The session outlined challenges of designing and delivering an innovative online Post-Graduate Engineering course while ensuring the alignment of academic material and structure to industry needs. To achieve this, the curriculum was designed in consultation with the professional bodies reflected in the design and content of the curriculum. Workshops were carried out with disciplines of professionals from industry in all relevant disciplines (e.g. architects, engineers, contractors, manufacturers). Additionally, the inclusion of customised curriculum such as PMP enabled learners to gain double certification.The integration of accredited prior experiential learning was seen as an important part. Suitable techniques to enhance constructivism were built in to the curriculum to achieve this.
One of the requirements for students participating on the course was attending an on-campus 2 day induction event. This enabled learners to form relationships, collaborate with one another and meet the tutors .This was seen as very effective, shown by the results of the volume of communication and collaboration work produced by the students. Asynchronous methods of communication such as email and synchronous methods such 3D interactive Virtual Environments were both employed (Second Life) to allow simulations.
Assessment comprised of real-life case studies, role play, e-journals among others. Real-time interactive online medium was used to deliver lecturers including facilitating discussions, debates, polls, audio, visual, Q&A, chat, presenting simultaneously.
I would encourage you to view the whole PPT for more detail.
Report by Betty Sinyinza, Educational Technologist, Centre for Academic Practice Enhancement
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