Faculty of Engineering

Breaking Traditional Barriers in Teaching Computer

Science/Engineering Students

Breaking Traditional Barriers in Teaching Computer

Science/Engineering Students

A.I. Al-Shamma’a

General Engineering Research Institute (GERI)

Liverpool John Moores University

Overview Overview

• Aims and objective for an interactive teaching• Problems & solutions• Benchmarks of effective educational practice• Interactive teaching on line• Interactive Problem Solving• The concept of e-learning

• Aims and objective for an interactive teaching• Problems & solutions• Benchmarks of effective educational practice• Interactive teaching on line• Interactive Problem Solving• The concept of e-learning

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Aims and ObjectivesAims and

Objectives

• Using the approach of interactive/real time of teaching Computer Science & Engineering students, in Engineering Education and multimedia methods, to get a chance to "do" and "understand".

• This means creating a better-educated workforce, at all levels, by building on existing skills, using new science and technology-based methods and tools, such as interactive multimedia.

• The goal is to improve students abilities in mathematics, computer programming and usage of computer applications tools for first year Computer Science/Engineering students.

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Current ProblemCurrent Problem

• Recently there has been concern over the level of

mathematics ability and instruction throughout the

Universities in UK and other countries.

• Early in high school, students drop out of an academic

mathematics sequence.

• By dropping out they are unprepared to pursue careers in

engineering, science, mathematics and technology.

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Class ProblemClass Problem

Lack of Participation

Students Don’t want to be singled out

Embarrassed about giving the wrong answer

Are the students really understanding what the lecturer is teaching?

Lack of Participation

Students Don’t want to be singled out

Embarrassed about giving the wrong answer

Are the students really understanding what the lecturer is teaching?

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Two Components of Student Engagement

Two Components of Student Engagement

What students do -- time and energy devoted to educationally purposeful activities

What institutions do -- using effective educational practices to induce students to do the right things

What students do -- time and energy devoted to educationally purposeful activities

What institutions do -- using effective educational practices to induce students to do the right things

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Principles for Good Practice in Undergraduate Education

(Chickering & Gamson, 1987)

Principles for Good Practice in Undergraduate Education

(Chickering & Gamson, 1987)

Student-faculty contact Active learning Prompt feedback Time on task High expectations Respect for diverse learning styles Cooperation among students

Student-faculty contact Active learning Prompt feedback Time on task High expectations Respect for diverse learning styles Cooperation among students

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Principles for Good Practice in Student Affairs

(Blimling & Whitt, 1999)

Principles for Good Practice in Student Affairs

(Blimling & Whitt, 1999)

Engages students in active learningHelps students build coherent values and

ethical standardsSets high expectations for learningUses systematic inquiry to improve student and

institutional performanceUses resources effectively to help achieve goals

Builds supportive and inclusive communities

Engages students in active learningHelps students build coherent values and

ethical standardsSets high expectations for learningUses systematic inquiry to improve student and

institutional performanceUses resources effectively to help achieve goals

Builds supportive and inclusive communities

BenchmarksBenchmarks

Level of Level of Academic Academic ChallengeChallenge

Active & Active & Collaborative Collaborative

LearningLearning

EnrichingEnrichingEducational Educational ExperiencesExperiences

SupportiveSupportiveCampusCampus

EnvironmentEnvironment

StudentStudentFaculty Faculty

InteractionInteraction

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Breaking the Traditional BarrierBreaking the Traditional Barrier

• However, at the university level, the trial approach of

changing from a passive way of teaching, to an active approach

where the student learns by doing.

• The fundamental basis of the interactive way of teaching is the

belief that an interactive/real time usage of multimedia can

provide an environment in which students are actively involved

and can explore mathematics, computer programming and

usage of software’s with understanding.

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Interactive MultimediaInteractive Multimedia

• Interactive multimedia combines and integrates text, graphics, animation, video and sound. It enables students to extend and enhance their skills and knowledge working at a time, pace and place to suit them as individual and/or teams and should have a range of choices about the way they might be supported and assessed.

• The student has a choice and the freedom to learn.

• The student is supported by the multimedia based learning materials and technology.

• The instructors are creating an effective, enjoyable learning environment and infrastructure.

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Some ConcernsSome Concerns

• The application of multimedia in education and training helps to make the learning process more effective and better adapted to student needs.

• However, this does not automatically lead to better education.

• To achieve the shift from teacher-driven to learner centred education requires, first and foremost, a change in attitudes and behaviour as well as institutional frameworks and infrastructures and this is a much slower process.

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Interactive/Real Time TeachingInteractive/Real Time Teaching

• The interactive lecture has been conducted by describing the

aims and objectives of a subject and its purpose of studies.

• Teaching the students mathematics, computer programming

and usage of various software’s, the lecturer will show the

students step by step the procedures of learning and how to

solve problem for the related subject interactively by using the

interactive board and data projector.

• The lecturer encourage the students to apply the information

just described into working examples, homework followed by

assignments.

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Interactive/Real Time TeachingInteractive/Real Time Teaching

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You cannot teach a man/woman anything, you can only

help him/her to find it within himself/herself.

Galileo Galilei

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Inquiry-Based Computer Inquiry-Based Computer Science/Engineering TeachingScience/Engineering Teaching

Applications: Problem solving, everyday life uses, new predictions

Prediction

IF-THENUnsuccessful

Observational experiments

Physical model

Testing

Experiment

Successful

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Technology – What is it Good for?

Technology – What is it Good for?

Enhanced Experiments

Visualization

Simulations WWW

Dialogue Beyond the Classroom

Interactive Lessons Lectures

Problem Solving

Is it all? What else?

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Interactive Teaching OnlineInteractive Teaching Online

– Interaction correlated to persistence and success

– Participation and involvement critical to developing learning community

– Completion of on-time assignments related to interaction

– Satisfaction correlated to interaction

– Interaction correlated to persistence and success

– Participation and involvement critical to developing learning community

– Completion of on-time assignments related to interaction

– Satisfaction correlated to interaction

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Interactive Teaching OnlineInteractive Teaching Online

Interactive materials, assignments, and activities critical

Encourage two-way interaction between students and faculty

Encourage collaborative work– assign students to teams– form study groups

Interactive materials, assignments, and activities critical

Encourage two-way interaction between students and faculty

Encourage collaborative work– assign students to teams– form study groups

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Interactive Teaching OnlineInteractive Teaching Online

Coach/support students in discussions and assignments

Emphasize time to master key knowledge and skills

Require homework, written assignments, problems, cases

Require computing, research assignments

Coach/support students in discussions and assignments

Emphasize time to master key knowledge and skills

Require homework, written assignments, problems, cases

Require computing, research assignments

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Assessment MethodsAssessment Methods

Self-assessments

Pre-/post-assessments re: outcomes

Surveys, interviews of faculty

Evaluation of student writing and

research

Self-assessments

Pre-/post-assessments re: outcomes

Surveys, interviews of faculty

Evaluation of student writing and

research

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Assessment of Writing and Research

Assessment of Writing and Research

Assessment tools for faculty across the curriculum– Early Stage Assessment Scale– Mid-Stage Assessment– Final Stage Assessment

Assessment tools for faculty across the curriculum– Early Stage Assessment Scale– Mid-Stage Assessment– Final Stage Assessment

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Interactive Problem-Solving Interactive Problem-Solving

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Interactive Problem-Solving Interactive Problem-Solving

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Interactive Problem-SolvingInteractive Problem-Solving

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Technology and Multiple Representations

Technology and Multiple Representations

1 - i1 R1 - i3 R3 = 0

2 - i2 R2 - i3 R3 = 0

i1 + i2 = i3

i1 i2 i3

R1 R2 R3

1 2

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Active PhysicsActive Physics

Students visualize a problem, build energy bar charts, solve it, make and test predictions…

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Learning by Doing ComparisonLearning by Doing Comparison

0

5

10

15

20

25

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A B C D F

Grades

Num

ber

of S

tude

nts

x5

Before PR

After PR

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SummarySummary

• Interactive teaching engage students

• Interactive teaching encourage teamwork

• Interactive teaching stimulate creativity

• Interactive teaching help students to extend and

refine knowledge

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Web Course Enrollments ForCalendar Year 2004 (To Date)Web Course Enrollments ForCalendar Year 2004 (To Date)

Undergraduate Web Course Enrollments

3,464

Graduate Web Course Enrollments

2,568 Total Web Course Enrollments -

6,032

Undergraduate Web Course Enrollments

3,464

Graduate Web Course Enrollments

2,568 Total Web Course Enrollments -

6,032

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Undergraduate Distance Specializations

Undergraduate Distance Specializations

Accounting Behavioral and

Social Sciences Business and

Management Communication

Studies Computer and

Information Science

Computer Studies

Accounting Behavioral and

Social Sciences Business and

Management Communication

Studies Computer and

Information Science

Computer Studies

English Fire Science Humanities Management Management

Studies Paralegal Studies Technology and

Management

English Fire Science Humanities Management Management

Studies Paralegal Studies Technology and

Management

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Undergraduate Supporting Courses

Undergraduate Supporting Courses

Biology Computer

Applications Cooperative

Education Economics Experiential

Learning General Science

Biology Computer

Applications Cooperative

Education Economics Experiential

Learning General Science

Information Systems Management

Library Skills Mathematics Psychology Spanish Speech

Information Systems Management

Library Skills Mathematics Psychology Spanish Speech

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Organization for Course Development

Organization for Course Development

Development is done by teams:– Curriculum Specialist– Author (Faculty)– Peer Reviewer (Faculty)– Instructional Designer– Editor, Video/Audio

Specialists– Graphics, Publication and

Web Specialists

Development is done by teams:– Curriculum Specialist– Author (Faculty)– Peer Reviewer (Faculty)– Instructional Designer– Editor, Video/Audio

Specialists– Graphics, Publication and

Web Specialists

Support services– Admissions– Student Services– Student “Boot Camp”– Faculty Training for

Web– Faculty Development– Help Desk– Distance Education

Support Services

Support services– Admissions– Student Services– Student “Boot Camp”– Faculty Training for

Web– Faculty Development– Help Desk– Distance Education

Support Services

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Learning Effectiveness andWeb Development

Learning Effectiveness andWeb Development

Team and individual development efforts

Course objectives and outcomes

Vision of faculty/author and peer reviewer

Instructional design versus “covering the material”

Team and individual development efforts

Course objectives and outcomes

Vision of faculty/author and peer reviewer

Instructional design versus “covering the material”

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Learning Effectiveness and Web Development

Learning Effectiveness and Web Development

Role of prepared materials versus conferencing

Stress on effective techniques for web interaction

University support structure Learning curve and growth of demand on

support structure

Role of prepared materials versus conferencing

Stress on effective techniques for web interaction

University support structure Learning curve and growth of demand on

support structure

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www.umuc.edu

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Some Online ResourcesSome Online Resources Technology Enabled Active Learning – TEAL

http://web.mit.edu/giving/spectrum/winter04/teal-teaching.html

Physics Teaching Technology Resource - Online Videos: http://www.pt3.gse.rutgers.edu/physics/frontp.html

MIT – Open Courseware: (video of lectures) http://ocw.mit.edu/index.html

Interactive applets for teaching physics: http://www.ph.ed.ac.uk/cgi-bin/ss/main

Technology Enabled Active Learning – TEAL http://web.mit.edu/giving/spectrum/winter04/teal-teaching.html

Physics Teaching Technology Resource - Online Videos: http://www.pt3.gse.rutgers.edu/physics/frontp.html

MIT – Open Courseware: (video of lectures) http://ocw.mit.edu/index.html

Interactive applets for teaching physics: http://www.ph.ed.ac.uk/cgi-bin/ss/main

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The concept of e-LearningThe concept of e-Learning

According to the EU Commission [1], “e-Learning seeks to mobilise the educational and cultural communities, as well as the economic and social players in Europe, in order to speed up changes in the education and training systems for Europe’s move to a knowledge-based society” An effective e-Learning initiative should give the students a wide range of experiences in various aspects of on-line learning, both as a supplement to traditional face-to-face courses and to support distance participation.

[1] Communication from the Commission, “e-Learning – Designing tomorrow’s education”, Brussels, 24/5/2000

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Difficulties to implement e-learning on a UK/European scene

Difficulties to implement e-learning on a UK/European scene

Previous knowledge: if we think on a wide target audience, we should also have in mind that UK/European students don’t receive the same kind of background education. This could be a difficulty while running a course for the teacher that has to prepare a course based on some previous knowledge, and also for the students, that would have to follow the course (they could lose motivation if they don’t understand the topic of the course, because a previous background knowledge was supposed on them).

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RecognitionRecognition

if we are going to base our education on distant courses, we should get some kind of reward that would make it valuable for our degree. But the problem is how this is going to be recognised? up to what extent?, is it really interesting to give this reward, or the students that would use e-learning as tool should do it for the sake of their education?

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Co-ordinationCo-ordination

There are too many universities around UK/Europe, with too many faculties, and many different subjects that, in principle, could apply e-learning. There’s a need of a good co-ordination so the offer could be easily reachable by the students, where the information about what the course offers, and also the requirements of the course will be easily accessible. Another issue is to decide which courses could really make a good on-line course.

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MotivationMotivation

Motivation of students:

Motivation to join the course: Specially, if the course is not recognised by the home university, why a regular student should take a course that will take him/her extra effort if there’s no way to show it in the curricula?

Motivation to not give up on the course: one of the major risks of distant education is to keep up the interest of the students from the course.

Motivation of teachers: Most of the teachers now don’t want to change their way to teach in order to comply with the requirements of distant learning, falling into the next mistake (or problem to implement e-learning)

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Suitable subjectsSuitable subjects

Not all the subjects are suitable for e-learning

Not all the teachers can recycle themselves to teach using e-learning.

E-learning will increase the administrative costs: bureaucracy is one of the things to fight against. On a quick look, e-learning should really help to make bureaucracy to diminish, but, according to the existing rules now, more co-operation contracts between universities should be make.

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ResponsibilityResponsibility

Students’ responsibility: we rely too much on students for avoid the risk of cheating, for not giving up on the middle of the course and for applying to courses really worthy for their future career (and not as a easy way out for getting credits and get the degree).

Isolation of student: The basic problem of on-line learning is the psychological dimension. Isolation and its emotional consequences affect motivation directly. Related problems are easy distraction or sufficient lack of interest so that the learner drops out. Group dynamics are missing totally and each learner is dependent on the situational mood and the stimulation the on-line program or other distance education media provides.

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Access to TechnologyAccess to Technology

The learners taking the course do not always have access to the newest and fastest equipment. Furthermore, they might have access to different computer systems.

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Course PreparationCourse Preparation

Time consuming on the preparation of the courses: This could be a problem for the institutions that will be paying a person for that time, without being sure of the success of that course

Identify the best tool on e-learning for every subject: if we assume that e-learning means using different tools than Internet (such us video conferences, PDA, Mobile communication, e-mail, open discussion forums, etc), we will have to make sure that a right combination of this tools are used on each subject according to the needs of the teaching of that subject.

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Size of the CourseSize of the Course

If a course involves only a relatively small number of

students, then the course designers can decide for either

very high interactivity in the course, or a less expensive set-

up, or something in between. As the number of learners

becomes larger, the course design will either have to involve

more staff and more complex computer support in order to

keep a clear view on all communication going on in the

course, or the interactivity-level of the course will have to be

lowered, so that the same staff and technical set-up can still

work.

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Management of ResourcesManagement of Resources

Adapting materials for use (switching from traditional teaching to e-teaching): The management of on-line materials requires knowing about and using some very important skills:

Knowledge of what type of resources are available on-line

The skill to search efficiently and effectively for resources to find and using the various support systems for teachers on-line

The skills to select, adapt and allocate resources.

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 Different initiatives undertaken

one-learning

 Different initiatives undertaken

one-learning

Another point to stress out is that all of them are

Internet based learning, they don’t use any other tool

but Internet, and maybe email in some cases.

Completely forget about video-conferences, or even

chats or discussion rooms. It seems that all the

initiatives on real time are left aside in despite of non-

real time initiatives.