the regular courses. Growing the Future, Leading the World

26. Online ECE Course Design Phase II – Implementation of the Panapto FocusTM lecture capture technology • The online students follow the lessons at their own pace and time: live stream or podcasts • They can also send their questions to the instructor using email, video conferencing, chat rooms, or over the telephone. Growing the Future, Leading the World

27. Online ECE Course Design Phase II – Implementation of the Panapto FocusTM lecture capture technology Growing the Future, Leading the World

28. Online ECE Course Design Phase II – Implementation of the Panapto FocusTM lecture capture technology Growing the Future, Leading the World

29. Online ECE Course Design Phase II – Implementation of the Panapto FocusTM lecture capture technology Growing the Future, Leading the World

30. Online ECE Course Design Phase II – Implementation of the Panapto FocusTM lecture capture technology Growing the Future, Leading the World

31. Online ECE Course Design Phase III – Implementation of the Adobe ConnectTM video conferencing software • To allow the online students to complete their project and laboratory experiment demonstrationscompletely online. • Course instructor can schedule an online project or laboratory experiment demonstration time with students. Growing the Future, Leading the World

32. Online ECE Course Design Phase III – Implementation of the Adobe ConnectTM video conferencing software Growing the Future, Leading the World

33. Online ECE Course Design Phase III – Implementation of the Adobe ConnectTM video conferencing software Growing the Future, Leading the World

34. Online ECE Course Design Phase III – Implementation of the Adobe ConnectTM video conferencing software Growing the Future, Leading the World

35. Online ECE Course Design Phase III – Implementation of the Adobe ConnectTM video conferencing software Growing the Future, Leading the World

36. Online ECE Course Design Phase III – Implementation of the Adobe ConnectTM video conferencing software Growing the Future, Leading the World

37. Results of our Online Courses • The use of the lecture video capture technology has allowed the online students to perform as well as the F2F students (Electric Circuits)

38. Results of our Online Courses • The use of the lecture video capture technology has allowed the online students to perform as well as the F2F students (Signals and Systems)

39. Conclusion and Future Work • MSU has completed the development of its online B.S. ECE program (Fall 2013-start) • We are willing to share our experiences with other institutions that are interested.

40. Acknowledgments • NSF “Smart Lighting Engineering Research Center (ERC)” • NSF “Center for Mobile Hands-On STEM Education” • Maryland Higher Education Commission (MHEC) QUESTIONS ????