Scenario-Based Learning Environment to Support Peer-Learning

2012 ◽  
Author(s):  
Zahed Siddique ◽  
Mrinal C. Saha ◽  
Firas Akasheh ◽  
Shaiful Arif ◽  
Bipul Barua ◽  
...  
Keyword(s):  
Peer Interactions ◽  
3D Visualization ◽  
Learning Experience ◽  
Peer Learning ◽  
Design Problems ◽  
University Of Oklahoma ◽  
Manufacturing Engineering ◽  
Novel Concept ◽  
The University ◽  
The Impact

It is well documented that students learn more effectively when they are actively involved in the learning process, and interacting with peers. Interactive scenario-based education is a novel concept expected to stimulate active learning and provide a peer-learning experience. In this paper we present Create your Scenario Interactively (CSI) module, which is an interactive storybook-like learning tool composed of interactive storyline, 2D/3D visualization, simulation, and state-of-the-art interaction technology. The CSI method allows peer-interactions and prepares students to solve open-ended problems. The CSI module has been developed for metal casting and implemented in manufacturing engineering courses at the University of Oklahoma and Tuskegee University. In this paper, we discuss the impact of the CSI on students’ learning in manufacturing engineering education. Our preliminary results suggest that a majority of the students feels that the CSI module is very effective in keeping them engaged. We also analyze the effect of peer-learning to develop critical thinking and solve design problems. The details of the CSI module, implementation details, and assessment results are discussed in the paper.

Interactive Scenario-Based Teaching of Metal Casting Processes

2011 ◽  
Author(s):  
Zahed Siddique ◽  
Mrinal Saha ◽  
Firas Akasheh ◽  
Shaiful Arif ◽  
Bipul Barua
Keyword(s):  
Active Learning ◽  
Learning Experience ◽  
Casting Process ◽  
Metal Casting ◽  
University Of Oklahoma ◽  
Post Test ◽  
Manufacturing Engineering ◽  
Novel Concept ◽  
The University ◽  
The Impact

It is well documented that students learn more effectively when they are actively involved in the learning process. Interactive scenario-based education is a novel concept expected to stimulate active learning and provide an engaging learning experience. Recently we have developed a Create your Scenario Interactively (CSI) module to teach metal casting and have implemented it in manufacturing engineering courses at the University of Oklahoma. In this paper, we discuss the impact of the CSI on students’ learning in manufacturing engineering education. The pedagogical effectiveness of the CSI instruction has been evaluated in several areas such as students’ engaging and active learning through pre-test and post-test format and survey questionnaires. Our preliminary results suggest that a majority of the students feels that the CSI module is very effective in keeping them engaged. Results also indicate that the CSI instructions help improve their understanding of the metal casting process. The details of the CSI module, implementation details, and assessment results are discussed.

scholarly journals The WxChallenge: Forecasting Competition, Educational Tool, and Agent of Cultural Change

2013 ◽  
Vol 94 (10) ◽  
pp. 1501-1506 ◽  
Author(s):  
Bradley G. Illston ◽  
Jeffrey B. Basara ◽  
Christopher Weiss ◽  
Mike Voss
Keyword(s):  
Cultural Change ◽  
State Of The Art ◽  
Learning Experience ◽  
The United States ◽  
Higher Learning ◽  
Educational Tool ◽  
Web Interfaces ◽  
Wind Speeds ◽  
University Of Oklahoma ◽  
The University

The WxChallenge, a project developed at the University of Oklahoma, brings a state-of-the-art, fun, and exciting forecast contest to participants at colleges and universities across North America. The challenge is to forecast the maximum and minimum temperatures, precipitation, and maximum wind speeds for select locations across the United States over a 24-h prediction period. The WxChallenge is open to all undergraduate and graduate students, as well as higher-education faculty, staff, and alumni. Through the use of World Wide Web interfaces accessible by personal computers, tablet computer, and smartphones, the WxChallenge provides a state-of-the-art portal to aid participants in submitting forecasts and alleviate many of the administrative issues (e.g., tracking and scoring) faced by local managers and professors. Since its inception in 2006, 110 universities have participated in the contest and it has been utilized as part of the curricula for 140 classroom courses at various institutions. The inherently challenging nature of the WxChallenge has encouraged its adoption as an educational tool. As its popularity has grown, professors have seen the utility of the Wx-Challenge as a teaching aid and it has become an instructional resource of many meteorological classes at institutions for higher learning. In addition to evidence of educational impacts, the competition has already begun to leave a cultural and social mark on the meteorological learning experience.

Modeling a Flat Learning Environment as a Social Network to Understand Effects of Peer-to-Peer Information Exchange on Learning

2014 ◽  
Author(s):  
Zahed Siddique ◽  
Gül E. Okudan Kremer ◽  
Firas Akasheh
Keyword(s):  
Social Network ◽  
Learning Environment ◽  
Information Exchange ◽  
Peer Learning ◽  
Dual Roles ◽  
University Of Oklahoma ◽  
Open Design ◽  
Collaborative Environment ◽  
Research Findings ◽  
The University

In this paper we present a technology assisted flat learning environment, Teaching to Learn (TeatoL), that capitalizes on the research findings on linkages between higher-order thinking and peer-learning. Within TeatoL students are introduced to a “flatter” instructional environment; all participants have dual roles as students and instructors who are embedded in a collaborative environment where all learn collectively from each other’s experiences, even the instructor. The main objective of this paper is to understand flat learning environment as a social network. The focus is on peer learning mode, where students are instructors to share their experience and then learn from fellow student instructors. In this paper, we present our initial analysis of a flat learning environment, implemented at the University of Oklahoma, as a network. The participants in the learning environment were given an open design problem related to sheet metal forming. We close the paper with observations from our initial implementations on peer-learning as a network.

An anatomy of CBT training: trainees’ endorsements of elements, sources and modalities of learning during a postgraduate CBT training course

2013 ◽  
Vol 6 ◽  
Author(s):  
Sarah G. Rakovshik ◽  
Freda McManus
Keyword(s):  
Peer Interactions ◽  
Learning Experience ◽  
Course Evaluation ◽  
Master's Level ◽  
Clinical Instruction ◽  
Distance Training ◽  
Training Course ◽  
Traditional Training ◽  
Perceived Impact ◽  
The Impact

AbstractThis study examines trainees’ evaluations of a postgraduate CBT training course to determine which aspects are perceived as having the greatest effect on competence. A course evaluation was completed by three cohorts (n = 73) of a yearlong master's-level CBT training course, and statistical comparisons were conducted to examine the perceived impact of discrete aspects of training. There were significant differences between endorsements of the impact of various aspects of the learning experience. Overall, supervision was perceived to have a greater influence on trainees’ competence than clinical instruction. Interactions with trainers were given the highest rating, followed by learning from personal reflection and peer interactions. The varied aspects of extensive CBT training were perceived by students to be differentially effective in enhancing CBT skills. Supervision was perceived to have the strongest impact on competence, and trainees’ own reflections on their practice in preparation for supervision perceived as an important contributor to supervision's efficacy. The relatively low rating of peer-related learning suggests acceptability for distance training (e.g. internet-based), which excludes peer interaction found in traditional training. Due to limitations inherent in study design, only tentative conclusions can be offered. Further research involving more rigorous hypothesis testing is recommended.

Learning Casting Through Interactively Creating a Scenario

2010 ◽  
Author(s):  
Zahed Siddique ◽  
Mrinal C. Saha ◽  
Bipul Barua ◽  
Firas Akasheh
Keyword(s):  
Experiential Learning ◽  
Traditional Approach ◽  
Learning Experience ◽  
3D Objects ◽  
University Of Oklahoma ◽  
Manufacturing Engineering ◽  
Module Development ◽  
Traditional Approaches ◽  
Initial Research ◽  
Real World Problems

Students can learn more effectively when actively involved in the learning process. Traditional approach is mainly “teacher-centered” and lacks in nurturing the students’ skills in today’s changing world. Various non-traditional approaches, that are based on experiential learning, such as project-based, problem-based or case studies-based learning have been developed and found to improve student’s learning concepts in engineering. Course modules that engage students can (i) stimulate active learning, (ii) prepare students to solve open-ended real-world problems in industries, and (iii) serve as a natural link to subsequent courses in the STEM disciplines. In this paper, we discuss Create your Scenario Interactively (CSI), which is being developed using Experiential Learning as a model to provide an engaging learning experience of engineering concepts by allowing students to visualize and interact with 2D/3D objects. A casting CSI module is being developed for a sophomore level manufacturing engineering course. We will discuss some initial research results on the CSI module development, implementation and evaluation plan for teaching manufacturing engineering course at University of Oklahoma and Tuskegee University. The pedagogical effectiveness of the CSI system will be evaluated by covering two different areas — (i) students’ learning and (ii) usability of the CSI system.

scholarly journals A WORKSHOP COURSE FOR OPEN-ENDED ENGINEERING DESIGN PROBLEMS

2011 ◽  
Author(s):  
William W. Melek ◽  
Gordon D. Stubley
Keyword(s):  
Undergraduate Students ◽  
Learning Experience ◽  
Evaluation Criteria ◽  
Design Evaluation ◽  
Recent Experience ◽  
Design Problems ◽  
Engineering Design Problems ◽  
Design Workshop ◽  
The University ◽  
Enhanced Learning

This paper presents the main findings of recent experience in teaching open-ended design workshops for 3rd year undergraduate students at the Department of Mechanical and Mechatronics Engineering of the University of Waterloo. The paper offers several observations gathered from teaching this course two consecutive years with different classroom lecture format and project(s) scope/expectations. Based on a comparative study between the two offerings, we identify several strategies that contributed to a more enhanced learning experience during the modified course offering. Keywords: open-ended design, evaluation criteria, design workshop

scholarly journals Canceling the Big Deal: Three R1 Libraries Compare Data, Communication, and Strategies

2020 ◽  
Author(s):  
L. Angie Ohler ◽  
Leigh Ann DePope ◽  
Karen Rupp-Serrano ◽  
Joelle Pitts
Keyword(s):  
Data Communication ◽  
Collection Development ◽  
State University ◽  
Interlibrary Loan ◽  
University Of Maryland ◽  
University Of Oklahoma ◽  
The Status ◽  
Kansas State University ◽  
The University ◽  
The Impact

Canceling the Big Deal is becoming more common, but there are still many unanswered questions about the impact of this change and the fundamental shift in the library collections model that it represents. Institutions like Southern Illinois University Carbondale and the University of Oregon were some of the first institutions to have written about their own experience with canceling the Big Deal several years ago, but are those experiences the norm in terms of changes in budgets, collection development, and interlibrary loan activity? Within the context of the University of California system’s move to cancel a system-wide contract with Elsevier, how are libraries managing the communication about Big Deals both internally with library personnel as well as externally with campus stakeholders? Three R1 libraries (University of Maryland, University of Oklahoma, and Kansas State University) will compare their data, discuss both internal and external communication strategies, and examine the impact these decisions have had on their collections in terms of interlibrary loan and collection development strategies. The results of a brief survey measuring the status of the audience members with respect to Big Deals, communication efforts with campus stakeholders, and impacts on collections will also be discussed.

scholarly journals DISCOVERE: AN OUTREACH PROGRAM AT THE SCHOOL OF ENGINEERING

2019 ◽  
Author(s):  
Yang Cao ◽  
Seach Chyr Goh ◽  
Ahmad Rteil ◽  
Deborah Roberts ◽  
Kevin Golovin
Keyword(s):  
Mechanical Engineering ◽  
Learning Experience ◽  
Outreach Program ◽  
Summer Program ◽  
Outreach Programs ◽  
Hands On ◽  
K 12 ◽  
The University ◽  
The Impact ◽  
Education Outreach

Canadian universities are devoting more and more resources to develop K-12 engineering education outreach programs. The School of Engineering at the University of British Columbia’s Okanagan campus offers a variety of outreach and community programs for students of all ages. This paper provides details on the DiscoverE Engineering Summer Program which has been delivered since 2016. The objective of the program is to introduce students general design processes through hands-on civil, electrical, and mechanical engineering projects. The overall goal is to foster a passion in engineering and at the same time attract students who have already had an interest in engineering and are eager to learn more about the discipline. The program is taught by faculty members and exposes students to a variety of hands-on projects in civil, electrical and mechanical engineering. This paper will provide curriculum details for each topic and reflect on the student learning experience based on observations. Future qualitative plans on the measure of the impact of this program qualitatively will be explored.  

The Impact of an Undergraduate Biology Class on Donor Recruitment at a Hospital-Based Blood Donor Center

2019 ◽  
Vol 153 (3) ◽  
pp. 368-373
Author(s):  
Alexis R Peedin ◽  
Yara A Park ◽  
Marshall A Mazepa ◽  
R Chad Siniard ◽  
Thomas Neish ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Blood Donation ◽  
Peer Interactions ◽  
Donor Center ◽  
Undergraduate Biology ◽  
Biology Class ◽  
The University ◽  
The Impact ◽  
Donor Recruitment ◽  
Question Survey

Abstract Objectives A biology class, BIOL 294H, taught undergraduates about platelet donation while partnering with the University of North Carolina’s (UNC’s) hospital-based Blood Donation Center to recruit apheresis platelet donors. We identified our platelet donors’ demographics and learned how BIOL 294H affected recruitment. Methods Every platelet donor presenting to the UNC Blood Donation Center from February 7, 2017, to March 10, 2017, was asked to complete an electronic 10-question survey. Results A total of 159 unique donors completed the survey; 64% were female and 75% were between ages 18 and 25 years. Overall, 70% were UNC undergraduate students. Over half (56%) reported first learning about platelet donation through word of mouth, and 22% cited specific efforts associated with BIOL 294H. Conclusions Recruitment of undergraduate platelet donors primarily included BIOL 294H peer interactions and deliverables from the class, such as social media updates and events on campus. The sustained recruiting efforts of our students over many years contributed to recruitment of a majority of our platelet donors.

Sign in / Sign up

Export Citation Format

Share Document