The learning design implemented in an undergraduate subject
about Engineering Dynamics focuses on selfassessment and
correcting misconceptions about topics in engineering dynamics
via the use of a computer program that presents graphical
problems for students to solve.
The tutorial system software supports problems with numerical,
graphical or
mathematical expression responses. The software provides feedback
to explain whether an answer is correct or incorrect. The
feedback provided is tailored to focus on the most common
misconceptions students make. In the specific learning design
reported here, only the numerical response problem type was
used.
This learning design is implemented in facetoface tutorial
sessions and its purpose is to assist students to consolidate
their knowledge about concepts introduced to them in facetoface
lectures.
The learning design is repeated on a weekly basis. Students
are asked to work through a number of problems each week.
Each weekly problem set has some "Practice" problems
and then some "Assessed" ones. Answers to the Assessed
problems cannot be entered until the required Practice problems
have been completed. There is a strictly enforced weekly deadline
for the assessed problems and late problems are automatically
given a mark of zero.
Where possible, the graphical problems are taken from real
physical situations (e.g., the velocity of an aircraft as measured
by a radar). Students are encouraged to work out a solution
to each problem in small groups. However each student has
slightly different numerical parameters to each problem, so
at some stage independent working must be done.
Any number of attempts may be made at Practice problems.
However, on Assessed problems, each incorrect attempt causes
a loss of marks.
