The TekBots Platform for Learning: Implementation and Practice

1. The TekBotsPlatform for Learning:Implementation and Practice

2. Curriculum Integration of the TekBots Platform for Learning within Oregon State University and Partner Schools Donald Heer July 13, 2005 Fukuoka Institute of Technology

3. What will be presented • What is a for Platform for Learning (short) • Examples of how the TekBots Platform connects two courses, Freshman Orientation, and sophomore Digital Logic I • Examples of the TekBots Platform from other schools • Some ideas for FIT and TekBots

4. What is a Platform for Learning Any object, entity, or unifying theme that when used in multiple courses helps to both connect the topics of the courses together, and gives a vehicle for meaning and application to the learner. Rick Anderson – Software Quality Engineering Manager – Tektronix

5. What are the core values of the Platform for Learning • Personal Ownership • Curriculum Continuity • Contextual Learning • Fun Factor • Hands-on/Active Learning

6. This is a TekBot Curt Nilsen - Manager Shurety Design Engineering – Sandia National Labs

7. Review of Freshman Orientation course • First TekBots Course • Covers Basic Electronics • Lab and Lecture tightly joined • Student Retention Important

8. The Lecture and Lab is CONNECTED Levi Bennett – Class 2004

9. The Freshman Orientation TekBot

10. Digital Logic 1 • Sophomore Course • Combinational and Sequential Logic • Karnaugh Maps • State Machines

11. Lecture • Number Systems and codes: binary, octal, hexadecimal representations, • Analysis of gate networks: • Karnaugh maps • memory elements: latches, flip-flops • Mealy and Moore machines, characteristic equations, state diagram, • Design of sequential networks • Arithmetic combinational modules • Addition and subtraction of signed integers.

12. Labs – Before TekBots

13. Labs – After TekBots

14. Labs – After TekBots Section 1 - Logic with 7400-series chips Section 2 - Basic Combinational Logic and the d_logic Board Section 3 - Combinational Systems: Binary to Seven Segment Display Encoder Section 4 - Combinational Systems: Custom Remote Control Section 5 - Sequential Systems: Remote Control Robot with Memory Section 6 - Sequential Systems: State Machines Section 7 - Design Project: Semi-autonomous Remote Controlled Vehicle Section 8 - Design Project: Wireless Remote

15. The Lecture and Labs are CONNECTED

16. d_logic Hardware

17. Connection: Design • Students are shown the same process of design across different courses • Brainstorm, Constraints, Resources, Implement, Evaluate, Revise • Example: Remote Control

18. Connection: Function • Students are given some projects that they already understand very well. This allows them to focus on the new material they are applying. • Examples: BumpBot, Remote Control

19. Connection: Hardware • Students are not allowed to forget previous courses. The material form previous course is directly used in later courses. • The base is reused for four years • The d_logic board interfaces to the original system

20. Connection: People • Community has been shown to encourage students. • The teaching assistants that help in labs are undergraduates. • Students see some of the same trusted faces across multiple courses Siv Fern Chang – Class 2005

21. Connection: Troubleshooting • Troubleshooting is taught in a novice -> expert fashion • Early labs guide students • Later labs remind students of earlier experience, but do not guide Craig Munsee – Graduate Student

22. What is happening at other schools? • Texas A&M University (TAMU), College Station, Texas, USA • University of Nebraska: Lincoln Omaha (UNL), Omaha, Nebraska, USA • Linn-Benton Community College (LBCC), Albany, Oregon, USA • Fukuoka Institute of Technology (FIT), Fukuoka, Fukuoka, Japan

23. Texas A&M University • Freshman Engineering Orientation Integrated • Platform used as a ‘Black Box’ • System Level Design • 250-400 Students yearly • Digital Counter, PWM, Photovore

24. University of Nebraska at Lincoln • Joined in 2004 • Integrated into Freshman Orientation, and Introduction to Microcontrollers (sophomore) • Working on Junior Level Circuits • 100-160 students yearly

25. Linn-Benton Community College • Joined in 2004 • Developed programs for Electrical Fundamentals (sophomore, 3 quarters) • Customized experience to better reflect all majors, not just Electrical and Computer Engineering • RC Control, Sonar, CAM

26. Fukuoka Institute of Technology • First International Partner • Should allow for active research into globalization of the Platforms for Learning concept • Improvements to all levels of the existing program • Joint recognition of successes • Possibilities of student exchange with TekBots as a common thread

27. Summary • Platforms for Learning • Freshman Orientation <-> Digital Logic • What other programs do with the platform (versatile)