Continuous Monitoring: Getting Past Complexity & Reducing Risk
Getting Past YouTube
Transcript of Getting Past YouTube
Marty Jacobson
Georgia Institute of Technology | [email protected]
Getting Past YouTube: Responsive Tutorials Drive Better Skill Building
About the speaker
Marty Jacobson
Biomedical Engineering @ Georgia Tech & Emory Univ.
Background in Industrial Design and product
development, teaches Medical Device Development,
Design for Manufacturing, coaches Capstone teams
and entrepreneurial startups, runs BME Design Shop.
Full-time teacher.
Photo: MCJ
Overview
Is this talk for you?
Do you teach skills,
complex processes,
or software?
Purpose of this talk
A PROVEN APPROACH TO ONLINE SKILL BUILDINGCurrently running this process successfully with my third cohort of students:
Intro to Biomedical Engineering Design, BME Capstone, Design & Programming for CNC, Fusion360 DFM
Purpose of this talk
A PROVEN APPROACH TO ONLINE SKILL BUILDINGCurrently running this process successfully with my third cohort of students:
Intro to Biomedical Engineering Design, BME Capstone, Design & Programming for CNC, Fusion360 DFM
GROUNDED IN THEORY AND PRINCIPLESUnderstand the background so you can effectively apply to your own subject matter
Purpose of this talk
A PROVEN APPROACH TO ONLINE SKILL BUILDINGCurrently running this process successfully with my third cohort of students:
Intro to Biomedical Engineering Design, BME Capstone, Design & Programming for CNC, Fusion360 DFM
GROUNDED IN THEORY AND PRINCIPLESUnderstand the background so you can effectively apply to your own subject matter
PRACTICAL TIPS, TRICKS, AND EXAMPLESLearn from my experiments and mistakes!
May 1st, 2020 through August 1st, 2020
Participated during
lockdown
250STUDENTS
10,000HOURS
200+BASIC
CERTIFICATIONS
120+PRO
CERTIFICATIONS
Invested by students
(Most with no grade or
financial incentive)
User/Associate level
certifications earned
Professional level
certifications earned
Intro, Challenge, Reveal
The Intro – Challenge – Reveal System
INTRO
This is not a tutorial
Lecture as little as possible
One distinct idea
The Intro – Challenge – Reveal System
INTRO CHALLENGE
This is not a tutorial
Lecture as little as possible
One distinct idea
This is not a test
Play – expect failure
Self-directed learning
The Intro – Challenge – Reveal System
INTRO CHALLENGE REVEAL
This is not a tutorial
Lecture as little as possible
One distinct idea
This is not a test
Play – expect failure
Self-directed learning
Make connections
Expert-level application
Non-obvious solution
Examples
Take a minute…
• Something you currently teach for which the
following are true?
o Lots of introduction required
o Requires connections to prerequisites or topics
earlier in the course
o A high degree of variability in the level of
mastery students attain
Principles & Theory
The Problem with Lectures
• Tutorials or lectures of > 6 min do not hold student’s attention
o Attention spans are shrinking (see references in handouts)
The Problem with Lectures
• Tutorials or lectures of > 6 min do not hold student’s attention
o Attention spans are shrinking
• In-person lectures should incorporate active learning
o But it’s even more important for remote/asynchronous teaching
The Problem with Lectures
• Tutorials or lectures of > 6 min do not hold student’s attention
o Attention spans are shrinking
• In-person lectures should incorporate active learning
o But it’s even more important for remote/asynchronous teaching
• Watching a task being performed gives students a false confidence in their ability to perform the task
(Kardas M, O’Brien E, Easier Said than Done, Psychological Science, 2018)
The Problem with Lectures
• Tutorials or lectures of > 6 min do not hold student’s attention
o Attention spans are shrinking
• In-person lectures should incorporate active learning
o But it’s even more important for remote/asynchronous teaching
• Watching a task being performed gives students a false confidence in their ability to perform the task
(Kardas M, O’Brien E, Easier Said than Done, Psychological Science, 2018)
• Follow-Along Tutorials
o Give a false sense of competence, not fully engaged active learning
Advantages of Short Tutorials
• Pre-Production Advantage (1 hour live demo + Q&A = 3-5 minute rehearsed and edited demo)
• Easier navigation of course material
• Students may re-watch videos or skip past concepts they are comfortable with
• Students may skip past concepts they are comfortable with
• Teachers may refer students to targeted content when needed
• Shorter videos are easier to create and maintain as software changes
Dunning-Kruger Effect
• The Dunning-Kruger Effect https://en.wikipedia.org/wiki/Dunning%E2%80%93Kruger_effect
• Four Stages of Competence https://en.wikipedia.org/wiki/Four_stages_of_competence
• Students are faced with a deadly cocktail of false confidence, and the natural lack of confidence which
comes with initial exposure to reality.
• While we don’t want to put them in a situation that crushes their confidence, we do want to get them
to confront the complexity of the situation early. By not building their confidence falsely, a much more
gradual and encouraging skill development progression is the result.
• When in person, we can talk to them, see their stress in their body language, and encourage them
through the process. But in a remote, asynchronous setting, students will likely get frustrated unless
there is some mechanism which mimics the accessibility of an instructor.
User:Sciencia58 / CC0https://commons.wikimedia.org/wiki/File:Dunning-Kruger-Effect-en.png
User:Sciencia58 / CC0https://commons.wikimedia.org/wiki/File:Dunning-Kruger-Effect-en.png
Conscious Incompetence
Unconscious Incompetence
Conscious Competence
Unconscious Competence
User:Sciencia58 / CC0https://commons.wikimedia.org/wiki/File:Dunning-Kruger-Effect-en.png
“It won’t work”
“I think I can”
“I’m starting to feel more comfortable”
“No sweat”
Cognitive Complexity
• Bloom’s Taxonomy
o Knowledge (Remember)
o Comprehension (Understand)
o Application
o Analysis (Differentiate)
o Evaluation (Judge/Defend)
o Synthesis (Create)
Read more: https://en.wikipedia.org/wiki/Bloom%27s_taxonomy
Vanderbilt University Center for Teaching/ CC https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
Trauma-Aware Teaching
Stress and trauma redirect our brains toward survival mode and away from executive functions.
Karen Ray Costa for OLC Ideate Trauma-Aware Online Teaching
SAFETY Environments are welcoming and individuals are respected
CHOICEIndividual has choice and control
COLLABORATION Making decisions with the individual and sharing power
TRUSTWORTHINESS Task clarity, consistency, and interpersonal boundaries
EMPOWERMENT Individuals feel validated and affirmed
- Karen Ray Costa for OLC Ideate Trauma-Aware Online Teaching
Causal vs. Effectual Reasoning
Adapted from Source: Society for Effectual Actionhttps://www.effectuation.org/?page_id=207
Causal vs. Effectual Reasoning
Adapted from Source: Society for Effectual Actionhttps://www.effectuation.org/?page_id=207
Some Conclusions & Assumptions
• Remote instruction is here to stay
o Supplement your in-person instruction with this model, or even employ it in an in-person, hybrid, or
fully remote model
o “Lecture for 10 hours, then test the students” does not work in a remote or hybrid model
• Bias self-lead experimentation by the student and active learning over excessive instruction
• Establish an expectation that failure is part of learning, and reward learning through failure
• Dispel the expectation that there is one right answer
• Hold the student to a high standard of mastery
• Create a situation where the student is faced with a tough challenge, but has ready access to help at
any stage of the process
• Break up instruction into easily navigable chunks
The System
Introduction
▪ The Introduction: As Little As Possible
o3-7 minutes introducing the basics
oDon’t try to explain everything – just the most salient and characteristic details
oThis is not a tutorial, this is an excuse to get them started on an activity
oDo NOT show "thought process" or "working through problems" - it should be “infallible”
oDon't over-complicate or combine concepts in intro
Challenge
• The Challenge: As Complex As You Like
o Not a test – failure is expected and rewarded
o High cognitive complexity - "there's no one right answer“
o Set the bar for access to the solution as high as you like
o Give solutions after any “reasonable attempt”
o Resubmit for full credit after implementing suggestions found in the solution
Reveal
▪ The Reveal: The Clean Path to Success
oRepeatable set of steps with an "optimal path" to completing the assignment
o“But you didn’t teach us how to do that” – the reveal should be a clear “Aha” moment
oLook for common stress points students encounter in my courses, then design
specific activities
oExplain how the initial concepts relate to the expert approach
oBeyond what students are expected to solve
oShow multiple ways of solving the problem
Example: Fusion360 Intro Assignments
• Intro: Follow-Along Pill bottle
o Demonstrate:
▪ Primitives
▪ Shell
▪ Extrude
▪ Fillet
▪ basics of Boolean operations
▪ sketching and dimensions
▪ Project
▪ Press-Pull
o Challenge: Syringe w/ parameters and design criteria
• Challenge: Syringe w/ parameters and design criteria
o Work with parametric relationships, see how they break
o Design to engineering criteria
o Use Booleans to solve modeling challenges (volume)
o Apply simple sketches to create complex geometry
o Make a multi-part assembly that fits together perfectly
and updates parametrically based on equations
o Read engineering drawings
Example: Revolve Assignments
• Intro: Basics of revolved solids
o Sketch region
o Axis of revolution
o Off-axis revolved regions
o Revolves as part of a Boolean process
• Challenge 1: Snorkle
o Partial revolved solid
• Challenge 2: Yolk
o Intersection between rectilinear and revolved solids
o Full round tangency w/ 3 arcs
• Challenge 3: Daisy Cylinders
o Complex drawings
o Connecting elements between separate drawings
o Non-obvious assembly method
o Non-shelled region of consistent wall thickness
o Critical sequence of operations
o Parts with Minor Variations
o Sketch Offset
Example: Chamfer
• Intro: Basics of Chamfer
o Chamfer edges
o Picking multiple edges
o Order of operations
• Challenge: One-Edge Chamfer Part
o “Iron Chef” limited ingredient challenge:
▪ Constrain tools to limit their options and keep
them from overcomplicating the assignment
o Constraints and specific mass & surface area targets
o Reading drawings
Scoping & Scoring
• Choose a topic
o Outline salient details
• Devise a challenge
o Outline the learning objectives of the challenge
• Document and Beta-Test
• Set Scores to Reveal
• Set Scores to Proceed
Tips and Tricks
Tips and Tricks
▪ Some tips and tricks
oGrade automatically and give feedback automatically
oAssign the same question multiple times but at different levels of detail. This helps
them troubleshoot their submissions in real-time and encourages experimentation
oUse the LMS quiz feedback mechanism to automatically give follow-up videos or text
instruction which addresses common mistakes, or at least gives them a hint towards
the solution
oAdd some questions which are very challenging, but set the scoring and progression
prerequisites so students don’t get stuck
oMonitor & respond to submissions
oStudents submit original files to verify originality and make it easier to give feedback
Additional Thoughts
• Contract Grading
• Give full credit for a module after completion regardless of individual item scores
• Examples of curricula & example assignments
• 2310 Fusion
• 3801 CNC
Contract Grading
• Students choose which modules to work on
• Students know what their final grade is based on module completion
• Provide many modules of varying degrees of complexity
• Provide modules to suit various learning styles
• Provide due date flexibility
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