Development of a virtual learning environment for the subject numerical methods under Moodle

A Becerra-Romero,O A González-Estrada,M Díaz-Rodríguez

doi:10.1088/1742-6596/1161/1/012010

A Becerra-Romero, O A González-Estrada + Show 1 more

Open Access

https://doi.org/10.1088/1742-6596/1161/1/012010

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Abstract

Numerical Methods is a core subject for most graduate and undergraduate engineering curricula. The course topics are transversal to most of the applied science courses. That is, any specific topic can include a problem requiring a numerical solution. Thus, developing an improved educational strategy for this subject is of paramount importance. Virtual learning environments (VLE) offer a tool for improving students’ learning outcomes. In this paper, we describe how we build a VLE for the subject numerical methods, based on Moodle. We use GeoGebra software and R programming language to develop virtual-learning-objects (VLO). To engage students, we propose a problem-solving activity based on movie action sequences. Each topic starts out with a movie clip that using physics principles, one can get to an equation requiring a numerical solution. For example, we explain the methods for solving ordinary differential equation by modelling a parachute sequence from a James Bond movie. The activity allows students to discuss whether the movie sequence is possible or not. Finally, we present preliminary feedback obtained on a graduate course. Also, we discuss the answers from an instructional design questionnaire applied to the course.

Highlights

Nowadays, it is almost taken for granted that any subject within curricula is taught along with virtual learning environments (VLEs)
The virtual learning environment We developed the structure of the VLE following the set of courses provided by Coordinacion General de Estudios Interactivos a Distancia (CEIDIS), and the best practices on how to organize a Moodle course [9]
With respect to the constructive aspect, student are expected to ask questions on the forum section, comment on what they have learned relying on previous knowledge, provide solutions to practical exercises, build numerical calculation using RStudio, develop numerical solutions to engineering problems, interpret the results obtained from a numerical solution, and recognize that numerical methods represent approximate solutions

Summary

Introduction

It is almost taken for granted that any subject within curricula is taught along with virtual learning environments (VLEs). Each topic presents a movie clip that can be stated as an engineering problem requiring a numerical solution, e.g., the motorbike jump sequence from Point Break movie. In order to implement the numerical solution, students have to develop programming skills.

Results

Conclusion