Review of the article "Practical Pedagogy for Embedding Drone Technology into a Business and Computing Curriculum"

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Links: Kuzma, J., Robinson, A., Dobson, K., & Law, J. (2018). Practical Pedagogy for Embedding Drone Technology into a Business and Computing Curriculum. Journal of Education and Human Development, 7(3), 1-9.

Use of drones has expanded outside of military into business applications across multiple industries (Antanasov, 2006)European Commission performed an impact report and found that by 2025 drones will account for 10% of all air traffic (2015)The number of drone jobs in the US is set to exceed 100,000 by 2025

Pedagogical Approach to Drones in the Classroom

As technology advances, the pedagogical approach needs to shift to include more technology-based competencies within curriculumCarnahan, et. al, (2016) find the inclusion of drones in curriculum improves student motivation and engagement (affiliate link)This allows for concrete examples of how STEM principles are appliedSoft skills, or professional skills are valuable to employers. Things like teamwork, problem-solving, and presentation skills. Carnahan et al (2016) have created the SOAR model for drones in the classroom (affiliate link)this focuses on the student's experience but follows research-based education on ethical, legal, and pragmatic uses of drone technology

SOAR model (Carnahan, 2016) (affiliate link) S - safety and legal issues O - operations, flight maintenance, and trouble-shooting A - Active learning, engagement in solving problems R - Research, practical applications

This model has been successful in K-12 application of drones and can be successful in other types of drone education and training

Preliminary Assessment

insurance company required a site risk assessmentwhat drones will be flownsafety planssite surveyrisk rating matrixactivity and site specific locationthey conducted an assessment for every indoor and outdoor location where drone flights might occurused the gym and larger classrooms without expensive audio-visual equipmentsome outdoor sites were ruled out due to high voltage cables, CAA laws (UK)decided it was necessary to have a certificate pilot on grounds for any event such as seminars, research activities, etcdecided it was necessary to train more staff to become certificated drone pilots

"Module Development and Pedagical Approach"

Idries et al (2015) mention technical and non-technical needs in drone operations, including business processes and project managementmust first address drones from the business application point of view, how is this going to be applied in business?project management, risk management, operations, and scheduling need to be reviewedpractical, hands on flying experience Outcomes:

"Display knowledge of the legal framework in which drones operate. Complete risk assessments and site surveys to industry standards. Demonstrate confidence in operating a drone safely. Successfully implement a practical project using drone technology. Discuss potential future applications for drone technology"(Kuzma, et al, 2018)

Each one of these outcomes are aligned to one of the components in the SOAR model. Some examples of projects they gave are:

Constructing a 3d model of a building using aerial footage Constructing an annotated panorama for use on social media or developing a video presentation of a property Capturing high quality video footage for use in a film drama Exploring the potential for drone delivery of small packagesUsing drone photography and panorama stitching to assemble an isometric map of a large area Using drones as an educational tool for primary school students would appeal to Education students.

Some lessons learned: