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Self-directed learners’ perceptions and experiences of learning computer science through MIT open courseware

Open Learning 2022年第4期37卷 370-385页

作者： Zhu, Meina Kadirova, Dilnoza Learning Design and Technology Program Wayne State University Detroit MI United States Instructional Systems Technology Indiana University Bloomington IN United States

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 spearheaded this movement;namely, Massachusetts Institute of technology (MIT) open courseware (OCW). More specifically, it explored self-directed learners’ perceptions of the impact of the MIT OCW, their social presences and cognitive presences while learning through MIT OCW online instructional videos. The data source of this study was learner comments regarding 23 instructional videos found in YouTube. Thematic analysis and computer-mediated discourse analysis (CMDA) were used for data analysis. The results indicated that the impact of the MIT OCW served as the first step for career development and important educational decisions of myriad learners that served to benefit MIT programmes with future applicants. In addition, YouTube comments of the self-directed learners reflected a relatively lower social presence and higher cognitive presence compared to general social media. Meanwhile, self-directed learners encountered challenges such as technology issues, non-engaging teaching methods, and social learning needs. Perhaps the future OER and OCW development will, in fact, be designed for a more interactive and engaging experience for the self-directed learners of this world. © 2020 The Open university.

关键词： cognitive presence community of inquiry computer science education MIT open course ware OER social presence

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Glass: Group learning at significant scale via WiFi-enabled learner design teams in an ECE flipped classroom 124

Glass: Group learning at significant scale via WiFi-enabled ...

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124th ASEE Annual Conference and Exposition

作者： Demara, Ronald F. Salehi, Soheil Chen, Baiyun Hartshorne, Richard Department of Electrical and Computer Engineering University of Central Florida OrlandoFL32816-2362 United States Instructional Design and Technology Program University of Central Florida OrlandoFL32816-2362 United States Center for Distributed Learning University of Central Florida OrlandoFL32816-2362 United States

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

关键词： Students

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Elevating participation and outcomes with computer-based assessments: An immersive development workshop for engineering faculty

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Computers in Education Journal 2017年第3期8卷

作者： DeMara, Ronald F. Chen, Baiyun Hartshorne, Richard Thripp, Richard University of Central Florida United States Center for Distributed Learning UCF United States Instructional Design and Technology program College of Education and Human Performance UCF United States University of Central Florida United States

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 design aspects. Fortunately, learning management systems (LMSs), such as Canvas or Moodle, can be adapted through creative means to deliver more complex assessment options, including incremental solution, multiple answer, design-by-selection, and dynamic cloning. Unfortunately, due to the complexity of STEM assessments and development interfaces, it can be overwhelming for faculty to digitize assessments without sufficient exemplars, deep coaching, and peer assistance. This paper summarizes an immersive faculty development approach designed to address such concerns. The six-week Assessment Digitization Innovation summer workshop covered techniques and principles of digital assessment and associated pedagogical approaches, and was completed by ten instructors in 2016 and seven in 2017. Combined with a stipend, a course release, and the resources of the university's Evaluation and Proficiency Center (EPC), a proctored testing environment allowing students to schedule their quizzes and exams during a testing window specified by the instructor, participants and their teaching assistants were set up to succeed. In post-surveys, they were "very satisfied" with the workshop and agreed that assessment digitization would save time, refocus faculty workloads from low-impact grading to high-impact structured tutoring, improve remediation, and enable them to effectively serve increasing enrollments. Whereas student laptops with lockdown browsers, unused hours of existing computing labs, and dedicated testing centers allow delivery of computer-based assessments using the techniques herein, the methods described can further help to promulgate reduced grading workloads via digitized formative and summative assessments. © 2018 American Society for Engineering Education. Al

关键词： Grading

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A flipped classroom approach to teaching transportation engineering 123

A flipped classroom approach to teaching transportation engi...

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123rd ASEE Annual Conference and Exposition

作者： Karabulut-Ilgu, Aliye Yao, Suhan Savolainen, Peter Tarmo Jahren, Charles T. Iowa State University Department of Civil Construction and Environmental Engineering United States Iowa State University Curriculum and Instructional Technology Master Program United States

The flipped classroom approach has gained increasing popularity in higher education, particularly in STEM fields. In flipped learning, part or all of direct instruction is delivered through online videos and other media, and the class time is used for engaging students in collaborative, hands-on activities. In order to utilize the benefits of this novel teaching approach, a junior-level, introduction to transportation engineering course was converted into a flipped format. This study, conducted in a major Midwestern university, will present the results of a mixed-method evaluation investigating the effectiveness of the flipped classroom approach. Quantitative data included a pre-course survey, a post-course survey. Qualitative data, on the other hand, included video recordings of in-class sessions and end-of-semester focus group interviews. Analysis of the results indicated students benefited from the flipped classroom approach although it entailed some challenges for both faculty and students. Conclusions are drawn and recommendations are made for engineering education researchers and practitioners. © American Society for Engineering Education, 2016.

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Redesigning computer engineering gateway courses using a novel remediation hierarchy 123

Redesigning computer engineering gateway courses using a nov...

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123rd ASEE Annual Conference and Exposition

作者： De Mara, Ronald F. Khoshavi, Navid Pyle, Steven Edison, John Hartshorne, Richard Chen, Baiyun Georgiopoulos, Michael Department of Electrical and Computer Engineering University of Central Florida OrlandoFL32816-2362 United States Instructional Design and Technology Program University of Central Florida OrlandoFL32816-2362 United States Center for Distributed Learning University of Central Florida OrlandoFL32816-2362 United States College of Engineering and Computer Science University of Central Florida OrlandoFL32816-2362 United States

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 Infrastructure, Curricula, and Services (EPICS) extends successful methods in other units on campus in an innovative way as synergistic combination of faculty, Graduate Teaching Assistants (GTAs), and educational technology using the Canvas Webcourses Learning Management System (LMS) already in use at our college. We integrate computer-based evaluation with a close-knit review and learning cycle based on directed and open tutoring to collectively form the Evaluation and Proficiency Center (EPC). Initial results have been encouraging, as students' test scores and survey results indicate a 43% reduction in D or F grades compared to a section of the same course with the same instructor, using conventional delivery, and overwhelmingly positive responses from students regarding the effectiveness of pedagogical strategies (i.e., Exemplar Vignettes, content tutoring), assessment models (i.e., electronically delivered quizzes, flexible scheduling, use of testing center), and tutoring strategies (i.e., self-paced, exam results review). In this manuscript, the EPICS process, as well as results collected from student performance and perceptions of the initial implementation, will be addressed. © American Society for Engineering Education, 2016.

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From Dissemination to Propagation: A New Paradigm for Education Developers

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Change 2017年第4期49卷 35-42页

作者： Froyd, Jeffrey E. Henderson, Charles Cole, Renée S. Friedrichsen, Debra Khatri, Raina Stanford, Courtney Jeffrey E. Froyd is a Research Professor at Texas A&M University. His research interests include sustained adoption of improvements in learning and teaching systematic reviews in engineering education evaluation of faculty campus climates and assessment of complex learning outcomes. Charles Henderson is a Professor at Western Michigan University with a joint appointment between the Department of Physics and the Mallinson Institute for Science Education. His research focuses on promoting productive changes in higher education at the individual department institution and national levels. Renée S. Cole is an Associate Professor of Chemistry at the University of Iowa. She teaches introductory and advanced courses in chemistry and runs a research program focused on the design and assessment of instructional materials and teaching strategies and faculty professional development. Debra Friedrichsen founded and operates a small consulting company. She received her Ph.D. from Oregon State University in Chemical Engineering with a dissertation focused on engineering education. Debra also has a MBA a MS and a patent for sensor development. Raina Khatri is a doctoral student in the Mallinson Institute for Science Education at Western Michigan University. Her research focus is understanding how education developers in STEM can promote sustained adoption of their innovations. Courtney Stanford is a postdoctoral researcher in the Department of Chemistry at Virginia Commonwealth University. Her current research focuses on the identification development and assessment of process skills (also known as professional skills) in active learning undergraduate STEM classrooms.

Scholarly studies and national reports document failure of current efforts to achieve broad, sustained adoption of research-based instructional practices, despite compelling bodies of evidence supporting efficacy of many of these practices. The authors of this paper argue that many change agents who are working to promote systemic adoption of these teaching practices use approaches that are characterized by what the authors call the "dissemination paradigm." A dissemination paradigm characterizes patterns of these current, failing efforts. Change agents, working within the dissemination paradigm, try to convince adopters that their innovations can help their students. Efforts within the dissemination paradigm have not led, and are unlikely to lead, to systemic adoption. The authors offer the "propagation paradigm" as an alternative with the potential to produce improved results. Change agents, working within the propagation paradigm, engage with adopters early and often to understand their instructional systems and interactively develop a strong product adaptable to specific contexts.

关键词： Models Change Agents Teaching Methods Information Dissemination Educational Innovation instructional Systems STEM Education Comparative Analysis

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31st Annual Meeting and Associated programs of the Society for Immunotherapy of Cancer (SITC 2016): part two Abstracts

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JOURNAL FOR IMMUNOTHERAPY OF CANCER 2016年第SUPPL 1期4卷 107-221页

作者： [Anonymous] Department of Immunology University of Texas MD Anderson Cancer Center Houston TX USA Department of Cancer Medicine University of Texas MD Anderson Cancer Center Houston TX USA Immune Design Seattle WA USA Innate Pharma Marseille Provence-Alpes-Cote d’Azur France MedImmune Cambridge England UK Georgetown-Lombardi Comprehensive Cancer Center Washington DC USA Westmead and Blacktown Hospitals Melanoma Institute Australia and the University of Sydney Westmead New South Wales Australia University of California Los Angeles CA USA University of Washington Seattle WA USA Dana-Farber Cancer Institute/Brigham and Women’s Hospital Harvard University Boston MA USA University of Texas MD Anderson Cancer Center Houston TX USA Beth Israel Deaconess Medical Center Boston MA USA Gallipoli Medical Research Foundation Greenslopes Private Hospital and the University of Queensland Greenslopes Queensland Australia Olivia Newton-John Cancer Research Institute Heidelberg Victoria Australia Canterbury District Health Board Christchurch Hospital Christchurch New Zealand Waikato Hospital Regional Cancer Centre Hamilton New Zealand Royal Prince Alfred Hospital Melanoma Institute Australia the University of Sydney and Chris O’Brien Lifehouse Camperdown New South Wales Australia Tasman Oncology Research Southport Gold Coast Queensland Australia Merck & Co. Inc. Kenilworth NJ USA Quantitative Solutions A Certara Company Oss Netherlands Melanoma Institute Australia the University of Sydney Mater Hospital and Royal North Shore Hospital Wollstonecraft New South Wales Australia Columbia University Medical Center New York NY USA Institut d’Investigacions Biomediques August Pi i Sunyer Barcelona Catalonia Spain Icahn School of Medicine at Mount Sinai New York NY USA New York Presbyterian/Columbia University Medical Center New York NY USA Memorial Sloan Kettering Cancer Center New York NY USA Peregrine Pharmaceuticals Inc. Tustin CA USA Regeneron Tarrytown NY USA University of

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Problem‐Based Learning: A Learning Environment for Enhancing Learning Transfer

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New Directions for Adult and Continuing Education 2013年第137期2013卷

作者： Woei Hung Associate professor Instructional Design and Technology Program University of North Dakota

This chapter provides a conceptual foundation and rationale, as well as instructional design guidelines, for using problem‐based learning (PBL) to enhance adult learners' learning transfer.

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Q&A

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design Management Review 2014年第1期25卷

作者： Woodie Flowers Sarah Stein Greenberg Richard K. Miller Srikant M. Datar Pappalardo Professor Emeritus of mechanical engineering at the Massachusetts Institute of Technology. He helped create MIT's renowned INTRODUCTION TO DESIGN COURSE. Flowers also received national recognition in his role as host for the PBS television series Scientific American Frontiers from 1990 to 1993 and received a New England EMMY Award for a special PBS program on design. He is a member of the National Academy of Engineering a Fellow of the American Association for the Advancement of Science and of the American Society of Mechanical Engineering and has received three honorary doctorates. He is a MacVicar Faculty Fellow for extraordinary contributions to undergraduate education at MIT where he is a member of the faculty advisory committee for MITX the Massachusetts Innovation & Technology Exchange. He was also the inaugural recipient of the Woodie Flowers Award from FIRST (For Inspiration and Recognition of Science and Technology). He recently received the Edward F. Church Medal and the Spira Outstanding Design Educator Award from ASME. Currently Flowers is a director or scientific advisor for four companies. He is also national advisor and chairman of the executive advisor board for FIRST. Has been managing director of the Hasso Plattner Institute of Design at Stanford University (also known as the d.school) since 2010. Previously she worked in the innovation practice of Monitor Group in the US and India and advised multinational companies on developing innovation capabilities. Her background includes developing new products and services in a number of emerging markets in Asia and Africa. In the classroom Stein Greenberg has co‐taught the d.school's foundational class Design Thinking Bootcamp and its renowned course on design for the developing world Entrepreneurial Design for Extreme Affordability. She recently launched an experimental new program featuring short‐format “pop‐up” classes. She holds an MBA from Stanford University and a BA in history from Oberlin College. Among other pursuits she s

Being a “gracious professional” is the key to leadership, whether you’re an engineer, a scientist, or an MIT professor. As managing director of Stanford university's ***, this Renaissance woman spends her time developing “adaptive learners.” Olin College's first president (and first employee) has plenty to say about engineering—and education. Rethinking the MBA at Harvard Business School.

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A new multi-objective optimization formulation for rail-car fleet sizing problems

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Operational Research 2010年第2期10卷 175-198页

作者： Sayarshad, Hamid Reza Marler, Timothy Department of Industrial Engineering Mazandaran University of Science and Technology 16388-95114 Babol Iran Center for Computer Aided Design Virtual Soldier Research Program University of Iowa Iowa City IA 52246 United States

With potential application to a variety of industries, fleet sizing problems present a prevalent and significant challenge for engineers and managers. This is especially true of applications involving rail cars, where origins and destinations have capacity restrictions. This paper presents a new multi-objective optimization formulation, solution method, and analysis for multi-periodic fleet sizing problems of various sizes. Profit and quality (minimal unmet demands) represent conflicting objectives and are maximized simultaneously. The Pareto optimal set is depicted and is used for trade-off analysis. The solution involves the optimal fleet size as well as the optimal rail-car allocation strategy. The proposed approach is applied to an example problem and is shown to be successful, ultimately providing a new managerial tool for planning and analyzing rail-car fleets more effectively. © 2009 Springer-Verlag.

关键词： Multi-objective optimization Package sizing Rail-car fleet sizing

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