The TekBots Platform for Learning: Implementation and Practice 10:30 - 11:15 R. Traylor Using the TekBots Platform in a Freshman Orientation Course 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 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?” 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 Cultural Differences (cont.) • Resurrect the “magic” of electrical engineering • Make it fun, not boring • Challenge students, help them succeed, and encourage them 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 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 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 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 Lectures Don’t Work Very Well • A proven poor learning method • After 15 minutes, half of class in coma • Lecturer feels good, but little accomplished • Transfer from blackboard to paper: nobody’s brains involved – employ proven active learning concepts – effectively use labs to teach – use hands-on techniques 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 Platforms for Learning Our Implementation • Hands-on teaching – utilizes more learning styles – ties theory to the real world problems Platforms for Learning Our Implementation • Scaffolding – new concepts introduced in a familiar environment Platforms for Learning Our Implementation • Community – learning is enhanced in communities – social aspect keeps learning interesting – retention enhanced Platforms for Learning Our Implementation • Promote innovation – “keep cookies on the bottom shelf” – any time, anywhere labs – free tools – building blocks: innovation “bait” Platforms for Learning Our Implementation • Individual ownership – keeps the student interested 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 ECE112 The numbers Term duration Number of students Lectures Lecture length Lab sections Students per lab Total TAs TAs per lab Percentage who pass 10 weeks 150-200 2 per week 50 minutes 6-7 24 8-10 3 80% ECE112 Lecture • 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! ECE112 Lecture (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 ECE112 Lecture (cont.) • Active learning utilized • One minute quizzes • “Daily nickel” for right answers • In-class problems • Chaotic, powerful ECE112 Lecture (cont.) • Confronts students with lecture material • Step by step, 3-4 minutes/step • Eliminate misconceptions by wandering around • Turn in for minimal credit ECE112 Homework • 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 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 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 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” 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 ECE112 Other 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 ECE112 Other 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