Peter Gibbings

Robot RAL-ly international - Promoting STEM in elementary school across international boundaries using remote access technology

Engaging school children early in STEM activities plays an important role in their choice to study engineering in later years. This paper describes a pilot project where Remote Access Laboratory technology at a university is employed in an inquiry-based learning activity with elementary school children in Japan and Australia. Investigation into how RAL technology facilitated collaborative learning in the K-12 demographic was then examined. Children in Japan designed a track that was constructed by their peers in Australia. The Japanese students then navigated the track in Australia with remotely controlled robots using the RAL system. A number of camera feeds allowed the students to observe the robots and the track. Both groups of students, as well as the participant researchers, took part in co-constructed focus group discussions after the event. A thematic analysis indicates that these activities provide students with opportunities for rich learning experiences in science, math and technology. Engaging young children in STEM activities provides a strong pathway to a better understanding of science concepts and ultimately a career in engineering.

How well does the virtual reference station (VRS) system of GPS base stations perform in comparison to conventional RTK

In response to the recent growth in multiple reference station networks throughout the world, a pilot project of the Virtual Reference Station (VRS) network has been established in south‐east Queensland. Independent testing of this network was required to establish its performance in post processed and real‐time positioning, and its reliable coverage area. Tests were conducted at several sites, both inside and outside the network. GPS data from a single antenna was used to simultaneously record realtime positions derived from both the VRS base stations and a conventional base station. This data was analysed in terms of accuracy precision and initialisation times. At the same time, raw data was logged for later analysis of the post processing capabilities of the VRS. Accuracy and precision estimates from the data collected showed that the VRS is at least comparable to, and in some instances may be considered superior to, conventional RTK. For example, during tests when low numbers of satellites were visible, the VRS‐RTK was able to initialise in shorter times than conventional RTK. In general, the VRS‐RTK proved to be a reliable substitute for conventional RTK using a single base station. In fact, VRS‐RTK was shown to be more reliable and robust than conventional RTK, and in many instances was able to produce results where conventional RTK failed. VRS also showed great potential for post processing that, until now, has been largely ignored.

A guide for entry level PBL courses in engineering

The University of Southern Queensland has recently introduced problem-based learning (PBL) as core courses in all its Engineering programs. Core courses typically have enrolments of several hundred students, most of whom study off-campus. This paper reports the development, implementation and critical evaluation of a guide for these PBL courses. The guide is a full course management guide that has been used to assist in addressing the training needs of a wide range of staff members involved in the PBL courses. It is a unique source of consolidated information that is particularly relevant where large numbers of off-campus students are involved.

Digital literacy in higher education: the rhetoric and the reality

Two interrelated myths arise from the way practitioners in higher education respond to an increased emphasis on technological delivery. One myth stems from the view that tertiary education students are digital natives who have universal and uniform digital experiences. This myth presumes that the technological experiences of these students are homogeneous and linked to a sophisticated knowledge and understanding of information and communication technologies (ICTs). The second myth emanates from the idea that the Internet is a panacea for the issues of increasing costs of higher education and increasing demand by students for authentic and interactive learning opportunities. The assumption here is that technology underpinning online learning is quick, easy to use, can be accessed by everyone, and is appropriate for all learning activities.

How do student attributes influence the way students experience problem-based learning in virtual space?

Summary The purpose of this paper is to present the results of a study into how student attributes influence their experience of problem-based learning (PBL) in virtual space. Some engineering faculties in Australia are turning to the PBL paradigm to engender necessary skills and competence in their graduates. At the same time, due to economic and other factors, some faculties are moving towards distance education. Logically, questions are being asked about the effectiveness of PBL for technical fields such as engineering and surveying when delivered in virtual space. This paper outlines an investigation of how student attributes such as final course grade, age, academic study major and interaction with their team facilitator affect the student learning experience in PBL courses offered in virtual space. A phenomenographical study was carried out on a suitable PBL course. A frequency distribution was then superimposed on the outcome space to assist analysis and to aid interpretation of results. This frequency distribution was then used to analyse the effect of different student attributes on the learning experience. It was discovered that the quality, quantity and style of facilitator interaction had the greatest impact on the student learning experience. This highlighted the need to establish consistent student interaction plans, and to set and ensure compliance with minimum standards with respect to facilitation and student interactions. The findings also have ramifications for future staff professional development activities before starting as facilitators in these courses.

Students' Experience of Problem-Based Learning in Virtual Space

This paper reports outcomes of a study focused on discovering qualitatively different ways students experience problem-based learning in virtual space. A well-accepted and documented qualitative research method was adopted for this study. Five qualitatively different conceptions are described, each revealing characteristics of increasingly complex student experiences. Establishing characteristics of these more complex experiences assists teachers in facilitating students’ engagement and encouraging deeper learning.

Relative performance of AUSGeoid09 in mountainous terrain

Abstract The Australian Height Datum (AHD) is the national vertical datum for Australia, and AUSGeoid09 is the latest quasigeoid model used to compute (normalorthometric) AHD heights from Global Navigation Satellite System (GNSS) derived ellipsoidal heights. While previous studies have evaluated the AUSGeoid09 model across Australia, such studies have generally not focused on mountainous terrain. This paper investigates the performance of AUSGeoid09 in a relative sense in the MidHunter and Snowy Mountains regions of New South Wales, from a user’s perspective. Relative (i.e. height difference between two points) comparisons were undertaken between AUSGeoid09-derived heights and officialAHDheights. The performance of AUSGeoid09 was compared to its predecessor AUSGeoid98. In both study areas, an overall improvement was evident when applying AUSGeoid09 to compute AHD height differences. AUSGeoid09 generally provided AHD height differences at the ±0.05mto ±0.09m level (1 sigma) and substantially increased the percentage of GNSS-derived height differences meeting 3rd order differential levelling specifications. This is a very encouraging result, considering the difficulties of spirit levelling in mountainous terrain and the increasing popularity of GNSS-based height transfer in practice.

Absolute performance of AUSGeoid09 in mountainous regions

Abstract The Australian Height Datum (AHD) is the current national vertical datum for Australia, and AUSGeoid09 is the latest quasigeoid model used to compute (normal-orthometric)AHDheights fromGlobalNavigation Satellite System (GNSS) derived ellipsoidal heights. While previous studies have evaluated the AUSGeoid09 model across Australia, such studies have not focused on mountainous regions in particular. This paper investigates the performance of AUSGeoid09 in an absolute sense in the Mid Hunter and Snowy Mountains regions of New South Wales. Absolute (i.e. single point) comparisons were undertaken between AUSGeoid09-derived heights and published AHD heights. The performance of AUSGeoid09 was evaluated relative to its predecessor AUSGeoid98. In both study areas, an overall improvement is evident when applying AUSGeoid09 to compute AHD heights in an absolute sense. In the MidHunter, AUSGeoid09 provided a substantial improvement over its predecessor, clearly demonstrating the benefits of its new geometric component on GNSS-derived AHD height determination. In the Snowy Mountains, moderate improvement over AUSGeoid98 was evident. However, a slope was detected for AUSGeoid09 residuals, and it appears that the geometric component may have overcompensated for sea surface topography in this area. While this appraisal of AUSGeoid09 performance in mountainous regions is encouraging, it has been shown that some discrepancies still remain between AUSGeoid09-derived heights and AHD. Eventually, a new vertical datum will be necessary to ensure homogeneity across Australia.

Developing an engineering education research culture

Engineering education now demands that we quip our students with key transferable skills that will enable them to meet the demands of rapidly changing technology and societal expectations of engineers. This paper investigates the role of improved leadership in learning and teaching, through the position of the Associate Dean Learning and Teaching (AD-LT), and faculty supported research in engineering education to ensure graduates are equipped with appropriate technical knowledge and key graduate attributes such as lifelong learning. The paper describes the management structure in place in most Australian Universities and general role that the AD-LT plays in improving teaching and educational outcomes and curriculum development. In addition it investigates the role of an Engineering Education Research Group and how the activities of such a group can support the Associate Dean Learning and Teaching. Establishing and supporting a research group and how such a group can improve learning and teaching outcomes in the faculty at a practical level are described. It is argued that supporting educational research and having a management structure within the faculty, which is directly responsible for learning and teaching issues, not only improves the educational outcomes for students but also the key research performance indicators for the faculty and staff.

Are equipment simulators effective when used for technology-based training?

Formal technology‐based training can be costly for all concerned. Efficient and effective alternatives to face‐to‐face training need to be found. One option is to use equipment simulators before undertaking formal training so that hands‐on training can be conducted at a more advanced level and thereby increase efficiency. Case studies using Global Positioning System (GPS) simulations were conducted to determine their effectiveness in technology‐based training. This paper demonstrates that it is possible to use equipment simulators to deliver effective training in the use of complicated technical equipment, and that the simulators can replace at least some of the conventional hands‐on training.