Supporting the Professional Development of Engineers Using WebCT

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Supporting the Professional Development of
Engineers Using WebCT

• Angela Benzies
• Teaching Fellow
• Napier University

Engineering Education Conference Innovation,
Good Practice and Research in Engineering
Education EE2006, Liverpool, 24-26 July 2006
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Is career development a priority?

• Investment in development delivers benefits
• Professional Engagement (PE) is important
• networking
• sharing information
• Employer and employee attitudes need to be
  addressed
• Obstacles

• IET Engineering Management, April/May 2006

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What type of education?

• Breadth of knowledge
• Application of theory to real problems
• Courses aligned with industry needs
• Relevant to individuals
• Accessible
• Engaging

Educating Engineers for the 21st Century the
Industry View Henley Management College, for the
Royal Academy of Engineering
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BEng Product Manufacture

• A one-year top up programme
• For those with a relevant HND or equivalent
• To take students to ordinary degree level
• Target market people working full-time in
  industry
• Distance learning format
• Primarily utilising WebCT
• No face to face contact

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SE32329FL Introduction to Project Management
Module Concept

• Relevance to part-time students
• Addresses industrial needs
• Aims to enhance project team member performance
• Will facilitate CPD generally
• Based on professional body requirements
• Uses relevant British Standards within teaching
  and learning materials
• Active learning

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Module Structure

• 13 Units of study
• Unit 0 is module introduction
• Units 1 to 12 cover syllabus
• Units comprise introduction learning outcomes,
  study instructions, activities and summary
• 40/60 split of continuous and supervised
  assessment
• Typically 5 activities per unit, a mix of
  postings and assignments, with simple marking
  rubric for postings

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Module Introduction

• Cover essentials, e.g. WebCT usage
• Set expectations and clarify procedures
• Set the tone
• Draw together and discuss information from other
  sources
• Get students online and talking
• Start promoting a sense of community

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Online Discussion Grading Rubric

• 0 pts Student either does not participate or
  repeats and/or affirms statements made.
• 1-2 pts Student introduces and summarises
  assigned readings related to the questions
  posted.
• 3-4 pts Student analyses questions, identifies
  patterns and engages fellow learners
• 5 points Student consistently challenges
  existing theories, researches new ideas and
  engages and is responsive to fellow learners.

Christina Mainka, Educational Development, Napier
University
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Module Support Philosophy

• Systems, materials and processes designed to
  minimise the need for remedial e-support.
• Other key aspects of BS8426 include
• Quality and effectiveness generally
• Clarity and relevance specifically
• Opportunities for practice of activities
• Short paths to support
• Clear and timely information on deadlines

BS84262003 A code of practice for e-support in
e-learning systems
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Student Evaluation Key points

• Theoretical knowledge gained will enhance their
  work.
• Now have better understanding of own company
  operations.
• General learning skills were developed.
• Companies were mainly very supportive.
• Students interested in gaining professional
  qualifications.
• Structured activities helped maintain a
  consistent student effort throughout the module
  and kept them on track.
• The discussion tool was helpful.
• Students liked using technology to learn.

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Conclusions

• VLE usage can effectively support professional
  development through providing
• flexible access to industrially relevant
  programmes
• professional engagement and networking
• enhancement of learning skills
• but it requires
• well structured online teaching
• effective learner and system support
• involvement of industry

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E-tutoring just common sense?

• "In my view, too much is made of training tutors
  and this makes online tutoring seem more
  difficult and more unknown than it really is. The
  components of learning to tutor online are
• familiarity with the conferencing software and
  how to get online
• comfortableness with the process of interacting
  online
• knowledge of what the particular online course
  requires of the student
• The rest is commonsense and intelligent
  transferring of the art and skill of teaching to
  the online environment. Ultimately there is no
  substitute for getting online and experiencing a
  range of ways of interacting online."
• Quote from an educational technology practitioner
  on JISC Infonet VLE site http//www.jiscinfonet.a
  c.uk/InfoKits/effective-use-of-VLEs

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Current and future work

• Development of
• training for online teaching
• quality systems
• pedagogical models
• ways of sharing knowledge
• Research projects
• Transforming and Enhancing the Student Experience
  through Pedagogy (TESEP)
• Mod4L

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Finally

• Need to incorporate
• new technology, e.g. WebCT Vista
• new (staff) skills
• research findings
• existing good practice guides
• and refine
• assessment, file handling, system interactions
• while remaining relevant and engaging

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Additional References

• IET Management, April/May 2006 http//www.iee.org/
  oncomms/sector/management/magazine.cfm?issueID108
  
• Educating Engineers for the 21st Century the
  Industry View, The Royal Academy of Engineering
  http//www.raeng.org.uk/education/ee21c/default.ht
  m
• Mainka, C and Benzies A. Learning to Teach
  Online from the Students Perspective. Napier
  University Conference Using the curriculum to
  address the needs of individual students, June
  2005
• Mod4L http//www.academy.gcal.ac.uk/mod4l/)
• WebCT at Napier University http//www.ed.napier.ac
  .uk/learntec/WebCT.htm
• Napier online induction http//www.napier.ac.uk/o
  nlineinduction/