Utilising tablet PCs in tutorials to aid external students

Wandel, Andrew P. (2009) Utilising tablet PCs in tutorials to aid external students. In: AaeE 2009: Engineering the Curriculum, 6-9 Dec 2009, Adelaide, Australia .

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Abstract

[Abstract]: A tablet PC (a computer with a special screen so a stylus can write directly into an active program) was used in a tutorial setting to record pen-strokes and audio subsequently edited as a video. Because the subject primarily involved mathematical manipulation, ordinary text-based presentations might not be as beneficial. The intention was to provide a fuller tutorial experience for external students compared to the usual static page of worked solutions, which does not allow the student to discover the deeper thought processes behind the flow of the solution. A broader range of senses can be engaged, deepening the learning process and assisting those students who tend to learn aurally. Students were surveyed regarding their impressions of how useful the videos were in conjunction with the static page of worked solutions. Also studied was the inclass learning experience due to the use of the computer instead of the traditional board.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Authors retain copyright.
Depositing User: Dr Andrew Wandel
Faculty / Department / School: Historic - Faculty of Engineering and Surveying - Department of Mechanical and Mechatronic Engineering
Date Deposited: 18 Mar 2010 00:02
Last Modified: 02 Jul 2013 23:33
Uncontrolled Keywords: tablet PC; tutorials external students
Fields of Research (FOR2008): 13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio-Economic Objective (SEO2008): E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
URI: http://eprints.usq.edu.au/id/eprint/6427

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