Sun, L., & Gribbins, C., & Ferguson, I. T. (2014, June), Supplemental Multimedia Online Learning Tool (SMOLT) in Engineering Education  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23075

\bibitem{asee_peer_23075}
  Sun, L., \& Gribbins, C., \& Ferguson, I. T. (2014, June), \emph{Supplemental Multimedia Online Learning Tool (SMOLT) in Engineering Education}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--23075

Lulu Sun, Cassandra Gribbins, and Ian T. Ferguson.  "Supplemental Multimedia Online Learning Tool (SMOLT) in Engineering Education".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/23075 Internet.  17 Jul, 2024

\bibitem{asee_peer_23075}
  Lulu Sun, Cassandra Gribbins, and Ian T. Ferguson.
  "Supplemental Multimedia Online Learning Tool (SMOLT) in Engineering Education".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/23075 Internet.  17 Jul, 2024

@INPROCEEDINGS{asee_peer_23075
author = "Lulu Sun, Cassandra Gribbins, and Ian T. Ferguson"
title = "Supplemental Multimedia Online Learning Tool (SMOLT) in Engineering Education"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23075}
number = {10.18260/1-2--23075}
}

TY  - CPAPER
AB  -    Supplemental Multimedia Online Learning Tool (SMOLT) in Engineering EducationThis paper reports the development and implementation of a Supplemental Multimedia OnlineLearning Tool (SMOLT) to create an online self-study environment to supplement the classroominstruction in engineering courses.    Multimedia forms of obtaining information have beenrecognized in the last twenty years as a way to supplement classroom instruction. It has beenwidely adopted by students when available and has proved to be an efficient way to enablestudents learning outcomes. Its value has been seen in both traditional and non-traditionallearning environments such as Massive Open Online Courses (MOOCs). As increased internetbandwidth and new delivery systems became available, media-based teaching tools haveimproved especially for engineering applications in which complex components and concepts areoften difficult to visualize and understand. The value of a multimedia approach to supplementclassroom learning is well understood, however its implementation and long-term assessment arestill limited. Moreover, while MOOCs has been used to record lectures it does not mimic otheraspects of the student-faculty interaction for a more complete educational experience.   In this work a series of SMOLTs, short 10 minutes long videos, based on differentfundamental engineering topics have been developed.         These provide the students with anefficient way to review the topics covered in the class and should be transferrable across a rangeof engineering disciplines. The SMOLT is the next logical step from the MOOCs since it willmimic the one-on-one interaction that the student has with the instructor using a dialecticapproach. Moreover, the use of SMOLTs will also mimic the journey of a smolt, a youngsalmon that migrates from fresh water to the sea, which in this taxonomy transitions fromobtaining information to understanding. The effectiveness of SMOLTs will be assessed fordifferent engineering disciplines and classes at different institutions to understand under whichcontext they work best.
AU  - Lulu Sun
AU  - Cassandra Gribbins
AU  - Ian T. Ferguson
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Supplemental Multimedia Online Learning Tool (SMOLT) in Engineering Education
UR  - https://peer.asee.org/23075
DO  - 10.18260/1-2--23075
ER  -