Design of digital learning material for bioprocess-engineering-education

With the advance of computers and the internet, new types of learning material can be developed: web-based digital learning material. Because many complex learning objectives in the food- and bioprocess technology domain are difficult to achieve in a traditional learning environment, a project was started to explore the possibilities of digital learning material to address those learning objectives. The material that has been developed, the choices that led to the material and the lessons learned are discussed in this thesis. In a previous project digital learning material was developed consisting of web-based, linear cases, in which the student is placed in the role of junior consultant. In this role the student is sent to a company to solve a realistic problem. The web-based cases introduce the student to his role, and guide him through the problem by asking the student questions. If the student answers a question incorrect he will get incremental feedback. After giving the correct answer, the student will get an explanation why that answer was correct. Putting the student in a role at a virtual consultancy motivates the student to work actively with the material and to learn about the subject. The kind of adaptive feedback used also helps in activating the student and keeping him motivated. Animations and simulations are very useful in explaining the many models that are used in (bio)process technology and a modular approach makes flexible use of the material possible. This thesis describes the continuation of this research. One of the learning objectives in the process engineering education, that where not well supported by the available learning material, nor by the previously developed linear cases, was the design of downstream processes. Linear cases with only closed questions of standard types (multiple choice, multiple answer, value, etc.) are not very suitable to teach students how to design, because design is a non-linear, open process. Therefore a design environment, called the DownStream Process Designer (DSPD) was developed. The DSPD allows students to design a downstream process. The student can chain unit-operations together, and tune the unit-operations in order to create a process that operates within the specified requirements. The DSPD is used in a case where the student has to design a process that can isolate a protein from a mixture and purify it to a minimal purity, while staying within an acceptable loss of protein and limiting the amount of waste and costs. By listing the top-scoring designs for each design requirement, a game element was created that greatly stimulated the student and enhanced the learning process. Students liked the ability to create a design and directly see the results of their actions. Another learning objective that was difficult to reach was the design of models. Students often do not know where to start or how to proceed when they have to design a model. Lecturers, being expert designers themselves, often skip steps in their explanations, because they do those steps unconsciously. A stepwise approach to designing models was created, and in each step the student is supported by digital tools that help him in his design. Two tools of this set, that help the student when entering a model into the computer and that allow him to run simulations with his model, are described in detail. The stepwise approach and the tool set are implemented in a design-oriented case on oxygen transfer that is used in an educational setting. The stepwise approach and the supporting activities for each step helped the student in keeping an overview over their design process. The students also liked the fact that they where not distracted by collateral problems like detailed mathematics. Guidelines for the design of digital learning material have been inducted from the development and use of the above described material. The first thing to do when designing new learning material is making an analysis of the learning objectives that this new material should cover. Learning objectives can be classified based on the degree of freedom inherent to the topics and skills covered by the learning objectives and learning material should offer a matching degree of freedom to the student. Topics and skills that require a low degree of freedom in thinking and acting can be effectively supported by simple adaptive systems or cases containing closed questions with dynamic feedback. Skills that imply a high degree of freedom, like design, require open-ended learning materials that offer the student that degree of freedom. Learning material should help the student focus on the learning objectives. Therefore, tasks that are not directly related to the learning objectives should be automated as much as possible. After making the didactic design of the learning material, the material can be digitised and made available for the students. Of course it is important to keep all the technical constraints in mind during the didactic design of the material. The technical aspects of web-based digital learning material and how some of these aspects contribute to the total investment needed to create digital learning materials are addressed. One of the things that can lead to a reduction in costs is the re-use of components and tools that have been previously developed by the institution itself, or by a third party. Cooperating with other universities to share development costs and gain a larger target audience for the material is a good way to improve the balance of the costs per user and the quality of the learning material. The following web address gives access to all material that has been designed, developed and used within the scope of this thesis work: