Design and Implementation of Scenario Based Learning in ... - UCL

wakecabbagepatchSoftware and s/w Development

Nov 18, 2013 (3 years and 1 month ago)

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Introducing Scenario
Based Learning

Experiences from an
Undergraduate Electronic and
Electrical Engineering course.
Benn Thomsen

bthomsen@ee.ucl.ac.uk

Third Year

Fourth Year

Second Year

First Year

An integrated part of the course structure

Electronic
Circuits

Digital
Systems
&
Comms

Physical
Electronics

Maths &
Computing

Engineering
Professional
Practice

Project based scenario

Systems,
Communications
and Software

Devices,
Materials and
Nanotechnology

Wider Context

Individual Project

Systems,
Communications
and Software

Devices,
Materials and
Nanotechnology

Wider Context

Group Project

Fundamentals

Specialisation

Project based scenario

Project based scenario

Project based scenario

Project based scenario

Scenarios

First

Year

Scenario A: Electromagnetic
lifting

Redesign

an

electromagnet

to

maximise

the

lifting

force

using

only

a

single

battery
.

Scenario B: Java based
image coding for airport
security.

Develop

a

piece

of

software

in

java

to

scramble

and

descramble

passenger

images

using

a

secret

key
.

Scenario C: The Transistor
Radio Kit

Design

and

build

an

radio

that

could

be

assembled

by

hand

in

a

third

world

country

and

powered

off

the

grid
.

Second Year

Scenario X: Call Detection
System

Design,

build

and

test

a

system

that

is

able

to

non
-
intrusively

acquire

the

signal

from

a

phone

line

and

determine

the

number

that

has

been

dialled
.

Scenario Y: Due Diligence
Report on Broadband
Access Solutions

Research,

assess

and

compare

the

performance,

practicality

and

economic

implications

of

three

potential

next

generation

broadband

access

technologies
.

E.g. Scenario A: Electromagnetic weight lifting

A

company

hired

a

mechanical

engineering

design

firm

to

produce

battery

powered

electromagnetic

for

lifting,

however,

the

magnet

produced

did

not

provide

sufficient

lifting

force
.

At

this

stage

in

the

design

process

of

the

robot

it

is

too

late

to

change

the

mechanical

design

or

the

battery

type

(either

a

1
.
5
V

C

or

9
V
.

You

have

been

contracted

to

redesign

the

coil

of

the

electromagnet

to

maximise

the

lifting

force
.


Constraints


Mechanical design


Two battery types

Goal


To lift the most
weight

Validation


Weight lifting
competition

Essentially an
optimisation problem


Need to determine
and apply theory to
produce a
mathematical model


Some parameters
need to be determined
experimentally


The optimum solution
determined by the
model is then
constructed and
tested


E.g. Scenario A: Electromagnetic weight lifting

Checkpoints

Scenario Project Model:
CIDO model

Planning


Problem definition


Research


Innovate


Design concept


Assign Roles


Resource
Requirements

Design


Develop design
concept into
deployable design
specification


Refinement
through several
iterations

Realisation


Build and test
subsections


Problem
shooting


Refinement

Validation


Test and debug


Verify
performance
against project
specifications

Reporting


Presentation of
results


Production of
project
documentation


Reflection

Concept &
organisational
approval?

Design approval?

Specification
Met?

Feedback and Assessment

Feedback


Regular facilitation sessions


Reports are submitted and
marked online in
moodle
,
feedback and comments
provided by using
Turnitin

and
GradeMark


Post scenario debrief session


Assessment


Formative


Checkpoints


Competitions


Summative


Group Presentations


Individual technical reports


Traditional reports


Critical Assessments of
other teams solutions


Group technical report


User manual


Due diligence document


Individual Narratives

Evaluation Questions?


Do scenarios excite and motivate students?



Is it feasible to carryout a practical engineering
design project


‘from concept to product in a
week’?




Does the scenario reinforce what is taught in
lectures?

Student Comments

“I liked getting to apply theory to a
real problem and building something
to demonstrate and test the
designed solution”

“I was surprised a single battery
could lift so much, even though our
theory indicated it could”

It was great to beat the lecturer

“Once the Scenario B teams were
announced, I instantly felt
relieved. I was never good in
programming to begin with and
there in my group is ‘student A’, a
good programmer. I now have a
new insight into programming as I
did not realise simple codes are
enough to program something I
presume as difficult.”

“As I do have previous
programming experience I did my
best to explain algorithms, object
oriented programming, Java and
general programming basics to the
team members. It was a rewarding
teaching experience, as most team
members did understand my
explanations and learnt from
them.”

“I learnt more about biasing
transistor more in a week than I
ever did in lectures although I
attend every single lectures”

“I liked the combination of
almost all our modules to produce
a very commonly used device”

“I really like the lab and scenario experience. I believe a better
explanation during the year of the scientific and/or engineering
approach to solve a problem will be very useful for the scenario
and lab. Otherwise we fall into the ‘de
-
engineering process’: 1.
Go to internet; 2. Find a similar design; 3. Try to understand
how it works; 4. Modify it for our task.

I really believe that the ‘engineering way’ is: 1. Study what we
have (measuring); 2. Understand what we want in the output; 3.
Design the "black box". Now I have clear in my mind these
fundamental steps.

Probably it was your way to give us a task and see how the
students discover the ‘engineering process’.”

Summary


Students particularly liked


the practical aspects of the scenario


Group work and the increased social interaction


Competitive testing


Areas to improve


More facilitation staff


More guidance on team working and report writing


It is extremely important to have a timely debrief
session after the reports are marked