Comparative evaluation of PBL and traditional lecturebased teaching in undergraduate engineering courses : evidence from controlled learning environment

Project and problem-based learning (PBL) has been widely recognised as an active, collaborative, cumulative and integrative learning approach that engages learners, motivates team creativity and centres on practical education. On the other hand, traditional lecture-tutorial teaching is often criticised for being a passive, surface learning and exam-focused approach. In spite of these evidence-based observations and claims over the years, the traditional lecture-tutorial teaching approach still dominates as the preferred teaching approach at Australian universities. This study sets up a control environment to compare these two teaching and learning approaches by analysing data from students' actual performance, course evaluation and expectation in two large undergraduate engineering courses in 2009 and 2010. The evidence reported in this study is broadly interesting in that both courses were taught by the same teaching staff using two entirely different learning and teaching approaches to the same cohort of students in the same semester within the same degree program. The analysis shows that there are significant differences between the students' actual performance, course evaluation and their expectation. Such conflicting differences may be some of the reasons that may negatively impact teaching staff deterring them from switching to PBL from traditional lecture-tutorial teaching.

Aligning students and staff perspectives in an engineering design curriculum

This paper focuses on the alignment of students and staff perspectives in an engineering design curriculum. Deakin University recognised the importance of student learning with engagement in design-centred education. Staff across the university are committed to ensure that students are engaged at a fairly deep learning level. Engaging students is an important aspect of learning and teaching process because it enhances the student to be self directed active learners. To measure the student engagement and staff experiences in learning and teaching process, Deakin engineering has used design based learning as one of its engineering learning principle. This study examines students perceptions of DBL in their curriculum through a paper based survey given to a cohort of senior year undergraduate engineering students. The research also illustrates the staff perceptions of DBL in engineering curriculum by conducting face-to-face interviews with them. From the analysed results, this research shows that the students and staff have an adequate experience of learning and teaching engineering through design based learning approach in an engineering design curriculum.

Identify kinetic features of fibers growing, branching, and bundling in microstructure engineering of crystalline fiber network

Fibers growing, branching, and bundling are essential for the development of crystalline fiber networks of molecular gels. In this work, for two typical crystalline fiber networks, i.e. the network of spherulitic domains and the interconnected fibers network, related kinetic information is obtained using dynamic rheological measurements and analysis in terms of the Avrami theory. In combination with microstructure characterizations, we establish the correlation of the Avrami derived kinetic parameter not only with the nucleation nature and growth dimensionality of fibers and branches, but also with the fiber bundles induced by fiber-fiber interactions. Our study highlights the advantage of simple dynamic rheological measurements over other spectroscopic methods used in previous studies for providing more kinetic information on fiber-fiber interactions, enabling the Avrami analyses to extract distinct kinetic features not only for fibers growing and branching, but also for bundling in the creation of strong interconnected fibers networks. This work may be helpful for the implementation of precise kinetic control of crystalline fiber network formations for achieving desirable microstructures and rheological properties for advanced applications of gel materials. This journal is © the Partner Organisations 2014.

Modelling of guided wave propagation with spectral element: application in structural engineering

Among many structural health monitoring (SHM) methods, guided wave (GW) based method has been found as an effective and efficient way to detect incipient damages. In comparison with other widely used SHM methods, it can propagate in a relatively long range and be sensitive to small damages. Proper use of this technique requires good knowledge of the effects of damage on the wave characteristics. This needs accurate and computationally efficient modeling of guide wave propagation in structures. A number of different numerical computational techniques have been developed for the analysis of wave propagation in a structure. Among them, Spectral Element Method (SEM) has been proposed as an efficient simulation technique. This paper will focus on the application of GW method and SEM in structural health monitoring. The GW experiments on several typical structures will be introduced first. Then, the modeling techniques by using SEM are discussed. © (2014) Trans Tech Publications, Switzerland.

A framework for understanding collaborative creativity in requirements engineering: Empirical validation

Requirements engineering (RE) often needs creativity in a form where interactions among stakeholders are particularly important: collaborative creativity. However, few studies have explicitly concentrated on understanding collaborative creativity in RE, resulting in a lack of well-founded advice for practitioners on how to support this aspect of RE. Through an online survey, this paper seeks empirical validation for a framework of factors characterising collaborative creative processes in RE. Within the limits of the validity of the study, the results show support for the utility of the framework: collaborative creativity seems to be a linear function of the mean score to all factors in the framework. Factors can be grouped, and the specific impact of each group on collaboration, value and novelty can be assessed.

Collaborative creativity in requirements engineering: analysis and practical advice

Requirements engineering (RE) often entails interdisciplinary groups of people working together to find novel and valuable solutions to a complex design problem. In such situations RE requires creativity in a form where interactions among stakeholders are particularly important: collaborative creativity. However, few studies have explicitly concentrated on understanding collaborative creativity in RE, resulting in limited advice for practitioners on how to support this aspect of RE. This paper provides a framework of factors characterising collaborative creative processes in RE. These factors enable a systematic investigation of the collaboratively creative nature of RE. They can potentially guide practitioners when facilitating RE efforts, and also provide researchers with ideas on where to focus when developing methods and tools for RE. © 2013 IEEE.

Students and staff perceptions of project/design based learning in an engineering curriculum

This paper focuses on the students and staff perceptions of project/design-based learning in an engineering curriculum. Engineering at Deakin University has used project/design based learning as one of its engineering learning principles for further development in learning and teaching. It is required to improve the learning and teaching process as a holistic approach from the perspective of students’ and staff over the entire degree program. Engaging students are an important aspect of the project/design based learning model which it helps students to be self-directed active learners. A project/design based learning environment helps a curriculum to practice career related skills for students, such as practical learning, problem solving, collaborative teamwork, innovative creative designs, active learning, and engagement with real-world assignments. The focus of this paper is to analyse the impact of project/design-based learning in an engineering curriculum. From the quantitative and qualitative analysis performed, the results are analysed and presented from a students’ and staff perspective about project/design based learning within the curriculum. This paper is also concerned with enhancing staff and students engagement through project/design based learning. The feedback was sought from students on project/design-based learning. Additional feedback is also needed from staff members who teach and perform research in engineering design. The survey results shows more than 50% of students and 75% of staff views on project/design based learning proven that the impact of project/design based learning is helps to enhance of student and staff interaction in the School of Engineering at Deakin University.

Cloud-based teaching in an engineering-physics course

This paper presents a transition from passive, traditional delivery of teaching to an active, “cloud-based” method, in a freshman engineering-physics course. The course is delivered to a traditional on-campus cohort, and also to an offcampus cohort by means of distance education and online learning. Cloud teaching refers to delivering education by means of websites and mobile-technology applications, where constant student attendance at the host campus is not always necessary. This is contrasted with traditional on-campus teaching, which occurs in a classroom. The use of lectures has been reduced while the use of tutorial and lab classes has increased. The new course structure was delivered for the first time in 2014, has run for two semesters, and will continue in 2015. It was found that student performance in the new structure was no worse than that in the older structure. Off-campus students in general welcomed the changes, while on-campus satisfaction did not change from before to after the transition.

How online learning in an engineering-physics course helped us flip the classroom

Distance education has developed in the past 25 years or so as a way of supplying education to people who would not have access to local college education facilities. This includes students who live in remote regions, students who lack mobility, and students with full-time jobs. More recently this has been renamed to "online learning". Deakin University in Australia has been teaching freshman engineering physics simultaneously to on-campus and online students since the late1990's. The course is part of an online Bachelor of Engineering major that is accredited by the Institution of Engineers Australia.* In this way Deakin answers the call to provide engineering education "anywhere, anytime."**The course has developed and improved with the available educational technology. Starting with printed study guides, a textbook, CD-ROMS, and snail-mail, and telephone/email correspondence with students, the course has seen the rise of websites, online course notes, discussion boards, streamed video lectures, web-conferencing classes and lab sessions, and online submission of student work. Most recently the on-campus version of the course has shifted from a traditional lecture/tutorial/lab format to a flipped-classroom format. The use of lectures has been reduced while the use of tutorials and practical exercises has increased. Primary learning is now accomplished by watching videos prepared by the lecturer and studying the textbook.Offering this course for several years by distance education made this process considerably easier. Most of the educational "infrastructure" was already in place, and the course's delivery to a non-classroom cohort was already established. Thus many elements of the new structure did not have to be produced from scratch. Improvements to the course website and all the course material has benefited all students, both online and on-campus.The new course structure was delivered for the first time in 2014, has run for two semesters, and will continue in 2015. Student learning and performance is being measured by assignment and exam marks for both on-campus and off-campus students. Students are also surveyed to gauge how well they received the new innovations, especially the video presentations on the lab experiments. It was found that student performance in the new structure was no worse than that in the older structure (average on-campus grades increased 10%), and students in general welcomed the changes. Similar transitions are being implemented in other courses in Deakin's engineering degree program.This presentation will show how physics is taught to online students, outline the changes made to support flipping the on-campus classroom, and how that process benefited the off-campus cohort.

Evaluating temporal changes in hydraulic conductivities near karst-terrain dams: Dokan Dam (Kurdistan-Iraq)

Dam sites provide an outstanding opportunity to explore dynamic changes in the groundwater flow regime because of the high hydraulic gradient rapidly induced in their surroundings. This paper investigates the temporal changes of the hydraulic conductivities of the rocks and engineered structures via a thorough analysis of hydrological data collected at the Dokam Dam, Iraq, and a numerical model that simulates the Darcian component of the seepage. Analysis of the data indicates increased seepage with time and suggests that the hydraulic conductivity of the rocks increased as the conductivity of the grout curtain decreased. Conductivity changes on the order of 10-8m/s, in a 20-yr period were quantified using the numerical analysis. It is postulated that the changes in hydraulic properties in the vicinity of Dokan Dam are due to suspension of fine materials, interbedded in small fissures in the rocks, and re-settlement of these materials along the curtain. Consequently, the importance of the grout curtain to minimize the downstream seepage, not only as a result of the conductivity contrast with the rocks, but also as a barrier to suspended clay sediments, is demonstrated. The numerical analysis also helped us to estimate the proportion of the disconnected karstic conduit flow to the overall flow.

Supporting scientists in re-engineering sequential programs to parallel using model-driven engineering

Developing complex computational-intensiveand data-intensive scientific applications requires effectiveutilization of the computational power of the availablecomputing platforms including grids, clouds, clusters, multicoreand many-core processors, and graphical processingunits (GPUs). However, scientists who need to leverage suchplatforms are usually not parallel or distributed programmingexperts. Thus, they face numerous challenges whenimplementing and porting their software-based experimentaltools to such platforms. In this paper, we introduce asequential-to-parallel engineering approach to help scientistsin engineering their scientific applications. Our approach isbased on capturing sequential program details, plannedparallelization aspects, and program deployment details usinga set of domain-specific visual languages (DSVLs). Then, usingcode generation, we generate the corresponding parallelprogram using necessary parallel and distributedprogramming models (MPI, OpenCL, or OpenMP). Wesummarize three case studies (matrix multiplication, N-Bodysimulation, and signal processing) to evaluate our approach.

An evaluation of streaming digital video resources in on-and off-campus engineering management education

A recent television documentary on the Columbia space shuttle disaster was converted to streaming digital video format for educational use by on- and off-campus students in an engineering management study unit examining issues in professional engineering ethics. An evaluation was conducted to assess the effectiveness of this new resource. Use of the video was optional, and about half of the class reported using the video, though usage was 90.0% for off-campus students. Most on-campus students accessed the video on-line, while all off-campus students accessed the video via CD-ROM. Off-campus students rated the educational value of the video higher than on-campus students, and were more likely to indicate that the video helped them understand the issues being studied. Most students were able to view the videos without any technical playback problems.