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首页> 外文会议>American Society For Engineering Education Annual Conference and Exposition >MULTI-DISCIPLINARY PROJECT-BASED PARADIGM THAT USES HANDS-ON DESKTOP LEARNING MODULES AND MODERN LEARNING PEDAGOGIES
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MULTI-DISCIPLINARY PROJECT-BASED PARADIGM THAT USES HANDS-ON DESKTOP LEARNING MODULES AND MODERN LEARNING PEDAGOGIES

机译：基于多学科项目的范式，用于使用实践桌面学习模块和现代学习教学

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It has been established that traditional lectures ARE NOT best for student learning - yet that is what the community almost universally does! Furthermore, engineers work in broad multidisciplinary teams while classroom learning is individual and narrow. Yet, educators rarely invest the time and resources necessary to employ such innovations. In this CCLI type II award we are further refining Desktop Learning Modules (DLMs) within a Cooperative, Hands-on, Active, Problem based, Learning (CHAPL) setting for Chemical, Civil, Mechanical, Bio- and Electrical Engineering courses at a diverse set of institutions, including a community college engaged through a distance learning mode. A workbook is being developed and tested for easier adoption of the hands-on units and accompanying pedagogy. Existing concept inventories are not always showing significant gains in apparent student learning either for control or experimental groups and we are concluding these assessments are not well aligned with the macroscale design calculations being emphasized in the course. Therefore, new concept question assessments are being developed consisting of some macroscale questions from past inventories along with conceptual essay and calculation based questions aligned more specifically with the DLM processes at hand. Past implementations like this show students learn key concepts at least as well from each other in a guided inquiry as they do from lecture. Also, a mixed qualitative/quantitative assessment using a critical reasoning rubric reveals student abilities become better aligned with what is expected of graduating engineers ready for industry and that the CHAPL/DLM environment serves to reinforce understanding of physical phenomena, and to develop analytical and evaluative problem-solving skills. Interviews, surveys and team reports reveal students are better able to visualize concepts and that classroom exercises are promoting team skills and academic rigor. Faculty interviews reveal enhanced awareness of student misconceptions and improved monitoring of student growth in conceptual understanding and interpersonal skills. The poster and paper will highlight our findings and illustrate the CHAPL environment. Handson DLMs with cartridges used in teaching principles in the various disciplines will be demonstrated. A survey will be offered to those viewing the poster to assess potential interest in adoption of the DLMs and in participating in a follow-on NSF Type III proposal for Transforming Undergraduate Engineering Education through use of the DLMs and associated CHAPL pedagogies.
机译：已经确定，传统的讲座对学生学习并不是最好 - 但这是社区几乎普遍的事情！此外，工程师在广泛的多学科团队中工作，而课堂学习是个人和狭窄的。然而，教育工作者很少投入采用此类创新所需的时间和资源。在此CCLI类型II奖项中，我们进一步精炼桌面学习模块（DLMS），基于合作，实践，积极，问题，学习（CHAPL）设置，用于多样化的化学，民事，机械，生物和电气工程课程一套机构，包括通过远程学习模式订婚的社区学院。正在开发和测试工作簿，以便更容易地采用动手单位和伴随的教学。现有的概念清单并不总是在视表位学习中显示出对照或实验组的显着增益，我们得出结论，这些评估与在课程中强调的宏观设计计算并不完全一致。因此，正在开发新的概念问题评估，这些概念评估由过去库存的一些宏观问题以及概念论文和基于计算的问题更具体地与手头的DLM过程进行对齐。过去的实现，如此，展示学生至少在讲座的指导询问中彼此学习关键概念。此外，使用关键推理规则的混合定性/定量评估揭示了学生能力与毕业工程师所准备的毕业工程师所需的东西更好地对齐，而Chapl / DLM环境用于加强对物理现象的理解，并开发分析和评价解决问题的能力。采访，调查和团队报告揭示学生更能够可视化概念，课堂练习正在推广团队技能和学术严谨。教师面试揭示了对学生误解的认识，并改善了概念理解和人际交往技能的学生增长的监测。海报和纸张将突出显示我们的调查结果并说明了Chapl环境。将展示用用于各学科的教学原则的墨盒的Hysson Dlms。将向那些查看海报的人提供调查，以评估通过使用DLM和相关的CHAPL教学机构改变本科工程教育的潜在兴趣以及参加转型本科工程教育的潜在兴趣。

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