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• E-stream is a nice idea to stimulate those whom do not take the time to research into their field of study on their own purely out of interest. For me I don’t think it was necessary to include this as part of a module as I spend time watching and contemplating these types of documentaries frequently in my own time. However, I do understand the importance of this sort of learning and I am sure that it is not part of most student’s lifestyle. Therefore eStream can be highly beneficial to some and a breath of fresh air to others.
• This of course was to be a temporary platform to support the piling rig off the road and still allow traffic to use the road.  This was very convenient as prior to the site visit I was starting my structural engineering project that involved the construction of a jetty. This allowed me to have a conversation with him about the benefits of it and actually see what a jetty looked like on first hand which could only benefit me. Luckily for me it did not stop there as I noticed that this very site was using movement sensors. Again thanks to one of my Strathclyde University classes I was able to engage in a full on conversation about movement sensors and the purpose of them to this site. This was only because movement sensors were used in my eStream assignment (The shard).
• I enjoyed watching the video and understand its intention of priming us to widen our engineering knowledge. I feel as though the coursework wasn’t as difficult or as thought provoking as a 3^rd year course work assignment should be, it felt more like an assignment that would be handed out in first year to inspire us and make up the class credits

108 159 students (82%84%) agreed / strongly agreed that the programme provided them with new knowledge that is useful for a UG civil engineering student.

92 134 students (70%71%) agreed / strongly agreed that the coursework (viewing / listening / reflections /critique / literature review) would be suitable for classifying as Continued Professional Development (CPD).

93 142 students (70%75%) agreed / strongly agreed that they would watch / listen to other eStream programmes related to civil engineering during their 4^th year studies.

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Establishinging a bank of programmes can be easily achieved once you have access to the online EPG (electronic programme guide) and you can then select programmes that will support your teaching. These programmes are then recorded and uploaded to the system for future access. The main BBC and ITV channels are recorded 24/7 giving a seven day ‘buffer’ to allow a member of staff to select a programme up to seven days from its broadcast date. (Contact Martin Laycock (2420) m.laycock@strath.ac.uk)

A key enhancement to the learning assessment takes place when the students review each others individual critique and a table and accompanying text and prepared to contrast and compare the programmes. This activity can be difficult for the group to coordinate due to availability and a lack of harmony in group relations. For the 2015-16 session the intention is to hold this activity within the 3^rd year class timetable and use senior year students to act as sounding boards for the groups. Each 3^rd year student will have read their peers critique before attending class and should be prepared to discuss their views in the focus group. The output from the 1hour activity will be the production of a flip-chart poster (not assessed) showing the range of themes across all of the programmes. This should help to ensure that the programmes are discussed amongst the group and that all group members are encouraged to participate in identifying the themes that are applicable to each programme.engage in peer collaborative learning. On completion of the individual task, each member of the group reviews all other reflective reports before undertaking the group task. As a group the students engage in peer learning through contrasting and comparing (vis-à-vis discussion, text and tabular format) each report and identify common themes (related to civil engineering) across all of the four programmes. For the past three sessions (2013-2016) this has been successful. However it is evident that this activity has similarities with the pedagogical concepts known as “jigsaw” and “flipped classroom”. For the 2016-2017 session this group activity will be reconstituted to align with the concepts noted. 

Challenges

Some groups expereinced disharmony due to personality differences and / or different perspectives related to the value / academic worthiness of the coursework.

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The tutor has also recorded  a number of BBC Reporting Scotland (6.30-7.00pm) programmes to use with 1^st year students as  a means to introduce the freshers to the scope of civil engineering in society. Programmes feature shorter reports on issues such as flooding, insfrsatructure building and longer reports on issues such as energy (oil & gas /fracking/ wind turbines) whilts other features examining ethical, political and financial issues related to civil engineering. These will  These have be used with the 1^st year students as a coursework during the 2015-16 session and will be repeated during the    2016-17 session.

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