1 / 14

Active Learning and Team-Based Learning in the Engineering Classroom

Active Learning and Team-Based Learning in the Engineering Classroom. Bill Weeks ECE Department NFTS Luncheon. Outline. Active Learning Barriers Goals Team-Based Learning Examples Testimonials Results. Active Learning.

odessag
Download Presentation

Active Learning and Team-Based Learning in the Engineering Classroom

An Image/Link below is provided (as is) to download presentation 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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Active Learning and Team-Based Learning in the Engineering Classroom Bill Weeks ECE Department NFTS Luncheon

  2. Outline • Active Learning • Barriers • Goals • Team-Based Learning • Examples • Testimonials • Results

  3. Active Learning • Bonwell and Eison: an educational process that "involves students in doing things and thinking about the things they are doing” • Course Goals • Fink’s Taxonomy of Significant Learning • Implementation of Educational Activities

  4. Efficacy of Active Learning • Pause Procedure • Ruhl, Hughes, and Schloss • Discussion Activities • McKeachie, et al • Cooperative Learning • Johnson, Johnson, and Smith • Team-Based Learning (TBL) • Fink

  5. Barriers to Implementation • Amount of material • Instructor preparation time • Large classes • Lack of resources and materials • Perceived risks

  6. Taxonomy of Significant Learning • Foundational Knowledge • Application • Integration • Human Dimension • Caring • Learning How to Learn

  7. Goals • Goals • Students will understand and remember key concepts from the main content areas listed in the topical outline (below). • For a given communication channel, students will be able to compute the maximum rate of reliable transmission and design, evaluate, and implement codes that achieve capacity with reasonable decoding complexity. • Students will build the knowledge and develop the skills necessary to read and understand articles written in journals such as the IEEE Transactions on Information Theory. • Students will learn how to work effectively in a group setting to accomplish goals related to a coding theory project. • Students will appreciate the importance of coding theory and information theory and its impact on society. • Students will be able to direct their own learning in understanding, designing and evaluating new codes.

  8. Team-Based Learning (Fink) • Groups of 5-7 students • Maintain groups throughout semester • Significant portion of grade • Constant feedback • Evaluate individual contributions • Reading Quiz – Homework – Team Project

  9. Code Design Challenge • Teams of 3 or 4 • Design several codes • Evaluation • Self • Competition • Team members • Reward points

  10. Active Learning Techniques Old Active Grading Two Tests 40% Final Exam 40% Homework 15% Participation 5% Grading Final Exam 30% Midterm Exam 20% Group Work 10% Reading Quizzes 10% Homework (rough) 5% Homework (final) 5% Professionalism 5% Reflections 5% Presentation 5% Learning Portfolio 5%

  11. Testimonials • Excerpted from Learning Portfolios • Not anonymous • Careful instructions • Exuberant praise • Comparison

  12. Results

  13. Reasons • Assignments/Tests • Educational Value • Stimulation/Motivation • Instructor Experience • Different Textbook

  14. Conclusions • Progression • Lecture – Active Techniques - TBL • Cover more material • Soft skills encouraged • Lifelong learning • Improved student morale • Improved instructor morale

More Related