Design of computer simulator-based learning modules and assessments for a subject in Control Engineering

BACKGROUND The paper presents the design of simulator-based learning modules and assessments in the context of teaching tough and abstract concepts in control engineering related units to maritime engineering students in the modern era of high technology. Maritime engineering students at the Australian Maritime College, University of Tasmania, have a great challenge in comprehending control engineering units that contain much mathematics related abstract concepts and principles. Good pedagogic methods and practice should be applied in teaching such tough concepts so that maritime engineering students motivate themselves in student centred learning. Computer simulators provide flexible tools to visualise control concepts so that students can comprehend dynamic behaviour of a control system. The paper discusses the author’s recent teaching practice in simulator-based learning modules and assessments and investigates their efficacy in students’ learning process. PURPOSE The main purpose of this paper is to introduce the design and practice of computer simulator based learning modules and assessments for a control engineering related unit to be taught at the Australian Maritime College/National Centre for Maritime Engineering and Hydrodynamics. DESIGN/METHOD The simulator-based learning modules and assessments for a control engineering based unit were designed based on a combination of mathematical models, simulation technique, user interface and visualisation and flexible tools for online and on-campus delivery. A trial using these learning modules and assessments has been done as an assessment component of the control engineering related unit for two years. The efficacy of the simulator-based learning modules and assessments has been analysed by students’ involvement in the learning process and feedback/comments. RESULTS The computer simulators helped to visualise many tough and abstract concepts of the control engineering related unit and the simulator-based learning modules got students actively involved in learning process and assessments. The method of using simulator-based learning modules and assessments stimulates students’ learning motivation and the student centred learning process. All students who took the unit with a simulator-based assessment component were involved in learning process and the majority of students’ feedback and comments have been positive. CONCLUSIONS The main benefit of computer simulator-based learning modules and assessments is that students can comprehend tough concepts through graphics and animation in the simulators. In comparison with the classic teaching method, the new method has motivated the students’ learning and got students involved in student centred learning process.