by Microelectronics Team, Electronics and Computer Engineering Division, School of Engineering

1. Background

Advanced Wafer Fabrication Technology (AWFT) is a third year module for students taking the Microelectronics Option in the Diploma of Electronic and Computer Engineering at Ngee Ann Polytechnic. The AWFT module focuses on silicon wafer fabrication and it emphasises hands-on-training in the cleanroom. Most of the labs for this module must be done in a cleanroom with restricted access.

This interrupted experience makes it very difficult for students to seek just-in-time clarification and for tutors to give just-in-time feedback to students.

2. A Learner-centred Solution

The Microelectronic teaching team believed that the video medium provided an opportunity to bridge the learning hurdles and address the teaching challenge. The team proposed the development of a step-by-step video instructional guide for each laboratory session. Each video offered students an audio-visual experience of the cleanroom equipment and processes which they could watch and review later. The videos illustrate the steps involved in operating the equipment and carrying out the lab.

The main benefits of the cleanroom videos are:

a) Students can view the video as many times as they need to, in preparation for each cleanroom experience. This enables students to

• visually familiarise themselves with the processes and equipment,
• learn at their own pace, and
• identify aspects they need clarified before they do their hands-on activity. Understanding of each procedure and their questions will be more focussed and meaningful during the actual lab.

b) Students can review the respective labs to prepare for lab tests in their own time.

c) Students were better able to formulate their questions about the processes and skills.

d) The videos can easily be shown during lessons.

3. Implementation of the Video-Based Labs

Phase 1 – DVD Production (2004 to 2006)

The first phase was to develop the individual lab videos with the help of the Teaching and Learning Centre, followed by compilation of all the videos into a DVD.

The first DVD for 10 AWFT labs was completed in late 2004, while the second DVD for two Liquid Crystal Display labs was completed in Oct 2006.

Phase 2 – Conversion to Web-based Video (2006 to 2007)

The second phase of the video lab project was to convert the videos to a suitable streaming format so that all the videos can be placed online in Blackboard to support mobile e-learning.

The main benefit of placing the videos online is that they can be viewed any time, any where. Students can view the videos as many times as they like to recall and digest the lab sessions at their own pace and comfort.

Subsequent improvements have included:

1. Incorporating pre-lab questions directly below the video. Students are required to view the respective video and answer the pre-lab questions online one week before their actual lab, and
2. Technical improvements, including increased resolution for better viewing.

Screen shot of a typical video with questions embedded within Blackboard:

Phase 3 – Conceptual Understanding Questions – Oct 06

The two new videos for LCD (Liquid Crystal Display) labs were placed in Blackboard in Oct 2006 with the following improvement.

The LCD video has pauses throughout where students are challenged with thinking questions. By challenging the students’ conceptual understanding of each phase of the lab, there are more solid learning outcomes.

The new interface:

Phase 4 – Handphone Videos – Oct 06

The videos were converted for viewing on handphones and made available in Blackboard.

Some screenshots of the mobile phone videos are shown below:

View on Nokia 6280 (320 x 240 resolution, left) and Sony Erricson k750i (176 x 144 resolution, right)

The students with 3G handphones (about 1/3 of the cohort) were keen to try viewing the videos on their handphones when a pilot run was done in Oct 2006 Semester.

4. Student Feedback

The following feedback from students on the video labs has been extracted from the MeL (Mobile e-Learning) Survey.

• A good way of learning before carrying out the lab.
• The lab video is very good because it teach us in detail. For some people, it is better in visual than in words and i one of them.
• I can view anytime when i need to know something on that topic.
• Our exposure to the lab is very brief, after some time, we may have forgotten the processes, these videos will certainly help us to recall the processes again later.
• It’s a really great idea for preparations before the lab comes. It actually gives us an overall view of what’s going on for the lab that day.

Comments from lab instructors about the videos:

• There was 100% participation for the pre-lab activities. Students were interested to view the videos and answer the questions, ensuring a better learning outcome during the lab sessions.
• Some students even went back more than once to do the pre-lab activities, revising their answers.
• Some students move ahead of where they are supposed to be, indicating that they get benefit from the video-based lab materials.

5. Future Developments in Learning Design

From the feedback, it appears that the videos have been a worthwhile investment of time and effort as they have helped the team address the teaching challenges and learning hurdles.

In the early phases of this project, the team concentrated on the content and technical aspects of the video production. Moving onto the next phase, enhancements will focus on the opportunities offered by the use of these videos to enable an even more learner-centered lab skills experience.

The use of the videos has:

• Freed up class time by cutting down the need for detailed pre-cleanroom explanations and instructions.
• Enabled students to be better prepared for the labs. This has therefore reduced the error-and-correction activities during on-equipment time. This has also potentially freed up more class time.

The time which has been freed up can be used to make the lab sessions more learner-centred, such as observing each others’ skill development and engaging in peer-coaching.

The team will continue to explore such possibilities to enhance the learning design and therefore, the learning experience of the students.

Acknowledgement

The AWFT Teaching Team would like to acknowledge the tremendous efforts put in by the Media Production Team members of iMedia Centre and Courseware Development Team of Teaching and Learning Centre who helped to develop all the videos and DVDs for the AWFT module.

Authors

Team Leader:

Ng Peoy Kiong

Members: