Transcript July 13th Session Title: - Oregon State University

The TekBots
Platform for Learning:
Implementation and Practice
10:30 - 11:15 R. Traylor
Using the TekBots Platform in
a Freshman Orientation
Course
What my talk will cover
• Overview of Platforms for Learning (PFL)
– Origin
– Definition
– Our implementation of a PFL (Tekbots)
• ECE112
– Concept
– Structure and numbers
– Lecture
– Lab
Platforms for Learning Origins
• Carley’s CMU ECE introduction course
• Students really enjoyed class
• We added “layers”
• More success and fun!
• “This really works, but
why?”
Cultural Differences
• Students have changed -> motivations too!
• Internet, cell phones, computers, video
games...
...all cheap and easily available
– ...but the magic is lost
–
• The joy of building and creating is lost
• Replaced with the cheap and easy, thus…
– little satisfaction
– boredom
Cultural Differences (cont.)
• Resurrect the “magic”
of electrical engineering
• Make it fun, not boring
• Challenge students,
help them succeed,
and encourage them
Consumer Mentality
• “Privileges” are now “birthrights”
• “I paid for this class, I want the product.”
...a good grade!
• Work hard not a virtue, just want a good
grade, job, life
– present hard problems as rewards
– learning takes hard work, but it’s worth it
Different Learning Styles
• “One style fits all?”
• We all have various learning styles
• Use multiple learning styles (all if possible)
• Some verbal, some
visual, some kinesthetic
– have students interact
directly with real systems
– hands on experiences
– connect the abstract with
the theoretical
ECE Curriculum Discontinuity
• Viewed as islands
of facts
• No connections
between islands
• Learn for the test:
“cram and flush”
– view curriculum as
a thread
– use a common
object for continuity
Theory and Practice
Disconnected
• Students can manipulate the math, but
don’t understand the meaning
• Sanitized homework problems are artificial
– apply theory to real problems
– solve “real,” “messy” engineering problems
Lectures Don’t Work Very Well
• A proven poor learning method
• After 15 minutes, half of class in coma
• Lecturer feels good, but little
accomplished
• Transfer from blackboard to
paper: nobody’s brains involved
– employ proven active
learning concepts
– effectively use labs to teach
– use hands-on techniques
Platforms for Learning - Definition
• “A common unifying object or experience
that weaves together topics in a curriculum
like a thread.”
• Prevents isolated islands of information
• Platforms may or may not be physical
• The TekBot robot is one example of a PFL
• Learning revolves around a platform
• Curriculum first, platform second
Platforms for Learning
Our Implementation
• Hands-on teaching
– utilizes more
learning styles
– ties theory to the
real world problems
Platforms for Learning
Our Implementation
• Scaffolding
– new concepts
introduced in a
familiar
environment
Platforms for Learning
Our Implementation
• Community
– learning is
enhanced in
communities
– social aspect
keeps learning
interesting
– retention
enhanced
Platforms for Learning
Our Implementation
• Promote innovation
– “keep cookies on the
bottom shelf”
– any time, anywhere labs
– free tools
– building blocks:
innovation “bait”
Platforms for Learning
Our Implementation
• Individual ownership
– keeps the student
interested
ECE112 - Introduction to Electrical
& Computer Engineering
•
•
•
•
•
An intro to ECE and learning platforms
Basic concepts of KVL, KCL, electronics
Kilometer wide, centimeter deep
Is ECE for you?
Important leveling instrument
ECE112
The numbers
Term duration
Number of students
Lectures
Lecture length
Lab sections
Students per lab
Total TAs
TAs per lab
Percentage who pass
10 weeks
150-200
2 per week
50 minutes
6-7
24
8-10
3
80%
ECE112
Lecture
• All lecture notes on web site
• Pre-reading strongly encouraged
• 10-20 minute lecture punctuated with a
learning exercises
• Learning exercises 1-20 minutes long
• Don’t lecture what they can read!
ECE112
Lecture (cont.)
• Lecture and lab closely coupled
• Make lecture necessary for lab success
• Topic always connected
with lab work
• Constantly refer to
the platform
• Schematics from
platform are examples
• Problems drawn from the platform design
ECE112
Lecture (cont.)
• Active learning utilized
• One minute quizzes
• “Daily nickel” for right
answers
• In-class problems
• Chaotic, powerful
ECE112
Lecture (cont.)
• Confronts students with lecture material
• Step by step, 3-4 minutes/step
• Eliminate misconceptions
by wandering around
• Turn in for minimal
credit
ECE112
Homework
• Real problems from
plausible situations
• Problems taken from the
robot design
• Work in groups, solve on
your own
• Graded by TAs, returned
in lab next week
• TAs can discuss
problems/grading in lab
ECE112
Labs
•
•
•
•
Good labs take much work!
Revision, revision, revision
Update almost real-time if necessary
Requires close communication: TAs, lab
writer, instructor
• Weekly review of what worked, what didn’t
ECE112
Labs (cont.)
• Did it teach?
• Avoid mindless writing of lab reports
• Pre-lab work required to proceed
successfully
• No step-by-step
instructions
• Clear expectations,
little procedure
ECE112
Labs (cont.)
• Plentiful TA help
available
• Don’t fix their problem
• The point is not to finish
the lab
• Informal lab (music,
snacks)
• Lab not a “timed event”
ECE112
Labs (cont.)
•
•
•
•
•
•
Lab difficulty requires group cooperation
Avoid “getting through the lab” mentality
Take time to work through problems
Take time to reflect on solutions
Labs checked off by TAs in lab
Challenge problems
ECE112
Other Environmental Factors
• Encourage community
– Break down “the wall”
between student and
instructor
– Set a tone of
community/respect
– Participate in class
mailgroup
– Visit labs weekly
– Chat with students
ECE112
Other Environmental Factors
• Study sessions
– Student-led problem solving
– Students teach students
– Low pressure, high intensity
– Noisy, free form, teams form
– Teacher only there to guide
and check answers