Seeding Enquiry-Based Learning in Electrical and Electronic Engineering: Case Study 2 – Robotics

1 Norman J. Powell, Centre for Excellence in Enquiry-Based Learning, University of Manchester, United Kingdom, [email protected] 2 Alasdair Renfrew, School of Electronics and Electrical Engineering, University of Manchester, United Kingdom, [email protected] 3 William S. Truscott, School of Electronics and Electrical Engineering, University of Manchester, United Kingdom, [email protected] 4 Peter J. Hicks, School of Electronics and Electrical Engineering, University of Manchester, United Kingdom, [email protected] 5 Brian Canavan, Robert Clark Centre for Technological Education, University of Glasgow, United Kingdom, [email protected] Abstract Enquiry-Based Learning (EBL) was developed in the third-year module Robotics. Problem-Based Learning (PBL) is an instance of EBL, where the students’ enquiry into a topic is triggered by an initial scenario. A PBL scenario was introduced towards the end of this module, where the students are asked to act as consultants engaged in a systems integration activity for a selected industrial automation process. The scenario requires the selection and integration of automated material handling components, including conveyer belts, robots and sensors. Being at the end of the module, this activity provides an opportunity for the integration of earlier module content into the activity, as well as the finding, analysis and synthesis of new information. Key decisions in the design of the scenario, consideration of the learning environment and the form of assessment are described, emphasising flexibility in approach and sensitivity to the context of this development. This development is in the second year of its delivery. The results of an integrative evaluation, drawing on questionnaires, participant observation and student focus groups, will be presented. The experiences and creativity of the groups of students who have worked through this scenario will be presented, highlighting the impact of internal and external factors.