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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

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Exploring student difficulties in divide and conquer skill with a mapping tool 23

Exploring student difficulties in divide and conquer skill w...

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23rd international Conference on Computers in Education, ICCE 2015

作者： Kothiyal, Aditi Murthy, Sahana Inter-Disciplinary Program in Educational Technology IIT Bombay India

ISBN: (纸本)9784990801472

Divide and conquer is an essential thinking skill for engineering undergraduates to have in order to solve engineering estimation problems. However, there exist no teaching-learning tools and strategies for divide and conquer skill for engineering estimation. In this paper, we report on the design of a mapping tool to improve students' divide and conquer skill while solving engineering estimation problems. We evaluated the tool to identify student difficulties in doing divide and conquer while using the tool. We identified several categories of difficulties which will be used to design appropriate scaffolds to support improvement of students' divide and conquer skill for engineering estimation.

关键词： Students

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

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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

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

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

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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

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

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

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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

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

How reciprocative dynamic linking supports learners' represe...

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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

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Think-pair-share in a large CS1 class: Does learning really happen? 14

Think-pair-share in a large CS1 class: Does learning really ...

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2014 Innovation and technology in Computer Science Education Conference, ITICSE 2014

作者： Kothiyal, Aditi Murthy, Sahana Iyer, Sridhar Inter-Disciplinary Program in Educational Technology IIT Bombay India Department of Computer Science and Engineering IIT Bombay India

ISBN: (纸本)9781450328333

Think-pair-share (TPS) is a classroom active learning strategy in which students work on activities, first individually, then in pairs and finally as the whole class. TPS allows students to express their reasoning, reflect on their understanding and obtain prompt feedback on their learning. While TPS is recommended to foster classroom engagement and learning, there is a lack of research based evidence in computer science education on the benefits of TPS for learning. In this study, we investigate the learning effectiveness of TPS in a CS1 course. We performed a quasiexperimental study and found that students who learned via TPS performed significantly better on a post-test than students who learned the same concept via lecture. We also conducted a survey and focus group interviews to understand student perceptions of learning with TPS. The majority of students agreed that TPS activities helped improve their conceptual understanding. From an instructor's point of view, TPS was useful to address the challenges of a large class, such as students tuning out or getting distracted and was easy to implement even in a large class. © 2014 ACM.

关键词： Students

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iSAT: a visual learning analytics tool for instructors

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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

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Geometry-via-gestures: Design of a gesture based application to teach 3D geometry

Geometry-via-gestures: Design of a gesture based application...

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24th international Conference on Computers in Education - Workshop, ICCE 2016

作者： Lakshmi, T.G. Narayana, Soumya Prasad, Prajish Murthy, Sahana Chandrasekharan, Sanjay Inter-disciplinary Program in Educational Technology IIT Bombay India Tata Institute of Fundamental Research Homi Bhabha Centre for Science Education India

ISBN: (纸本)9789869401210

Geometry holds a special place in Mathematics. Learning of Geometry requires understanding and integrating a wide range of topics such as coordinates, shapes, theorems, proofs, properties and formulae, to name a few. In 3D geometry, students find difficult the manipulation of 3D objects and interpreting their structure and properties, such as volume and surface area. Research shows that students mainly focus on the formulae and the numerical operations to calculate the volume or the surface area of a 3D object, and not on visualizing the 3D objects. Various media such as images, animation, simulations and 3D geometric software have been used to help learners visualize 3D shapes. However, the affordances provided by these media do not fully support the construction and manipulation of 3D objects. Based on an embodied interaction approach, we have designed a gesture-based application for high school students to learn the properties of 3D objects. In this paper, we describe the design of the application, "Geometry-via-Gestures" (GvG), which enables learners to construct a right circular cylinder using gestures and derive its volume. We present the results of the first prototype pilot and the proposed redesign. Copyright 2016 Asia-Pacific Society for Computers in Education. All rights reserved.

关键词： Students

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

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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

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