Improving fluid mechanics instruction using state-of-the-art CRS

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Improving fluid mechanics instruction using state-of-the-art CRS

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Title: Improving fluid mechanics instruction using state-of-the-art CRS
Author/Creator: Lucke, T | Dunn, P K
Description: This case study explores the use of a new, low-cost, state-of-the-art Classroom Response System which allows students to use their mobile devices (phones, tablets, laptops) to respond to a variety of numerical, multiple-choice, short-answer and open-ended discussion questions posed during face-to-face workshops. In order to allow sufficient time to fully engage with the workshop activities traditional lectures were revised and the classroom lecture was flipped. Students worked through narrated lecture material (hand-e-lectures) online, prior to attending the workshops. CRS was included as part of the hand-e-lecture content and feedback from this was incorporated into the workshops. Workshops extended the hand-e-lecture content by including a variety of carefully designed, engaging activities (many were group activities) that used CRS questions to facilitate discussions, problem solving and case study analysis to enhance student cognition. Overall, the new flipped lecture and CRS teaching format demonstrated high levels of student engagement, motivation and attendance.
Relation: 2013 International Symposium on Project Approaches in Engineering Education (PAEE), Eindhoven, Netherlands 8-9 July 2013
Relation: Proceedings of the 2013 International Symposium on Project Approaches in Engineering Education / Natasha van Hattum-Janssen, Rui M Lima, Dinis Carvalho, Sandra Fernandes, Rui M Sousa, Francisco Mareira, Anabela Aives, Diana Mesquita (eds): pp.16.1-16.8
Relation: http://paee.dps.uminho.pt/past-events/PAEE2013/PAEE2013proceedings.pdf
Year: 2013
Subject: FoR 0913 (Mechanical Engineering) | classroom response systems | Top Hat Monocle | flipped learning | hand-e-lecture | FoR 0913 (Mechanical Engineering)

Collection(s): Research Publications
Resource Type: Conference Paper
Identifier: ISBN: 9789898525215
Rights: Copyright © 2013 The Author. This paper is published under the Guidelines on Open Access to Scientific Publications and Research Data in Horizon 2020 (http://ec.europa.eu/research/participants/data/ref/h2020/grants_manual/hi/oa_pilot/h2020-hi-oa-pilot-guide_en.pdf): Open access to scientific publications refers to free of charge online access for any user.

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