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Blended learning to support teaching and assessment: linking theory with practice. Mark Russell The Blended Learning Unit University of Hertfordshire email@example.com. Background. Fluid Mechanics and Thermodynamics Core engineering module (15 CP/ single semester)
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The Blended Learning Unit
University of Hertfordshire
Fluid Mechanics and Thermodynamics
Core engineering module (15 CP/ single semester)
Often seen as a difficult subject
Reliant on some mathematical competency
First year module
~50% failed the examination (2001/02)
What would Yorke, Kift, et al say?
i. Lectures(didactic 1:~150)
instruction, motivation and sign-posting / making links
ii. Tutorials(interactive 1:~25)
student participation working on tutorial sheets - related to lecture
iii. Laboratory studies x 2 (interactive 1:~25)
Practical application of theory “ Hands on” activities
Using i) as a backdrop, ii) & iii) sought to provide opportunities for students to ‘construct’ their understanding of the subject through practice and experience.
Assessment based on:
70% final examination (at week 12)
20% laboratory reports (conventional - teacher marked)
10% phase test (set at week 7/8 - teacher marked)
2001 StudyNet – opportunities to provide:
2002 Weekly Assessed Tutorial Sheets (WATS)
2004 Peer assessment of laboratory reports
2004/5 Just-in-Time Teaching
2006 IWB to encourage collaborative learning
2007 On-line tutorial using Elluminate
2002: 57% of students thought the forum was useful
In your own words describe the temperature change graphs
What one area / topic / thing would you like further help on?
Please state which question was the most difficult and why
Often in manometry we ignore the density of the fluids in one of the limbs – why is this?
In your own words describe Bernoulli’s Equation
… Developing (forcing) good study behaviours
“I think WATS was a good thing as it has made us all review our notes and revise throughout the semester instead of throwing on the floor and not looking at them until the exam”.
“I think it is a good approach to learning because it enables or rather "forces" us to work on the module every week, and this kind of helps sometimes”.
Course was well organised
Independent learning was encouraged
“As you enter a classroom ask yourself this question: If there were no students in the room, could I do what I am planning to do? If your answer to the question is yes, don't do it.”
Gen. Ruben Cubero, Dean of The Faculty, United States Air Force.
Student vs. content-centric view of T&L
Teaching or learning focus?