maría jesús gonzÁlez-fernÁndez, fernando aguilar , jesús m. garcÍa-alonso, eduardo montero

Department of Electromechanical Engineering

UNIVERSITY OF BURGOS, SPAIN

INTED 2013, 7th International Technology, Education and Development Conference4-6 March, Valencia, Spain

A REVIEW OF STREAMING VIDEO

ON THERMAL SOLAR ENERGY TOPICS

FOR TEACHING PURPOSES IN ENGINEERING EDUCATION

María Jesús GONZÁLEZ-FERNÁNDEZ, Fernando AGUILAR, Jesús M. GARCÍA-ALONSO,

Eduardo MONTERO Department of Electromechanical Engineering, University of Burgos, Spain

www.ubu.es


UNIVERSITY OF BURGOS, SPAINA review of streaming video on thermal solar energy topics for teaching purposes in engineering education


CITY OF BURGOS

•175.000 inhabitants

•Medieval origin city(founded in the 880s)

•Industrial environment




UNIVERSITY OF BURGOS

•Staff: 700 professors/lecturers

•Students: 8500

•Faculties&SchoolsFaculty of SciencesFaculty of LawsFaculty of EconomicsFaculty of Humanities & EducationHigher Polytechnic SchoolSchool of NursingSchool of Tourism




CONTENTS

• Introduction

•Streaming video in higher education

•Streaming video on thermal solar energy

topics: a review

•Conclusions




INTRODUCTION 1/2

• The applications and potential benefits of the use of video in teaching and learning started with the analogue videotapes in the early seventies.

• With the advent of digital video, video resources can be distributed to students via CD-ROM or DVD, on-line via the Internet, and embedded within other computer-based learning resources.

• Digital video permits more effective interactivity and control, as video elements can be quickly selected by the user, or controlled by a computer program, in any desired sequence.




INTRODUCTION 2/2

• While the technical requirements for digital video production may now be less demanding, the production of quality learning content still requires appropriate expertise.

• This paper presents a review on educational or professional streaming video that can be used as teaching materials for thermal solar energy courses. (production of domestic hot water or space heating in buildings, empowering the use of renewable energies)




• Streaming video: video which can be played by means of an Internet data stream, directly on a web site, in real time, without having to download previously

• The video does not need to be downloaded as a discrete file

• No need of distribution to each user; but need access to the Internet with reasonable bandwidth

• hyperlinks can easily be inserted into any on-line learning resource, such as a web-page or Virtual Learning Environments

STREAMING VIDEO IN HIGHER EDUCATION 1/3




• To what extent did the students learn from the video or from any number of additional resources?

• Literature review criteria:i. the educational purpose

ii. the educational focus on image and sound, interactivity or integration

iii. technical and implementation issues

iv. the comparison of practical and educational requirements.

• Developing one’s own teaching streaming video could be an expensive and time consuming task, while using already available video could be easier and inexpensive

STREAMING VIDEO IN HIGHER EDUCATION 2/3




Description Educational benefitsLecture The lecturer speaks to the audience or the

camera. It is generally used for lecturing, or to provide a presentation or an overview. This type provides the opportunity to archive presentations to be retrieved on demand. Seminars, workshop or conferences could be included in this category. Sometimes the lecturer is overlapped by video slides.

Students can watch the presentations several times and use them for study revision. They can gain access to knowledge and insights from external speakers.

Instructional This technique is used to show the process of doing something concrete, the procedures, the different stages. It is also used as a demonstration method to show experts in practice or to describe equipment and devices. Some video slides and animations could be included in this category.

Students can visualize an expert in practice performing a task difficult to describe or difficult to get access to, or to show complex machines or processes. This can be potentially support a contextualized approach to learning, where the students can benefit from observation without being there.

Simulation Here the intention is to simulate an event such as lab experiment where safety might be potentially at risk, or to engage in a role playing situation where students can experiment with different roles and behaviours. Virtual animations could be included also in this category.

Students can watch a simulation of a lab experiment where lack of resources or time might be an issue. Equally by watching and analysing a simulation of a variety of role behaviours, students can gain greater retrospective on the issues at stake.

Real life The purpose here is to capture an action that cannot be physically brought into the classroom. This might apply to any type of outdoor scene, a field trip or industry scene.

Real life events can be observed, interpreted and discussed. Access to external knowledge and experience can provide opportunities for knowledge transfer and, for example, increase awareness of environmental concerns of industrial practice.

Common uses of streaming video in engineering education




STREAMING VIDEO ON THERMAL SOLAR ENERGY TOPICS: A REVIEW

• Short review on streaming video that can be used as teaching materials for thermal solar energy courses (only English language)

Limited scope: only thermal solar systems for the production of domestic hot water or space heating

• Contents cover solar system descriptions, lectures, maintenance topics, self-made solar collectors, technical videos and professional items.

Only videos with some pedagogical benefit haven been included, discarding those with commercial or popular do-it-yourself purposes.

Repetitive videos on the same concept have been also discarded. • Search on websites such as YouTube, Vimeo or

TeacherTube, and Educational Digital Libraries as NEEDS or MERLOT; performed 10th-20th January 2013




STREAMING VIDEO ON THERMAL SOLAR ENERGY TOPICS: Lectures

Lecture videos consist mostly in teacher lecturing, video slides (text and pictures), or a combination of those.

The addressed topics are more specific (introduction to solar energy,

insulation of solar collectors, etc.)Besides they are scarce, lecture videos devoted to technical concepts (design criteria, evaluation of energy performance, feasibility of installations, etc.) present complex concepts and long time play.

However, they are very useful as teaching material repository to be

recovered by the student when needed.




STREAMING VIDEO ON THERMAL SOLAR ENERGY TOPICS: Instructional

Instructional and simulation videos are very useful for visual learners as they explicit solar devices components and functions, build-up processes of solar collectors, inspection tasks, and so on.

For example, the description of the components and assembly process of a plate solar collector could help the understanding of the mechanisms of energy efficiency involved, such as selective

surfaces to improve solar radiation capture, convective and radiative energy losses of the solar collector, or the method to

compute the energy performance of the solar collector.




STREAMING VIDEO ON THERMAL SOLAR ENERGY TOPICS: Simulation

These videos help students to fix visual concepts to be attached to the scientific and technical concepts of energy behavior of solar thermal systems.




STREAMING VIDEO ON THERMAL SOLAR ENERGY TOPICS: Real life

Real life videos are more useful to understand the complexity of the industrial mode of solar devices production, involving automatisms, robotic production, productivity of the industrial processes, or technological improvements.

The student can then relate the solar energy course with

other curricula subjects, adopting a more integrated

and broad vision of the engineer role.




1 A review of literature criteria for developing and selecting streaming video teaching materials for engineering education within the frame of active approach to learning has been presented.

2 As most engineering students are visual learners, the use of video as teaching tool can help students learn in ways they find most effective and broaden their repertoires for learning.

3 In addition, a review on video teaching materials on solar energy for water or space heating serves as an example of addressing engineering and professional learning outcomes when used for educational purposes.

4 Classification as lecture, instructional, simulation and real life videos could help potential users to better understand the teaching opportunities when considering using videos in solar thermal energy courses.

CONCLUSIONS


UNIVERSITY OF BURGOS, SPAIN


The authors thank the Vicerrectorado de Profesorado of the Universidad de Burgos, for the funding of this project within its Educational Innovation Program, 2013

THANK YOUTHANK YOU

A review of streaming video on thermal solar energy topics

for teaching purposes in engineering education

maría jesús gonzÁlez-fernÁndez, fernando aguilar , jesús m. garcÍa-alonso, eduardo montero

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