e-Content (Q2)
Programme Name :Laboratory and Workshop Management
Module I ( Aims, Purpose and Nature of Activities in Laboratory and Workshop)
1. Introduction
The classroom learning emphasizes on understanding of theories while practical in the laboratory
and workshop learning need to play very important roles for the students who study technical
courses. Laboratory and workshops are amazing learning environments which provide students
with real life opportunities to implement theoretical knowledge. The laboratory and workshop
classes bridges between theory and practice. In accordance to it, management issues for
conducting the practice classes are to be taken care of for better understanding.
Engineering is a Practical Discipline. It is a hands –on profession where doing is the key.
Engineering education occurs much in the Laboratory as through lecture. It could be said most
engineering instruction take place in the Laboratory/Workshop. The classroom learning
emphasizes on understanding of theories. Practical in the laboratory deepen the understanding
through relating theory to practice. Laboratory and workshops are amazing learning
environments which provide students with real life opportunities to implement theoretical
knowledge. Management issues of practice classes are to be taken care of for better
understanding.
2. Aims
2.1 Laboratory Classes
Effective Laboratory class should focus on the following objectives:
• Understand concepts;
• Understand principles;
• Discover rules and relationships ;
• Solve problems;
• Develop ability to observe and measure;
• Identify sources of errors and methods for minimizing equipment / instrument /
material ;
• Develop manipulating skills such as setting, adjusting and handling of equipment ;
• Follow standard procedure of testing;
• Write formal and informal reports
• Work in groups (team work) successfully;
1
• Develop habits of enquiry;
• Observe safety precautions;
• Interpret the results / data ;
• Judge magnitude without actual measurement.
2.2 Workshop Classes
Effective workshop class should focus on the following objectives:
i) Applying theoretical concept;
ii) Developing manipulating skills;
iii) Developing psychomotor skill in observation and recording observation;
iv) Assessing and interpreting the results of job work;
v) Developing affective skills.
3.0 The Purpose and Nature of Activities in Laboratory and Workshop
The nature of Learning in the workshop and laboratory is in the category of experiential
learning. It is a method of learning through experience or ``Learning by doing”.
Experiential learning is the method of learning through experience, and is more specifically
defined as learning through replication on performance.
Experiential learning needs self- ingenuity, an objective to learn. Kolb's cycle of experiential
learning can be used as a framework for considering the different stages involved (details are
illustrated in Appendix A).
The Purpose and Nature of Activities in Laboratory
• Develop skill in problem solving ;
• Bridge the gap between theory and practice ;
• Generate curiosity in developing and verifying new relationship among variables;
• develop creative thinking which could lead to innovations;
• Stimulate student’s interest in the subject;
• Develop confidence in students to tackle new problems;
2
• Encourage independent thinking;
• Report writing.
The Purpose and Nature of Activities in Workshop
• Understand the job to be performed (that is, recognize the problem);
• Formulate hypotheses -seeing possible results and probable modes of attack;
• Plan procedure to test hypotheses;
• Design observations;
• Select suitable machine, hand tools & material;
• Perform the process and develop the product;
• Report writing.
To conclude:
• Provide opportunities for students to work together on analysing and solving
engineering problems;
• Develop skills and attitudes that will enable graduates to operate effectively and
professionally in an engineering workplace.
References /Bibliography
1. Feisel, D.L., ``The Role of the Laboratory in Under graduate Engineering Education'' Journal
Engineering Education, pp 121-130, January 2005.
2. Kolb ,D.A., ``Experiential Learning –experience as a source learning and development ''New
Jersey :Prentice Hall, 1984.
3. Mahashabde ,R.S.,''Improving Laboratory Instructions'' Journal of Engineering Education pp
48-55, April 1998.
3
Appendix A
Kolb’s model of Experiential Learning
The theoretical model of Experiential Learning deals with learning which occurs when someone
creates knowledge though experiential makeovers.
The image below demonstrates the Experiential Learning Cycle by Kolb:
Concrete
Experience
(Doing /having an
experience)
Active
Kolb* Reflective
Observation
Learning
Experimentation
(Planning /trying (Reviewing
out what has been /reflecting on
Cycle
learnt)
the experience)
Abstract
Conceptualization
(concluding
/learning from the
experience)
[* Kolb ,D.A. (1984) Experiential Learning –experience as a source learning and development
.New Jersey :Prentice Hall]
4
Effective learning happens in four stages. They are:
1. Concrete Experience: The learner come across a new experience or involves in a reclarification
process of an existing experience.
2. Reflective Observation: The learner evaluates and imitates on the new experience and
recognizes any variations between experience and understanding.
3. Abstract Conceptualization: The learner produces a new idea/concept or modifies an existing
abstract concept through the reflective process– evaluating the concepts and forming
conclusions and generalizations.
4. Active Experimentation: The learner plans and tries out what was learned and is able to apply
the new knowledge to other situations – conclusions and generalizations are used to tests
hypothesis and thus the learner engages in new experiences.
It is possible for the learner to enter at any of these four stages and follow them through their
sequence to acquire new knowledge. What is highlighted is that for effective learning to occur
the learner should complete all four stages of the model and no one stage can stand alone as a
learning procedure.
Why Experiential Learning is Important
Makes learning relatable to students: Students build on what they already know and are
provided with opportunities to make connections between new concepts and existing ones.
Increases the effectiveness of learning: Students engage in critical thinking, acquire problem
solving skills and engage in decision making.
Links theory to practice: Students have the chance to engage in the experience and practice
what they have learned, see the application of the theoretical concepts in practice, process that
application and make generalizations.
Increases students’ engagement, by encouraging collaboration and scaffolding between
learners.
Assists in memory retention, by building strong relationships between feelings and thinking
processes. Students have the capacity to learn successfully when the information is associated
with values and feelings.
Leads to development of skills for lifelong learning, by assisting in the acquisition of essential
skills and encouraging students to reflect, conceptualize, and plan for next steps.
