The TekBotsPlatform 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 littleaccomplished

• Transfer from blackboard topaper: 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 LearningOur Implementation

• Hands-on teaching– utilizes more

learning styles– ties theory to the

real world problems

Platforms for LearningOur Implementation

• Scaffolding– new concepts

introduced in a familiar environment

Platforms for LearningOur Implementation

• Community– learning is

enhanced in communities

– social aspect keeps learning interesting

– retention enhanced

Platforms for LearningOur Implementation

• Promote innovation– “keep cookies on the

bottom shelf”– any time, anywhere labs– free tools– building blocks:

innovation “bait”

Platforms for LearningOur 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

ECE112The numbers

Term duration 10 weeks

Number of students 150-200

Lectures 2 per week

Lecture length 50 minutes

Lab sections 6-7

Students per lab 24

Total TAs 8-10

TAs per lab 3

Percentage who pass 80%

ECE112Lecture

• 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!

ECE112Lecture (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

ECE112Lecture (cont.)

• Active learning utilized

• One minute quizzes

• “Daily nickel” for right answers

• In-class problems

• Chaotic, powerful

ECE112Lecture (cont.)

• Confronts students with lecture material

• Step by step, 3-4 minutes/step

• Eliminate misconceptions by wandering around

• Turn in for minimal credit

ECE112Homework

• 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

ECE112Other 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

ECE112Other 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