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Abstract
Ever more students start their master programme with a
bachelor degree which does not provide the ideal background
for their study. Such students benefit from dedicated help when
they have to master advanced topics in automation, control and
electrical engineering. Because individual help is adequate but
too labour-intensive, a self-study package has been developed by
which individual students can select an optimal path to update
their required knowledge -depending on their foregoing
trajectory- and acquire the required competencies. Topics cover
electrical systems (medium and high voltage, power protection,
power quality), power electronics (prototyping, electromagnetic
compatibility), automation (drive control, drive efficiency,
industrial networks and diagnosis). The guided self-study
approach consists of a handbook and a digital learning
platform; practical hands-on laboratories take place, distributed
over several university colleges. A final assessment checks
whether students obtained the required competencies.
Approximately 12 groups of students, from 9 programmes in 7
institutions, cover 25 topics and laboratory visits yearly.
Keywords: guided independent learning, adaptive learning,
electrical engineering, automation and control systems.
I.
INTRODUCTION
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The self study guide follows this GIL concept. The central
learning activities are the hands on laboratory sessions
encouraging the learners (students) to organise themselves to
reach the goals, based on an individual trajectory throughout
the accompanying material. These goals are threefold:
1. Knowledge: gather insights and understand the state-ofthe-art of the concerned items;
2. Competence: be able to apply theory in practical lab
sessions, and to report correctly, concisely and completely;
3. Attitude: be able to evaluate measurement results
critically, to efficiently and adequately carry out assignments;
and to adhere to safety instructions.
The learning environment is adapted to reach these goals. It
is bordered by the pre-existing knowledge of the students and
the requirements of the topical items. This determines the
contents of preparation phase (in advance), laboratory phase
(on site) and reporting phase (after the lab session). An
electronic learning environment, supported by a web site with
tools, examples and documents, contains relevant material. In
several cases, it is complemented by lecturers ex cathedra
sessions. Several electronic formative assessments allow
students to autonomously assess their level after the
preparation phase. During the laboratory sessions, emphasis
is on the active participation of the students, working in small
teams (3 to 6 students) under supervision. Different
deliverables ensure that milestones are met, and continuous
feedback from the supervisors ensures that cognitive and
behaviour goals are met.
Evaluation is based on continuous assessment of the
students, qualitative and quantitative task results, reports, and
attitude. The mark is jointly determined by the local
supervisor (knowing the laboratory sessions best) and the
visiting supervisor (knowing the students best).
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