Practical problem-based learning during and 'post' COVID; a case study of ENGG1500

CONTEXT: This paper is concerned with the delivery of a large scale, highly practical, design-and-build engineering course through the transition to online learning during 2020 and blended learning in 2021. While the nature of face-to-face project-based learning can be very engaging, delivery faced enormous challenges with lockdowns and online requirements during 2020. The unprecedented nature of this situation, and compressed timeframes in which to adapt provided an opportunity to try a range of novel delivery methods. Some of these methods created for 'emergency teaching' can provide value even as the situation returns to normal — while we believe others should be noted as lessons learnt. PURPOSE OR GOAL: In this paper, we analyse the efficacy of strategies used in transferring a large project-based course to an online environment in the short timeframe dictated by COVID19. We aim to: Determine, where possible, the key parameters that dictated success/failure in this case. Discuss application of these learnings to a second, semi-online delivery and evaluate their effectiveness for the future. We are particularly interested in; informal platforms for content delivery (Discord and YouTube livestreams), involving students in course design delivery and assessment, and facilitating design and build by students in an online environment. APPROACH OR METHODOLOGY/METHODS: This is a case study of the Course ENGG1500 running over 2020 and 2021 as compared to pre COVID offerings. The Student Feedback on Courses is the main source of both qualitative and quantitative data. Interviews with teaching staff on their experience have also been used to best capture the relevant data. The course ran several parallel discipline specific projects ¿ each with different levels of difficulty and utilising a range of strategies. ACTUAL OR ANTICIPATED OUTCOMES: Creating less formal engagement platforms for students has been widely successful. Discord was shown to be a superior platform over Blackboard Collaborate and YouTube over Zoom. Students and staff were found to remain highly engaged and supportive when brought into the change process and this involvement of students is believed to be a major success factor. CONCLUSIONS/RECOMMENDATIONS/SUMMARY: While the workload was significantly higher than in face-to-face environment, practical, design and build, project-based learning can be successfully conducted in an online environment. However, consideration must be given to the varying levels of student success.