A digital learning platform for building acoustics
Summary of the Project
The project has been developing a digital learning platform for building acoustics, leveraging a website with open learning resources tailored to the curriculum of acoustic courses offered by the department of the built environment. This platform has been encompassing various educational materials, including digital clips, pencasts, visualizations, auralizations, interactive simulators, quizzes, exercises, tutorials, and open resources for programming scripts and measurement data. The platform has been designed to facilitate students' understanding of complex acoustic concepts, which typically require substantial background knowledge in physics and mathematics. By offering supplementary materials that cater to individual learning preferences, the platform has been enhancing students' learning efficiency and engagement. Moreover, it has been reducing teachers' workload by providing reusable digital content.
Aim of the Project
The primary aim of this project has been to improve the efficiency of students' learning with minimal effort from teachers. The digital platform has been allowing students to access relevant teaching and learning resources at any time, supporting a more flexible and individualized learning experience. This initiative has been expected to increase the average knowledge level and competitiveness of students while making the learning process more interesting. Additionally, the platform's open-access nature has been extending its benefits beyond current students to alumni, the general public, and professionals in the industry, thereby enhancing the visibility of the university and the research group internationally. The sustainability of the platform has been ensured through periodic updates by the building acoustics group and proper website maintenance. Dissemination of the platform has been achieved via course syllabi, social media, newsletters, and conference presentations.
Results and learnings
This project begins in 2022.
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