Creating a KnowledgeCentered Learning Environment for the Instruction of Stochastic Processes

1
Creating a Knowledge-Centered Learning
Environment for the Instruction of Stochastic
Processes

• Timothy I. Matis, New Mexico State University
• Linda A. Riley, William Rogers University
• James H. Matis, Texas AM University

2
Project Sponsor

• National Science Foundation
• Directorate for Education and Human Resources
• Division of Undergraduate Education
• Course Curriculum and Lab Improvement Program
• Educational Materials Development
• Proof-of-Concept Project 0230643

3
Pedagogy

• Based on the How People Learn educational
  research compilation of the National Research
  Council
• Utilize collaborating industrial partners and DVD
  visual media to enhance student learning through
  the creation of a knowledge-centered learning
  environment

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Creating a Knowledge-Centered Learning Environment

• Start with what the student knows or believes to
  be correct
• Create (possibly multiple) contexts for the
  students to organize knowledge
• Refine their base of knowledge through an
  iterative problem solving process
• Refer to these contexts when lecturing for the
  placement of newly acquired information

5
Learning Outcomes

• Conceptualization of past and future information
  acquired about stochastic processes (i.e. What is
  the difference between continuous and discrete
  time processes?, What does the Markov Property
  really mean?)
• Promotion of knowledge-transfer from the
  classroom to real-world problem solving

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Undergraduate Modules

• Students presented with a non-trivial
  real-world application of stochastic processes
• Problem is solved in teams through an iterative
  model building, testing, parmeterizing, and
  analyzing process
• Each modules spans 3-4 weeks time
• Modules may replace tests as a student assessment
  tool.

7
Industrial Partners

• Fort Bliss Federal Credit Union
• Sandia National Labs
• Celestica
• B. Weaver Apiaries

8
K-12 Modules

• Initial Problem and Solution Presented
• Students Challenged with Solving an Extension to
  the Problem
• H.S. teachers trained in the use of the modules
  through workshops

9
Module Evaluations

• Modules reviewed by peer-educators, students, and
  professional evaluators
• Initial findings suggest that the modules do
  promote learning and knowledge transfer, yet are
  a bit challenging to the students
• Future modules will be shorter in length, less
  open-ended in solution, and available via
  web-streaming

10
Questions ??

• Project Website http//engr.nmsu.edu/csm/nsf-proj
  ect
• E-mail Address tmatis_at_nmsu.edu