1 / 33

Mixing PBL and Conventional Teaching Methods in a Analog Electronics Course

Mixing PBL and Conventional Teaching Methods in a Analog Electronics Course. Traditional Learning:. Students do not absorb knowledge and an understanding Fruitless to “cover” material when students do not understand the material. No key skill development Creativity critical thinking

devlin
Télécharger la présentation

Mixing PBL and Conventional Teaching Methods in a Analog Electronics Course

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Mixing PBL and Conventional Teaching Methods in a Analog Electronics Course

  2. Traditional Learning: • Students do not absorb knowledge and an understanding • Fruitless to “cover” material when students do not understand the material. • No key skill development • Creativity • critical thinking • Communication • interpersonal skills • deep learning (via interaction and discussion)

  3. Problem Based Learning (PBL) • Based on Constructivism • Learning involves active participation • Interpretation and the integration of information • Applying it

  4. Problem Based Learning (PBL) • Group-based • Learning is problem or project driven • Develops key skills • More effective in facilitating meaningful learning • Fostering critical thinking skills and self-directed learning

  5. Problem Based Learning (PBL) • Shift from teacher-centered to student-centered systems • Development of interpersonal and professional capabilities • Working in groups • Leadership • Making presentations • Writing technical reports • Tackling a problem

  6. Problem Based Learning (PBL) • Development of student should be made explicit in the learning experience • Students “learn by doing” • Dialectic relationship between academic theory and professional practice (Any formal system of reasoning that arrives at the truth by the exchange of logical arguments)

  7. Problem Based Learning (PBL) • Learning is facilitated through: • Guidance • Experience • Discussion • Making mistakes • Exploration • Reflection and in context • Group members must - operate effectively for the group learning process to be positive and productive

  8. PBL - Procedure • Lecturer/Lab Tech became facilitator • The Problem • Should be vague • Open ended • Should emerge logically from the instructional content • Ambiguous and complex in nature • Students should search for relevant information and skills that have not been previously covered

  9. PBL - Procedure • Students 1st Small Group Meeting • Meet and discuss the problem • Use existing knowledge and experience • Presume - personally asked to solve problem/s. • Come up with a small number of hypotheses that are likely to explain and solve the problem/s • Negotiates an area of exploration for each member

  10. PBL - Procedure • Individual work - Group separate • Independently carry out the research on how to solve the problem • How to Design? • How to Develop? • How to test?

  11. PBL - Procedure • 2nd Small group meeting • Draw conclusions as to the nature of the problem/s • Discuss the best fit solutions (given the information known).

  12. PBL - Procedure • Group execute the solutions • Demonstrate (the operation) • Makes a professional presentation/Report • Solution • Consequences

  13. Mixed Traditional & PBL • Instruments - TRD • Semiconductor theory - TRD • Diode theory - TRD • Diode characteristics - TRD • Diode applications - PBL • BJT theory - TRD • BJT characteristics - TRD • BJT applications - PBL

  14. PBL – Electronics 1 • PBL activity - like mini-projects • Nota larger project for the whole course • Based on solving real-life problems • PBL in laboratory is usually more complex than discrete laboratory sessions. • It continues over several laboratory meetings

  15. PBL – Electronics 1 • Experiment 2 – Power supply • Transformers (covered in theory) • Rectifiers (Bridge not covered, but others) • Regulator (Zener individually covered) • Filters (not covered) • Experiment 3 – Transistor Biasing • 3 x Biasing circuits (No theory covered)

  16. PBL – Electronics 1 • Students were randomly divided in TRD and PBL groups and then in pairs • (not so easy) Problem vague but include important specifications • Lecturer became facilitator and guide students in the right direction when required • Student pairs 1st meeting • Research – Library, Internet, Text Books, Software • Students 2nd meeting (next class – 2 days later)

  17. PBL – Electronics 1 • Student pairs start to find a common solution and work on the solution • Facilitator guided them when required and show them new concepts • Build and test prototype • Back to drawing board if unsuccessful • Demonstrate once it works • Presentation and Report

  18. Theory to whole class Test 1 06 Apr Divide class randomly in C-Group and T-Group and also in pairs All students did Exp 1 in the traditional way within pairs (completed 18 Apr) Same theory to whole class up to 18 Apr Exp 2 Pre-test 18 April Theory to C Group only Covering bridge rectifiers and filters Up to 4 May Exp 2 in the PBL way Using Lab instruments 18 Apr - 30 May (never covered the theory of bridge rectifiers, regulators and filters officially) Exp 2 in traditional way 4 May – 30 May Test 1B 16 May Common Theory to whole class (related to work for prior to Exp 3) onwards) 21-28 May Exp 2 Post-test Reflection, Motivation and Attitude Survey’s for Exp 2 30 May Time frame TRD PBL TRD

  19. Exp 3 Pre-test 30 May Exp 3 in the PBL way Using Lab instruments 30 May - 07 June Exp 3 in the PBL way Using REMOTE LAB 30 May - 07 June Test 2 06 June Exp 3 Post-test Reflection, Motivation and Attitude Survey’s for Exp 3 8 June Revision 11 June Exam 13 June Time frame PBL PBL

  20. PBL – Electronics 1 Blackboard (WiseUp) were mostly used for: • Pre and post-tests • Attitude, motivational and reflection surveys • Semester tests • Self-tests on theory modules

  21. ITEMS - PBL STRONGER

  22. ITEMS - PBL STRONGER

  23. ITEMS - PBL STRONGER

  24. ITEMS - TRD STRONGER

  25. Exp 3 - TRD switched to PBL - STRONGER

  26. Exp 3 - TRD switched to PBL - STRONGER

  27. MOTIVATION RELATED TO EXPERIMENT 2 (Significant r if p < 0.05 and |r| > 0.3)

  28. EXAM RESULTS • DP - TRD 56% PBL 55% • EXAM - TRD 52% PBL 50% • Exams test knowledge and not the “application of knowledge”

  29. Exam Q3 – Experiment 2 TRD PBL

  30. Exam Q3.3 – Exp 2 – Power Sup TRD PBL

  31. Exam Q3.4 – Exp 2 – Zener Diode TRD PBL

  32. PBL – Electronics 1 Conclusion • Traditionally students pass - based on exams - may lack skills of applying knowledge • 1st Year students – Mixed learning • PBL students • More motivated and better attitude • Need more time? • Not head knowledge but problem solvers (deep learning) • More usable to industry? Strong in: • Creativity • critical thinking • Communication • interpersonal skills

  33. Thank You Any Questions?

More Related