Di Benedetti, M. orcid.org/0000-0001-7870-1323, Garrard, A. orcid.org/0000-0002-8872-0226 and Beck, S.B.M. orcid.org/0000-0001-5986-862X (2021) Build it and they will come : maintaining students access to fabrication and testing during a pandemic. In: Heiß, H.-U., Järvinen, H.-M., Mayer, A. and Schulz, A., (eds.) Proceedings - SEFI 49th Annual Conference: Blended Learning in Engineering Education: Challenging, Enlightening - and Lasting? SEFI 2021 Annual Conference, 13-16 Sep 2021, Virtual conference. SEFI (European Society for Engineering Education) , pp. 1382-1386. ISBN 9782873520236
Abstract
The Civil Engineering curriculum at Sheffield University offers students the opportunity to work in groups to design, build and test models. This fulfils vital learning outcomes including interpreting a project brief, production, design, and teamwork, which are accreditation requirements. The onset of the pandemic restricted the amount of face-to-face teaching. While mature streaming software allows lectures or seminars to take place remotely, delivering design, build and test activities is more problematic. Presented here are methodologies to reconfigure teaching with restricted access to allow learning outcomes to be achieved while keeping students motivated. It focuses on examples within the course where structured teaching tasks are performed by large numbers of students. Traditional hands-on manufacturing and testing were replaced by “service” build and test schemes that hinged around the typical relationship between a designer (students) and a contractor. With the use of screens, PPE and careful communication, fabrication activities simulated an “assembly line” relay rather than the traditional “fixed-position assembly” allowing the activity to safely run face-to-face. Students were able to engage individually and in groups on these teaching methods to execute exciting and real projects, in a way that is scalable to large class sizes [1]. The reconfigured teaching is evaluated based on informal student feedback and academics’ self-reflection. We explore the advantages and drawbacks of these approaches and suggest elements to be retained when restrictions are lifted.
Metadata
Item Type: | Proceedings Paper |
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Authors/Creators: |
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Editors: |
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Copyright, Publisher and Additional Information: | © 2021 SEFI. |
Keywords: | Blended learning; active learning; making; Covid-19 |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Engineering (Sheffield) > Multidisciplinary Engineering Education (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 12 Apr 2022 13:39 |
Last Modified: | 12 Apr 2022 13:39 |
Published Version: | https://www.sefi.be/2021/12/06/proceedings-of-the-... |
Status: | Published |
Publisher: | SEFI (European Society for Engineering Education) |
Refereed: | Yes |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:185670 |