ENBIS-16 in Sheffield

11 – 15 September 2016; Sheffield Abstract submission: 20 March – 4 July 2016

Flipping the Classroom of a DoE Course

12 September 2016, 10:20 – 10:40


Submitted by
Erik Vanhatalo
Erik Vanhatalo (Luleå University of Technology)
The purpose of the presentation is to illustrate how an advanced design and analysis of experiments (DoE) course at Luleå University of Technology, Sweden, was ‘flipped’ to increase learning with less teacher workload. Historically the course used a lot of lectures and many teaching hours in the classroom. The presentation will cover motivation of the work, course design and implementation, student assignments and home experiments, analysis of student satisfaction, advantages, drawbacks and future development needs.

The flipping of this particular course meant that blended learning was used to deliver instructional content. Students are encouraged to read course literature, watch recorded lectures (delivered e.g. on YouTube), work in pairs with pre-designed computer assignments and then come with their questions to topic-driven seminars where teacher(s) will discuss and answer questions. The course also features a two-stage laboratory assignment using simulation software where pairs of students learn sequential experimentation and response surface methodology. Students also work in groups of four to design, perform and analyze home experiments where the planning phase is given special attention. Students present their home experiments in the end of the course and to increase the ‘fun factor’ students are encouraged to make shorter videos as part of their presentations.

The main work with ‘flipping’ the classroom was made in 2015 and two rounds of the course have now been completed with high student satisfaction. The course is given to roughly 20 students with a majority following a master’s program in industrial and management engineering.

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