Chemical engineering education in the digital age

Marie Debacq (1)

1 CNAM - Conservatoire National des Arts et Métiers [CNAM]

The Conservatoire National des Arts et Métiers (CNAM) is a public education institution dedicated to professional lifelong higher education established under the Convention in 1794 on a proposal by Abbe Henri Grégoire “to perfect national industry” and “illuminate the ignorance of he who does not know and the poverty of he who has no means of knowing”. Its mission is to provide continuing education open to all, anywhere. The CNAM chemical engineering team started to offer its distance learning program in 2003; since 2007 [1], more than 90% of the credits towards the engineering degree can be obtained at a distance; presence is compulsory only for experimental labs. Over the years, many tools have been tested [2], but until recently only traditional teaching practices were used. The first experiment of a flipped classroom took place in fall 2014 [3] and some others in 2015 [4] and 2016. This paper describes how, based on the experience gained in distance teaching and in the use of digital tools, a teaching method has been progressively built up in which classroom sessions and distance learning are practically indistinguishable. The method provides a continuum of resources and activities adapted to all learner situations, from 100% distance learning to 100% classroom delivery, and ensures a smooth transition from one to the other even within the same semester. The tools used to develop the program are: a learning platform (Moodle) with quizzes, discussion forums and assignments; an authoring chain (Scenari) for the development of full self-study modules or add-ons to the general training system; an online conferencing system (AdobeConnect) for synchronous online meetings (virtual classrooms); production of video clips (either by the instructor alone using Camtasia, or during face-to-face sessions by coupling the digital board Ebeam to Camtasia, or by an audiovisual team in a professional recording studio); production of computer animations in collaboration with a specialized engineer (using Blender). Two typical examples of teaching practice will be presented: one for a relatively large group (50 to 70) of third-year undergraduates, and the other for a small group (10 to 20) of second-year Master's students. 1. Debacq M., Vers la mise en place d'une offre complète de formation à distance en génie des procédés au Cnam : pragmatisme, efficacité et conséquences sur le présentiel, SFGP2007, Saint-Étienne - France, 2007. paper 514 2. Debacq M., Pédagogie 2.0 : outils efficaces ou gadgets pour une formation en génie des procédés au Cnam ? SFGP2013, Lyon - France, 2013. paper 120421 3. Debacq M., A Flipped Classroom Experiment In The Context Of Lifelong Learning In Chemical Engineering, ECCE2015, Nice - France, 2015. paper 783 4. Debacq M., Self-training module and serious game for a flipped classroom about liquid-liquid extraction for future engineers in lifelong learning, Chisa2016, Prague - Czech republic, 2016. paper P3.150

Domaines: Education; Génie chimique

Marie Debacq. Chemical engineering education in the digital age. 10th World Congress of Chemical Engineering (WCCE10), Oct 2017, Barcelone, Spain. ⟨hal-01679294⟩