Technology-Enabled Learning, Wright State University, December 6 th, 2001 Technology-Enabled Learning Jeff Froyd, Texas A&M University, David Cordes, University of Alabama, Wright State University

Technology-Enabled Learning, Wright State University, December 6 th,  Issue Bin Questions Comments Make a sheet of paper

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Why might I be helpful? Taught at Rose-Hulman Institute of Technology for 18 years in the Department of Electrical and Mechanical Engineering Developed an integrated circuits/electronics sequence Worked an a project to integrate computers into electrical engineering laboratories. Helped developed an integrated, first-year curriculum in science, engineering and mathematics –Purchases 70 NeXT computers in 1990 –Co-developed many activities that integrated the computer

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Workshop Outline 1:30 PM - Workshop Guidelines (5 min.) 1:35 PM– Innovative Classrooms (15 min.) 1:50 PM – How do people learn? (20 min.) 2:10 PM – Ways students use technology (40 min.) 2:50 PM – Workshop Goals (20 min.) 3:10 PM – BREAK (20 minutes) 3:30 PM – Information Dump (40 min.) 4:10 PM – Processing (50 min.)

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Tenets of Learning Each learner needs learning goals Each learner relates incoming information to his/her existing cognitive network Sharing and listening to the insights of others helps improve your understanding of workshop content Effective workshops are partnerships between facilitators and participants. –Effective workshops do not occur when participants expect the facilitators to do all the cognitive work –Effective workshops do not occur when facilitators expect that participants will be able to “just make sense” out of a large set of informative slides Each participant brings many mental models to learning and change experiences.

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Introduction: Basic Guidelines Will operate in a team-based mode –The group knows more than any one person Become involved frequently –No pre-defined set of material that “must” be covered in this workshop When looking at innovative classrooms, we will focus on –The use of technology in the classroom –Lower-division engineering courses

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Introduction: Team Formation Self-Organize into four-person groups –Want to emphasize diversity Try to organize to maximize diversity across the group Try to organize so that none of your team members was also on your morning team –Introduce yourselves (name, discipline, institution) within the group

Technology-Enabled Learning, Wright State University, December 6 th, 2001 What is an innovative classroom? Part One

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Team Exercise Within your group: discuss the following question among yourselves What is an innovative classroom? (and could you recognize one if you saw it) Appoint a reporter to capture group results

Technology-Enabled Learning, Wright State University, December 6 th, 2001 An innovative classroom is... Physical layout is flex. And conducive to groups Multimedia Phsyical demos Internet access for running programs Instructors using computers interchangeable with othe modes Distance learning All students have computers in studio environment and using software package

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Team Exercise Within your group: discuss the following question among yourselves Is the present classroom an innovative classroom? Why or why not? Appoint a reporter to capture group results

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Is this an innovative classroom? Somewhat, workshop env. Yes, info flowing from students Yes, everything except student access to computers Yes, but problems, screen covering whiteboard, Yes, swivel chairs (groups), projection equipment, (bad- too narrow and long)

Technology-Enabled Learning, Wright State University, December 6 th, 2001 How do people learn? Part Two

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Part One: Overview Four Fundamental Questions –What do I want people to learn? –Where are learners starting from? –How do people learn? –How might I facilitate learning?

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Pedagogical Approaches Active Learning Cooperative Learning Problem-Based Learning Project-Based Learning Discovery Learning Inquiry-Based Learning Distance Learning

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Possible Confusion “A common misconception regarding ‘constructivist’ theories of knowing (that existing knowledge is used to build new knowledge) is that teachers should never tell students anything directly but, instead, should always allow them to construct knowledge for themselves. This perspective confuses a theory of pedagogy (teaching) with a theory of knowing. Constructivists assume that knowledge is constructed from previous knowledge, irrespective of how one is taught -- even listening to a lecture involves active attempts to construct new knowledge… Nevertheless, there are times, usually after people have first grappled with issues on their own, that ‘teaching by telling’ can work extremely well.” How People Learn, Bransford, John D. et. al. 1999

Expectations: What do you want people to learn? Course syllabi Learning objectives Taxonomies Competency matrices Rubrics

Expectations: What do you want people to learn? Current Reality: Where are learners starting from? Data about entering students Pre-tests Experience with past students

Expectations: What do you want people to learn? Current Reality: Where are learners starting from? How do people learn? How do people close the gap? Neurological Cognitive Conceptual Classroom Organizational

Expectations: What do you want people to learn? Current Reality: Where are learners starting from? How do people learn? How do you facilitate learning and learners? Pedagogical Theory Examples Cooperative Learning Problem-Based Learning Curriculum Integration

Expectations What do you want people to learn? Learning Theories How do people learn? Pedagogical Theories How do you facilitate learning? Current Reality What are learners starting from?

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Four Questions What do I want people to learn? –Expectations, judgment Where are my students starting from? –Data, experience How do people learn? –Learning process –Research: neurology, psychology, cognitive science, artificial intelligence, physics education How might I facilitate learning? –Teaching process

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Reflection Model for Learning and Teaching Team Exercise THINK-PAIR-SHARE Identify two insights that you have gained from the four-question model for learning and teaching. Identify two questions for which you would like answers.

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Reflection Model for Learning and Teaching May not pay attention to starting point Expectations don’t cause learning Different levels of learning Think about expectations, starting point, but not others Pre-course questionaries indicate very large variance What do you do with a wide variance? Do I want student expectations? Knowledge to Synthesis Different methods to determine starting point Different methods for different learning levels

Technology-Enabled Learning, Wright State University, December 6 th, 2001 How might students use technology? Part Three

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Categories of Technology Learner-Centered: Focus on what students are doing with technology Stop here and ask participants for suggestions on what students can do with technology. Are they receiving/consuming information? Are they communicating/collaborating with other students? With the teacher? Are they learning to use new tools for designing and/or analyzing engineering artifacts?

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Categories of Technology Consumptive Technology –Facilitates access to and transfer of information –Faculty generate info; students read info –Examples: browsers, Adobe Acrobat Reader Collaborative Technology –Facilitates communication among class members –Examples: , web forums (WebBoard) Generative Technology –Facilitates increasingly powerful actions by users –Students can perform more difficult tasks with the same effort or the same tasks with less effort –Examples: MATLAB, Maple, Microsoft Office

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Consumptive Technology: Examples Hypertext Browsers Adobe Acrobat Reader Multimedia Players –Real Player –Microsoft Media Player Java Applets Computer-Graded Assignments (?)

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Consumptive Technology Characteristics Student perspective: Technology is easy to learn and use. Faculty perspective: Technology presents a substantial learning curve and choices among technologies are difficult to make. Faculty perspective: It takes a SUBSTANTIAL amount of time to create material for student consumption. For multi-media materials the ratio of creation time to viewing time may be higher than 10:1. Faculty perspective: Reuse of material is very important.

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Consumptive Technology: Applications Courses that reach beyond campuses Course notes on web Power Point presentations on web Java applets Computer-graded assignments (?) ??

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Consumptive Technology: Leverage Commonality of software applications among students and instructor, e.g, same web browser, same media player, etc. Can often be facilitated by institutional computer center

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Consumptive Technology: Resources Woody Flowers presentation – Burks Oakley presentations – Kurt Gramoll projects (Engineering Media Lab) – NEEDS (National Engineering Education Delivery System) – SCALE (Sloan Center for Asynchronous Learning Environments) –

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Team Exercise Stage 1 – Decide how your team will work on this exercise. (2 minutes) Stage 2 – List ways in which consumptive technology may facilitate learning. If time permits, prioritize your answers. (4 minutes) Stage 3 - List ways in which consumptive technology may hinder learning or have negligible impact. If time permits, prioritize your answers. (4 minutes)

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Ways in which consumptive technology facilitates learning. Provide easy access to resources, e.g., handouts, etc. Move from copying to more active reading On-line tests provide immediate feedback Allows visualization and simulation for visual learning styles Allows responsiveness, access to practice problems Anytime, anyplace Projecting notes provides space for interaction Helps keep teacher organized

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Ways in which consumptive technology does not facilitate learning. Learner focus on one info source, e.g., skip lecture Facilitates cheating Access to unreliable info May encourage lack of engagement Less thinking because of provided answers Electronic overhead doesn’t add value Teacher may go too fast Potential info overload, failure to focus

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Collaborative Technology: Examples Web Forums – threaded discussions –WebBoard –First Class Instant Messaging –AOL IM –ICQ Conferencing Software –Microsoft NetMeeting

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Collaborative Technology: Characteristics Student perspective: Technology is easy to learn and use. Faculty perspective: Technology is easy to learn and use. Faculty perspective: Responding to student inquiries and comments may be time consuming. Faculty perspective: Putting collaborative technology in place is not difficult.

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Communicative Technology: Resources Math Forum –

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Collaborative Technology: Leverage Commonality of software applications among students and instructor, e.g, available server and clients, available web forum software, etc. ??

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Generative Technology Examples Programming Languages Office Productivity Suites Numeric Manipulation Systems Symbolic Manipulation Systems Computer-Aided Design Packages Simulation Packages

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Generative Technology Programming Languages System Languages –FORTRAN –C –C++ –Java Scripting Languages –Perl –Python –TCL –Mathematica –Maple –MATLAB

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Generative Technology Office Productivity Suites Microsoft Office –Word –Excel –PowerPoint –Outlook – –Access - database

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Generative Technology Numeric Manipulation Systems MATLAB –Simulink –Toolboxes: Signal Processing, Control, etc. Octave –Open Source Project

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Generative Technology Symbolic Manipulation Systems Maple Mathematica MathCAD

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Generative Technology Computer-Aided Design Systems Electrical –Mentor Graphics, Cadence, Spice Mechanical / Thermal / Fluid –Working Model, Interactive Physics –SDRC IDEAS –AutoCAD, Mechanical Desktop

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Generative Technology Laboratory Systems Examples –LabVIEW –VEE Computer-Based Instrumentation –Example: physics laboratories Laboratory Automation –Example: circuits laboratories

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Generative Technology: Characteristics Generative technologies have steeper and longer learning curves for both students and faculty than consumptive and collaborative technologies. If students and faculty go to the effort to learn a generative technology, it seems that it would be more helpful to build on that learning in one or more subsequent classes.

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Generative Technology: Leverage Learn once, use repeatedly – required because of the relatively steep, lengthy learning curve Requires that departmental, college, and/or university faculty agree on a set of applications, how students will learn to use the software, and how students will repeatedly apply the software ??

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Team Exercise Stage 1 – Decide how your team improve on the following exercise. (2 minutes) Stage 2 – List ways in which generative technology may facilitate learning. If time permits, prioritize your answers. (4 minutes) Stage 3 - List ways in which generative technology may hinder learning or have negligible impact. If time permits, prioritize your answers. (4 minutes)

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Ways in which generative technology facilitates learning. Analyze data and presentations Easier editing and rewriting Simulation and visualization can handle wider range of problems Model more alternatives, handle real-world problems Students use tools to self-assess Improve communication skills

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Ways in which generative technology does not facilitate learning. Iterate until correct without much understanding Lose physical feel for answers, less contact with reality Too dependent on technology and not thinking Taking simulation results as fact with reasonableness checks Emphasize appearance rather than substance Cost and maintenance to college or university Learn tool and not fundamentals

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Workshop Goals Part Four

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Team Exercise Stage 1 – Decide how your team will improve on the following exercise. (2 minutes) Stage 2 – Develop a list of goals for the remaining part of the workshop. (4 minutes) Stage 3 – Select the three (3) most important goals from list your team has generated. (4 minutes)

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Tentative Workshop Goals Data showing best use of different technologies Aware of collaborative packages that allow simultaneous student access for team activities (PK) Know more about on-line testing (PK) See examples of other facilities and applications of technology List methods for adjusting learning objectives for various student capabilities See review and assessment of current computer technologies Info on available resources Know about web-based distance learning Methods to keep passive students involved

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Team Exercise Stage 4 – Select the three (3) most important goals from the tentative list generated by the workshop. (3 minutes) Stage 5 – Collaborate with another team and select the three (3) most important goals from the list of six (6) goals. (3 minutes)

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Workshop Goals

Technology-Enabled Learning, Wright State University, December 6 th, 2001 BREAK 15 minutes

Technology-Enabled Learning, Wright State University, December 6 th, 2001 What Others Have Done Part Five

Technology-Enabled Learning, Wright State University, December 6 th, 2001 What others have done Short (~25 minute) information dump Background Information – One-page introduction to technology-enabled learning Representative Foundation Coalition efforts –Arizona State University –Rose-Hulman Institute of Technology –Texas A&M University –University of Alabama –University of Massachusetts-Dartmouth Other sample initiatives –Drexel’s EE laboratories –RPI’s studio model

Technology-Enabled Learning, Wright State University, December 6 th, 2001 New Classroom Environments

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Arizona State University Philosophy –College focus on technology in classrooms, different classrooms for different needs, faculty training essential Classroom layout & equipment –Hold 40 to 80 students, team-based seating, instructor has ability to project student work on main screens Software & Applications –Wide variety, different rooms have different packages, all information available via the Internet Audience –All fundamental engineering courses

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Arizona State University Sample ASU Classroom

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Rose-Hulman Institute of Tech Philosophy –Completely networked campus environment Classroom layout & equipment –Every student purchases a notebook computer as an entering student (model is specified by institution) –Over 20 classrooms have been equipped with network and power connections to support notebook computers Software & Applications –Maple (calculus), Working Model & Maple (dynamics), Physics labs (Excel - data acquisition/analysis) Audience –All engineering students and classes

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Texas A&M University Philosophy –Classroom technology must be scalable for large classes (~100) Classroom layout & equipment –Remodeled about 10 classrooms for first-year and sophomore courses –One computer per two students –Departments have constructed their own classrooms, more are planned Software & Applications –Microsoft Office, Maple, AutoCAD, Eng. Equation Solver (EES), Internet –EE has students design, simulate, construct, measure and compare behavior of circuits. Class uses NI hardware and software. Audience –Freshman and sophomore engineering students –Specialized classes in specific disciplines

Screen CVLB 319: ENGR 112 Team Layout Sections Screen Windows Podium Doors

Technology-Enabled Learning, Wright State University, December 6 th, 2001 University of Alabama Philosophy –Technology in classrooms, classrooms convenient to students (one new classroom in “engineering dorm”) Classroom layout & equipment –Remodeled six different classrooms –Tables for four, one computer per two students –Departments constructing their own classrooms Software & Applications –Microsoft Office, compilers, FORTRAN, Maple Audience –Freshman engineering students –All students in introductory computing sequence

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Alabama Classroom Layout Several classroom formats exist –All have computers at student desks, instructor console, projection system –Primarily used for lower-division classes

Technology-Enabled Learning, Wright State University, December 6 th, 2001 University of Massachusetts-Dartmouth Classroom layout & equipment –Remodeled three classrooms with tables that seat four students and have two computers (48 seats) Software & Applications –Maple and Excel –Based on Studio Physics model (RPI), students perform physics and chemistry experiments in the classroom, acquire, display and analyze data Audience –Freshman & sophomore engineering majors

Technology-Enabled Learning, Wright State University, December 6 th, 2001 University of Massachusetts-Dartmouth IMPULSE Classroom

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Rensselaer Polytechnic Institute (RPI) Studio Classrooms Philosophy – studio environment –Integrate classroom (lecture) with laboratory (experiments, acquire/display/analyze data) Classroom layout & equipment –Tables with two students (one computer) –Student Using computer faces away from instructor Listens to lecture facing away from computer Audience – Mathematics, sciences, engineering students

Technology-Enabled Learning, Wright State University, December 6 th, 2001 RPI Classroom Layout Students face instructor during lecture –Away from computers Student away from instructor when using computers –Instructor can see monitors easily

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Drexel Classrooms Laboratory layout & equipment –Laboratory bench for two students (one computer) –Suite of measurement equipment with computer control –First-year and sophomore students Perform experiments and laboratory projects for three hours/week Philosophy –From the start students work with current equipment and explore stimulating physical phenomena Audience –Engineering students

Technology-Enabled Learning, Wright State University, December 6 th, 2001 Resources Relevant resources –Foundation Coalition –Arizona State University –Texas A&M University –RPI Studio Classroom –Sigma Xi Resources

Technology-Enabled Learning, Wright State University, December 6 th, 2001 End of workshop Questions?