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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

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Mixing PBL and Conventional Teaching Methods in a Analog Electronics Course

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  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?

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