The TekBots Platform for Learning: Implementation and Practice 10:30 - 11:15 R. Traylor
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Transcript of The TekBots Platform for Learning: Implementation and Practice 10:30 - 11:15 R. Traylor
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The TekBotsPlatform for Learning:
Implementation and Practice
10:30 - 11:15 R. Traylor
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Using the TekBots Platform in a Freshman Orientation
Course
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What my talk will cover
• Overview of Platforms for Learning (PFL)– Origin – Definition– Our implementation of a PFL (Tekbots)
• ECE112– Concept– Structure and numbers– Lecture– Lab
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Platforms for Learning Origins
• Carley’s CMU ECE introduction course
• Students really enjoyed class
• We added “layers”
• More success and fun!
• “This really works, but why?”
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Cultural Differences
• Students have changed -> motivations too!
• Internet, cell phones, computers, video games...– ...all cheap and easily available– ...but the magic is lost
• The joy of building and creating is lost
• Replaced with the cheap and easy, thus…– little satisfaction– boredom
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Cultural Differences (cont.)
• Resurrect the “magic” of electrical engineering
• Make it fun, not boring
• Challenge students, help them succeed, and encourage them
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Consumer Mentality
• “Privileges” are now “birthrights”
• “I paid for this class, I want the product.” ...a good grade!
• Work hard not a virtue, just want a good grade, job, life– present hard problems as rewards– learning takes hard work, but it’s worth it
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Different Learning Styles• “One style fits all?”
• We all have various learning styles
• Use multiple learning styles (all if possible)
• Some verbal, some visual, some kinesthetic– have students interact
directly with real systems– hands on experiences– connect the abstract with
the theoretical
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ECE Curriculum Discontinuity• Viewed as islands
of facts• No connections
between islands• Learn for the test:
“cram and flush”– view curriculum as
a thread– use a common
object for continuity
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Theory and Practice Disconnected
• Students can manipulate the math, but don’t understand the meaning
• Sanitized homework problems are artificial– apply theory to real problems– solve “real,” “messy” engineering problems
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Lectures Don’t Work Very Well
• A proven poor learning method
• After 15 minutes, half of class in coma
• Lecturer feels good, but littleaccomplished
• Transfer from blackboard topaper: nobody’s brains involved– employ proven active learning
concepts
– effectively use labs to teach
– use hands-on techniques
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Platforms for Learning - Definition
• “A common unifying object or experience that weaves together topics in a curriculum like a thread.”
• Prevents isolated islands of information
• Platforms may or may not be physical
• The TekBot robot is one example of a PFL
• Learning revolves around a platform
• Curriculum first, platform second
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Platforms for LearningOur Implementation
• Hands-on teaching– utilizes more
learning styles– ties theory to the
real world problems
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Platforms for LearningOur Implementation
• Scaffolding– new concepts
introduced in a familiar environment
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Platforms for LearningOur Implementation
• Community– learning is
enhanced in communities
– social aspect keeps learning interesting
– retention enhanced
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Platforms for LearningOur Implementation
• Promote innovation– “keep cookies on the
bottom shelf”– any time, anywhere labs– free tools– building blocks:
innovation “bait”
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Platforms for LearningOur Implementation
• Individual ownership– keeps the student
interested
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ECE112 - Introduction to Electrical & Computer Engineering
• An intro to ECE and learning platforms
• Basic concepts of KVL, KCL, electronics
• Kilometer wide, centimeter deep
• Is ECE for you?
• Important leveling instrument
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ECE112The numbers
Term duration 10 weeks
Number of students 150-200
Lectures 2 per week
Lecture length 50 minutes
Lab sections 6-7
Students per lab 24
Total TAs 8-10
TAs per lab 3
Percentage who pass 80%
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ECE112Lecture
• All lecture notes on web site
• Pre-reading strongly encouraged
• 10-20 minute lecture punctuated with a learning exercises
• Learning exercises 1-20 minutes long
• Don’t lecture what they can read!
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ECE112Lecture (cont.)
• Lecture and lab closely coupled
• Make lecture necessary for lab success
• Topic always connected with lab work
• Constantly refer to the platform
• Schematics from platform are examples
• Problems drawn from the platform design
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ECE112Lecture (cont.)
• Active learning utilized
• One minute quizzes
• “Daily nickel” for right answers
• In-class problems
• Chaotic, powerful
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ECE112Lecture (cont.)
• Confronts students with lecture material
• Step by step, 3-4 minutes/step
• Eliminate misconceptions by wandering around
• Turn in for minimal credit
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ECE112Homework
• Real problems from plausible situations
• Problems taken from the robot design
• Work in groups, solve on your own
• Graded by TAs, returned in lab next week
• TAs can discuss problems/grading in lab
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ECE112 Labs
• Good labs take much work!
• Revision, revision, revision
• Update almost real-time if necessary
• Requires close communication: TAs, lab writer, instructor
• Weekly review of what worked, what didn’t
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ECE112 Labs (cont.)
• Did it teach?
• Avoid mindless writing of lab reports
• Pre-lab work required to proceed successfully
• No step-by-step instructions
• Clear expectations, little procedure
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ECE112 Labs (cont.)
• Plentiful TA help available
• Don’t fix their problem
• The point is not to finish the lab
• Informal lab (music, snacks)
• Lab not a “timed event”
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ECE112 Labs (cont.)
• Lab difficulty requires group cooperation
• Avoid “getting through the lab” mentality
• Take time to work through problems
• Take time to reflect on solutions
• Labs checked off by TAs in lab
• Challenge problems
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ECE112Other Environmental Factors
• Encourage community– Break down “the wall”
between student and instructor
– Set a tone of community/respect
– Participate in class mailgroup
– Visit labs weekly– Chat with students
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ECE112Other Environmental Factors
• Study sessions – Student-led problem solving– Students teach students– Low pressure, high intensity– Noisy, free form, teams form– Teacher only there to guide
and check answers