Introduction

My name is Iain HuddlestonI am a senior lecturer in Engineering at Manukau Institute of Technology.

I teach on the New Zealand Diploma In Engineering (Mechanical)

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Introduction

This presentation discusses the delivery method for the Materials Science course as part of the New Zealand Diploma in Engineering (Mechanical).

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Introduction

This presentation discusses the delivery method for the Materials Science course as part of the New Zealand Diploma in Engineering (Mechanical).

The course was first delivered in the revised mode in two successive semesters in 2011 (it was then the National Diploma in Engineering) with changes made to the pedagogy between semester one and semester 2 of the same year.

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Introduction

This project report looks at the delivery method for the Materials Science course as part of the New Zealand Diploma in Engineering (Mechanical).

The course was first delivered in the revised mode in two successive semesters in 2011 (it was then the National Diploma in Engineering) with changes made to the pedagogy between semester one and semester 2 of the same year.

The changes were seen as positive by both the lecturer and the students which indicates a need to change the method of delivery, where possible, to a similar structure in other subject areas.

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Background

This course is one that could be described as information rich and requires the students to know a large amount of information on engineering materials.

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Background

This course is one that could be described as information rich and requires the students to know a large amount of information on engineering materials.

The delivery of this course had previously centred on a large collection of overhead transparencies and that were presented to the students, who then copied the data from them into their notes. These were supplemented by a small mountain of printed hand out sheets.

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The Project

The focus of this project was four fold;

1. To develop material and methods for blended learning that utilised the facilities available within Manukau Institute of Technology.

2. To develop technology based resources to enhance Learning.

3. To provide resources to enable students to revise topics via computerised classrooms, or in their own time.

4. To change the way that students experienced learning in a tertiary institution.

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Implementation

The agreed format for class sessions was set up by class discussion as:

•Presentations by the groups from the previous weeks research.

•Discussion on the content of the presentations.

•Introduction to the new topics and a short (less than 30 minutes) power

point show on some basic content.

•Group work in class to start the research for next week and the lecturer

would be available as a facilitator.

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Facilities

In semester 1 2011 the course was run in the evenings and I was able to use a learning commons facility.

In semester 2 2011 and in 2012 we used the facilities of the library for the research time and a traditional classroom for a short class and presentation session.

In 2013 we now have the use of a learning commons environment with wireless internet connections, lap-top computers and presentation facilities.

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Group sessions – semester 1 2011

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Group sessions – semester 1 2011

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Working in the library – semester 2 2011

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Semester 2 2013

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Semester 2 2013

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Semester 2 2013

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Assessments

•The presentations are assessed and form part of the course work mark.

Each person in the group is expected to make at least 2 of the

presentations in the semester.

•There are two formal, written tests to gain individual marks.

•There are four laboratory sessions where students complete aspects of

materials testing and have to write individual reports.

•There is a 2 hour written examination at the end of the semester.

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Assessments

•As development exercises there are two crosswords that students

complete as well as a number of on-line quizzes to aid study of the topics.

These do not carry course marks but most students do complete them as

part of their personal study time.

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Industry contact

As part of the delivery there were two trips organised to visit industry sites.

The steel mill at Waiuku where students saw a steel pour and had an opportunity to talk to the technical staff in the materials testing centre as well as viewing some other elements of steel making and the steel rolling plant.

South Auckland Forging & Engineering in Drury where the owner took the students around and they saw material being forged and discussed heat treatments in detail.

These visits now form part of the programme and have been continued.

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Benefits

Students:•Now understand that they are responsible for their own knowledge and depth of understanding.

•Have developed research and presentation skills.

•Have developed good team work and collaborative learning skills.

•Have a far more enjoyable experience than in previous years.

•Have produced more than acceptable final results.

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Benefits

Lecturer•Students get through a huge volume of work and it is essential to be well organised and have data available.

•Feedback on the presentations removes the need for model solutions to the study questions.

•Fewer problems with poor attendance.

•Resources are now electronically based and on Blackboard so are available for future use.

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The Institute

•Improved success and retention rates

•The class has reduced contact hours with the same or better outcomes

•Meeting students expectations for new delivery methods

•A happier lecturer

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Student feedback

•This was gathered using a short (10 question) survey on Survey Monkey to maintain anonymity for the student.

•The results were very supportive of the changes.

•Copies of the responses are in the report.

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Access & Equity

•The induction process and introduction to the course are essential for success.

•A move away from rows of seats or workstations to café style work areas works well.

•The provision of rooms with facilities for on-line data access and the equipment to make the connections is essential.

•The learning commons rooms are a good model to follow.

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Pedagogy

There is a need to take time at the start of the course to cover some basic skill sets that the students will need. These include;

•Working as group•Researching on-line•Time management•The use of any tools need to make presentations•Self evaluation as a development tool•Being accountable for their own learning•Completing on-line tests•Using Blackboard

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