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Data Collection Blog, Peter Ott, Liberty University, January 27, 2022
Employed at a technical college we are constantly researching and collecting data on the technologies that are relevant to each of our departments. Being in the robotics and automation department we cover many industries, many instrumentation devices and many different types of sensors.
We utilize a “Blended Learning Environment” (Jonassen Et al 2007 p.270) where students are exposed to new technology in their textbook within class lectures; re-enforced through on-line content, data collection and practical hands-on labs. Student’s research and download data sheets. Technical specifications resourced from on-line websites, generated by industry leaders set the standards students need to know for their chosen program. Through a process called scaffolding, students apply new information in a hands-on practical lab. Instructors demonstrate the desired skill. Then couch students individually or in a group as the students develop and successful perform the desired skill set. Contradictory to the Handbook of Research on Education Communication and Technology, Jonassenet al (2007) our assessment mechanisms are interpretive, contextual, and authentic (p.271).
Students are engaged in collecting data on a regular and consistent bases. As each student enters a new class, module or lesson, most often they are instructed to research a particular device. Download the respective data sheet. The data sheet is then used as a contributing source for the students to answer lab questions in conjunction with their textbook. Students work at their own pass. At the end of each chapter and module students test their comprehension using aCAT(Computer assisted testing)also known as computed based testing(Roblyer and Hughes 2019 p. 146) format. The tests are automatically graded providing immediate feedback. This is critical to our students and faculty. Being a technical college, we need to know our student’s level of comprehension to determine if they can participate safely in our hands-on labs.
Once students learn about a system and its components, they go to a lab where they simulate real life scenarios in a realistic work environment utilizing the classroom content.
Data collection is an integral step incorporated throughout our curriculum. Understanding system components, spécifications, limitations, and their utility provide a foundation for the practical application of new information covered in the classroom.
Data collection benefits institutions of higher education by validating programs, correcting and revising content. We use data collection to help guide students on their educational path.
Students collecting data on their own through on-line resources promotes student engagement with their personal exploration in the industry or field they have chosen to pursue. They get to know the companies and equipment in their trade. Students learn of potential employers and the suppliers and manufacturers supporting their industry. This provides a working knowledge of the stakeholders, technology and environments pertaining to the respective industries bringing real world content to the classroom lectures supporting textbook information.
References:
Jonassen, D., Spector, M.J., Driscoll, M., Merrill, M.D., van Merrienboer, J., & Driscoll, M.P. (Eds.). (2007). Handbook of Research on Educational Communications and Technology: A Project of the Association for Educational Communications and Technology (3rd ed.). Routledge. https://doi-org.ezproxy.liberty.edu/10.4324/9780203880869
Roblyer M.D., Hughes Joan E. (2019) Integrating Educational Technology into Teaching 8th Edition, Published by Pearson July 14, 2021
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