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FELT 2015

Electrical Engineering Division

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Technical Programme THE INAUGURAL FORUM ON ENGINEERING LEARNING AND TEACHING

http://bit.ly/felt2015

By three methods we may learn wisdom: First, by reflection, which is noblest;

Second, by imitation, which is easiest; And third by experience, which is the bitterest.

Confucius

i FELT 2015 Technical Programme

Contents

Conference Information Introduction Programme Overview Technical Programme Abstracts Speaker Guide

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ii FELT 2015 Technical Programme

ORGANISING COMMITTEE Conference Chair CHEE OI CHOO Planning Chair TEY LEONG HUA Technical Chair TAY CHUAN BENG Committee Members SIM CHOR KHIANG TEOH CHIN ANN TAN-WEE POH GEEK NG CHIEW PENG

DATE / VENUE 19 JUNE 2015 AT THE MUSIC BOX

WEBSITE Conference proceedings and supplementary material will be made available after the conference at http://bit.ly/FELT-NP

FELT 2015 Information

1 FELT 2015 Technical Programme

http://bit.ly/FELT-NP



Welcome to the inaugural Forum on Engineering Learning and Teaching FELT 2015! Organised by the Electrical Engineering Division, this one-day event is for educators to come together to share, to listen, to discuss, to inspire, to support and to enrich one another in our common endeavour to nurture engineering students of the 21st century. Engineers wear many hats. Engineers actualise, build, control, coordinate, create, design, develop, direct, fix, govern, handle, invent, maintain, manage, organise, originate, plan, produce, pull off, put together, solve problems, and the list goes on. Generation-Z students can be endearing and frustrating at the same time. They are social, visual, screen-agers with very short attention spans. It is a challenge to engage them and help them to be disciplined and learn effectively. In the process of equipping our students with the attributes and skills required in the engineering workplace, we begin to do less talking, facilitate more, quietly steer student-directed learning, include variety, prepare bite-size lessons and video clips, leverage social media and other tools, and reinvent learning and teaching. This forum includes presentations and discussions on the broad categories of Curriculum Design and Development, and Pedagogy and Tools for Effective Learning. We hope the discussions will be a fruitful and fun time for us to learn together, exchange ideas and resources, and encourage each other in our teaching journey. Sincerely, Chee Oi Choo Tey Leong Hua Tay Chuan Beng Electrical Engineering Division School of Engineering Ngee Ann Polytechnic

Introduction


0900 – 0930 Registration 0930 – 1000 Opening Address SkillsFuture: Creating Multiple Pathways for Power Engineering Students Lek-Lim Geok Choo Director, Electrical Engineering Division 1000 – 1230 Session 1: Curriculum Design and Development 1230 – 1330 Lunch 1330 – 1630 Session 2: Pedagogy and Tools for Effective Learning 1630 – 1700 Closing Discussion 1700 Conference Adjourns

Programme Overview


SESSION 1: Curriculum Design and Development Session Chair: Tay Chuan Beng

Technical Programme

Specialist Diploma and On-the-Job Training Opportunities for Electrical Engineering Students Chan Chee Hin Integrated Engineering and Design Tng Chee Chin Infusing Design Thinking and Service Learning into CEM Modules Yang Kian Giap Design and Implementation of Hybrid Learning Model using Videocasting for Laboratory Workshops Soumitra Ray

1.1.

1.2.

1.3.

1.4.


SESSION 2: Pedagogy and Tools for Effective Learning Session Chair: Tay Chuan Beng

Technical Programme

2.1.

2.2.

2.3.

2.4.

2.5.

An Investigation of the Preferred Learning Styles of Engineering Students and the Effectiveness of Using Online Instructional Videos Alex See Kok Bin Use of Different Learning Supports for Students Tey Leong Hua Development of Video Lectures Without Camera Recording Vinnie Chan Khin Choong Use of 3D Simulation of Pick-and-Place Robotic Arm for Teaching Controller Design Jaseema Banu Nurturing Generation-Z Engineering Students For Better Academic Performance Bernard Giam Twee Seng


A Wordle provides a quick way to visualize the strong emphasis on students’ learning and engineering in all the submitted abstracts for FELT 2015. The Wordle shown in this page was created using the Wordle tool made by Jonathan Feinberg which is freely available for use at www.wordle.net.

Abstracts in a Wordle


1.1. Specialist Diploma and On-the-Job Training Opportunities for Electrical Engineering Students Chan Chee Hin In March 2015, NP was appointed by the Ministry of Education to be the

sector coordinator for the Power Engineering sector to drive industry

engagement and coordinate the implementation of SkillsFuture initiatives

like the Enhanced Internship and Earn and Learn programmes. After

discussions with the representatives from Singapore Polytechnic, Nanyang

Polytechnic, Institute of Technical Education, Energy Market Authority and

Singapore Workforce Development Agency, it was reckoned that a

specialist diploma in the design and operation of electrical distribution

systems is necessary to support the manpower needs of the demand side

of the power industry.

The proposed specialist diploma course is the only post-diploma course

specifically designed to train young electrical engineering diploma

graduates in the design, management, operation and maintenance of

electrical distribution systems for commercial, industrial and residential

projects. In support of the SkillsFuture Earn and Learn programme, the

course will incorporate an on-the-job training (OJT) component to

strengthen the on-the-job learning effectiveness and also to recognise the

knowledge and experience the students have gained in the workplace.

1.2. Integrated Engineering and Design Tng Chee Chin In more ways than one, Ngee Ann’s tagline, Always That Something Extra, delivers not just in expectation but captures the Ngee Ann Spirit in offering a polytechnic education that gives the graduates the added edge. In this paper, new curriculum models are considered and proposed to provide more choice and value to students.

Abstracts

7

A teacher affects eternity; he can never tell where his influence stops. Henry Adams

FELT 2015 Technical Programme

1.3. Infusing Design Thinking and Service Learning into CEM Modules Yang Kian Giap Design Thinking offers a process for students to infuse non-engineering considerations into engineering projects BEFORE a product is conceived. Service Learning brings to the table a more human face to the process of engineering new products and solutions to everyday problems. These two approaches provide a common sense of purpose as our students study the various modules during their first to the fourth semesters. This paper outlines the framework which CEM has piloted for the past two years to achieve a more holistic approach to educating our students and in the process bring about closer connections of the various modules a student studies in this course. Students will gain a better appreciation and understanding of how the various modules fit into the whole purpose of their studies in this course.

1.4. Design and Implementation of Hybrid Learning Model using Videocasting for Laboratory Workshops Soumitra Ray There is a vast body of literature in the past two decades pointing to the benefits of blended learning in traditional classroom settings. This paper outlines the design and implementation of a hybrid learning model using digital pedagogy in a laboratory workshop environment. The theoretical underpinnings, the rationale and the expected outcomes of deploying this model with a relevant digital artefact shall also be discussed.

Abstracts (cont.)

8

Educating the mind without educating the heart is

no education at all. Aristotle


2.1. An Investigation of the Preferred Learning Styles of Engineering Students and the Effectiveness of Using Online Instructional Videos Alex See Kok Bin This study investigates the preferred learning styles for second-year engineering students using the VARK’s model. An exploratory quasi-quantitative experimental study was designed to examine the impact of introducing online video instructions (OVIs) in a form of blended learning on students’ performance. The students were assessed in a proctored practical test after introducing the intervention for a period of seven weeks. Numerous articles have been published on the merits of OVIs. Collectively, they suggested that OVIs enhance student learning. The findings in this paper add to this body of knowledge. This study involved a population of 116 second-year students from the Diploma in Electrical Engineering who were taking the Sensors and Instrumentation module. The key finding was that there were statistically significant differences in learning styles between male and female participants. The male participants have a dominant kinesthetic learning preference while the female participants have a visual learning preference. Results also revealed that a blended approach had a significant performance advantage over the traditional delivery system. Our preliminary results showed that the students’ performance increased when OVIs were introduced. These results lend support to earlier results that found OVIs to be effective in improving student learning and performance.

2.2. Use of Different Learning Supports for Students Tey Leong Hua This paper shares how different learning supports are used to assist students with different learning capabilities to make their learning easier and more fruitful. The learning supports used include e-learning support video, e-whiteboard, e-assignment and use of Involvement and Understanding (IU) Approach.

Abstracts (cont.)


2.3. Development of Video Lectures Without Camera Recording Vinnie Chan Khin Choong This paper presents some ideas and guides in the development of video lectures without camera recording and audio recording. These include the objectives, the methodology, the pitfalls, and the use of the right tools, the tone and read back style, as well as the clarity of the video tutorial.

2.4. Use of 3D Simulation of Pick-and-Place Robotic Arm for Teaching Controller Design Jaseema Banu This study explores the use of the 3D simulation software in teaching third-year electrical engineering students about control and automation theories. Students struggle with the theoretical subject content and are unable to translate the output waveforms into physical outcomes. The use of 3D simulation of a pick-and-place robotic arm in a PCB assembly line will enable students to visualize the link between the design parameters and system performance in a real-life application. Students have to design the controller based on the requirements given to them. The simulated robotic arm moves according to the given inputs. The courseware also compels the students to take on the role of assessors to compare the system’s performance with the design specifications and decide how to tweak their design to better it. The tertiary students will be involved in the design-visualize-evaluate-improve cycle and this enables them to engage in higher-order thinking.

Abstracts (cont.)

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It is the supreme art of the teacher to awaken joy in creative

expression and knowledge. Albert Einstein


2.5. Nurturing Generation-Z Engineering Students For Better Academic Performance Bernard Giam Twee Seng Generation-Z engineering students (born after 1995) are constantly online as they rely on social media for bite-size information. Although they can multi-task across 5 screens, their attention spans are getting shorter at 8 sec. They also like to communicate with symbols and images. The traditional “chalk and talk” approach of classroom teaching may not be effective with academically-weaker students who are not concerned with academic work even though they may have the potential to excel. Effective classroom teaching involves mutual respect between the lecturer and students, a passion for the students’ success, setting high expectations, teaching for understanding, and showing students that they matter. Various teaching and learning methodologies need to be considered to help engage them. In my current module, Electronic Devices and Circuits, teaching members adopt these effective teaching practices. In addition, we tell our “story” across multiple screens and in shorter bursts of “snackable content” so as to engage the Generation-Z engineering students. All module material is available via the eLearning portal MeL and accessible via a laptop, smartphone or tablet. The lecture content is packaged to be more student-friendly with images, key summary points and worked examples. Bite-size video clips of the lectures and tutorials have also been created. All these efforts have translated into positive feedback from students and an improvement in module results.

Abstracts (cont.)

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Education is the kindling of a flame, not the filling of a vessel.

Socrates


1. Determine your Audio-Visual Needs The venue is equipped with a computer, LCD projector and screen. The PC will be configured with the Microsoft Windows 7 operating system as well as Microsoft Office and Adobe Acrobat Reader. Please bring your presentation files in thumb drives only.

2. Prepare Your Presentation The length of the presentation material should be in accordance with your allotted time. Please refer to the Program Book for actual presentation times. You are kindly requested to standby at the presentation venue at least 15 minutes before the session starts.

3. Create a Backup Copy of Your Presentation We recommend that you bring at least 2 copies of your presentation to the meeting venue for backup purposes. Thumb drives, CD-R and CD-RW are acceptable.

4. Give Your Presentation • Be considerate to the other speakers and audience by staying

within your allocated time. The allocated time for your presentation includes a discussion and a changeover to the next speaker. The Session Chair will hold you to the allocated time. This is essential to ensure adequate time for questions and discussion as well as adherence to the schedule.

• Please discuss the same material as reported in your abstract submission. At the end of the meeting, all presentation files will be deleted from the venue PC.

Speaker Guide


Electrical Engineering

Division

School of Engineering Ngee Ann Polytechnic

Block 23 Level 5 535 Clementi Road Singapore 599489

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