Generic PowerPoint Presentation Title Page

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International Conference on Engineering Education
2005 Gliwice, Poland, 25-29 July 2005
Lift Technology by Distance Learning J. P.
Adams J. P. Andrew S. Kaczmarczyk
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Historic Development (Lift Industry)
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Relevance and Coherence

• Developed to meet industry needs through
  collaboration
• Provide opportunity for lifelong learning
• Develop both educational and skills requirements
• Clear coherence in terms of educational and
  training content
• Routes for incremental progression and career
  enhancement

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Why Distance Learning?

• Ability to reach remote student cohort
  particularly for a dynamic and diverse industry
  such as the lift industry
• Opportunity to offer a specialist subject which
  cannot realistically be offered locally
• Appropriate dissemination and assessment at all
  academic levels
• Shortcoming in not being able to offer practical
  experience already addressed by NVQs

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Format of materials - 1

• Predominantly text-based
• Equity of access
• Cost of production and ownership
• Portability
• Reference Text and Learning Packages
• Electronic (Internet) support via WebBoard
• Move towards CD-based materials web site on a
  disk

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Format of Materials - 2

• Learning Packages split material into manageable
  chunks
• Clearly defined learning objectives and learning
  outcomes
• Links from LPs to more comprehensive reference
  text
• Use of good distance learning philosophy fonts,
  colours, white space etc.

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Assessment

• Timely and detailed feedback are an essential
  part of distance learning
• Self-assessment exercises
• Computer marked assignments
• Tutor marked assignments
• End of module tests taken at regional test centres

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Self-assessment exercises

• Formative no mark given
• At the end of each Learning Package
• Provide immediate feedback
• Comprehensive solution provided
• No tutor feedback, unless requested

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Computer-Marked (Minor) Assignments

• Minor pieces of summative work but detailed
  feedback
• Ability to test knowledge and understanding of a
  self-contained section of material
• Can be used as a marker to ensure that students
  are still engaging with the course
• Provides students with the opportunity for
  dialogue with their tutor if required

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Sample CMA
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Tutor-Marked (Major) Assignments

• Provide student with the opportunity to
  demonstrate their knowledge and understanding
  over a wider area of the course
• Provide the opportunity to develop key skills
  (e.g. problem solving, report writing, research
  etc.)
• Provide a means by which tutors can provide more
  detailed feedback
• May provide opportunity for students to develop
  practical skills

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Tutorial Support

• Key part of distance learning provision
• Various forms
• Front line tutors
• Specialist subject or module tutors
• Industrial supervisors or mentors, or other
  proficient work colleagues
• Self-help groups
• Use of bulletin board (Internet conferencing)

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Web Board
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Future Developments - 1

• Pilot study using E-books
• Enhancements in material (simulations, colour,
  multimedia)
• Cost (development and infrastructure)
• Hardware and software limitations
• Extended research study using Tablet PC
• Distribution on CD
• Indexed web-site format, and use of HTML/PDF
  files
• Does not necessarily require Internet access
• Does require access to computer
• Easier to distribute

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Future Developments - 2

• Managed Learning Environments
• Pilot studies using Learnwise, now replaced by
  Blackboard
• Provides enhanced learning experience
  (simulations, colour, multimedia, external links)
• High development cost for materials
• Cost of computer plus Internet access for
  students
• Not truly portable
• Live from September 2005

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Any Questions?