Evolution of the Learning Lab: “HAT virtual” – from presence to virtual workshop

The name: Learning Lab.
The idea: haptic technology experience in small groups.
The scenario: 1 room, 1 instructor, 25 students.

This is how the situation looked just a few months ago.

The Covid 19 pandemic confronted the Learning Lab, and with it Professors Dr. Holger Günzel and Dr. Lars Brehm from Munich University of Applied Sciences, with the task of adapting the Learning Lab workshops for online use.

In mid-2020, the first workshop – DBF (Digital Business Foundation) – successfully moved into virtuality, enabling students from all corners of the globe to participate. This success story continued in October: The HAT (Home Automation with Internet of Things) workshop makes its successful online debut with 50 students.

To do this, the following workshop components were adapted:

ComponentOn-Site-FormatVirtual Format
Hardware PlatformRaspberry PiAWS Linux Server :
managed via Terraform
Sensors & OutputSense-HATTrinket: browserbased
Sense-HAT Simulation
Node-REDNode-RED with
Sense-HAT
Node-RED with
Sense-HAT Simulator
Working in small groupTablesZoom-Breakouts
Collaborative WritingPost-ItsNuclino-Workspace
Components On-Site vs. virtual Learning Lab Format
Nuclino Central Hub
Terraform

By the way: The assignments of the virtual workshop format and the Terraform scripts are, of course, openly available in the community.

Learning Lab contributes two articles at EDUCON 2020 (IEEE Global Engineering Education Conference)

The EDUCON 2020 (IEEE Global Engineering Education Conference) was setup to take place at the faculty of engineering sciences in the Polytechnic of Porto in Portugal from April 28th to 30th. Instead of in presence the conference was re-organized as an online event due to the COVID-19 restrictions.

Therefore, we presented our works on ‘Teaching 3D Printing Technology Hands-on‘ and ‘Problem-based learning for teaching new technologies‘ virtually:

Live snippet of the virtual presentations.

The first article covers the domain ‘Experience-driven teaching of 3D printing technology‘. At universities, new technologies such as additive manufacturing are mainly thought theoretically with use of graphics or educational video materials. A real application of digital technologies as well as creative use of these technologies developing new ideas, thus making new experiences, more often than not fall short. The article describes how the Hochschule München University of Applied Sciences integrates 3D printing through reasonable printers into lectures, therefore, facilitating these critical skills and competencies.

Gunther, Joachim; Brehm, Lars; Günzel, Holger; Humpe, Andreas (2020) „Teaching 3D Printing Technology Hands-on“, in: 2020 IEEE Global Engineering Education Conference (EDUCON). Presented at the 2020 IEEE Global Engineering Education Conference (EDUCON), IEEE, Porto, Portugal, pp. 953–957. https://doi.org/10.1109/EDUCON45650.2020.9125302

The second article covers the domain ‘teaching new technologies via problem-based learning‘. The article describes a didactical concept to familiarize students with new digital technologies such as 3D printing, robotics and virtual reality. The concept is based on a problem-orientated and constructivistic learning environment. In order to evaluate the influence of different construcitivistic dimensions on learning success, a structural equation model was estimated. The outcome makes clear that social and emotional dimensions have the highest impact closely followed by self determination. The constructive dimension shows a positive, though not significant releation with learning success. At the bottom of the line, the results support the application of a problem-based didactical concept for teaching new technologies.

Humpe, Andreas; Brehm, Lars (2020) „Problem-based learning for teaching new technologies“, in: 2020 IEEE Global Engineering Education Conference (EDUCON). Presented at the 2020 IEEE Global Engineering Education Conference (EDUCON), IEEE, Porto, Portugal, pp. 493–496. https://doi.org/10.1109/EDUCON45650.2020.9125376