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María Jesús GONZÁLEZ-FERNÁNDEZ, Fernando AGUILAR , Jesús M. GARCÍA-ALONSO, Eduardo MONTERO

A REVIEW OF STREAMING VIDEO ON THERMAL SOLAR ENERGY TOPICS FOR TEACHING PURPOSES IN ENGINEERING EDUCATION. María Jesús GONZÁLEZ-FERNÁNDEZ, Fernando AGUILAR , Jesús M. GARCÍA-ALONSO, Eduardo MONTERO Department of Electromechanical Engineering, University of Burgos, Spain www.ubu.es.

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María Jesús GONZÁLEZ-FERNÁNDEZ, Fernando AGUILAR , Jesús M. GARCÍA-ALONSO, Eduardo MONTERO

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  1. A REVIEW OF STREAMING VIDEO ON THERMAL SOLAR ENERGY TOPICS FOR TEACHING PURPOSES IN ENGINEERING EDUCATION María Jesús GONZÁLEZ-FERNÁNDEZ, Fernando AGUILAR, Jesús M. GARCÍA-ALONSO, Eduardo MONTERO Department of Electromechanical Engineering, University of Burgos, Spain www.ubu.es

  2. CITY OF BURGOS • 175.000 inhabitants • Medieval origin city • (founded in the 880s) • Industrial environment

  3. UNIVERSITY OF BURGOS • Staff: 700 professors/lecturers • Students: 8500 • Faculties&Schools • Faculty of Sciences • Faculty of Laws • Faculty of Economics • Faculty of Humanities & Education • Higher Polytechnic School • School of Nursing • School of Tourism

  4. CONTENTS • Introduction • Streaming video in higher education • Streaming video on thermal solar energy topics: a review • Conclusions

  5. INTRODUCTION 1/2 • The applications and potential benefits of the use of video in teaching and learning started with the analogue videotapes in the early seventies. • With the advent of digital video, video resources can be distributed to students via CD-ROM or DVD, on-line via the Internet, and embedded within other computer-based learning resources. • Digital video permits more effective interactivity and control, as video elements can be quickly selected by the user, or controlled by a computer program, in any desired sequence.

  6. INTRODUCTION 2/2 • While the technical requirements for digital video production may now be less demanding, the production of quality learning content still requires appropriate expertise. • This paper presents a review on educational or professional streaming video that can be used as teaching materials for thermal solar energy courses. (production of domestic hot water or space heating in buildings, empowering the use of renewable energies)

  7. STREAMING VIDEO IN HIGHER EDUCATION 1/3 • Streaming video: video which can be played by means of an Internet data stream, directly on a web site, in real time, without having to download previously • The video does not need to be downloaded as a discrete file • No need of distribution to each user; but need access to the Internet with reasonable bandwidth • hyperlinks can easily be inserted into any on-line learning resource, such as a web-page or Virtual Learning Environments

  8. STREAMING VIDEO IN HIGHER EDUCATION 2/3 • To what extent did the students learn from the video or from any number of additional resources? • Literature review criteria: • the educational purpose • the educational focus on image and sound, interactivity or integration • technical and implementation issues • the comparison of practical and educational requirements. • Developing one’s own teaching streaming video could be an expensive and time consuming task, while using already available video could be easier and inexpensive

  9. Common uses of streaming video in engineering education

  10. STREAMING VIDEO ON THERMAL SOLAR ENERGY TOPICS: A REVIEW • Short review on streaming video that can be used as teaching materials for thermal solar energy courses (only English language) • Limited scope: only thermal solar systems for the production of domestic hot water or space heating • Contents cover solar system descriptions, lectures, maintenance topics, self-made solar collectors, technical videos and professional items. • Only videos with some pedagogical benefit haven been included, discarding those with commercial or popular do-it-yourself purposes. Repetitive videos on the same concept have been also discarded. • Search on websites such as YouTube, Vimeo or TeacherTube, and Educational Digital Libraries as NEEDS or MERLOT; performed 10th-20th January 2013

  11. STREAMING VIDEO ON THERMAL SOLAR ENERGY TOPICS: Lectures Lecture videos consist mostly in teacher lecturing, video slides (text and pictures), or a combination of those. The addressed topics are more specific (introduction to solar energy, insulation of solar collectors, etc.) Besides they are scarce, lecture videos devoted to technical concepts (design criteria, evaluation of energy performance, feasibility of installations, etc.) present complex concepts and long time play. However, they are very useful as teaching material repository to be recovered by the student when needed.

  12. STREAMING VIDEO ON THERMAL SOLAR ENERGY TOPICS: Instructional Instructional and simulation videos are very useful for visual learners as they explicit solar devices components and functions, build-up processes of solar collectors, inspection tasks, and so on. For example, the description of the components and assembly process of a plate solar collector could help the understanding of the mechanisms of energy efficiency involved, such as selective surfaces to improve solar radiation capture, convective and radiative energy losses of the solar collector, or the method to compute the energy performance of the solar collector.

  13. STREAMING VIDEO ON THERMAL SOLAR ENERGY TOPICS: Simulation These videos help students to fix visual concepts to be attached to the scientific and technical concepts of energy behavior of solar thermal systems.

  14. STREAMING VIDEO ON THERMAL SOLAR ENERGY TOPICS: Real life Real life videos are more useful to understand the complexity of the industrial mode of solar devices production, involving automatisms, robotic production, productivity of the industrial processes, or technological improvements. The student can then relate the solar energy course with other curricula subjects, adopting a more integrated and broad vision of the engineer role.

  15. CONCLUSIONS • A review of literature criteria for developing and selecting streaming video teaching materials for engineering education within the frame of active approach to learning has been presented. • As most engineering students are visual learners, the use of video as teaching tool can help students learn in ways they find most effective and broaden their repertoires for learning. • In addition, a review on video teaching materials on solar energy for water or space heating serves as an example of addressing engineering and professional learning outcomes when used for educational purposes. • Classification as lecture, instructional, simulation and real life videos could help potential users to better understand the teaching opportunities when considering using videos in solar thermal energy courses.

  16. A review of streaming video on thermal solar energy topics for teaching purposes in engineering education THANK YOU The authors thank the Vicerrectorado de Profesorado of the Universidad de Burgos, for the funding of this project within its Educational Innovation Program, 2013

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