Scaffolding Problem Solving with Embedded Examples to Promote Deep Learning

This study compared the relative utility of an intelligent tutoring system that uses procedure-based hints to a version that uses worked-out examples. The system, Andes, taught college level physics. In order to test which strategy produced better gains in competence, two versions of Andes were used: one offered participants graded hints and the other offered annotated, worked-out examples in response to their help requests. We found that providing examples was at least as effective as the hintsequences and was more efficient in terms of the number of problems it took to obtain the same level of mastery

A basic course in network analysis. I. Content, results, instruction

An introductory course to electric network analysis is described. Both time domain analysis (differential equations, impulse response and convolution integral) and frequency domain analysis (harmonic eigenfunctions and system transfer function) are covered by this course. It is intended that students see these techniques within a global framework. This overview must enable the student to make a motivated choice for one of the methods in problems he has to solve. The passing rates of the course are quite poor. Students show a lack of insight. The presentation of the subject matter, the tutoring of students' exercises and the effort of students in connection with the examination system are discussed. A structural scheme of the subject matter, containing the methods of the course in their relations, is presented. It is concluded that the problems students have to solve as exercises require further analysi

Metacognition and transfer within a course or instructional design rules and metacognition

A metacognitive strategy for doing research, included transfer, was taught in a course of nine afternoons. The success of this course raised some questions. How do the students learn? How does metacognition play a role? The course was designed in accordance with several instructional principles. The course was divided into three domains in which the strategy was introduced, practised, and applied respectively. Literature research revealed four possible metacognitive variants that correlate so it was supposed that implementing them all helped to reach the objectives of the course. The relation of the metacognitive variants with the instructional principles is described. To study learning the students were divided into three groups (weak, moderate, good) by their marks for other courses. The performance of the groups in each domain was monitored by their marks, scoring of metacognitive skills, questionnaires, observations, and time keeping. The moderate students scored as high as the good ones for the strategy in the last domain, a unique result. The metacognitive development of the other metacognitive skills was not linear. The conclusions are that the success of this course can be explained by a system of double sequencing and an interaction of all metacognitive variants, and that instructional design rules for metacognitive and cognitive objectives are differen

Experience applying language processing techniques to develop educational software that allow active learning methodologies by advising students

This paper is focused on those systems that allow students to build their own knowledge by providing them with feedback regarding their actions while performing a problem based learning activity or while making changes to problem statements, so that a higher order thinking skill can be achieved. This feedback is the consequence of an automatic assessment. Particularly, we propose a method that makes use of Language Processor techniques for developing these kinds of systems. This method could be applied in subjects in which problem statements and solutions can be formalized by mean of a formal language and the problems can be solved in an algorithmic way. The method has been used to develop a number of tools that are partially described in this paper. Thus, we show that our approach is applicable in addressing the development of the aforementioned systems. One of these tools (a virtual laboratory for language processing) has been in use for several years in order to support home assignments. The data collected for these years are presented and analyzed in this paper. The results of the analysis confirm that this tool is effective in facilitating the achievement of learning outcomes

Web-based computer assisted laboratory instruction

The feasibility of computer-assisted instruction in a practical laboratory has been explored in this work. Computer assisted instruction (CAI), in which educational instruction is delivered through a computer, has been a popular area of research and development. Computer assisted laboratory instruction (CALI), on the other hand, has not been systematically studied in the past as literature reveals. In the work conducted in this research, the concept of CALI has been examined by developing a web-based multi-media CALI package for Control Systems laboratory that is used by around 100 students annually in the School of Electrical, Computer and Telecommunications Engineering, University of Wollongong. Some elements of Intelligent Tutoring Systems (ITS) have been also incorporated to increase the flexibility of the instruction provided. A systematic approach has been employed to develop the specifications of the package and design its structure to ensure its effectiveness. The latest tools in Web development have been employed to achieve all the defined specifications efficiently and systematically. The outcome is a system that has proved very effective in its operation and instruction for the students in the laboratory. In addition to the specific results and benefits produced directly as the result of employing the package in Control Laboratory, the study has also generated outcomes that are generic and can be considered in the application of the approach in any practical laboratory

E-Learning

Technology development, mainly for telecommunications and computer systems, was a key factor for the interactivity and, thus, for the expansion of e-learning. This book is divided into two parts, presenting some proposals to deal with e-learning challenges, opening up a way of learning about and discussing new methodologies to increase the interaction level of classes and implementing technical tools for helping students to make better use of e-learning resources. In the first part, the reader may find chapters mentioning the required infrastructure for e-learning models and processes, organizational practices, suggestions, implementation of methods for assessing results, and case studies focused on pedagogical aspects that can be applied generically in different environments. The second part is related to tools that can be adopted by users such as graphical tools for engineering, mobile phone networks, and techniques to build robots, among others. Moreover, part two includes some chapters dedicated specifically to e-learning areas like engineering and architecture

Advanced Technology for Engineering Education

This document contains the proceedings of the Workshop on Advanced Technology for Engineering Education, held at the Peninsula Graduate Engineering Center, Hampton, Virginia, February 24-25, 1998. The workshop was jointly sponsored by the University of Virginia's Center for Advanced Computational Technology and NASA. Workshop attendees came from NASA, other government agencies, industry and universities. The objectives of the workshop were to assess the status of advanced technologies for engineering education and to explore the possibility of forming a consortium of interested individuals/universities for curriculum reform and development using advanced technologies. The presentations covered novel delivery systems and several implementations of new technologies for engineering education. Certain materials and products are identified in this publication in order to specify adequately the materials and products that were investigated in the research effort. In no case does such identification imply recommendation or endorsement of products by NASA, nor does it imply that the materials and products are the only ones or the best ones available for this purpose. In many cases equivalent materials and products are available and would probably produce equivalent results