检索结果-内蒙古大学图书馆

MIC-O-MAP: a technology-enhanced learning environment for developing micro-macro thinking skills

Research and Practice in technology Enhanced Learning 2017年第1期12卷 1-27页

作者： Kenkre, Anura B. Murthy, Sahana Inter-Disciplinary Program in Educational Technology Indian Institute of Technology Bombay India

MIC-O-MAP (MICroscopic-Observations-Macroscopic-Predictions) is a technology-enhanced learning (TEL) environment designed for developing micro-macro thinking skills among science and engineering undergraduate students. Micro-macro thinking involves being able to analyze dynamic processes and interactions on a microscopic level and establish co-relations to the outcomes which we can see and measure in the macroscopic world. In this paper, we report 2 cycles of iterative design, development, and evaluation of MIC-O-MAP, based on a design-based research approach. We first identify the pedagogical design features and learning activities of MIC-O-MAP based on a literature review of the development of micro-macro thinking. We then report an experimental study, which showed positive results that the design features and learning activities of MIC-O-MAP helped students develop micro-macro thinking. This was followed by a detailed interaction analysis, which provided insights into the redesign of MIC-O-MAP. An evaluation of the revised version of MIC-O-MAP showed that the shortcomings of the original version were addressed. The interaction analysis also led us to identify effective actions and learning paths as students learn in interactive TEL environments. © 2017, The Author(s).

关键词： Design-based research Micro-macro thinking TEL environment

来源：评论

学校读者我要写书评

暂无评论

Designing Reciprocative Dynamic Linking to improve learners’ Representational Competence in interactive learning environments

引用

Research and Practice in technology Enhanced Learning 2017年第1期12卷 1页

作者： Patwardhan, Mrinal Murthy, Sahana Inter Disciplinary Program in Educational Technology Indian Institute of Technology Bombay Mumbai 400076 India

Learning from interactive learning environments enriched with multiple external representations (MERs) is often beneficial. The learning benefits of MERs highly rely on the development of Representational Competence. Representational Competence refers to an ability to translate and see relations between MERs. The relevant research findings have consistently reported learners’ difficulty in relating and translating in MERs due to insufficient development of Representational Competence. Although dynamic linking is one of the strategies recommended to address this issue, it offers mixed results. This paper reports design of a new interaction feature that overcomes some of the limitations of traditional dynamically linked representations. We designed an additional interaction in dynamically linked MERs to support learners’ cognitive demands;we refer to this as Reciprocative Dynamic Linking. The goal of this additional affordance was to strengthen learners’ cross-representation cognitive linkage by promoting Representational Competence. The paper reports the study conducted to investigate effects of Reciprocative Dynamic Linking on students’ Representational Competence. The said study was conducted in a course on Signals and Systems from Electrical Engineering program (N = 24). The subjects were assigned to two conditions: a Simulation and a Simulation with Reciprocative Dynamic Linking. The representation competence was assessed with an instrument for measuring Representational Competence within Signals and Systems domain. The effect of Reciprocative Dynamic Linking on learners’ cognitive load was also investigated. The results confirmed that Reciprocative Dynamic Linking could lead to improvement in Representational Competence and thus, higher learning for “Apply and Analyze Procedural knowledge” categories of tasks. Reciprocative Dynamic Linking also promoted germane cognitive load of learners, as it could offer the required cognitive support to improve learners’ Repr

关键词： Affordance Cognitive load interactive learning environment Multiple external representations Representational Competence Simulation

来源：评论

学校读者我要写书评

暂无评论

Self-assessment rubrics as metacognitive scaffolds to improve design thinking 22

Self-assessment rubrics as metacognitive scaffolds to improv...

引用

22nd international Conference on Computers in Education, ICCE 2014

作者： Mavinkurve, Madhuri Murthy, Sahana Inter-Disciplinary Program in Educational Technology Indian Institute of Technology Bombay India

ISBN: (纸本)9784990801427

An important goal of engineering education is to develop design thinking competency among students. These competencies include: structuring open problem, information gathering, divergent and convergent thinking, and multiple representations. We have developed Engineering Design interactive Visualizations (EDIVs), a technologyenhanced learning environment for students' self-learning of engineering design competency. The EDIVs contain activities to promote decision-making, concept integration and overall synthesis, which are necessary cognitive mechanisms to attain design competencies. However, in addition to cognitive strategies, students require metacognitive scaffolds to help them reflectively and mindfully apply these strategies to new contexts. Hence, we included self-assessment rubrics in EDIVs to act as metacognitive scaffolds for the process of design. In this paper, we describe the role and structure of self-assessment rubrics for the engineering design competency of Structure Open Problem, and report results of an experiment where students worked with EDIVs in two conditions - with and without rubrics. We find that the rubrics prompt students to perform formative assessment of their own performance, and correct themselves if necessary, thus leading to improved performance in a new design problem.

关键词： Students

来源：评论

学校读者我要写书评

暂无评论

Development of predict-test-revise modeling abilities via a self-study learning environment 22

Development of predict-test-revise modeling abilities via a ...

引用

22nd international Conference on Computers in Education, ICCE 2014

作者： Kenkre, Anura Murthy, Sahana Mavinkurve, Madhuri Inter-Disciplinary Program in Educational Technology Indian Institute of Technology Bombay India

ISBN: (纸本)9784990801410

In addition to developing students' content knowledge, an important goal of science instruction is to improve students' ability of modeling, such as, the ability to create and use simplified representations to describe and explain phenomena, and predict outcomes of new phenomena. It has been shown that students face difficulty in developing these abilities unless they are explicitly addressed in the curriculum. ICT-based solutions to this problem have been developed, such as the WISE and MARS, have mostly been implemented at the middle and high school levels and the teacher facilitates the process. In this paper we describe the design of LEMA, which addresses modeling abilities in college level science topics. LEMA is a self-regulated learning environment in which students are given various activities and customized formative assessment to achieve the above goals. We tested the effectiveness of LEMA through a two-group post-test controlled experiment. Students who learnt with LEMA performed significantly better on abilities of prediction, testing and revision of models. We also identified student perceptions of which features of LEMA helped them develop these abilities.

关键词： Students

来源：评论

学校读者我要写书评

暂无评论

How reciprocative dynamic linking supports learners' representational competence: An exploratory study 23

How reciprocative dynamic linking supports learners' represe...

引用

23rd international Conference on Computers in Education, ICCE 2015

作者： Patwardhan, Mrinal Murthy, Sahana Inter-disciplinary Program in Educational Technology Indian Institute of Technology Bombay Bombay India

ISBN: (纸本)9784990801458

Multiple External Representations (MERs) have been known to facilitate and strengthen learning processes, and are common in technology Enhanced Learning (TEL) environments. However, learners face difficulty in translating between and connecting across MERs, leading to poorly developed representational competence. Improving representational competence requires additional support in enabling translation and integration of MERs. Although dynamic linking of MERs is a popular strategy, empirical studies are not unanimous in terms of its learning impact. The mixed nature of results demands further research that can contribute towards the design of meaningful interactions in TEL environments. This paper describes an exploratory study to investigate how additional interactivity in the form of 'Reciprocative Dynamic Linking' could support learners in developing representational competence in TEL environments. Reciprocative Dynamic Linking is an affordance where a learner can select and manipulate each representation individually in a reciprocative manner. In this study, qualitative data was collected from screen captures, semi-structured interviews and open ended questions as students interacted with simulations incorporating Reciprocative Dynamic Linking. The results showed that Reciprocative Dynamic Linking promoted learners' ability to relate and translate among MERs, thus facilitated the development of representational competence. Reciprocative Dynamic Linking also supported learners' optimal management of cognitive resources and was useful in stimulating their inquiry process while integrating MERs.

关键词： Affordance interactive simulation Multiple external representations Representational competence

来源：评论

学校读者我要写书评

暂无评论

iSAT: a visual learning analytics tool for instructors

引用

Research and Practice in technology Enhanced Learning 2016年第1期11卷 1-22页

作者： Majumdar, Rwitajit Iyer, Sridhar Inter-disciplinary Program in Educational Technology Indian Institute of Technology Bombay Powai Mumbai 400076 India Department of Computer Science and Engineering Indian Institute of Technology Bombay Powai Mumbai 400076 India

interactive Stratified Attribute Tracking (iSAT) is a visual analytics tool for cohort analysis. In this paper, we show how instructors can use iSAT to visualize transitions of groups of students during teaching-learning activities. interactive visual analytics gives the instructor the affordance of understanding the dynamics of the class of students and their activities from the data collected in their own teaching-learning context. We take an example of a peer instruction (PI) activity and describe how iSAT can be used to analyze its clicker responses. During PI, typically instructors only use histograms to visualize the distribution of clicker responses in the pre- and post-discussion phases. We show that the use of iSAT to analyze clicker data in real time to trace transitions of participants’ responses during various voting phases can support them in planning for their post-PI activities. Seven patterns of transitions that emerge are aligned, returns, starburst, slide, attractor, switching, and void. We interpret them in the context of the example. Such transition patterns are neither available in multiple histograms of individual voting phase nor generated in real time to be visualized as a flow diagram. We had conducted two workshops to introduce iSAT to the instructors and demonstrated the workflow of using iSAT with their dataset. Here, we report usefulness and usability data collected from those workshops. In conclusion, we highlight the power of iSAT for instructors to do cohort analysis in their teaching-learning practice. © 2016, The Author(s).

关键词： Active learning Cohort analysis iSAT Learning analytics Peer instruction Teacher training Visual analytics

来源：评论

学校读者我要写书评

暂无评论

An exploration of problem posing-based activities as an assessment tool and as an instructional strategy

引用

Research and Practice in technology Enhanced Learning 2015年第1期10卷 1-19页

作者： Mishra, Shitanshu Iyer, Sridhar Inter-disciplinary Program in Educational Technology Indian Institute of Technology Bombay Powai 400076 Mumbai India Department of Computer Science and Engineering Indian Institute of Technology Bombay Powai 400076 Mumbai India

Background: Problem posing, the generation of questions by learners, has been shown to be an effective instructional strategy for teaching–learning of complex materials in domains such as mathematics. In this paper, we demonstrate the potential of problem posing in two dimensions. Firstly, we present how problem posing can result in unfolding of knowledge and hence how it can be used as an instructional strategy. Then we present another problem posing-based activity as an assessment tool in an Introductory programming course (CS1). Method: To explore the potential of problem posing as an instructional strategy, we conducted field studies in the two CS application courses (Data Structures (DS) and Artificial Intelligence (AI)), in which we provided a semi-structured problem posing situation to students. We performed inductive qualitative research and development the questions generated by students using grounded theory-based qualitative data analysis technique. To explore the potential of problem posing as an assessment tool, we conducted a field study in CS1 wherein we employed another problem posing (PP)-based activity in a large class for assessing the learning of computational thinking concepts in an introductory programming course and analysed how performance in traditional assessment tools (quiz score) is related with performance in our non-traditional assessment tool (quality of problems posed during a problem posing activity). Results: From the studies in DS and AI courses we found that students pose questions and unfold knowledge using seven strategies — Apply, Organize, Probe, Compare, Connect, Vary, and Implement. From the field study performed in the CS1 course we found that the quality of the problems posed (difficulty level) were mostly aligned to the traditional assessment results in the case of novice learners but not in the case of advanced learners. © 2015, The Author(s).

关键词： Assessment tool Computer Science Application courses CS1 Instructional strategy Knowledge unfolding Problem posing

来源：评论

学校读者我要写书评

暂无评论

Modeling ice thickness distribution and storage volume of glaciers in Chandra Basin,western Himalayas

引用

Journal of Mountain Science 2020年第8期17卷 2011-2022页

作者： Ankur PANDIT RAAJ RAMSANKARAN Inter Disciplinary Program(IDP)in Climate Studies Indian Institute of Technology BombayMumbai 400076India TCS Research and Innovation Thane400601 India Department of Civil Engineering Indian Institute of Technology BombayMumbai 400076India

This article reports modeled ice thickness distribution and total ice volume of the 65 selected glaciers(>0.5 km^2)of Chandra basin,located in the Western *** is a first-of-its-kind study that gives detailed insights about the current ice thickness distribution at an individual glacier level in the Western *** estimates are obtained using an optimally parameterized Glab Top2_IITB[Glacier Bed Topography indian institute of technology Bombay(IITB)version]model with highresolution Digital Elevation Model(DEM)as an *** total estimated volume of all the 65 selected glaciers is about 55.32 km^3 covering a total area of about 591.03 km^*** hypsometric analysis,it is found that the maximum amount of ice volume,i.e.,about 12.79 km^3,is currently residing at the elevation range of 5200–5400 m *** thickness estimates obtained in the current study are compared with the ensemble estimates obtained in the Global Glacier Thickness Initiative(G2TI)project for three large glaciers,namely,Bada Shigri,Samudra Tapu,and Gepang Gath *** obtained results indicate that the difference between both the studies is marginal in terms of mean ice thickness and maximum ice thickness estimates except Samudra Tapu ***,the uncertainty of the estimated glacier ice volume from this study is about±15%whereas,from the G2TI project,it is about 25%.The main reasons for the difference could be the quality of the inputs used,model structure,model parameterization as well as the time stamp of the input *** obtained results from this study indicate that the use of appropriate shape factor and better DEM would result in more reliable glacier ice thickness estimates even by using a simple slopedependent model like Glab Top2_IITB.

关键词： Glacier ice thickness Glacier volume Glab Top2_IITB TanDEM-X DEM

来源：评论

学校读者我要写书评

暂无评论

How does representational competence develop? Explorations using a fully controllable interface and eye-tracking 22

How does representational competence develop? Explorations u...

引用

22nd international Conference on Computers in Education, ICCE 2014

作者： Kothiyal, Aditi Majumdar, Rwitajit Pande, Prajakt Agarwal, Harshit Ranka, Ajit Chandrasekharan, Sanjay Inter-Disciplinary Program in Educational Technology Indian Institute of Technology Bombay India Homi Bhabha Centre for Science Education Tata Institute of Fundamental Research India Indian Institute of Technology Roorkee India Birla Institute of Technology and Science Pilani India

ISBN: (纸本)9784990801427

Representational competence (RC), defined as "the ability to simultaneously process and integrate multiple external representations (MERs) in a domain", is a marker of expertise in science and engineering. However, the cognitive mechanisms underlying this ability, and how this ability develops in learners, are poorly understood. In this paper, we present a fully manipulable interface, designed to help school students develop RC, and a pilot eye and mouse tracking study, which sought to develop a detailed understanding of how students interacted with our interface. We developed an analysis methodology for eye and mouse tracking data that characterizes the interaction process in analytical terms, and operationalizes the process of MER integration. We present preliminary results of applying our analysis methodology to student data obtained in our pilot study.

关键词： Students

来源：评论

学校读者我要写书评

暂无评论

Demystifying networking: Teaching non-majors via analogical problem-solving

Demystifying networking: Teaching non-majors via analogical ...

引用

44th ACM Technical Symposium on Computer Science Education, SIGCSE 2013

作者： Iyer, Sridhar Murthy, Sahana Department of Computer Science and Engineering Indian Institute of Technology Bombay Powai Mumbai India Educational Technology Inter-Disciplinary Programme Indian Institute of Technology Bombay Powai Mumbai India

ISBN: (纸本)9781450320306

The goals of a typical Networking course for Computer Science majors include getting students to learn the relevant concepts, delving into details of various protocols, and using Networking utilities. Such focus on low-level details is unlikely to be interesting to non-majors. Also, there is a larger danger of students not understanding the basic concepts due to the perceived complexity in the details and technical jargon. We address both these issues by teaching Networking concepts through solving problems in analogical real-life scenarios. The main idea of our approach is: The instructor poses an analogy problem, students work in groups to devise solutions, followed by a class discussion to map the analogy problem as well as its solution to their corresponding technical details in Networking domain. Thus we emphasize the core concepts of Networking and demystify the specialized technical details. Across three offerings of this course, we have found that: (i) our students' performance on typical Networking questions is comparable or higher than traditionally taught students, (ii) students can solve unseen technical problems, (iii) students' confidence in tackling technical questions is high. Copyright © 2013 ACM.

关键词： Students

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：