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How to Improve Teaching and Learning: Selecting, Implementing and Evaluating Digital Resources in the Engineering Pathway

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Title: How to Improve Teaching and Learning: Selecting, Implementing and Evaluating Digital Resources in the Engineering Pathway


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.

4
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 (contd)
  • 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)
  • 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?

Internet access, plugins, run module
8
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?id1244
    831948446 to record your ideas.

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

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

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.

13
Comprehensive K-Gray Pathway for Engineering
Education
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.

15
Engineering PathwayK-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.

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

17
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
  • 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

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

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)

20
Disciplinary Communities
20
21
Today in History Blog
22
Annotated Textbooks
23
Adding EP Features to Your Website Search
Appliance
24
Adding EP Features to Your Website
  • Customized News
  • RSS Feed
  • Tailored Inline Frames

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.

26
Promotes Curricular Innovations
mechatronics
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?

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 CDs, 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
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

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
    processthe interaction enhances learning.
  • Cognition/Conceptual change
  • Learning appears to be significant and long
    lasting, and strong and useful cognitive models
    can be built.

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.

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.

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.

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

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
38
Submitting Step 3 Useful Information
39
Submitting Step 4 Comments on Teaching
Learning Use
40
Submitting Step 5 Technical Info
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?

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/publica
    tions.jhtml
  • Need something else
  • jgtront_at_vt.edu
  • agogino_at_berkeley.edu

44
Further Contact
  • Joseph G. Tront
  • 359 Durham Hall
  • Virginia Tech
  • Blacksburg, VA 24061
  • jgtront_at_vt.edu

Alice M. Agogino 5136 Etcheverry 1740 UC
Berkeley Berkeley, CA 94720-1740 agogino_at_berkeley.
edu
45
Discussion Questions
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