Prior to 2000, practicals in the power electronics subject have been isolated two hour sessions with only nominal assessment. Students were not motivated to prepare for or subsequently review the results of these prac sessions. The time in the pracs was rushed, and student’s actions were task oriented. Learning was shallow or did not occur at all.
The change introduced in 2000 was to create two projects which each spanned a four week period. The contact each week consisted of a two hour laboratory session, and a one hour tutorial for the discussion of the problem. The projects were larger, linked, real world problems, tackled by groups of three students. Assessment was via individual wookbooks kept during the project, a group demonstration of the working project by all members, and a subsequent report written either individually or as a group.
These projects were highly successful in motivating the students, and achieved the transfer of the theory presented in lectures into personal practical understanding of that material. These outcomes were judged by observations of the class, project and exam marks, and responses to a questionnaire given at the conclusion of the semester.
Improvements for 2001 include better defined marking criteria for the assessable components of the project, and more careful timing of the projects.
This intervention in the power electronics subject along with this report form part of an action learning project for the Graduate Certificate in Education. The action learning process is validated as a powerful teaching tool.
Geoff Walker / School of Computer Science and Electrical Engineering / walkerg@csee.uq.edu.au