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 |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nFALL 2020 VOLUME 8 NUMBER 4  \nOnline Studio Experience for a Second Year PODBL Unit on Power Engineering Design during COVID-19  \nAPEL MAHMUD Deakin University  \nGeelong Waurn Ponds, Victoria, Australia  \nABSTRACT  \nThis paper discusses the experience of online studio activities for a second year project projectoriented design-based learning (PODBL) unit. The experience of delivering campus-based studio activities through an online platform, to a design a small power system, is shared due to COVID-19 restrictions. The student experience is benchmarked with previous year along with potential benefits and challenges. Preliminary results demonstrate that the students performed almost in a similar way (slightly better) in 2020 as compared with 2019 and the workloads for support staffs are significantly reduced.  \nKey words: Online studio experience, project-oriented design-based learning (PODBL), power engineering design  \nINTRODUCTION  \nBachelor of Engineering (Hons. ) courses within the School of Engineering at Deakin University, Australia are designed by focusing the project-oriented design-based learning (PODBL) approach. In PODBL units, students usually learn through projects in collaborations with other students within these units. Another key feature of these units is the studio activities which help students to practically validate their concepts, thus, providing them real-world experience. At the same time, these activities allow students to identify the differences between theories and practices.  \nThe School of Engineering at Deakin University has a long history of remotely delivering all teaching units for all major undergraduate courses through its cloud campus. Generally, all cloud students come to the campus for completing their studio activities and stay around the campus for a week (mainly, referred to as the intensive week) depending on the number of units they enroll in a trimester. For PODBL units, the studio activities are designed for up to two days. At the same  \nFALL 2020 VOLUME 8 NUMBER 4 1  \nADVANCES IN ENGINEERING EDUCATION  \nOnline Studio Experience for a Second Year PODBL Unit on Power Engineering Design during COVID-19  \ntime, teaching units are delivered face-to-face for campus-based students where studio activities for these students are distributed over effective teaching weeks. However, the COVID-19 pandemic has changed the whole world and restricted people to work from home. Hence, all studio activities had to shift from physical laboratory-based activities to online software-based activities.  \nThis paper particularly stresses the challenges faced to deliver studio activities (from campusbased to online) during COVID-19 pandemic for a second year PODBL unit on Power Engineering Design (PED) within the Bachelor of Electrical and Electronics Engineering (Hons. ) course at Deakin University, Australia. The other challenges include student engagements in groups and managing time. Furthermore, this paper addresses how some of these challenges are overcome and can be implemented~~ in~~ for the future delivery of the PED unit.  \nMETHODS  \nStudio activities for the PED unit require students to design a small three-phase power system that includes a power supply as a generator, a step-up transformer, a transmission line, a step-down transformer, a distribution line, and a load. As a part of this project design, students need to analyze the underlying characteristics of each component and align their findings with the fundamental theories related to power engineering. Finally, students design the whole power system by combing all components together with different configurations. Hence, six structured studio activities are designed to help students for gaining a clear understanding about these individual components and students then work on their own projects to design the whol","cbCaiu0GoRZw3vYR","https://ap.wps.com/l/cbCaiu0GoRZw3vYR","pdf",119122,"English","# Introduction\n## Methods\n## Online transformation of studio activities\n## Student engagement in groups","[{\"question\":\"What is the main focus of the paper?\",\"answer\":\"The paper focuses on the experience of delivering online studio activities for a second-year PODBL unit on power engineering design during COVID-19.\"},{\"question\":\"What did students design in the studio activities?\",\"answer\":\"Students designed a small three-phase power system, including a generator power supply, transformers, transmission and distribution lines, and a load.\"},{\"question\":\"How were campus laboratory studio activities adapted for remote learning?\",\"answer\":\"Campus-based studio activities were transformed into simulation-based activities using a virtual laboratory (LVSIM®-EMS) with equipment arranged to match the physical power lab as closely as possible, and measurements were adapted when required equipment was missing.\"}]","Online Studio Experience for a Second Year PODBL Unit on Power Engineering Design during COVID-19 | PDF",1792066138,13]