Dr Tania Machet is a lecturer in the School of Professional Practice and Leadership at UTS
Can supervise: YES
- Engineering Education
- Women in STEM
- Internet of Things
- Design and Innovation Fundamentals
- Project subjects
Lowe, D, Machet, T, Kostulski, T, Zubía, JG & Alves, GR 2012, 'Uts remote labs, labshare, and the sahara architecture', Universidad de Deusto, pp. 403-403.
Willey, K & MacHet, T 2019, 'Assisting tutors to develop their student's competence when working with complexity', Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections, pp. 501-509.
Copyright © 2019 Keith Willey and Tania Machet. Practising engineers are required to be independent learners, using their judgement and creativity to arrive at solutions to complex real-world problems. Research reports that these skills are currently underdeveloped in engineering students. This is not surprising given that most engineering students have undertaken mainly science and maths subjects in which they apply their mathematical knowledge to arrive at unique solutions. Conversely, in engineering practice, activities are rarely characterised by an ideal answer but rather are complex, requiring trade-offs and combining non-optimum solutions. Dealing with complex problems requires students to use judgement, subjectivity, and reasoning to make decisions instead of relying solely on the scientific evidence and facts. This challenges many students' feeling of competence and inhibits their learning motivation. In this paper, we report introducing student tutors to self-determination theory and a framework to provide a context and vocabulary to understand, reflect on and discuss learning when managing complexity to improve their students' learning and feelings of competence.
Lowe, D, Johnston, A, Wilkinson, T & Machet, T 2018, 'The relationship between breadth of previous academic study and engineering students’ performance', 2018 IEEE Frontiers in Education Conference (FIE), Copenhagen, Denmark.View/Download from: UTS OPUS
Lowe, D, Machet, T, Wilkinson, T & Johnston, A 2018, 'Diversity and gender enrolment patterns in an undergraduate Engineering program', https://www.sefi.be/wp-content/uploads/2018/10/SEFI-Proceedings-2-Octob…, SEFI Annual Conference, Copenhagen, Denmark.View/Download from: UTS OPUS
Machet, T, Lowe, D & Berger, A 2018, 'The use of constructive alignment in the design of laboratory activities', https://www.sefi.be/wp-content/uploads/2018/10/SEFI-Proceedings-2-Octob…, 46th SEFI Annual Conference, European Society for Engineering Education, Copenhagen, Denmark.View/Download from: UTS OPUS
Laboratory experimentation has long been considered an important component of engineering education, allowing students to explore and understand physical phenomena in a controlled environment. Despite this claimed importance there has been relatively limited research into approaches for effective engineering laboratory design, or even the intended learning objectives of laboratory activities (a key exception being an ABET colloquium which resulted in a taxonomy of thirteen laboratory learning objectives ). While it is generally accepted that for any teaching and learning activity thoughtful design is required to elicit demonstrated achievement against the associated learning outcomes, such thoughtful approaches are not always evident in the design of laboratory experiments where it may be assumed that by simply viewing the physical phenomena students understanding of the associated theory is automatically improved. The application of thoughtful laboratory design processes is required if the significant potential educational outcomes are to be achieved through this important educational modality.
In this paper we explore the relevance and use of constructive alignment as a guiding framework for laboratory learning activity design.
Machet, TC & Lowe, D 2017, 'Non-expert sensor-based Laboratory development: A prototype mobile application for rapid development, deployment, and sharing of Laboratory experiments', ASEE Annual Conference and Exposition, Conference Proceedings.
© American Society for Engineering Education, 2017. Laboratory activities are ubiquitous in schools and universities and allow students to investigate the relationship between real-world phenomena and theoretical models in a controlled setting. As well as traditional 'hands-on' laboratories, both simulations and increasingly remote laboratories are widely used and their educational benefits have been supported by the research. Despite the prevalence of laboratories across educational programs, both the number of new experiments being designed and the sharing of the design of these new experiments has been more limited than might be considered desirable. However, developments in sensor and actuator technology, fuelled by the increasing interest in the Internet of Things (IoT), mean that more data is accessible from a range of 'things' which have been specifically designed to easily share information about themselves and their environments. This presents an opportunity for the design and delivery of laboratory activities based on the real world data available from IoT enabled 'things' without long lead times and expert technical knowledge of the sensors or interconnection technology. This 'non-expert' design of sensor based laboratories has application for both remote and hands on laboratories in schools and universities, but is only valuable if teachers are both willing and able to make use of the solutions. This paper reports on the results of a case study into an educational mobile application which makes use of IoT enabled wireless sensor technology to allow educators to easily design, deliver and share laboratory activities based on real world sensor data. Of particular interest is whether teachers would be willing and able to make use of the framework. The prototype developed is an Android application that makes use of TI SensorTag sensors and provides a low cost, flexible solution for the rapid non-expert design, deployment and sharing of laboratory activity...
Machet, T & Lowe, D 2015, 'An analysis of the provision of context within existing remote laboratories', 2015 IEEE Frontiers in Education Conference (FIE), IEEE, pp. 1-9.
Machet, T & Lowe, D 2013, 'Issues integrating remote laboratories into virtual worlds', ASCILITE-Australian Society for Computers in Learning in Tertiary Education Annual Conference, Australasian Society for Computers in Learning in Tertiary Education, pp. 521-525.
Machet, T, Lowe, D & others 2012, 'Integrating real equipment into virtual worlds', 23rd Annual Conference of the Australasian Association for Engineering Education 2012: Profession of Engineering Education: Advancing Teaching, Research and Careers, The, Engineers Australia, pp. 195-195.