Redesigning a Traditional Course to Incorporate Active Learning

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Redesigning a Traditional Course to Incorporate
Active Learning

• An example of a major course change

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What Motivated the Redesign?

• Wanted to teach in a way that reflected
  literature on how people learned
• Wanted to emphasize important learning outcomes
  identified by constituencies
• Technical competency not isolated knowledge
• Communication skills
• Team work skills
• Problem solving skills
• Life-long learning skills

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Observation Targeted use of active learning can
address both issues

• Active learning takes advantage of how people
  learn
• Results in better content mastery and retention
• Specific active instructional practices lend
  themselves to hitting specific skills
• Cooperative learning teamwork
• Problem-based learning - problem solving
• Self-directed learning - lifelong learning

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How did my course redesign work in practice?

• Kept many elements of traditional course
• Course still features lectures, homework, lab and
  quizzes/tests
• Modified course structure to incorporate
• Cooperative learning
• Problem-based learning
• Self-directed learning

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Problem-based learning

• Course is broken into 2-2.5 week units with 1-2
  problems
• Problems chosen to hit desired technical content
• Desired learning outcomes provided to students
• Quiz at the end of each unit
• Examples
• Design a heating system for this classroom
• Debate Should the U.S. sign the Kyoto treaty?
• Problems drive everything that happens in class
• Lectures in response to questions from problems

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Cooperative Learning

• Students work to solve all problems in teams,
  with
• Individual accountability
• Quizzes, peer assessment
• Mutual interdependence
• Complex problem, team grade
• Development of interpersonal skills
• Team building activities, readings discussion
• Face to face supportive interaction
• Meeting time in lecture, lab outside of class
• Regular self-assessment of group functioning
• periodic written feedback, instructor meetings

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Self-Directed Learning

• Students identify what they need to know to solve
  the assigned problems
• Lectures are only in response to questions
• Students can post anonymously in Blackboard
• No questions - no lecture
• Students work in class to solve problem
• Instructor circulates and acts as coach

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Instructors Role

• Structure course to incorporate all needed
  elements
• Choose appropriate problems and labs
• Provide appropriate resources
• Act as coach
• Subject matter expert
• Provide feedback and assessment
• Lecture, test, grade, meet with students

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Overview of self-directed, problem-based,
collaborative process in practice

• Sample Problem
• Design a heating system for this classroom
• Work in teams
• With elements of cooperative learning
• Take initiative
• Identify what you need to know
• Go!
• Ask for help as you need it
• Feedback and Reflection What did you learn?
• Now do it again

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Results

• Surveys show that students find this format to be
  effective for achieving each of the targeted
  learning outcomes
• Many benefits from instructors viewpoint
• Enhanced student problem solving/team skills
• Better integration of technical content
• Better incorporation of ethical/societal issues
• Students taking more responsibility for their own
  learning
• Feeling that course is more relevant for all!

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Lessons Learned

• Be generous in providing help and resources
• Structure course and assignments carefully
• Be able to justify structure
• Blackboard and a well designed classroom are
  helpful

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Questions or Comments?

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