Wireless Notebooks as Means for Fostering Active Learning in Higher Education. Miri Barak The Department of Education in Technology and Science, Technion Chais-Conference 2006. Many thanks to: d'Arbeloff Fund Prof. Lerman, Director of CECI Dr. Judson Harward.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Wireless Notebooks as Means for Fostering Active Learning in Higher Education
The Department of Education in Technology and Science, Technion
PIVoT, the Physics Interactive Video Tutor
The Masters' Voices™ project -Ford Motor Company's
TEAL-Technology Enabled Active Learning
Project 1.00 –Studio-classes
Active learning at MIT
By the beginning of the 20th century, active learning was widely promoted among progressive educators like John Dewey (1924).
Active learning environments encourage students to be engage in solving problems, sharing ideas, giving feedback, and teaching each other(Johnson, Johnson, and Smith, 1998; Towns and Grant, 1997).
Active learning puts the responsibilityof organizing the learning in the hands of the learners (Keyser, 2000; Niemi, 2002).
Wireless laptops in education
The characteristics of the laptop users might limit or even reverse academic performance(Grace-Martin & Gay, 2001).
Although the use of portable computers had a positive effect on students’ science achievement, it did not have a positive effect on achievement for English and Mathematics (Gardner, Morrison, Jarman, Reilly & McNally, 1994).
Short lectures [10-15 min]
Short exercise [10-15 min]
Enabled the implementation of the studio format in a large lecture hall setting by enabling the integration of lectures, tutorials, and laboratories.
Investigate the effect of studio-based instruction on undergraduates’ learning outcomes and conceptual understanding
171 students(Nfall=73, Nspring=98)
Introduction to Computers and Engineering Problem Solving
1. Pre-testinvestigate students’ prior knowledge in programming.
2. Problem sets - investigate students’ ability to solve programming problems.
3. Quiz and finalexamination(post-test) - investigated students’ learning outcomes.
Academic Index - MIT entrance scores.
Students’ attendance - classes participation.
Hake’s normalized gain equation (Hake, 1998)
Students’ learning outcomes: Establishing their relative improvement
Factors that may predict students’ ‘relative improvement’
Students’ class attendance and their relative improvement by academic index
Students’ conceptual understanding
Conceptual questions required students to explain a phenomenon and provide examples or strategies to support their answer.
Quiz: What is round-off error? Please give one example that demonstrates its significance.
Exam: There are situations or specific sets of data that can make an efficient algorithm or data structure give atypically inefficient or incorrect performance. Please describe at least two examples and strategies to remedy the problem in both cases.
ANOVA of students’ conceptual question scores, by studio-class attendance
High attendance students presented complex, in-depth, and thorough answers
Multiplicity – diverse ways for representing knowledge
Studio-based instruction supports the four domains of pedagogy:
Cognitive – students are offered an array of content and information sources;
Operative – students are encouraged to use laptops and the IDE program for composing lines of code;
Affective – the large number of instructors provide support and enhance positive attitudes;
Social – the informal environment promotes interactions among students and instructors.
Laptops should be employed in class only for directed purposes
It is not the technology but how we choose to use it!
International Journal of Mobile Learning and Organisation (IJMLO) www.inderscience.com/ijmlo
מירי ברק [email protected]