technology-enabled active
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P28- 1
Technology Enabled Active Learning (TEAL)
Redesign of Mechanics and Electromagnetism at MIT
Course Redesign WorkshopOctober 17, 2008
Dr. Peter DourmashkinMIT
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What is TEAL?Technology-Enabled Active Learning
A merger of lectures, recitations, and hands-on laboratory experience into a technologically and collaboratively rich environment
Collaborative learning 9 Students work together at each table in groups of 3.
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Why The TEAL/Studio Format?Large freshman physics courses have inherent problems
1. Lecture/recitations are passive
2. Low attendance
3. High failure rate
4. No labs leads to lack of physical intuition
5. Math is abstract, hard to visualize (esp. Electricity and Magnetism)
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Learning Objectives of TEAL1. Create an engaging and technologically enabled active
learning environment
2. Replace passive lecture/recitation format with interactive, collaborative learning
3. Incorporate hands-on experiments
4. Enhance conceptual understanding and problem-solving ability
5. Develop communication skills in core sciences
6. Develop new teaching/learning resources
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TEAL Time LineModels: RPI’s Studio Physics (Jack Wilson)NCSU’s Scale-Up (Bob Beichner) Harvard Peer Instruction (Mazur)
Fall 2001-2Prototype
Off-term E&M 8.02
Spring 2003-PresentScaled-up E&M 8.02
Fall 2003-4Prototype
Mechanics 8.01
Fall 2005-PresentScaled-up
Mechanics 8.01
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Components of TEAL• Meet 5 hours a week in the TEAL classroom
• Weekly Integrated Modules
• Interactive Presentations with Demos
• ConcepTests: Mazur Peer Instruction with Clickers
• On-line Visualizations
• Desktop Experiments
• Problem Solving Opportunities
• Online Lectures and Homework (Mastering Physics)
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Integrated Modular ApproachSun On-Line: Students read textbook, view online lectures and answer Mastering Physics Assignment as preparation for upcoming week
Mon/Tue In-Class (2 hr): Presentations, ConcepTests, Table Problems.
Tues On-Line: Mastering Physics Problem Solving and Tutorials
Wed/Thur In-Class (2 hr): Presentation, ConcepTests, Table Problems, and Experiments
Fri In-Class (1 hr): Group Problem Solving Session
Sun Physics Tutoring Center: Help Sessions
Sun On-Line: Mastering Physics Problem Solving and Tutorials for previous week
Thur: Hand Written Problem Set Due
Fri In Class: Short Quiz
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Problem SolvingAn MIT Education is solving 10,000 Problems
Expert Problem Solvers: Problem solving requires factual and procedural knowledge, knowledge of numerous models, plus skill in overall problem solving.
Develop problem solving strategies and plans based on concepts and models
Problems should not ‘lead students by the nose” but integrate synthetic and analytic understanding
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Problem Solving/ExamsOn-Line Mastering Physics: 1. Two assignments per week with hints and tutorials2. Pre-Class Reading/On-Line Lecture Questions3. Pre-Lab Questions4. Review problems for exams
In-Class Concept Questions and Table Problems
In-Class Group Problems (Friday)
Weekly Problem Sets 1. Multi-concept analytic problems with emphasis on strategies 2. Pre-lab questions and analyze data from experiments
Six Quizzes and Two Exams and Final Exam
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Rethinking Teaching RolesInstructor: No longer delivers material
Graduate TA: Learn to teach
Undergraduate TA: Encourages student teaching
Technical Instructor: No longer hidden
Students: Peer Instructors
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Pre/Post Conceptual Test Scores Relative Improvement Measure
Group Trial 2001 Control 2002 Spring 2003N g N g N g
Entire population 176 0.46 121 0.27 514 0.52
High 58 0.56 19 0.13 40 0.46Intermediate 48 0.39 50 0.26 176 0.55
Low 70 0.43 52 0.33 300 0.51
g %Correct post test %Correct pre test
100 %Correct pre test
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E&M Failure Rate/Long Term Retention
1999 2000 2001 2002 2003 2004 20050
5
10
15
Fai
l Rat
e (%
)
Year
0
10
20
30
40
50
60
70
Pre Test Post Test Retention Gains
ControlExperimental
Failure Rate
Increases Seen Long Term
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Fall 2007: Mechanics Baseline Test and Student Evaluations
Group N g Absolute score N
Course Evaluation
7 max
Instructor Evaluation
7 max
Total 496 0.47 76.3% 348 4.63 5.25
L01 112 0.49 76.5 79 5.41 6.31L02 38 0.56 82.0 34 4.62 5.48L03 85 0.46 74.7 57 3.47 3.94L04 60 0.41 74.3 33 4.06 3.85L05 89 0.47 76.5 59 4.97 6.05L06 29 0.52 79.7 24 5.13 4.50L07 83 0.44 75.0 62 4.49 5.15
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Obstacles We Faced
Student evaluations and attitudes: negative to neutral
Divergent faculty opinions about lecturing
Student cultural issues: contrast between traditional courses and TEAL
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Lessons Learned1. Develop course materials that match learning objectives2. Demonstrate learning gains through objective measures
based on data3. Support a robust teacher training program with a focus
on faculty teaching for the first-time4. Address faculty concerns regarding active based
learning 5. Develop student support by communicating objectives
and rationale explicitly and frequently to students 6. Develop and guarantee institutional continuity7. Adapt teaching to local institutional / faculty / student
cultures
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