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MEttLE: a modelling-based learning environment for undergraduate engineering estimation problem solving

Research and Practice in technology Enhanced Learning 2018年第1期13卷 1页

作者： Kothiyal, Aditi Murthy, Sahana Interdisciplinary Program in Educational Technology Indian Institute of Technology Bombay Mumbai India

Estimation is an important class of problems that engineering undergraduates must be able to solve. However teaching-learning of estimation is under emphasized in the current engineering curriculum. In this paper, we report on the first cycle of a design-based research project to design a technology-enhanced learning environment (TELE) to help students learn estimation. The TELE includes features such as a progressive higher-order modelling-based structuring of the estimation process, a problem system simulator and metacognitive scaffolds. We performed a lab study and found that learners were able to use the features in the TELE to solve the estimation problem and obtain an order-of-magnitude estimate. Further, learners learned some of the reasoning processes involved in performing estimation and recognized the role of evaluation and the need for practical considerations in estimation. We identified the roles of various features in the TELE for learning these estimation reasoning processes. These results have implications for the redesign of our TELE to improve student learning of estimation. © 2018, The Author(s).

关键词： Design-based research Estimation Modelling technology-enhanced learning environment

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CuVIS tool to develop instructors' competency in creating Meaningful Learning designs 23

CuVIS tool to develop instructors' competency in creating Me...

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23rd International Conference on Computers in Education, ICCE 2015

作者： Banerjee, Gargi Murthy, Sahana Interdisciplinary Program in Educational Technology Indian Institute of Technology Bombay India

ISBN: (纸本)9784990801458

Visualizations are effective teaching-learning resource. But their effectiveness is undermined if the instructor simply lectures with the tool. Such ineffective integration of visualization persists in spite of existing teaching guidelines, teacher training workshops, portals for sharing best practices and learning design (LD) tools. In fact, the problem gets compounded at the tertiary level where visualization integration is left to individual instructors. In the current paper, we present the Customized Visualization Integration (CuVIS) tool targeted at college instructors teaching in instructor-mediated classrooms. Such classrooms were chosen since they are the norm in colleges in India and the developing world. CuVIS takes objective, activity time requirements and domain as instructor inputs and outputs a LD customized to the instructor's context. A semester-long study with a cohort of 4 instructors across 3 time points was conducted. We found CuVIS use led to increase in instructors' TPACK in terms of their competency in designing student-centered LDs with visualization. Analysis of these LDs revealed CuVIS scaffolding was successful in veering instructors towards creating theory-informed LDs aligned to their instructional objective and the 5 dimensions of Meaningful Learning. This paper also contributes to LD research by identifying points in the LD process where instructors required help and the scaffolds that successfully addressed the difficulties. CuVIS is also a valuable training resource for teacher educators at the tertiary level.

关键词： Visualization

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How to teach troubleshooting skill to Computer Science undergraduates? 24

How to teach troubleshooting skill to Computer Science under...

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24th International Conference on Computers in Education - Doctoral Student Consortia, ICCE 2016

作者： Alse, Kavya Interdisciplinary Program in Educational Technology Indian Institute of Technology Bombay India

ISBN: (纸本)9789868473584

Troubleshooting is an important ability to required by Computer Science undergraduates. The current research work tries to teach troubleshooting as a skill using a technologically enabled smart learning environment. This proposal gives an overview of the literature related to teaching troubleshooting, the instructional strategy of the learning environment and a plan to evaluate the learning environment.

关键词： Computer aided instruction

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Learning design framework for constructive strategic alignment with visualizations 22

Learning design framework for constructive strategic alignme...

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22nd International Conference on Computers in Education, ICCE 2014

作者： Banerjee, Gargi Patwardhan, Mrinal Murthy, Sahana Interdisciplinary Program in Educational Technology Indian Institute of Technology Bombay India

ISBN: (纸本)9784990801410

Prior research on integrating computer-based visualization tool in teaching has shown that the use of constructivist strategies has led to positive learning outcome. Yet multiple surveys report that instructors face difficulty in integrating visualizations in their teaching. A probable cause is that instructors, on their own, are unable to achieve effective alignment between the instructional strategy used with visualization and their instructional objective. Currently no guidelines exist for instructors for attaining such alignment while teaching with technological tools like visualizations. To address this problem, we propose the Customized Visualization Integration (CVI) framework based on outcomes-based teaching approach that targets "constructive strategic alignment" i.e. alignment between student-centered instructional strategies and instructional objectives with the visualization. CVI provides instructors with "easy-to-use" guidelines that can be combined to create learning designs (LDs) customized to their set of instructional objectives with visualization. Furthermore, it provides LDs customized to individual objectives based on these guidelines. In current paper, we also present empirical validation for a subset of the proposed guidelines through a field experiment with 144 engineering under-graduates.

关键词： Visualization

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Heuristic Evaluation and User Experience Redesign of 'Think & Link' Learning Environment-A Case Study 10

Heuristic Evaluation and User Experience Redesign of 'Think ...

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10th IEEE International Conference on technology for Education, T4E 2019

作者： Lakshmi, T.G. Herold, P.C. Interdisciplinary Program in Educational Technology Indian Institute of Technology Bombay Mumbai India

ISBN: (纸本)9781728142272

The online learning environment 'think & link' facilitates the teaching-learning of software conceptual design for undergraduate computer engineers. The learning environment's design can influence learners' learning experience. In this paper, we report the process of heuristic evaluation to evaluate the learning experience provided by 'think & link'. Heuristic evaluation involves the expert(s) to evaluate a user interface based on usability criteria to identify usability problems. Findings from the heuristic evaluation indicated certain issues relating to user experience and resulted in a user experience redesign. The process of evaluation, usability problems identified and redesign is presented as a case study. © 2019 IEEE.

关键词： Conceptual design

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Designing PHyTeR: A system to teach troubleshooting skill

Designing PHyTeR: A system to teach troubleshooting skill

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

作者： Sasikumar, M. Alse, Kavya Iyer, Sridhar Interdisciplinary program in Educational Technology IIT-Bombay India CDAC Bombay Mumbai India

ISBN: (纸本)9789869401210

Troubleshooting skill is required by undergraduates in Computer Science training to be IT professionals. Current curriculum in Computer Science doesn't give sufficient emphasis on teaching troubleshooting to learners. We are following educational design research (EDR) to engineer a solution to teach troubleshooting skill. In this paper we present an overview of EDR applied to this problem and the design of a system called 'PHyTeR'. PHyTeR is intended to teach troubleshooting to CS undergraduates by choosing scenarios from the domain of Computer Networks. A plan of evaluation to evaluate the design of the system is also discussed. Copyright 2016 Asia-Pacific Society for Computers in Education. All rights reserved.

关键词： Computer aided instruction

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Model for rapid, large-scale development of learning objects in multiple domains

Model for rapid, large-scale development of learning objects...

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International Conference on technology for Education

作者： Banerjee, Gargi Murthy, Sahana Interdisciplinary Program in Educational Technology I.I.T.Bombay Powai Mumbai India

ISBN: (纸本)9780769545349

Over the past few years, learning object (LO) repositories have become valuable educational resources in a variety of instructional settings. However, there is a lack of detailed documentation about the actual process to be adopted under different conditions to create such a repository. The commonly established process adopts a synchronous model in which there is continuous face-to-face communication between the various members of the team - the subject matter experts, the instructional designers, the code developers and the reviewers. The synchronous process has resulted in the production of good quality LOs but in restricted domains and in small numbers. This model is not suitable to scale the LO production process up along numbers and across multiple domains without compromising on quality. In this paper we propose an asynchronous model for rapid, large-scale development of LOs in multiple science and engineering domains at the tertiary level of education. We document the problems encountered in adopting a synchronous model of LO production, present a comparative analysis of different asynchronous models, and detail out the methodology for the successful asynchronous model that we adopted. © 2011 IEEE.

关键词： Asynchronous model Learning objects production

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Effect of active learning using program visualization in technology-constrained college classrooms

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Research and Practice in technology Enhanced Learning 2015年第1期10卷 1-25页

作者： Banerjee, Gargi Murthy, Sahana Iyer, Sridhar Interdisciplinary Program in Educational Technology Indian Institute of Technology Bombay Mumbai 400076 India Department of Computer Science and Engineering Indian Institute of Technology Bombay Mumbai 400076 India

Multiple studies report that Computer Science (CS) instructors face problems on how to integrate visualizations in their teaching. This problem gets compounded for instructors in technology-constrained classrooms that are common in developing countries. In these classrooms, students are not able to interact with visualization directly;instead, their interaction is mediated by the instructor who alone may have access to the visualization. In the current study, we contrasted learning outcome from integrating program visualization at two different engagement levels in instructor-mediated classroom setting. The two levels were “Responding” (prediction activity with visualization) and “Viewing” (watching visualization with instructor commentary) as per Naps’ taxonomy. The study was conducted for a programming topic of medium complexity. We found the strategy of prediction with visualization (“Responding”) led to statistically significant higher active behavioral engagement and higher perception of learning among students than the strategy of watching the visualization with instructor commentary (“Viewing”). We also found statistically significant higher cognitive achievement in terms of the rate of problem solving for the “Responding” group, if the students had prior training in active learning. This study can serve as a reference guide to design effective integration of visualizations in instructor-mediated classrooms. © 2015, The Author(s).

关键词： Active learning Engagement levels Prediction program visualization Viewing

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A Reflection on Teaching Design Thinking to First-Year Engineering Students

A Reflection on Teaching Design Thinking to First-Year Engin...

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2019 IEEE International Conference on Engineering, technology and Education, TALE 2019

作者： Maneeratana, Kuntinee Chancharoen, Ratchatin Thongnuek, Peerapat Sukmuen, Potcharawan Inkaew, Chamaiporn Suwannatthachote, Praweenya Chulalongkorn University Department of Mechanical Engineering Bangkok Thailand Chulalongkorn University Interdisciplinary Program of Biomedical Engineering Thailand Chulalongkorn University Department of Educational Communication and Technology Thailand

ISBN: (纸本)9781728126654

A short ***-style design thinking project was offered to first-year engineering students as an option in an introduction to engineering course. Using the Stanford *** bootcamp bootleg as the guideline, students went through the process - empathy, define, ideate, prototype, and test - very fast with different levels of depth. The works were evaluated using the *** rubric and found to gain limited success. In order to improve the instructional design, the formal developmental study was initiated. Using class observation, focus-group interview and comparison with similar classes, the instructional design was analyzed and weakness identified. The major problems included the student preparation, engagement, participation, core concept understanding as well as active learning activities, technology utilization, feedback and reflection, in short, the class control and facilitation. The instruction design was adjusted with detailed activities such that it would be implemented in the next iteration. © 2019 IEEE.

关键词： Students

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From Novice to Expert Instructional Designer: A Training Based on Cognitive Apprenticeship Model

From Novice to Expert Instructional Designer: A Training Bas...

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International Workshop on technology for Education, T4E

作者： Vasanta Akondy Sahana Murthy Interdisciplinary Program in Educational Technology Indian Institute of Technology Bombay Mumbai India

The practice of instructional design (ID) has been found to involve complex thinking, a systematic design approach, strategic global planning, the use of iterative processes, and the reflective selection of design strategies. Since these characteristics are cognitive skills towards design and problem solving, ID training should ideally include realworld problems which are diverse and reflect the illstructured nature of ID. This paper investigates the application of the Cognitive Apprenticeship model methods to design a training for novice instructional designers using a technology-Enabled Learning (TEL) environment comprising a Leaning Management System (LMS) and web-conferencing software on one of the ID competencies, how to capture tacit knowledge from an SME (subject matter expert). A blended synchronous-asynchronous training, TECAID (technology-Enabled Cognitive Apprenticeship for ID training) was designed for this investigation and implemented for nine novice ID professionals. The difference in self-efficacy ratings and conceptual knowledge of the trained instructional designers was measured along with an evaluation of their ability to perform the skill in a mock interview. We report here that TECAID was successful in establishing the usefulness of the cognitive apprenticeship model to develop the relevant competency.

关键词： Training Problem-solving Planning Software Reflection Mathematical model

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