E-learning platform for the entire Master Program in Nuclear Energy Engineering –

TNEEM – a test case for prompting E-learning development at KTH

Waclaw Gudowski + TNEEM TEAM AT KTH

PA TNEEM

Reactor Physics, KTH

Stockholm

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Fantastic development of the KTH’s Master Program in Nuclear Energy Engineering

• Academic Year 2016-2017

- 40 students (all time record)

- New Dual Diploma Agreements with the best Asian universities: KAIST and Tsinghua University

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Fantastic development of the KTH’s Master Program in Nuclear Energy Engineering

- Developing cooperation with University of Illinois Urbana-Champange (UIUC)

- Research and education MoU with Institute of Modern Physics Chinese Academy of Sciences, China Nuclear Power Technology Research Institute and China General Nuclear Power Corporation

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“Flagship” activities

• Laboratory exercises at ISIS reactor (SKC support!)

• Unique courses: Leadership for Safety in Nuclear Power Industry

- Course book supported by SKC

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Summer Courses 2013 – 2016 (SH262V):

Elements of the Back-end of the Nuclear Fuel Cycle: Geological Storage of Nuclear Spent Fuel

“Flagship” activities

SKC-2016

Organizers and cooperating

universities:

European Master in

Nuclear Energy

SKC-2016 6

SKC-2016

Nationality of the students 2013-2016(Fantastic development 28 countries represented!)

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5

10

15

20

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35Summer Course in Oskarshamn

2013-2016

Nationality of students

2013 2014 2015 2016

Development of the Summer Course 2013 - 2016

2013

• Mainly Äspö lab and field studies

2014 -2016

• Äspö and field studies

• CLAB

• Canister Lab

• O3

SKC-2016

• All lectures video recorded (with slides and convenient review tools) on dedicated “mediasite” platform, accessible for review for students, lecturers and potential participants.

• Text book ready for publishing on paper and in multi-medial electronic version

• Traditional multi-media report from the Summer Course 2016

• Extensive drone video recording to be published soon

• Enthusiastic student evaluation

Spectacular development of the Summer Course in 2016

SKC-2016 9

Increasing public understanding of the spent nuclear fuel management (using also E-learning)

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To remember

Education is what remains after one has forgotten everything he learned in school.

(Albert Einstein)

Beauty is spoiled by an immoral nature; noble birth by bad conduct; (E-)learning,

without being perfected; and wealth by not being properly utilised.(Chanakya)

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What is E-learning?

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• Other names:

- On-line education

- New-media education

- Computer aided/supported education

- Internet based education

- Distance Education (this is only a small part of E-learning

• MOOC:

- Massive Open Online Courses – MIT/Harvard initiative. Three software solutions: EdX, Coursera, Udacity

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What is E-learning?

The X-Factorin E-learning

That un-definable "something”

that make for star quality.

We commit ourselves to define this un-definable

“something”

and look for a set of new rich-/multi-media principles

that will make the difference

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General Incentives

Leading technical universities develop nowadays intensively internet-based distance education both for academic and non-academic education. Distance learning possibilities and attractive presence in the cyber-space may be soon an important criterion for applicants and university evaluators.

E-learning must be in-line with KTH’s main mission:

• Excellent “Campus-based” education supported by E-learning to enhance learning pace and through-put for the program students.

• E-learning should be the main platform for “education on demand” and “distance education” for NON-ACADEMIC customers. Here we see a large economical incentive! Fore example: professional education for nuclear industry

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Specific incentives

• Self quality improvement of pedagogical level:

- E-learning platform, for example through video recording of the lectures is the easiest, most effective and self-stimulating means to improve the pedagogical level of the lectures.

• Improvement of educational level through regaining intensity of calculusexercises, home assignements and students own activities through:

- ”Exerciser/Maple TA” module which uses extensively computer as testing and an assesing/grading tool opens new possibilities for exercising and home assignments activities. Also a lot of ”project like” educational activities can be managed by E-learningtools unloading teachers from time consuming and not really rewardinggrading/assessement duties

• Instant results of examinations and home/test assignments. Extremelyimportant argument for an effective education. It meets very well students expectations

16SKC-2016

Pillar I: Promotion and “video

navigation” through the

entire TNEEM program.

Objective:

Promotion of the TNEEM

program for potential

applicants and aids for

navigation through the

program, in particular to

select elective courses.

Means: short video clips

(pitches) of each course

Pillar II – Support

for Campus education: Support and E-learning for the

registered program students.

Objective:

Optimization of “on-campus”

education, enhanced learning

pace and through-put of the

program students. More

interactivity with students

Means: Video presentations of

all lectures and student

projects. “Maple T/A –

Möbius” for home

assignments, examinations

and projects. Preparation to

labs E-learning “lab

instructions !

E-learning text books!

Self-improvement of the

courses

Pillar III:Support and E-learning for

Dual Diploma and

International cooperation

programs

Objective:

Support for study navigation

and program insight for dual

diploma and exchange

students.

Means:

Link to Pillar I and II at

KTH and corresponding web

locations at partner

Universities.

Dedicated webinars: live

seminars and/or selected

lectures of interest. Meetings

Pillar IV:Distance education and

“education on demand” for

non-academic stakeholders

Objective:

Tailored education and

specially developed

distance education courses.

Means:

Pillar I and II format

adopted to purely distance

education.

Webinars: streamed

lectures on line.

Interactivity with students

Strategy for TNEEM E-learning platform – Four pillar strategy

Pillar I

• Promotion and “video navigation” through the entire TNEEM program.

• Objective:

• Promotion of the TNEEM program for potential applicants and aids for navigation through the

program, in particular to select elective courses.

• Means: short video clips (pitches) of each course

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DONE! (Almost)

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Pillar II - Support for Campus education:

The ESSENCE OF E-learning Platform

Pillar II –Support and E-learning for the registered program students.

• Objective:

• Support and optimization of “on-campus” education, enhanced learning pace and through-put of

the program students. . More interactivity with students

• DRASTIC self-improvement of the courses

Means:

• Maple T/A-Möbius for home assignments, examinations and projects.

• Video presentations of all lectures and student projects.

• Preparation to labs . E-learning lab-instructions and simulations

• E-learning text books!

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• Marie Maligot received the first price for Fem'Energia last Tuesday. The video has been released on the internet, here is a link : https://www.youtube.com/watch?v=hERV-sJey58

• https://youtu.be/hERV-sJey58

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Maple T/A – Möbius - a core of E-learning of TNEEM

Firstly: two test courses under put into Maple Reactor Physics SH2600 (9ECTS) and Fundamentals

of Physics SH112N (förberedande kurs i fysik )

FIRST E-LEARNING EXAM AT KTH – January 15, 2016, SH2600! SUCCESS, in spite of some small

problems. Every student got DIFFERENT RANDOMISED problems! No practical risks for copying and

cheating

As preparation for this exam: 9 Home Assignments in Maple T/A, each week, corrected and

discussed on the spot!

A perfect example of ”Continuous Assessment”!!!

A typical example of problem solved within Maple T/A

• All the problems in the exam set are INDIVIDUALISED, i.e. parameters, data, boundary conditions, isotopes are randomly varied. Consequently:

- Risk for cheating is radically minimized at the exam

- Assignment solutions can not be “copied and pasted”, at least requires some thinking!

- Stimulates creative approach of the students and forces to individual “re-thinking” the problems

Important features of Maple/Möbius exams and assignments:

Driving force for lecturers:

A very simple equation – home assignments:

• N=40 – number of students students

• M= 9 - Number of home assignments

• n= 8 – number of problems per home assignment

• tp – 5 min time for correcting/grading 1 problem

• Tr – time required for assessment/grading all home assignments

• 𝑇𝑟=N×M×n×tp=40×9×8×5=24400 min=240 h=

6 weeks

A very simple equation – examination:

• N=40 – number of students students

• M= 1 - Number of exams

• n= 8 – number of problems per home assignment

• tp – 15 min time for correcting/grading 1 problem

• Tr – time required for assessment/grading all home assignments

• 𝑇𝑟=N×M×n×tp=40×1×8×15=4800 min=80 h=

2weeks

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2015

2014

2013

2012

2011

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A B C D E F/Fx

Reactor Physics ExaminationGrade Distribution

2015 2014 2013 2012 2011

SKC-2016

Electronic Maple Exam

Did students liked the E-learning experience?

• I think the concept of having home assignments is very good for learning and should be continued.

• The tool itself is good, but more time on the developing of the exercises should be spent! There were errors both during the home assignments and in the final exam.

28SKC-2016

EXAMPLE OF RECORDED AND PUBLISHED LECTURES

• Session 1 Lecture 01 Welcome 13/06/2016

• https://mediasite.neutron.kth.se/Mediasite/Play/9fb2765ac18a4b5b9b537795a832af091d

• Session 1 Lecture 02 Gudowski 13/06/2016

• https://mediasite.neutron.kth.se/Mediasite/Play/b52879c98aef453286cada718da7abbf1d

• Session 1 Lecture 03 Kozlowski 13/06/2016

• https://mediasite.neutron.kth.se/Mediasite/Play/d1549c6d915f4ff79bc6a03ebd5c400c1d

• Session 1 Lecture 04 Wikberg et.al. 13/06/2016

• https://mediasite.neutron.kth.se/Mediasite/Play/377463a752a141eeaa6e927ea0a4ae401d

• Session 1 Lecture 05 Discussion 16/06/2016

• https://mediasite.neutron.kth.se/Mediasite/Play/9b5f5df55560414e9bde1747356c11ea1d

• =================

• Session 2 Lecture 01 Roy 14/06/2016

• https://mediasite.neutron.kth.se/Mediasite/Play/4377dcc0650649c996e6c597b5d35a461d

• =================

• Session 3 Lecture 01 Claesson 15/06/2016

• https://mediasite.neutron.kth.se/Mediasite/Play/562f929878fd4fbfab0011a4c67ae9aa1d

• Session 3 Lecture 02 Lemdahl 15/06/2016

• https://mediasite.neutron.kth.se/Mediasite/Play/faf6aec772894165b6052d3f906892811d

• Session 3 Lecture 03 Dopson 15/06/2016

• https://mediasite.neutron.kth.se/Mediasite/Play/1a3bcffbc28e4f1da863204348869dc31d

Links to recorded lectures:

• Session 4 Lecture 01 Roy 16/06/2016

• https://mediasite.neutron.kth.se/Mediasite/Play/a4760de39f624641802a045c16b376961d

• Session 4 Lecture 02 Åström 16/06/2016

• https://mediasite.neutron.kth.se/Mediasite/Play/cd2f6e81a77e4ee69b25409a43adb7c11d

• Session 4 Lecture 03 Rees 16/06/2016

• https://mediasite.neutron.kth.se/Mediasite/Play/9039929309144676ab075921462987151d

• Session 4 Lecture 04 Sun-Yuliang 16/06/2016

• https://mediasite.neutron.kth.se/Mediasite/Play/93bafa7e5fd3483b943baf875c0040201d

• Session 5 Lecture 01 Morosini 17/06/2016

• https://mediasite.neutron.kth.se/Mediasite/Play/279ac1feb3884fcfa9fe1aeda1923edd1d

• Session 5 Lecture 02 Stenberg 17/06/2016

• https://mediasite.neutron.kth.se/Mediasite/Play/ae7e60c1f5014b67abcd0b2dd644ec991d

• Session 5 Lecture 03 Alakangas Mathurin 17/06/2016

• https://mediasite.neutron.kth.se/Mediasite/Play/148b4ecb88f74f60a342a5e29c87093b1d

• Session 5 Lecture 04 Vidstrand 17/06/2016

• https://mediasite.neutron.kth.se/Mediasite/Play/77cceb53ae1b40e989da217bd12f75a21d

• Session 5 Lecture 05 Gu Long 17/06/2016

• https://mediasite.neutron.kth.se/Mediasite/Play/225a280e6a0a4c1bb5e66df5061dc5681d

Links to recorded lectures:

32SKC-2016

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Pillars III and IV

Pillar III:Support and E-learning for

Dual Diploma and

International cooperation

programs

Objective:

Support for study navigation

and program insight for dual

diploma and exchange

students.

Means:

Link to Pillar I and II at

KTH and corresponding web

locations at partner

Universities.

Dedicated webinars: live

seminars and/or selected

lectures of interest. Meetings

Pillar IV:

Distance education and

“education on

demand” for non-

academic stakeholdersObjective:

Tailored education and

specially developed

distance education courses.

Means:

Pillar I and II format

adopted to purely distance

education.

Webinars: streamed

lectures on line.

Interactivity with students

Here is money to earn!

BIG MONEY!

E-learning text book development. We were pioneers..

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Reactor Physics Electronic Text Book

Development plans

• Application of Gaming Engines in E-learning

• Application of Virtual Reality

- 3-D glasses

- 3-D laser holographs

• Lab simulations as a TRAINING BEFORE THE REAL LAB – NOT INSTEAD!

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E-learning can not be a project of few enthusiastic professors/lecturers!

It must be an overall KTH long term aggressive strategy in much shorter perspective than 2027!!

“Modernize education – or DIE at the international, global market!

Thank you for your attention!

SKC-2016 36