The Future of Multimedia Tools in Engineering Education

In this paper an outline is given of the development and implementation of a set of multimedia lecture notes for an introductory fluid mechanics course in a Civil Engineering curriculum. Particular aspects reviewed include the motivation for using multimedia as a teaching tool, the hardware and software platforms utilised, the essential components of the software, the methods for implementing the multimedia tools and monitoring students’ responses to them. A s urvey of students taking the course after the multimedia tools had been implemented shows that: Overall 75% of the students rated the multimedia lectures as being more effective in enhancing the lecturing environment, 20% rated them as average and the remaining 5% as ineffective. In addition this survey also shows that the students find the computer-aided graphics and animations particularly beneficial in developing their understanding of the subject matter. Future plans for the development of the software are discussed. These include modifications to the software to make it suitable for student self-access and the development of bilingual support for the material. This software will then form the basis for modifications to the way in which the course is implemented. A greater emphasis will be placed on students learning independently and on discussion style lectures. Multimedia technology will therefore be further integrated into an existing teaching/learning environment to enhance these aims. The self-access system will allow for a more direct focus, in the lectures, on developing the attitudes and skills the students will need to become successful engineers in the next century. Graduate Engineers in the Next Century Multimedia technology will play an important role in tertiary education in the future. Questions are now being asked about the role of traditional approaches to teaching (lectures, tutorials and laboratories) in the future and indeed the role of the traditional university (Ward, 1996). However, educating engineers involves a great deal more than just passing on technical knowledge and skills. Although technical competence is a very important part of engineering education, it is equally important that graduate engineers have well developed growth skills and attitudes. These skills and attitudes enable the graduate to continue to develop and thrive in a professional environment throughout his or her career. Important components for graduate growth include skills such as self-learning, critical and creative thinking, effective communication, sound judgment and attitudes such as being self-confident, professional, responsible and mature. In addition graduates should also be socially and environmentally aware, and possess an appreciation of the related disciplines and their roles in engineering. These growth attitudes and skills will become increasingly important in the 21st century, where engineers will be required to adapt to a constantly changing professional environment in order to take advantage of new technologies and hence remain competitive. These future engineers will be flexible and working with teams of people to solve difficult multidisciplinary problems. An ability to communicate effectively with other people with very different backgrounds and attitudes will be absolutely essential. The focus of engineering is to solve problems for people, therefore engi-