Optoelectronic instrument experiments course: A trial of project-based learning

Zhou, Ya; Yao, Hang; Dong, Liquan; Zhao, Yuejin; Song, Yungoo; Hao, Qun

doi:10.1109/iccse.2012.6295319

Cited by 5 publications

(2 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…And it is highly practical, rich in content, and updated rapidly with the development of instruments and equipment. Through the study of OMTC, students can form a comprehensive understanding of modern optical manufacturing system and advanced manufacturing technology, which may broaden the horizon of undergraduates majoring in optical information science and technology, measurement and fabrication technology and instruments [1][2][3][4].…”

Section: Introduction To Optical Manufacturing Technology Course 21 Course Objectivementioning

confidence: 99%

Application of micro-course video in optical manufacturing technology

Wang

Hao

Huang

et al. 2019

Fifteenth Conference on Education and Training in Optics and Photonics: ETOP 2019

Self Cite

View full text Add to dashboard Cite

Optical Manufacturing Technology is a compulsory course for postgraduate and advanced undergraduate majors in optical engineering and similar majors. Modern fabrication and testing equipment are extremely expensive, which cost millions or even tens of millions, and having high requirements for the use environment. Most schools that do not focus on optical fabrication rarely purchase these devices for educational purposes only. Relevant professional teachers are also not familiar with the working principle and use process of the new fabrication and testing equipment such as Computer Controlled Optical Surfacing (CCOS), Magnetorheological Finishing (MRF), Ion Beam Figuring (IBF), laser tracker and LuphoScan interferometer. This has caused the teaching content of the course to stay at the stage of singleaxis machining, knife-edge tester, so that students' knowledge of modern equipment is almost blank. While teaching with micro-course videos, the relevant equipment use process can be visually presented to students, and relevant technical experts can also explain the working principle and scope of application to students more professionally. According to the survey, 82% of students like this micro-course video teaching, acknowledging that it helps to better understanding modern optical fabrication and testing equipment, expand students' knowledge, and increase students' advantages in employment competition.

show abstract

Section: Introduction To Optical Manufacturing Technology Course 21 Course Objectivementioning

confidence: 99%

Application of micro-course video in optical manufacturing technology

Wang

Hao

Huang

et al. 2019

Fifteenth Conference on Education and Training in Optics and Photonics: ETOP 2019

Self Cite

View full text Add to dashboard Cite

show abstract

“…Optoelectronic Instrument Experiments (OIE) is a 12-week-long project-based experimental course which was launched at the School of Opto-Electronics, Beijing Institute of Technology in 2009 [2] .OIE is a lecture-lab course which aims to familiarize students with the principal ideas of optoelectronic apparatus design and train students to apply the knowledge to identifying, analyzing and solving problems in optoelectronic system construction. The course is 12 weeks long, 4 hours per week.…”

Section: What Is Served In Our Restaurant -The Project-based Oie Coursementioning

confidence: 99%

Why not serve an educational buffet for students? Blended learning in optics experimental education

Zhou

Yao

Dong

et al. 2017

14th Conference on Education and Training in Optics and Photonics: ETOP 2017

Self Cite

View full text Add to dashboard Cite

When talking about higher education, it's hard not to run into a discussion on what's really better for student learning: online learning or traditional learning? Of course, the key is to offer both, and potentially emphasize blended learning as the less polarizing option. Online courses are much more flexible and less expensive, but powerless while hands-on practical capacity is involved. Traditional experimental course can maintain a fluid and solid learning process but is less productive due to its scheduled time and simplex access. In this paper, a buffet-style knowledge service mode applied in a 12-week-long project-based experimental course Optoelectronic Instrument Experiments (OIE) is discussed. Our purpose is to find a blended learning mode in experimental education.

show abstract