This post lists several new developments in delivering science and engineering online. These developments join a list of other efforts that are listed below in the reference section that suggest we may be reaching a tipping point in teaching science and engineering online.
USA: The University of Colorado Boulder’s Master of Science in Electrical Engineering
UC Boulder is offering a Master of Science in Electrical Engineering (MS-EE), a MOOC-based online, asynchronous, on-demand graduate degree in the autumn, with additional curricula rolling out in 2018-19.
The degree will have a “modular and stackable structure”, according to the university, meaning that students can select about 30 subjects that best suit them as they move through the programme. Each of the 100 courses on offer will feature in-depth video content, reading materials and resources and assessments, and many will also “bring the laboratory experience out of the Engineering Center to students around the world” by “inviting students to apply their knowledge using hardware and software kits at home”, the university said.
The university has already designed kits for the course on embedded systems engineering – a field in which a computer is designed and programmed to perform predefined tasks, usually with very specific requirements. For this course, students will be sent a circuit board with an embedded system that can plug into their laptop and will form the basis of assignments. The results of the tests will then either be sent automatically to the lecturers or entered manually by students. The technology also means that technical assignments can be machine-graded immediately, with students receiving instant feedback. It allows students to retake assignments as many times as they want.
The home kits will cost in the range of “tens of dollars” rather than thousands of dollars. Overall the degree will cost around US$20,000, which is half the price of the equivalent on-campus programme.
Individual courses can be taken for a single academic credit, but they can also be grouped into thematic series of 3-4 credits, stacked into standalone CU Boulder graduate certificates of 9-12 credits, or combined to earn the full 30-credit degree. Each course addresses professional skills while providing content at the same high quality as the university’s traditional on-campus master’s degrees.
CU Boulder faculty have custom designed each course. Courses feature in-depth video content, curated readings and resources, and assessments that challenge students to demonstrate their mastery of the subject area. Many courses bring the laboratory experience out of the Engineering Center to MOOC students around the world, inviting students to apply their knowledge using hardware and software kits at home.
However, the program has still to be accredited by the Higher Learning Commission (HLC), and no information was given as to whether it will be accepted by ABET, the accreditation agency for professional engineers in the USA. This will be critical, as in the past, very few engineering programs with online components have passed this hurdle.
Also the notion of MOOCs being not only open but free seems to be a thing of the past. US$20,000 for a degree may be half the cost of the on-campus course, but I suspect many potential students will want to be sure that they can get full accreditation as a professional engineer before laying out that kind of money.
Nevertheless, this is a bold venture by UC Colorado, building on its previous excellent work in offering open educational resources in science through its PhET project. Founded in 2002 by Nobel Laureate Carl Wieman (now at the University of British Columbia), the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery. It will be interesting to see how much the MS-EE program draws on these resources.
Queen’s University’s online Bachelor in Mining Engineering Technology
Queen’s University’s new Bachelor of Mining Engineering Technology (BTech) program combines technical expertise with the managerial and problem-solving skills the industry needs from the next generation of mining professionals, in a flexible online learning format. The university provides a very interesting rationale for this program:
Canada’s mining industry is facing a retirement crisis that is only set to worsen over the next five to ten years. With the most experienced part of the mining workforce leaving, new opportunities will open up for the next generation of mining professionals.
This program was developed as a result of discussions between the university and the mining industry in Ontario. The web site indicates the type of position open to graduates with typical salaries.
Graduates of any Engineering Technology or Mining Engineering Technician diploma who have completed their diploma with a minimum 75% average or individuals with at least two years of study in a relevant science field are eligible to enrol. Upon successful completion of the bridging program, students enter the final two years of the four-year degree program. Each year includes a two-week field placement in Kingston and Timmins. Students receive block transfer credits for the first two years of the program.
Students can study full-time, or work full-time and study part-time. This allows students to adjust their course load at any time during the program.
However, the BTech program is unaccredited. Graduates seeking professional licensure will need to apply to write the Board Exams in mining engineering. In Ontario, the application will go to the Professional Engineers Ontario (PEO). As with applications from an accredited program, graduates would also need to write the law and ethics exam, and complete the required supervised work experience program in order to be considered for licensure.
It will be interesting to see how the two programs work out. Both ABET in the U.S. and professional engineering societies in Canada have up to now denied accreditation for any degree programs with a significant online component, a necessary first step to taking the professional exams. But the Queen’s program has been built specifically to respond to the needs of employers. I will be very interested to see how the PEO in particular responds to graduates from this program wanting licensure as professional engineers – or will the employers just ignore the professional association and hire the graduates anyway?
More online virtual labs for science and engineering
Drexel University Online has an excellent series called Virtually Inspired, which like Contact North’s Pockets of Innovation,
is an ongoing research project to uncover the best of breed technology-enhanced online courses and programs indicative of the “Online Classroom of the Future.”
Online Virtual Labs for Science and Engineering showcases three examples from Chile, India and Denmark of online virtual labs that provide hands-on experiential learning.
The Lab4Physics mobile app enables students to use various built-in tools to measure gravity or acceleration in real-time with a built-in accelerometer. They can study speed, velocity, distance or displacement using the built-in speedometer. With the sonometer, students can study waves, amplitude, time and other physics phenomenon.
Coming soon, the Lab4Chemistry app will helps students learn spectrophotometric techniques. Students can use the built-in camera as a spectrophotometer or colorimeter to analyze samples wherever they may be. By taking pictures of droplets of different concentration and optical densities, they can create a calibration plot to measure a material’s transmission or reflection properties.
Each app has pre-designed experiments. For example, a student can swing their phone or tablet like a pendulum to learn how oscillation works.
Students and teachers alike can download the app, experiment, analyze and learn with pre-designed guided lab experiences and step-by-step instructions. For those who lack Internet access, the experiments and tools can be downloaded to use offline, even in airplane mode.
Students, teachers, and institutions from primary, secondary and tertiary institutions across Latin and South America are taking advantage of Lab4U. Most recently Lab4U has expanded their work to Mexico and the United States.
Virtual labs of India
Virtual labs of India is an initiative of the Indian Ministry of Human Resource Development. Its objectives are:
to provide remote-access to labs in various disciplines of Science and Engineering. These Virtual Labs will cater to students at the undergraduate level, post graduate level as well as to research scholars
to enthuse students to conduct experiments by arousing their curiosity, helping them learn basic and advanced concepts through remote experimentation
to provide a complete Learning Management System around the Virtual Labs where the students can avail the various tools for learning, including additional web-resources, video-lectures, animated demonstrations and self evaluation.
to share costly equipment and resources, which are otherwise available to limited number of users due to constraints on time and geographical distances.
Anywhere from four to twenty-five labs are offered per discipline area. These areas include Computer Science & Engineering, Electrical, Mechanical, Chemical, and Civil Engineering, Biotechnology and Biomedical engineering, and more.
Virtual Labs Simulations from Denmark
Labster is a Danish company with offices in Bali, Zurich, London, and Boston, as well as Copenhagen.
Labster offers fully interactive advanced lab simulations based on mathematical algorithms that support open-ended investigations. They combine these with gamification elements such as an immersive 3D universe, storytelling and a scoring system which stimulates students’ natural curiosity and highlights the connection between science and the real world. All that is needed is a computer or laptop and a browser to perform advanced experiments and achieve core science learning outcomes.
Labster currently has more than 60 simulations covering a wide range of topics including Parkinson’s Disease, Viral Gene Therapy, Eutrophication, Lab Safety, Animal Genetics, Tissue Engineering, and Waste Water Treatmen. Some simulations are available in virtual reality with the addition of a VR headset.
Labster is being used for on-campus teaching at many high-reputation universities, including MIT, Harvard an UC Berkeley.
Where is the tipping point for recognising online science and engineering degrees?
We now have a wide range of examples of not only online courses, but online tools that provide experiential learning and experimental situations in science and engineering fully online. When will the professional associations start recognizing that science and engineering can be taught effectively online?
It needs to be remembered that the teaching of science, and in particular the experimental method, was invented, more or less from scratch, by Thomas Huxley in the 1860s. There was so much opposition to the teaching of science by the established universities of Oxford and Cambridge that Huxley had to move to the Government School of Mines, where he began to train teachers in the experimental method. That institute eventually became Imperial College, one of the most prestigious centres of higher education in the world.
However, it is now another century and another time.
The U.K. Open University developed low cost, ingenious experimental kits in the 1970s that were mailed to students, enabling them to do experimental work at home. Today the Open University has the online OpenScienceLaboratory.
Dietmar Kennepohl at Athabasca University, who helped develop and design much of the experimental work for Athabasca University’s distance education programs in science, has written an excellent book about how to teach science online.
Students can now access and control online remote labs and equipment that do actual experiments or demonstrations in real time.
We have online simulation kits that can be downloaded, enabling students to build and test circuits, videos that demonstrate chemical reactions, and virtual reality environments that enable students to explore DNA mutations.
The only thing that stops us offering fully online, high quality science and engineering programs now is the conservatism of the professional associations, and the ignorance about the possibilities of online learning, and the fear and conservatism, of the majority of science and engineering faculty.
Bates, T. (2014) More developments in online labs, Online learning and distance education resources, May 8
Bates, T. (2013) Can you teach lab science via remote labs?, Online learning and distance education resources, April 22
Bates, T. (2009) Can you teach ‘real’ engineering at a distance? Online learning and distance education resources, July 5
Kennepohl, D. and Shaw, L. (2011) Accessible Elements: Teaching Online and at a Distance Edmonton: Athabasca University Press
PhET (2018) Interactive simulations for science and math Boulder CO: University of Colorado
The Open University, The OpenScience Laboratory, accessed 22 February, 2018
Cleveland-Innes, M., & Stenbom, S., & Hrastinski, S. (2015, June), Faculty Change in Engineering Education: Case Study of a Blended Course About Blended and Online Learning Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24101
We continue to offer this course at KTH. More results coming.
Thanks for sending details of this study, Martha – much appreciated. For those who don’t know, KTH is the Royal Institute for Technology in Sweden.
I’ve had several tweets pointing out that online engineering courses and even some programs have been around for some time. However, my point is that none or very few of these are accredited by the professional associations which is essential for people seeking qualification and employment as professional engineers. The tipping point is not offering such courses but getting them accredited by the professional associations. This still is not happening – but for how long?