MDLS | MECHENG236

• Following UDL (Universal Design for Learning) guidelines. 
• Allowing rewind-ability and asynchronous learning 
• B-D-A Interactivity (learning and teaching opportunities Before, During, and After sessions) 
• Reducing the cognitive load 
• Managing the flow of new information by chunking 
• Accessibility and inclusivity
• Personalised curation
• Observing theoretical principles applied in industry spaces 

• Students are able to refer to videos and resources when working on projects and link these to physical labs. 
• Connections between theoretical and practical components.
• Remote viewing of the labs and equipment that are hard to reach in the face-to-face environment. 

The learning design team collaborated with Dr Stephen Kavermann through various modes. We held most of our co-planning and co-ideating processes online using MS Teams and Miro. We prototyped and co-created the content at MDLS labs, Newmarket campus labs, Stephen's office at UoA, and his other office at Fisher and Paykel Healthcare centre.

We often collaborated in a way to help our teaching team with testing new tools and supporting them in building or enhancing their capabilities of working with new tools.

WHY? 

To allow lab equipment to be introduced in lectures in a more interactive format than static images. The 3D images of lab equipment were thus a teaching tool in their own right, but more importantly made a bridge from the lecture content to the labs for better learning. They could also be made available to students after the lab (including in a follow up quiz) for continued access. 

HOW?

• Lab equipment was scanned using Lidar scanning with the mobile app PolyCam.
• Students were shown some of the models in the lecture and encouraged to have a look before their lab and hands-on activities.
• For the final ICE lab, students were presented with the 3D models in a quiz connected to the lab.

WHY?

360-degree videos are becoming more common by the day as they provide interactive and immersive experiences for the audience. In academia, 360 videos can have the potential to transform the way we learn and teach by facilitating immersive experiences of labs, different types of machinery, and virtual tours of different locations.
The significance of using 360 videos for MDLS projects became more prominent during COVID lockdowns when students could not physically come to the labs. Furthermore, it opened up the opportunity to allow students to experience the use of different machinery in industry and real-world contexts.

To introduce students to the manufacturing machines taught in class “up close and personal” without needing to coordinate onsite visits. These videos could also be used in lectures to bring real-world context to the theory being taught. 

HOW?

• 360 videos created with narration by Stephen, talking through several manufacturing machines
• Students were given access to the videos on canvas and encouraged to watch them to deepen their knowledge for exam preparation.
• 360 videos can easily be created using specific cameras such as Insta360 ONE X2 or GoPro Max. You can get in touch with Unleash Space if you would like to test these cameras.
• You can change the quality of the video in the "gear" symbol. 

WHY? 

Planned as a further link between lecture content and lab, but not used in the end, as they were not considered time effective resources for students. Would be very useful in the case that students are not able to participate in in-class labs.

HOW?

• 360 videos created with narration by Stephen, talking through the lab equipment.

WHY? 

To encourage active learning by asking questions in-context of images/videos of the machines and manufacturing processes being taught. 

HOW?

• H5P interactive activities created: 360 video example, Drag and drop image. 
• H5P activities can be re-used by copying or downloading them with the Reuse button at the bottom of the activity. 

WHY? 

To gauge the student engagement and opinions of different learning activities. 

HOW?

• Student feedback survey created in H5P.
• H5P activities can be re-used by copying or downloading them with the Reuse button at the bottom of the activity. 

You can scan the QR code to see an example of the H5P course feedback activity. 

You can also click here Links to an external site. to open the H5P activity in a new browser tab.