Transcript CTEN Seminar

The Role of the Computer in
Effective Learning Strategies
(Mats Selen, UIUC Department of Physics)

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When to use computers as a teaching tool:
 If it improves the effectiveness
of your teaching.
 If it makes your life easier.
 If it makes teaching more fun.
These are
intimately related
Our experience in physics
 Computer technology has allowed us to significantly improve
our teaching, both pedagogy and infrastructure.
» Particularly true in our big introductory sequences.
Limitations:
 It’s only as good as you make it: GIGO.
www.physics.uiuc.edu
CTEN Seminar (April/8/02): Pg 1
The Proof in in the Pudding:
Most key components of our introductory
course revisions involve technology.
WEB-centric organization
Peer instruction in Discussion & Lab
sections
ACTs & Preflights in Lecture
Homework & Interactive Examples
Exams
These revisions have been very successful
www.physics.uiuc.edu
CTEN Seminar (April/8/02): Pg 2
WEB-centric organization

All course materials available on-line.
 Lectures, discussion & lab materials, exams…
 Makes our job easier (copy spring01  fall01).

All students do several on-line assignments every
week:
 Homework, Interactive Examples, Quizzes
 Preflights for lectures, labs & discussion
(more on this).
 Exam preparation & exam results
 All grades & progress throughout the semester
» Students know in advance what everything is
worth and the final thresholds for A,B,C,D,F etc
www.physics.uiuc.edu
CTEN Seminar (April/8/02): Pg 3
www.physics.uiuc.edu
CTEN Seminar (April/8/02): Pg 4
Specific Example: Pre-Flights
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Students are asked to answer a set of conceptual questions
(on the Web) prior to every lecture.
The main structure is:
Students read about material in text.
Students answer pre-flight questions on material prior to
lecture.
» Physics 101 PF’s due at 6am, lecture starts at 1pm.
» Graded on participation, not correctness.
Instructor uses pre-flight responses to guide lecture
preparation.
» Stress difficult material.
Pre-flights are discussed in depth during lecture, often capped
off with a demo.
With careful preparation, the pre-flights can form the “backbone”
of the lecture.
www.physics.uiuc.edu
CTEN Seminar (April/8/02): Pg 5
What the students see on the web:
www.physics.uiuc.edu
What I typed in
a simple text file:
CTEN Seminar (April/8/02): Pg 6
Lecture 2, Pre-Flights 1&2
If the average velocity of a car during a trip along a
straight road is positive, is it possible for the
instantaneous velocity at some time during the trip to be
negative?
correct
1 - Yes
2 - No
As long as the net distance traveled over the given time
was positive, the average velocity will be positiveregardless of whether the car went in reverse at any
point during that time.
73%
I could have forgotten something at home and had to
turn around, but eventually I reached my destination
away from my starting pt.
27%
Velocity cannot be negative in reality.
0%
20%
40%
www.physics.uiuc.edu
60%
80%
CTEN Seminar (April/8/02): Pg 7
Students have fun with answers...
Shown is a yummy doughnut. Where
would you expect the center of mass of
this breakfast of champions to be located?
(Explain your reasoning Homer).
In the center. Assuming a perfectly symmetrical
donut, all the mass is equidistant from the center.
Until someone takes a bite. (Doh)
CORRECT
you're not getting my answer unless i get sprinkles.....suckers !
unfortunately, i think the center of mass of this perfectly
symmetrical donut would be the center of the donut which does
not seem to exist; so, i'll just say homer ate it.
I think it would be in a the middle of the dough in a
circular pattern. Kind of like the onion in an onion ring.
UMMMMM..... Onion rings!!!!
www.physics.uiuc.edu
INCORRECT
CTEN Seminar (April/8/02): Pg 8
Ironically, technology is actually enabling
relationships between me and students
I might never otherwise interact with
(huge classes).
www.physics.uiuc.edu
CTEN Seminar (April/8/02): Pg 9
Feedback
(are things better now ?)
THE NEW
THE OLD
Student Attitudes Towards Physics 101 (fall99)
THE OLD
Spring 95
Total Physics TAs = 77
# “Excellent”
= 15
19 ± 5 %
www.physics.uiuc.edu
Before Course
awful
negative
good
neutral
After Course
positive
bad
100
90
80
70
60
50
40
30
20
10
0
enthusiastic
awful
negative
neutral
After Course
positive
good
Before Course
No of Students
35
30
25
20
15
10
5
0
enthusiastic
No of Students
Student Attitudes Towards Physics 102 (fall99)
bad
THE NEW
Spring 01
Total Physics TAs = 75
# “Excellent”
= 58
77 ± 6 %
CTEN Seminar (April/8/02): Pg 10
On a personal note:

I have a lot of fun teaching.
 Using (any) technology to reach more students
just makes it more fun !
 To me, this alone makes it worthwhile.
www.physics.uiuc.edu
CTEN Seminar (April/8/02): Pg 11
Extra Slides
www.physics.uiuc.edu
CTEN Seminar (April/8/02): Pg 12
Notice: Lots of folks use our web-based grade-book:
www.physics.uiuc.edu
Simple setup on our NT server:
Text (& pictures) for PF 2 in here
CTEN Seminar (April/8/02): Pg 13
The instructors interface to the
student responses (also on web):
Statistics:
Free response:
www.physics.uiuc.edu
CTEN Seminar (April/8/02): Pg 14