Active and SelfSelf-Directed Learning:
Inside the classroom and/or in
preparation for class
Anna Dollár,
Dollár, Ph.D.
Ph.D.
Professor
Mechanical and Manufacturing
Engineering Department
Teaching / Learning System
STUDENTS
STUDENTS
engage in
learning
activities
ASSESSMENT
of
LEARNING
TEACHING
INSTRUCTOR
engages in
teaching
activities
STUDENTS
adapt
STUDENTS
adapt
learning
behaviors
FEEDBACK
Too late!
INSTRUCTOR
adapts
teaching
behaviors
Marsha Lovett,
Carnegie Mellon University
Key Lessons from Research about
Active Learning
Active Learning to reach its full potential should provide::
• hints and scaffolding on demand
• feedback to students on their progress (non threatening)
• feedback to instructors on both individual and class performances
• opportunities to close the gap between current & desired performance
practice
targeted
feedback
observed
performance
Ambrose at al., (2010),
How Learning Works:
Seven Research-Based
Principles for Smart Teaching
Opportunities for Innovations in Learning and
Teaching Engineering Subjects
Traditional approach :
o
one-way communication from the lecturer
o
solving textbook homework problems
o
delayed and minimal feedback
Innovative approaches:
o
promote learner centered, interactive classroom
o
harness the capabilities of computers and the web
Example: Open Learning Initiative (OLI)
Engineering Statics
Part of CMU’s Open Learning Initiative
Free online course with over 300 interactive exercises
with hints, feedback, formative & summative assessments
http://oli.web.cmu.edu/openlearning/
Co-authored by:
o Anna Dollár, Miami University
o Paul S. Steif, Carnegie Mellon University
Supported by:
o William and Flora Hewlett Foundation (2006-2008)
o NSF CCLI grant (2009-2012)
Course Structure
each unit divided into several modules
• each module divided into pages
∗ each page devoted to a single learning objective
Example of an Interactive Exercise
with Feedback
Example of an Interactive Exercise
with Feedback and Hints
Example of an Interactive Exercise
with Feedback and Scaffolding
Example of an Interactive Exercise
with Feedback
Example of an Interactive Exercise
with Feedback
Studies of Usage and Learning Gains
1.00
Normalized Gain
0.75
0.50
0.25
0.00
Low
Medium
High
Box plot of normalized gains for groups of students who had
completed low, medium, and high numbers of tutors
Steif, P. S., Dollár, A.
Study of usage patterns and learning gains in a webbased interactive static course. JEE, 2009
Concept of an Inverted Classroom
Traditional, lecturelecture-based classroom:
• students come to class unprepared
• listen passively to lecture
Inverted classroom:
• first contact with new material and initial formative
assessments take place outside of classroom
• students come to class prepared to be actively engaged
OLI--Statics in Inverted Classroom
OLI
Students are required (before class) to:
complete modules with Interactive Exercises
– self-regulated (based on formative assessment)
(not graded)
take end of module quiz (low stake grades)
write feedback to instructor:
o which concepts/ skills were the most difficult
o questions for the instructor to address in class
OLI Engineering Statics
Learning Dashboard for Instructor
Interactive Exercises
• aggregated data on class usage
• individual students’ completion rates
• individual questions’ reports
Quizzes
• online quizzes’ results
• individual quiz questions’ reports
Students’ written feedback
OLI Engineering Statics
Classroom Strategy using Learning Dashboard
Instructor:
prior to class studies LD reports to:
identify common student difficulties
adjust the classroom strategy
devotes class time to specific topics, concepts, and
skills that need elaboration and reinforcement
provides more opportunities for practice
activities with collaboration between students
classroom desktop experiments and demonstrations
concept questions + voting with color cards
Example of CQ with experimentation
Students consider equilibrium of an L
L--shaped member:
are asked CQ’s pertaining to its equilibrium - many students answer
them incorrectly
manipulate the object applying forces with fingers and couples with
nut drivers
drivers,,
are asked the same questions again rere-examining their answers
answers..
The abstract concept of a couple become more meaningful after this
experience and most of the students answer the CQ’s successfully
Equilibrium in 3-D
Case 2: Forces at C, B and couple CM
Consider supporting the member in the orientation shown by applying:
a couple to the nut located near B & two forces with the fingers at B and C
The couple applied to the nut to maintain
equilibrium is described by:
Mx > 0
Gr
Mx < 0
Pi
My > 0
Bl
My < 0
Ye
Mz > 0
Wh
y
z
x
C
B
A
Equilibrium in 3-D
Case 2: Forces at C, B and couple CM
7N
5N
C
M
B
y
My < 0
Ye
z
x
END