TY - GEN
T1 - Work-in-progress
T2 - International Conference on Interactive Collaborative Learning, ICL 2015
AU - Ting, Yu Liang
AU - Tai, Yaming
N1 - Publisher Copyright:
© 2015 IEEE.
PY - 2015/11/4
Y1 - 2015/11/4
N2 - Most traditional science and engineering instructions in universities are topic-based and authoritative, and students do not necessarily feel the teaching and its content to be personally important or useful. Students' science and engineering learning needs to be more personal, authentic, and meaningful to them. In reviewing potential technologies for achieving such learning benefit, several studies have found that video recording of teachers' own teaching practice as well as its viewing and sharing support self-reflection and peers critical review. As to students, although videos have become essential to many aspects of their daily life, little research has related video recording to their engineering learning. This study proposes that, as a type of multimedia, videos can be used by students to review and reflect their engineering knowledge. The video project requires students to use the multimedia technology tools to present an engineering topic as a proposed tandem learning of both multimedia and engineering courses. That is, students' learning of an engineering subject content is embedded into the video-making project in a multimedia course. The corresponding learning activities is expected to shed a new light on improving engineering education.
AB - Most traditional science and engineering instructions in universities are topic-based and authoritative, and students do not necessarily feel the teaching and its content to be personally important or useful. Students' science and engineering learning needs to be more personal, authentic, and meaningful to them. In reviewing potential technologies for achieving such learning benefit, several studies have found that video recording of teachers' own teaching practice as well as its viewing and sharing support self-reflection and peers critical review. As to students, although videos have become essential to many aspects of their daily life, little research has related video recording to their engineering learning. This study proposes that, as a type of multimedia, videos can be used by students to review and reflect their engineering knowledge. The video project requires students to use the multimedia technology tools to present an engineering topic as a proposed tandem learning of both multimedia and engineering courses. That is, students' learning of an engineering subject content is embedded into the video-making project in a multimedia course. The corresponding learning activities is expected to shed a new light on improving engineering education.
KW - computer multimedia
KW - electric circuit
KW - tandem learning
KW - video
UR - http://www.scopus.com/inward/record.url?scp=84964703679&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84964703679&partnerID=8YFLogxK
U2 - 10.1109/ICL.2015.7318232
DO - 10.1109/ICL.2015.7318232
M3 - Conference contribution
AN - SCOPUS:84964703679
T3 - Proceedings of 2015 International Conference on Interactive Collaborative Learning, ICL 2015
SP - 1
EP - 4
BT - Proceedings of 2015 International Conference on Interactive Collaborative Learning, ICL 2015
PB - Institute of Electrical and Electronics Engineers Inc.
Y2 - 20 September 2015 through 24 September 2015
ER -