Joe Tront Virginia Tech Alice Agogino UC Berkeley ASEE Workshop 0241

1. How to Improve Teaching and Learning: Selecting, Implementing and Evaluating Digital Resources in the Engineering Pathway Joe Tront Virginia Tech Alice Agogino UC Berkeley ASEE Workshop 0241

2. Outline Distinguish educational from general digital library • Introductions and Overview • General Framework for Selecting and Evaluating Digital Learning Materials • Intro to Educational Digital Libraries • Interactive Discussion: Comparing Digital Learning Materials to the Criteria • Cataloging & Quality • Action Plan – Relating to Your Teaching

3. Engineering Pathway Mission • Develop and maintain the premier comprehensive engineering portal for high-quality teaching and learning resources in the K-Gray engineering education community. • Support curricular reform innovations. • Encourage adoption, adaptation and extensions of quality resources. • Support research base for research in engineering education. • Broaden participation in engineering. 3

4. Establish Course Goals Identify Student Learning Outcomes Design Learning Environment Design Learning Process (e.g., individual or collaborative) Design Learning Activities (e.g., computer or other non-computer) Assess Student Learning Selecting Learning Materials e.g.,able to design bridgeable to link major historical events to political change …begins with an understanding of the environment in which it will be used TGI 7 Principles Student Learning Outcomes Questions to Consider Sync v async Classroom v self learning Practice v exploration

5. Questions to consider • Does the material encourage wanted behaviors? • Does this courseware provide prompt feedback? • Does this courseware emphasize time on task? • Does this material communicate high expectations? • Does this courseware address diverse learning styles? Student-faculty contact; cooperation among students; active learning Instructors or peers; automated feedback; feedback tailored to student Treat student needs individually; active v passive…

6. Questions to consider (cont’d) • Does this courseware support my teaching goals regarding: • higher order thinking skills • basic academic and communication skills • discipline-specific knowledge and skills • liberal arts and academic values • work and career preparation • personal development

7. Questions to consider (Practicality) Internet access, plugins, run module • Students easily grasp how to use this courseware? • Students have access to the necessary support? • Courseware work reliably? • How much technical support needed? Do I have access to the tech. necessary support? • How much time will it take for me to learn how to use this courseware? Do I have the time to do so? • What will it cost me? • Is this the best tool/process to help my students meet the learning objectives for this course?

8. Establish Course Goals Computer Based Learning Activity Identify Student Learning Outcomes Search for Resources In Digital Libraries Design Learning Environment Design Learning Process (e.g., individual or collaborative) Design Learning Activities (e.g., computer or other non-computer) Review Resources for Applicability Select Resource And Continue Designing Activity Assess Student Learning Designing Computer-Based Learning Activities

9. Exercise: Infusion of Innovation • Describe the major impediments to disseminating educational innovation tools. • What are the barriers to re-use of materials and techniques? • Use https://survey.vt.edu/survey/entry.jsp?id=1244831948446to record your ideas. 9

10. Functions of Educational Digital Libraries • They go beyond traditional brick and mortar library on your campus or research digital libraries • Directly supports teaching and learning activities • Provides support (through comments of use, lesson plans, etc.) for adapting or adopting resources developed by others • Uses technology to support collaboration, personalization, recommendation of resources • Covers a wide range of disciplines and allows for connections between disciplines • Supports communities of users 10

11. Development Philosophy The difference is learning, not just bibliographic information retrieval Teaching and learning require something more Guided by user needs and philosophy of education that is constructivist Link content to community and services Build integrative tools and incorporate “best of breed” tools from partners 11

12. Engineering Pathway • www.engineeringpathway.com • Established circa 1992 • from NSF Synthesis Coalition (engineering education reform) • Combined NEEDS (National Engineering Education Delivery System) for higher education with TeachEngineering Digital Library. • The Engineering Pathway is the engineering "wing" of the National Science Digital Library (www.nsdl.org) • Hosts Premier Award for Excellence in Engineering Education Courseware. 12

13. Comprehensive K-Gray Pathway for Engineering Education 13 13

14. Engineering Pathway Higher Education Audience • Higher education professionals (faculty, instructors, staff) who need access to engineering education resources. • Engineering students in higher education — community colleges, undergraduate universities and research universities. • Career information for transition for students interested in careers in engineer, computer science or technology. 14

15. Engineering Pathway:K-12 Audience • K-12 teachers, parents, students, professional development groups, summer enrichment programs and service organizations interested in problem/inquiry-based learning and bringing in real-world concepts used in engineering and applied sciences suitable for K-12. • Corporations, engineering professionals, engineering faculty and college students involved in K-12 engineering initiatives. 15

16. Engineering Pathway Features: • Browse and Search Resources by Multiple Options • Links to Related Terms in the NSDL (interoperability) • Search Appliance (Inline Frames) Available for Your Website • Online Cataloging; RSS Feeds of New Resources • Disciplinary & Interdisciplinary Communities : Courses, Learning Resources, News, Blog, etc. • Alignment to ABET Accreditation Criteria • ABET Self-Studies • Reviews of Resources/ Top Picks / Most Downloaded • User Statistics on Downloads, Views and Comments • Personal Workspace 16

17. Computing [2,548/1,546] Computer Science [2,220/1,435] Information Systems [553/136] Information Technology [865/267] Engineering [11,712/7,607] Aerospace Engineering [732/258] Agriculture Engineering [501/256] Architecture Engineering [241/154] Bio/Bio-Medical Engineering [560/289] Ceramic Engineering [176/103] Chemical Engineering [951/410] Civil Engineering [596/379] Computer Engineering [1,609/1,159] Construction Engineering [220/81] Electrical Engineering [1,206/627] Engineering Management [582/181] Disciplinary Resources [Today/ 2007] • Engineering Mechanics [395/116] • Environmental Engrg [752/454] • General Engrg., Engrg. Science [4,792/2,623] • Geological Engineering [326/161] • Industrial Engineering [569/272] • Manufacturing Engineering [424/241] • Materials Engineering [619/334] • Mechanical Engineering [1,620/846] • Mineral and Mining Engineering [138/96] • Naval Architecture and Marine Engrg. [147/78] • Nuclear Engineering [257/116] • Ocean Engineering [161/101] • Petroleum Engineering [151/74] • Software Engineering [391/186] • Surveying / Geomatics Engrg. [145/95] 17

18. Interdisciplinary Resources • Community-based Service Learning [89] • Computing Diversity [1483] • Design [1641] • Engineering Diversity [1766] • Engineering Education Research [1404] • Engineering Ethics [393] • Engineering Graphics and Visualization [121] • Entrepreneurship and Innovation [247] • Green Design and Sustainable Engineering [587] • Industrial Design [147] • International Engineering Education [93] • Mechatronics [106] • MEMS/NEMS [69] • Mobile Learning [158] • Nanotechnology [81] • Tablet PCs [45] • Teamwork [330] 18

19. Special Topics Resources • ABET Self Studies (50) • Academic Careers and Issues (712) • ADVANCE - NSF Programs (32) • Appropriate Technology (44) • ASME Prof. Practice Curriculum (11) • Associate Editor's Choice (100) • Black and African American Scientists and Engineers (141) • BPC Key Research (37) • BPC - NSF Programs (48) • BPC Promising Practices (61) • CCLI NSF Projects - Course, Curriculum and Laboratory Improvement (9) • Cooperative/ Collaborative Learning (31) • Engineer 2020 (46) • Engineering Education Journals (48) • Engineering for Girls (38) • GROW: Geotechnical, Rock and Water Resources Library (42) • Hispanic Engineers and Scientists (53) • History of Technology (647) • Java Applets for Engrng Education (38) • Mechanical/Artifact Dissection (19) • Multimedia Case Studies of Design (17) • Native American Engineers and Scientists (50) • Persons with Disabilities (77) • PhET - Physics Educational Tech (55) • Podcasts (96) • Premier Award Courseware (23) • Women and Information Tech (1122) • Women Inventors (37) 19

20. Disciplinary Communities 20

21. Today in History Blog 21

22. Annotated Textbooks 22

23. Adding EP Features to Your Website: Search Appliance 23

24. Adding EP Features to Your Website • Customized News • RSS Feed • Tailored Inline Frames 24

25. Exercise • Suppose you have been assigned to teach a new course in Mechatronics. • Type in Mechatronics on Google or Bing to identify good educational resources. Bookmark any that look promising. • Then do a search in EP. • Link to partner collections. 25

26. Promotes Curricular Innovations mechatronics 26

27. Resource Catalog Records Interoperate with with NSDL 27

28. Interoperate with NSDL 28

29. Interactive Session: Comparing and Contrasting Educational Digital Libraries Break into groups and consider a teaching or curricular development goal (e.g., finding materials for a new course you will be teaching) Compare and contrast digital library features Exercise some of the library services; List the pluses and minuses of each library Look at peer review capabilities (or lack thereof) in other libraries Which features do you find most useful in EP? Are there features in the other libraries EP should adopt? 29

30. The Premier Award for Excellence in Engineering Education Courseware A national competition to identify and reward the authors of high-quality, non-commercial courseware designed to enhance engineering education A dissemination system to distribute the Premier Courseware (via CD’s, ASEE Prism ads, presentations at FIE and ASEE) First competition 1997 • The Premier Award is about the entire experience of using the courseware by learners, not just the courseware itself About 35,000 CD distributed since 1997 30

31. Judging and Review Process Convene Judging Panel Professors and content experts, students, instructional designers, publishers Review supporting material in the submission packet Author supplied responses to criteria Evidence of student learning and evaluation Testimonials Review and test the courseware 31

32. Premier Award Criteria: Instructional Design • Does the courseware enhance learning? • Learning Objectives • Learning objectives are clearly stated and supported by the software. • Interactivity • The learner is actively involved in the learning process—the interaction enhances learning. • Cognition/Conceptual change • Learning appears to be significant and long lasting, and strong and useful cognitive models can be built. 32

33. Premier Award Criteria: Instructional Design • Content • The content is well chosen and structured. • Multimedia use • Multimedia is used effectively and promotes the learning objectives and goals. • Instructional use/Adaptability • The software can be used in a variety of settings. 33

34. Premier Award Criteria: Software Design Is the courseware well designed and usable? Engagement The software holds the interest of a diversity of learners. Learner Interface and Navigation The software is easy to use. Technical Reliability The software is free from technical problems. 34

35. Premier Award Criteria: Content Is the content appropriate and well presented in the courseware? Accuracy of Content The content is accurate and error free. Appropriateness The content is appropriate for the scope of the Premier Award. 35

36. Cataloging / Submitting New Resources • Is there a high quality resource that is not in EP. Perhaps one you use in your class or may have even developed yourself. Let's catalog it. • Cataloging form and categories • Required and optional field 36

37. Submitting Educational Resources • Do a search to be sure the resource is not already cataloged. • Login and click on Submit Resources. • Step 1 & 2. Submit 37

38. Submitting: Step 3 Useful Information 38

39. Submitting: Step 4 Comments on Teaching & Learning Use 39

40. Submitting: Step 5 Technical Info 40

41. Action Plan: Relating the Workshop to your Everyday Activities • Teachers: What are 3-5 things you can take from workshop to everyday teaching? • Developers: What should you as a developer include or do in your development? • Non-Developers: How to become efficient at using quality criteria to help you evaluate material? 41

42. Workshop Evaluation • Let us know what you think of the workshop • Click on the Workshop Evaluation link and give us your candid opinions filebox.ece.vt.edu/~jgtront/workshop_survey

43. Workshop Links • Access to materials and web sites used throughout the workshop: http://www.engineeringpathway.com/ep/about/publications.jhtml • Need something else: jgtront@vt.edu agogino@berkeley.edu

44. Joseph G. Tront 359 Durham Hall Virginia Tech Blacksburg, VA 24061 jgtront@vt.edu Further Contact Alice M. Agogino 5136 Etcheverry #1740 UC Berkeley Berkeley, CA 94720-1740 agogino@berkeley.edu

45. Discussion & Questions