Introducing remote design studios: A conceptual reflection

CONTEXT: The engineering profession is changing rapidly, as are the needs of our undergraduates, which demands new approaches to learning and teaching. To become an engineer, students must combine sound theoretical knowledge with practical skills and experience. However, the growing trend in online education is creating many challenges for developing equivalent practical skills, knowledge, and expertise. PURPOSE: This paper addresses the following research questions: - What are the objectives of modern engineering laboratories? - Can the Remote Design Studios concept effectively achieve such objectives? METHODOLOGY: To establish objectives for modern engineering laboratories, we adapted the instructional objectives proposed by Feisal and Rosa (2005), adding criteria for sustainability, equitable learning, new technology and learner engagement, and ensuring complete coverage of the application and professional graduate attributes domains in the EA stage 1 competencies. We then developed the concept of Remote Design Studios by introducing a physical remote and digital twin approach in the laboratory experiments where students simulate a given problem using HEC-RAS software and verify the result with laboratory experiments remotely. We then applied the autoethnography technique to evaluate the effectiveness of traditional and new approaches by engaging two academics working in different capacities and the Laboratory Supervisor. STUDY OUTCOMES: The Remote Design Studio engaged students in a longer and deeper learning process incorporating opportunities to develop skills, knowledge and confidence through exploration and trial-and-error use of industry-standard software. While not all laboratory objectives were enhanced through the self-assessment, this concept improved overall outcomes for the laboratory, as reflected in staff and student feedback. CONCLUSIONS AND RECOMMENDATIONS: The trial of Remote Design Studios was successful. The concept created workload efficiencies for academics and Laboratory Supervisors and provided a more equitable practical learning experience for online and on-campus students. However, the idea is recommended to include activities across several weeks to obtain the most value from exposure to industry-standard software and time remotely connected to the engineering laboratories. Finally, to avoid excessive workload, it is not recommended to replace straightforward laboratory activities with this concept.