Abstract

Recent research has demonstrated that micro-modules have several advantages over videotaping of lengthy lectures. For example, the micro-modules are more focused on the subject, of higher quality and are better made with intentionality, more suited for personalized learning, and appropriate for skill-based learning, etc. Hence, in order to raise the quality of teaching and learning, the Engineering Faculty continues to promote and deploy micro-modules-based eLearning for engineering courses.

There are two components in this faculty-wide umbrella proposal. The first is the production of high quality micro-modules contents for engineering courses with a special focus on engineering foundation courses. For example, we would like to explore micro-modules for lab courses in teaching safety policy, equipment operation, etc. Moreover, we would like to produce specific micro-modules for engineering physics and engineering mathematics topics. In addition to video only micro-modules, we plan to consider curriculum design by introducing graphics, animation, simulation, etc. multimedia components as appropriate. The second component is the management of current micro-modules in various courses through refinement of content, improvement of curriculum, and the expansion of connectivity with current modules. The expected outcome of this project is to serve the Faculty as well as the university on promoting eLearning through effective and innovative courses using micro-modules.

Brief write-up

Project objectives

The primary goal of developing a series of unique micro-modules is to enhance the teaching and learning quality in the Faculty of Engineering. Through these micro-modules for engineering courses, we hope to provide a knowledge and content repository for students, to have better engagement through increased teacher-student interactions during flipped-classes, and to create personalized learning path by watching prescribed micro-modules. Ultimately, we hope the creation of these micro-modules will result in better teaching and learning for both teachers and students.

Activities, process and outcomes

The production activities are divided into three main categories: 1) Pre-Production, this stage involves the concept and script development process while working together with teachers to prepare for the course materials, including curriculum design, graphic/ animation selections to be used to support the presentation. 2) Production, in this part, we implement the curriculum design set in pre-production through video shooting, screen presentation recording, and coaching teachers how to communicate in front of the camera. The filming was conducted inside the faculty studio, classroom theatre, and department laboratory. 3) Post-Production, in this stage, we perform the offline and online edit after the production activities for each module finished. The post editing process follows the script composition and section cut agreed with the teachers during the pre-production and production stage.
Upon the completion of the project, a wide variety of teaching contents in the form of micro-module videos (over 60 micro-module videos) have been added to the teaching materials for the following foundation courses at CUHK Faculty of Engineering: BMEG2001 Introduction to Biomedical Engineering, BMEG3210 Biofluids, BMEG4450 Bionanotechnology, CSCI3220 Algorithms for Bioinformatics, ENGG1100 Introduction to Engineering Design, ENGG1310 Engineering Physics, ENGG2420 Complex Analysis and Differential Equations for Engineers, ENGG2430 Probability and Statistics for Engineers, ENER4050 Energy Storage Devices and Systems, SEEM2460 Introduction to Data Science

Deliverables and evaluation

The addition of micro-modules to the eLearning platform has been found to promote the implementation of flipped-classroom pedagogy and blended learning in the faculty foundation courses. Teachers share the link of the micro-modules video for the students to watch before the lecture and then discuss the topic related to the video in class. We have received positive feedback from teachers and students particularly in ENGG1100, BMEG3210, BMEG2001, BMEG4450, CSCI3220, SEEM2460, ENGG1310, and ENER4050 classes for the recently release micro-modules, animation clip and simulation that help them to gain an understanding of key engineering concepts. The outcome of these micro-modules promotes self-learning, enriches the learning experience of engineering students and improves classroom interaction, in keeping with the university eLearning goals and objectives.

Dissemination, diffusion, impact and sharing of good practices

To disseminate good practices, we have developed a website to share with teachers the resources and production stage guidelines on how to create micro-modules for their respective courses and also to display the latest final production results from this project.
Project website URL: http://studio.erg.cuhk.edu.hk/Micro-modules

The progress of the project was shared at the Faculty of Engineering TALENTS (Teaching and Learning Enrichment Sharing) Seminar in January 2018 and also at the CUHK Teaching and Learning Innovation Expo in December 2018. Both presentations were recorded and shared within the internal faculty online channel and the expo event archive.

Link to CUHK Teaching and Learning Innovation Expo 2018 presentation recording: https://panopto.cuhk.edu.hk/Panopto/Pages/Viewer.aspx?id=48d8e5f1-694d-433a-81cc-a9b40037ba86