Given the rapid rise of open educational resources (OER) for informal learning pursuits impacting countless millions of people each day around the world, this study investigated the impact of the initiative that spear...
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The Group Learning At Significant Scale (GLASS) approach is developed to increase the scalability and efficacy of student design teams during group sessions of a Flipped Classroom (FC), as well as conventional modalit...
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The Group Learning At Significant Scale (GLASS) approach is developed to increase the scalability and efficacy of student design teams during group sessions of a Flipped Classroom (FC), as well as conventional modality courses. GLASS utilizes freely-available collaboration tools to facilitate instructional delivery, assessment, and review of teams that leverage campus WiFi connectivity, along with a pedagogical approach using excerpts from actual data sheets and open Internet resources. This immersive collaborative design experience is interwoven on a weekly basis with the technical content provided via video during the preceding week. The instructor manages multiple design teams to conduct a weekly Challenge Problem during inclass time. First, students are randomized by the Learning Management System into small groups. Second, a challenge problem is provided, delivered via WiFi-enabled laptops, tablets, or smart phones, forming virtual design teams, regardless of where students are seated. Third, students utilize their WiFi enabled devices to discuss the challenge question via chatroom-style dialog channels alongside a solution whiteboard and/or figure drawing space, while utilizing open resources on the Internet to postulate a solution. Fourth, once the design team concurs that their results are complete, they submit their answers to the Learning Management System (LMS) for auto-grading and score-recording in the grade book. Credit is earned by correctly answering each designated question sub-part, which provides partial credit. Throughout the team design activity, the instructor monitors the assignment progress online in real-time, including windows for each design team showing a solution draft as it is constructed, and providing feedback via each group's designated chat channel. LMS statistics are available in real-time for the autograded answer of the first design team having a correct solution, dubbed the Pioneer Group, which receives a bonus after its group l
Using computer-based assessments for engineering and other STEM courses is challenging because it requires authentic assessment items that support partial credit, solution composability/traceability, and creative desi...
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Focusing on the quality of education, skills, and employability of our graduates in computing-related fields, this work proposes a cost-effective approach to achieve these goals. The Evaluation and Proficiency Infrast...
This chapter provides a conceptual foundation and rationale, as well as instructionaldesign guidelines, for using problem‐based learning (PBL) to enhance adult learners' learning transfer.
This chapter provides a conceptual foundation and rationale, as well as instructionaldesign guidelines, for using problem‐based learning (PBL) to enhance adult learners' learning transfer.
Engineers who work in innovative design spaces during conceptual design have very different CAD and graphics needs than those who work in more conventional design spaces such as those of detail design.1,2They need rap...
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The Signal Processing instructional Facility (SPIF Lab) is an experiment in using in interactive multimedia for teaching concepts related to linear systems theory and signal processing. The goals of the SPIF lab are t...
The Signal Processing instructional Facility (SPIF Lab) is an experiment in using in interactive multimedia for teaching concepts related to linear systems theory and signal processing. The goals of the SPIF lab are to augment, enhance, and interconnect sophomore, junior, and senior level courses with the common thread of linear systems and transforms by unifying the experimentation medium. In this fashion, physical phenomenon is returned to the forefront of engineering education. The laboratory features powerful Mathematica Notebooks (a form of hypertext) and interactive applications that use dedicated DSP microprocessors.
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