Laboratory Based Engineering Education

On May 25th, 1995, a presentation titled 'Laboratory Based Engineering Education' was delivered by Mr Bob Gani, Senior Lecturer in the Department of Mechanical Engineering at the Clayton campus. The aim of his presentation was to draw attention to the outcomes of a project funded in 1994 by a National Teaching Development Grant. As a result of this project, the teaching of an engineering subject was radically altered, and information technology was used as a necessary component of the project.

Bob Gani began by explaining that the aim of his CAUT-funded project was to do something about changing the method of teaching in an engineering science subject, 'Refrigeration and Air Conditioning', from the traditional approach to one in which laboratory work became the main vehicle for learning. He outlined the scope of the project, which involved twenty-one students in 1994, supervised by two academic staff members. The question was posed - 'Why was it important to do this?'

The main reason was that Bob and his colleagues believe there are certain essential skills that engineering graduates should have, and looking back over twenty years or more, it was realised that many of these skills are learned in the laboratory. In more recent years, and partly because of financial constraints, the exposure of students to lab work has been eroded away, and according to Bob, this is to the detriment of the students involved. So what are they missing out on?

In particular, organisational skills were singled out, both at an individual and group level. Most lab work is performed as a group activity, and it is considered essential that students communicate well within their group and with other groups engaged in other projects. These skills are essential for practising professional engineers, and they have been reduced as a result of students coming through undergraduate courses in large numbers. It was time to redress the balance by re-emphasising lab work, and to motivate students to enjoy themselves whilst learning (instead of treating it as a grind.)

So a major change in approach took place, with only four lectures replacing twenty-two, and with tutorials conducted in the laboratory as well. Laboratory hours were increased to thirty, from three! And then the students asked for even more time in the lab, and they got it!

Assessment was changed to reflect the new emphases, with lab work accounting for around 50% of the total, assignments about 17%, and the examination contributing about a third. The tests retained were in the form of computer based learning modules which had to be passed at mastery level. It was also decided that under this new regime, an attempt would be made to provide a more engaging mode for learning the underlying theory essential for a proper understanding of the lab work. So instead of dry lecture notes and text books, a set of eight computer based learning units were developed.

At this point in his presentation, Bob demonstrated the unit dealing with 'Thermal Principles', and he showed an example of the mastery tests that students had to complete at various points in their learning. If a student was not up to grade at the time the test was taken, then it could be taken again at another time with a new set of parameters introduced to avoid any likelihood of cheating. Students entered their names when they took tests, and the computer system kept a record of each student's mastery of the material. The learning modules were made available on a wide range of terminals by putting the information on the network, and special provision was made for one student who, because of visual problems, could not engage well with a computer terminal.

Much time was spent defining an integrated set of objectives for the subject, and then these were pruned back to fit the time available to the students. A dedicated lab space was made available for the subject, to make it possible for students to set up equipment, leave it in place, and not be competing for lab space with other students. They had to self-regulate their time in the lab, and they could work in the lab overnight if they wished.

Industrial visits were another important component of the re-organised subject, to allow students to relate their laboratory learning to the real world in which they might expect to practise as professional engineers.

Much time was devoted to the organisation of the software to inform students of tasks which should be performed, and this was done in an unrestrictive way. It was up to the students, in groups, to find out how to do a task, and they had to decide how far to go with a particular task - and then they were expected to report their findings to the other groups. Their findings paved the way for the next group who would extend that task into new ground. And this relied upon good communication between students, groups and with the academic staff involved.

The presentation included demonstration of a piece of equipment which can simulate the air conditioning requirements of a complete building, at 1/100th scale. Simulation software devised by CSIRO for determining thermal loads on buildings was demonstrated, and this is used in conjunction with the scale model. This package is highly suited to student use, requiring only an hour or so of familiarisation before productive output can be realised. But from Mr Gani's point of view, the simulation provided by the computer should only serve as an adjunct to the real thing, as realised accurately in the scale model of the building. He described himself as an 'iconoclast as far as communication and information technology is concerned. I still think that the real thing, right there where you can touch it, look at it, operate it, is the best communication and information system there is - and that's why lab work is so essential to engineers.'

Months of work were put into developing up the eight learning modules that are available via computer, and at the end of it 'they are not as good as they could have been', due in part to lack of familiarity with the technology of authoring computer based learning units. Bob sounded a warning - 'writing and producing the computer learning units needed a huge effort. If you're thinking of doing that yourselves, make sure you have lots of assistance, and lots of lead time. We didn't, and what we have produced, although adequate, isn't good. It's going to get better though, for this year's class.'

Bob reflected upon the importance of not only getting the hardware and software to work, but also to have other people on hand to observe how the students responded to the new situation. It is relatively easy to detect how well the students learn by looking at the quality of assignments, exam performances and so on, but he noted that 'there is another dimension to this... what is their change of attitude? How do they benefit or otherwise from this restructuring of the subject?' He commented further on the various instruments used to measure the students' performance, and the way in which assessment was divided. He also mentioned the part played by peer assessment in inter-group reporting.

He then moved on to look at the results coming out of the exercise, noting that whilst the students performed very well in the group and individual tasks, the exam results were 'ordinary'. Some of this he attributed to his own naivety, realising only after the exam that many students knew they already had the marks to pass well, so why bother putting in a lot of effort towards the exam? And yet, the exam performances were at least as good as those previously turned in by students prior to the re-organisation of the subject. This year (1995) a minimum examination mark is being set.

It was in the area of attitudinal change that the big bonuses came. In response to interviews and questionnaires, and from the notes of a hired 'independent observer', it was clear that the students were overwhelmingly in support of the new structure, and they had spent around the same amount of total time on this subject as on other similar subjects - about 6-7 hours per week - but most of this was spent in the laboratory (instead of revising at home) in a group learning mode. Another unexpected bonus was the increased value conferred by the (now sparingly few) lectures in this subject. These became a situation in which students were nodding in recognition at the information presented, because of their engagements in the laboratory. The lectures had become 'a particularly effective means of communication' according to Mr Gani.

He rounded off the presentation by showing a video of the students actually working in the lab, both on the computers and working with the various instruments used. He showed situations in which the students were seen arguing between themselves about how best to proceed, and he said that this interaction of course should be encouraged. He admitted that the reorganisation had forced him to adopt a technology (CBT) that he didn't like, but there was no alternative. And although he did not personally enjoy using this technology, this didn't mean that it did not have benefits. The performance of the students has demonstrated clearly that there are benefits flowing from this approach.

Bob concluded his presentation by inviting attendees to come down and look over the equipment he had brought along, and then questions were taken from the audience.

This was a somewhat unusual HEPCIT presentation in that the emphasis was not on the IT involved, but more on the laboratory-based approach adopted in revamping this subject. In a sense IT played a peripheral role, but as Bob had explained, without its use the new approach could not possibly have occurred. In this sense, then, it can definitely be seen as an example of 'HEPCIT territory'.

The HEPCIT Steering Committee thanks Bob Gani for his very fine presentation, and thanks also go to Mr Roger Hadgraft of the Department of Civil Engineering for standing in at short notice to 'run the show' and introduce Bob to his audience.

For further information or updates, please contact Mr Gani direct.
Telephone +61 3 9905 3513

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