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Academic Society Webinar #1 3 rd September 2020 10am-11.30am Remote and virtual laboratories: Equipping students for hands-off learning Webinar recorded and available on Engineers Ireland TV channel for members or by requesting YouTube link

  1. Academic Society Webinar #1 3 rd September 2020 10am-11.30am Remote and virtual laboratories: Equipping students for hands-off learning Webinar recorded and available on Engineers Ireland TV channel for members or by requesting YouTube link via sectorsupport@engineersireland.ie

  2. Remote and virtual laboratories: Equipping students for hands-off learning Speakers: • Opening remarks: Úna Parsons, Academic Society Chair • Irene Hayden / Anne Morrissey / Úna Parsons, Academic Society • Luis de la Torre Cubillo, Universidad Nacional de Educación a Distancia • Michael Doherty, NI • Brian Mulligan, IT Sligo • Followed by discussion – submit via Zoom Q&A 15 minutes per speaker

  3. Survey Findings Impact of COVID 19 on engineering teaching, assessment and laboratories in Ireland Dr Anne Morrissey Úna Parsons Irene Hayden Associate Professor Head of Faculty, CEng Lecturer, CEng MIEI DCU FIEI GMIT IT Sligo

  4. Survey Aim • This survey was discussed at length via virtual Engineers Ireland Academic Society meetings during the last academic year since March 2020 • As a group, we were curious to ascertain the impact Lockdown had on higher education • To begin with, this is a presentation of the findings in relation to engineering remote and virtual laboratories • We felt that this information would be useful at the start of this academic year 2020-2021

  5. Survey Responses 19 educational institutions across the island of Ireland contributed CIT UCC DCU TU Dublin NUIG GMIT IT SLIGO LYIT IADT DUN DUNDALK IT QUB SOUTHERN LAOGHAIRE REGIONAL COLLEGE IT TRALEE ESB NETWORKS LIT UL TRAINING CENTRE IT CARLOW WIT ATHLONE IT

  6. Survey Responses Participant break down: 73% academic lecturing staff 27% Head of Faculty, School or Department Irish National Framework of Qualifications (NFQ) represented: Level 6, 7, 8 and 9

  7. Engineering Disciplines Agricultural Construction Manufacturing Energy Biomedical Common entry 2% 1% 2% 4% 8% 1% Chemical Biomedical Structural Engineering 2% 1% Chemical Quantity Surveying Civil 1% Computer Sustainable Energy 16 engineering Mechanical 1% Civil Mechatronic disciplines are Electronic 21% Electrical 17% represented Electronic Sustainable Energy Quantity Surveying Structural Engineering Agricultural Electrical Computer 7% Construction 4% Manufacturing Energy Common entry Mechatronic Mechanical 11% 15%

  8. Survey Structure Three parts to the survey regarding higher education engineering practices : 1. Pre March 2020 2. Post March 2020 during Lockdown 3. Planning for the next academic year 2020-2021 Two future webinars will report the impact Lockdown has had on: 1. Teaching and learning in engineering education 2. Assessment practices in engineering education

  9. Laboratory Types Chemical (unit operations) Heat transfer Thermodynamics Physics and chemistry 2% 2% 2% 2% Computer Hydraulics Fluid flow Environmental 3% 2% Mechanical / Machine Shop Water 2% Computer Automation 32% Surveying Soil Mechanics Laboratory 19 2% Electronic laboratory Outdoor practical Structures 2% Concrete types are Electrical Engineering Science 11% represented Electrical Engineering Science Outdoor practical 2% Surveying Concrete Water 6% Environmental Hydraulics 6% Structures Physics and chemistry 5% Mechanical / Machine Chemical (unit operations) Electronic Soil Mechanics Laboratory Automation Shop 10% 2% 2% 8%

  10. Pre & Post Lockdown 57% of practicals were delivered differently post March 2020 43% stopped completely Before the COVID-19 Since the COVID 19 restrictions restrictions, students the delivery of practicals completed practicals 50% 40% 80% 30% 60% 20% 40% 10% 20% 0% 0% As individuals In groups of In pairs three or more

  11. Changes During Lockdown Five recurring themes: 1. Simulation and improvisation were utilised 2. Increased use of Technology Enhanced Learning (TEL) 3. Some practicals continued with social distancing whereas other stopped 4. Assessment practices in relation to laboratories were revisited 5. Emerging novel solutions were utilised

  12. Future Planning Practical sessions will be combination of: Students will come on campus for practicals only one Something else day per week, work 29% alone 25% Students will not come on campus, Students will come but will be sent kits on campus for home practicals only one 6% day per week and Students will not work in groups come on campus, 16% but will access software virtually Students will (eg Solid Works), not come on while the lecturer campus, but will delivers watch demonstrator synchronously and practicals/simulatio has remote access ns online to the students 18% computer 6%

  13. Future Planning Six recurrent themes: 1. Practical classes will still be held on campus with distancing and good practice in place 2. The future remains uncertain 3. There is a need for high quality PCs among the student body 4. Students may still struggle with PCs offered in a virtual environment 5. Blended delivery using synchronous and asynchronous TEL online will be commonplace 6. Novel solutions will come to the fore

  14. Conclusion • The next academic year will be challenging • Leadership and management is required • It presents opportunities for innovation and creativity • Engineers Ireland Academic Society Network • We can learn from International best practice e.g. European Society for Engineering Education (SEFI) • Together we can achieve an ever-evolving optimal pedagogical evolution in engineering education

  15. Online labs: New ways for providing lab practice experiences in distance and blended education contexts Dr Luis de la Torre Cubillo Universidad Nacional de Educación a Distancia (UNED) Professor

  16. ONLINE LA LABS: NEW WAYS FOR R PROVID IDING LA LAB PRACTICE EXPERIENCES IN IN DIS ISTANCE AND BLE LENDED EDUCATION CONTEXTS http://www.nebsyst.com Luis de la Torre Cubillo LDELATORRE@DIA.UNED.ES

  17. INDEX: • The problem • Conceptual solution • Some OLs already developed and deployed • Tools to develop and deploy OLs

  18. THE PROBLEM Fact: STEM subjects require hands-on experimentation But …

  19. THE PROBLEM 1. Online/blended learning 2. Students geographically scattered

  20. THE PROBLEM 3. Students with jobs 4. Students with family

  21. CONCEPTUAL SOLUTION Online education Online experimentation

  22. CONCEPTUAL SOLUTION Hands-on experimentation Online experimentation

  23. CONCEPTUAL SOLUTION Virtual Remote

  24. CONCEPTUAL SOLUTION

  25. SOME OLs ALREADY DEVELOPED AND DEPLOYED

  26. SOME OLs ALREADY DEVELOPED AND DEPLOYED

  27. SOME OLs ALREADY DEVELOPED AND DEPLOYED

  28. TOOLS TO DEVELOP AND DEPLOY OLs

  29. TOOLS TO DEVELOP AND DEPLOY OLs Experiment autonomy • A/D actuators • Operation from the Internet • A/D sensors • Equipment • Occupancy power supply • Video feedback management • System reboot / reinitialization Experiment Experiment connectivity accesibility Enable the remote operation of the system

  30. TOOLS TO DEVELOP AND DEPLOY OLS • Enabling a controlled and secure access to lab equipment is not easy nor fast. • Teachers and lab technicians usually lack the knowledge required for OLs: communications, networks, electronics, programming… • Teachers are usually very busy.

  31. TOOLS TO DEVELOP AND DEPLOY OLs Local Area Network myPDU myGadget myGadget myGadget myGadget myConvergence myConvergence myConvergence Local Area Network Local Area Network myPDU myFrontier myVirtualFrontier myGateway myIntegrations myConvergence myGateway+ myPDU Connectivity Autonomy Accesibility myUIs User

  32. THANK YOU UNED Nebulous Systems & ENLARGE Luis de la Torre ldelatorre@dia.uned.es http://www.nebsyst.com http://irs.nebsyst.com

  33. Transitioning practical laboratories to include remote laboratories Michael Doherty NI Academic Account Manager Northern Europe

  34. Transitioning Practical Laboratories to Include Remote Learning Michael Doherty Academic Account Manager ni.com

  36. ni.com Evolution of Engineering Education Engineering Science Engineering Practice Project Based Learning & Active Learning Design according to codes and Fundamental understanding of phenomena; analysis; majority of Experiential, hands-on activities, teamwork, communication, faculty trained for academic research procedures; many faculty with design, creativity and innovation, project management, industrial experience and/or contextual analysis. Incentivize instructional faculty. strong ties with industry Engineering Practice Project-Based Learning Engineering Science 2020

  37. ni.com Project Based Learning Challenging Ensure Project Student Problem Student Centric Enable Student Problems & Projects Authenticity Solving Skills Process Presentation

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