IP EC 95 a COMPUTER ASSISTED TEACHING

This paper brieey explores some issues associated with the use of computer-assisted learning/teaching methods in power systems education. Power students' perception regarding computer literacy and power educators' general attitude regarding a computer-oriented approach to power systems educ-tion will be dealt with in some detail. A computer simulation-based teaching/learning method adopted for a nal year elective and a postgraduate course in \Power Systems Analysis" at Wollongong University will then be discussed. Relevant aspects of the course development such as setting the course objectives and the requirement of supporting teaching material, assignments and small analysis/design projects are highlighted. It will be shown that a strong commitment to computer simulation in teaching enhances students' learning, instills the concepts of self-study and team eeort, and has a potential to boost the student enrolment in power electives. 1 COMPUTERS IN POWER SYSTEMS EDUCATION The size and complexity of real-life problems in power systems has ruled out the use of traditional network analysers and other analogue tools in power utilities quite a long time ago. Meanwhile, the use of software application tools in day-today operation of electric power utility and power industry has started a few decades ago. Since then, power systems engineers have had to develop a wide range of sophisticated digital computer software for the analysis of large complex systems. These tools are now playing an indispensable role in planing, operation and control of power systems worldwide 1]. A much further growth is anticipated in development of power systems related software tools in future. Nevertheless, power systems educators waited relatively a long time to respond favorably and use digital computer hardware/software as an eeective teaching aid. Several reports during the early 1980's suggested that university educational programs in power systems engineering were far from healthy 2]. Attempts were made to reenergize power engineering education by introducing an entirely new image for power systems education. There was in fact a radical shift from teaching a few credit points \com-puter applications in power systems" type courses to digital computer-aided teaching, tutorial and laboratory work 3]. These changes not only targeted the needs of industry but also tried to boost the student enrolment in power electives. Without a doubt, the availability of modern computers and widespread usage of the MS-DOS platform in tertiary education have opened an entirely new concept for teaching/learning practices in engineering. With the exception of some well known universities with a strong undergraduate …