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Interactive Modeling and Visualization in Undergraduate Survey Courses

Interactive Modeling and Visualization in Undergraduate Survey Courses. Daniel J. Bramer M. K. Ramamurthy, R. B. Wilhelmson, and D. P. Wojtowicz Department of Atmospheric Sciences University of Illinois at Urbana-Champaign. Motivation. T eacher-centered  student-centered learning.

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Interactive Modeling and Visualization in Undergraduate Survey Courses

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  1. Interactive Modeling and Visualization in Undergraduate Survey Courses Daniel J. Bramer M. K. Ramamurthy, R. B. Wilhelmson, and D. P. Wojtowicz Department of Atmospheric Sciences University of Illinois at Urbana-Champaign

  2. Motivation • Teacher-centered  student-centered learning. • Encourage students to become more involved in the learning process – creating a positive learning environment. • Challenge Develop constructivist environments to get the student to not only comprehend the what, where, and when of a topic, but also ask how and why.

  3. Interactive Learning Environment • Integrate interactive modeling and visualization tools into curriculum • Permit students to discover relationships on their own • Compel students to ask why • Engage both comprehensive and analytical thought – much like a real scientist  Role Playing

  4. Why Java & Java3D? • Means to include non-trivial interactive elements • Computations performed on local machine – reducing server demand • Write once, run everywhere • Object sharing • 3-D visualization environment

  5. Java3D • Offers 3D visualization environments to Java programming language

  6. Interdisciplinary Example Ekman Layer Winds • Interactive • Grasp 3D concepts • Model reacts to input • Questions help with student analysis • On the web http://ww2010.atmos.uiuc.edu/guides/mtr/fw/bndy.rxml (not 3D)

  7. Extensions / Activities Extensions • Ocean • Pressure gradient force • Surface and Geostrophic wind • Combined 3D atmosphere/ocean view Activities • Goal-Oriented (instructor / self led) • Discovery-Oriented (self discovery)

  8. Other Multidisciplinary Examples • Convection • Atmosphere • Ocean • Mantle • Currents • Atmosphere • Ocean • Land/Sea Breezes • Kinetic Gas Theory Topics general to multiple ESS

  9. Why such topics? • Building Block to many more advanced levels of understanding • Benefits from interactive elements • Difficult to explain in static textbook • Already being done (Iowa St., U. of Wisconsin) • more needed  esp. in lower level ideas

  10. Framework / Implementation Framework • Supplement interactive modeling with curricula and activities • Allow students to discover relationships Implementation • Initially on existing framework (WW2010) • Ultimately on new framework geared to allow students to ‘do science’ (Virtual Exploratorium – Pandya et al., 2000)

  11. Concluding Remarks • Compelling the student to ask why fosters analytical, more scientific thought • Interactivity enables for learning by doing • A consistent framework of content and inquiries are as important (if not more) than the interactive elements themselves

  12. Acknowledgements • This project is funded in part by • National Science Foundation Division of Undergraduate Education Grant #DUE-9972491 • University of Illinois at Urbana-Champaign Education Technology Board Grant entitled "Interactive Simulations to Aid Student-Centered Learning in Introductory Courses"

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