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Evaluation of ICT Course Material in the Context of an Acoustic Design Project

Evaluation of ICT Course Material in the Context of an Acoustic Design Project. Presenter: Pieter Vandaele department Information Technology Ghent University - Belgium. Authors: Pieter Vandaele, Dick Botteldooren, Els Van Zele, Josephina Lenaerts, Raoul Meuldermans, Marc Van Overmeire

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Evaluation of ICT Course Material in the Context of an Acoustic Design Project

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  1. Evaluation of ICT Course Material in the Context of an Acoustic Design Project Presenter: Pieter Vandaele department Information Technology Ghent University - Belgium Authors: Pieter Vandaele, Dick Botteldooren, Els Van Zele, Josephina Lenaerts, Raoul Meuldermans, Marc Van Overmeire Gerrit Vermeir

  2. Since 1997 • partners: 3 universities and 1 institute for higher education Project • “Distributed Development of a Virtual Science Museum • with Guide Applied to Education in Acoustics” • cofinanced by the Flemish Ministry of Education • http://educinno.rug.ac.be/wetenschapsmuseum

  3. Demo’s: • audio • visual Science museum • Create ICT course material: • small learning objects, different levels • flexible use

  4. Theory and mathematical derivations Science museum • Create ICT course material: • small learning objects, different levels • flexible use

  5. Interactive applets and experiments Science museum • Create ICT course material: • small learning objects, different levels • flexible use

  6. Used to build: • written coursenotes • projects • slides • exercices Science museum • Create ICT course material: • small learning objects, different levels • flexible use

  7. Used to build: • written coursenotes • projects • slides • exercices Science museum • Create ICT course material: • small learning objects, different levels • flexible use • ? • What about effectiveness of material in improving students’ insight? • What about student appreciation? • How do they use the material? • Student project to evaluate

  8. illustrations, theory and experimental design environment Evaluation • Design project • design Helmholtz resonator • students are familiar with basic acoustics • information needed to solve the problem: on the internet • first “IT in education”-experience for students

  9. Problem • 1. Rote experimenter Lab, experiment Operation principle, illustration Theory and equations Central formula Derivations, limits theory Evaluation • Design project • Why? • different solution paths

  10. Evaluation • Design project • Why? • different solution paths Problem • 1. Rote experimenter • 2. Intelligent trial and error • 1. Rote experimenter Lab, experiment Operation principle, illustration Theory and equations Central formula Derivations, limits theory

  11. Evaluation • Design project • Why? • different solution paths Problem • 1. Rote experimenter • 2. Intelligent trial and error • 3. Meaningful experimenter • 1. Rote experimenter • 2. Intelligent trial and error Lab, experiment Operation principle, illustration Theory and equations Central formula Derivations, limits theory

  12. Evaluation • Design project • Why? • different solution paths Problem • 1. Rote experimenter • 2. Intelligent trial and error • 3. Meaningful experimenter • 4. Theorist • 1. Rote experimenter • 2. Intelligent trial and error • 3. Meaningful experimenter Lab, experiment Operation principle, illustration Theory and equations Central formula Derivations, limits theory

  13. Evaluation • Design project • Why? • different solution paths Problem • 1. Rote experimenter • 2. Intelligent trial and error • 3. Meaningful experimenter • 4. Theorist • 5. Expert • 1. Rote experimenter • 2. Intelligent trial and error • 3. Meaningful experimenter • 4. Theorist Lab, experiment Operation principle, illustration Theory and equations Central formula Derivations, limits theory

  14. Evaluation • Design project • Why? • collaboration • free exploration of material and use new insights in practical application • different solution paths

  15. Evaluation • Design project • Oral exam • to defend project • to test insight in operation of Helmholtz resonator

  16. Evaluation • Design project • Oral exam • Survey • How did they cope with the project? • What material did they use? • How do they perceive their gained insight? • How is their overall appreciation with IT in education?

  17. Very small statistical population, but some • interesting results • project • IT in education Evaluation • Design project • Oral exam • Survey

  18. Results - project

  19. Results - project

  20. More detailed study Results - project

  21. Results - project

  22. generalisation Results - project • Legend: • HR: perception insight in operation Helmholtz resonator • AI: perception insight in ‘acoustic impedance’ • SP: perception insight in ‘sound propagation in ducts’ • score: score on oral exam question related to project • *: not significant

  23. Results - project • Analysis: • focus on applet  only insight in problem at hand

  24. Results - project • SP only was mentioned in pages concerning limits of the theory • Analysis: • focus on applet  only insight in problem at hand • focus on equations and derivation  theoretical insight • Analysis: • focus on applet  only insight in problem at hand • focus on equations and derivation  theoretical insight • strong neg. corr.: not reflected in students’ result, perhaps only these students realise the complexity of the matter

  25. Matter of perception Results - project • neg. corr. year score & perception insight • better students: unsatisfied • better students don’t easily state to understand something completely • they perform well in current system and don’t put much effort in an alternative project • Analysis:

  26. Results - IT in education • negative correlation: wish more ICT - performance current system • Analysis:

  27. Results - IT in education • students like self-assessment tools • possibilities of hypertext to hide unessential information, cross-link different topics: not estimated very high • Analysis: • applets to explore influence of parameters are highly appreciated

  28. Results - IT in education • more students afraid to waste time • it is more clear what has to be learned • less students fear they’ll have to work more • Analysis: • in course context:

  29. Conclusions • Students appreciated exploration and design problem • majority students have the impression they have gained insight • exploration stopped at earlier stage than hoped for (study culture?) • Unexpected negative correlation: performance students in current system - appreciation of project / IT • tuning seems appropriate • appreciation may depend on context in which IT is used • Structure!

  30. Thank you for your attention! http://educinno.rug.ac.be/wetenschapsmuseum

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