This document summarizes a blended course in mechanical engineering that combines both online and face-to-face learning. The course aims to make the content interesting and applicable by introducing problem-based learning approaches and promoting collaborative learning. Students participate in both individual and group projects online and in class, and have access to online resources and materials. The blended approach allows for greater interaction between students and more flexibility, while still achieving the learning objectives.

1. A Blended Course in Mechanical Engineering The 15th Annual Sloan-C International Conference on ONLINE LEARNING Orlando, Florida, October 28 - 30, 2009 Isabel S. Carvalho IDMEC, University of Porto, Porto Lisbon Engineering Institute, Lisbon Portugal

2. Course description Methodology / Contents / Activities / ….. Online & F2F integration Overall view Final Remark Structure

3. Can course contents be made interesting and appealing and of practical application? YES ?

6. Positive interdependence ( in class and online) F2F promotive interaction ( in class – coop. & collab. ) Individual accountability/personal responsibility ( in class and outside class ) Teamwork skills ( in class ) Group processing ( in class and outside class ) Methodology / Activities Smith et al. (2005). Pedagogies of Engagement: Classroom-Based Practices. J. Engng. Education, January, 87-101.

7. Online Environment http://edu2.moonlight.pt/admin - Login & Password Energy Courses (Syl.) Res. & Mat. Activities Sem & Field Trips Evaluation Energy Production and Management

8. Menu Courses Resources & Materials Course Syllabus Contacts Objectives Description Learning outcomes Getting started – LMS ECTS .... pdf Resources & Materials Files for download Reports Working files (.XLS) Links (National & International) Simulators (F2F) http://edu2.moonlight.pt/admin Online Environment

13. In Class Outside Class Quizzes Exercises Access to Learning Resources (controlled) PowerPoint Presentations CD-ROM Case Studies (real world) Debates (moderated) Reading Exercises Access to Learning Resources (free) Field Trips Measuring Case Characterisation and Monitoring Do your own calculations ! Interviews Student – Content Activity and Interactivity Map

14. Student-Teacher Student-Peers In-person Email Assignments and Reports with feedback Online discussion (Forum) Formative and summative evaluations Small group quizzes Small group exercises Sidebar discussions Online (Forum) Peer review (in class and online) Activity and Interactivity Map

15. Online and F2F

16. Overall View Kick-off phase - motivation SMS In-class and online integration Rules and Deadlines Feedback Engagement and Focusing Align content with engaging activities Design activities for interaction among learners

17. Information management Establishment of check-points to secure the achievement of the main objectives Online and In-class support sessions Guidance and mid-term evaluations Required interaction between learner and teacher / tutor Workload versus Grades Overall View

18. Larger pool of ideas Healthier learning environment Accomplish more in less time Interaction between students encourages more and better learning Increases motivation; flexible communication schedules; easy contact with lecturer and peers Allows questions, reflection and corrections Possibility to teach others and share personal exp. Hard work; time consuming; information management Student’s View

20. Students make strong connections between concepts when they learn facts and skills by actively working with information rather than by passively receiving information. Establishment of check-points to secure the achievement of the main objectives. Learning by doing.... and enjoying it ! Willing to teach others ... MULTIPLIER EFFECT Final Remark

21. Flexibility Fairness Objective / Subjective Continuous / Final Process / Product Individual versus Team .... Assessment - What? When? How?

23. T H A N K Y O U ! [email_address]