Introduction
One of the problems with online learning is that the user is forced down a fairly well defined route. In diagnostic software developed for a large European car manufacturer, we allowed the user to choose what tools they used and what measurements they made. Their actions are tracked and they are tested at the end, on what the fault is.Diagnostic software was developed to find a fault in
an electrical circuit; the concept can be expanded to find faults in other
systems. In the software developed the user drags a probe to the appropriate
point on an electrical circuit to take the reading. In other software
the user could be asked to look at a graphic, view a video or listen to
the audio. This would allow the student to identify what the symptoms
of the fault are. He or she would then have to choose the appropriate
action. This could be replacing a piece of equipment or doing some tests.
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This example trains students to measure voltage at various points in a circuit. It shows two approaches. In the first, the student is lead through the testing procedure and is effectively told which terminals to use. The second is used for diagnostic purposes. The student is not told which terminals to use and can make measurements at any terminal. The student's choice of terminals can be tracked. |
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