Learning By DoingLearning By Doing

EnhanceEdu TeamEnhanceEdu Team

AgendaAgenda

Background and PhilosophyBackground and Philosophy Identifying Identifying

Roger SchankRoger Schank People can learn best when they are put on in People can learn best when they are put on in

the ‘job’. the ‘job’. It may be expensive or dangerous, It may be expensive or dangerous,

simulations or other devices create that simulations or other devices create that experience. experience.

There are two driving factors in this model:There are two driving factors in this model: Create a task (goal) that interests the student Create a task (goal) that interests the student Provide material that may be required to do the Provide material that may be required to do the

task - ensure that learning the material furthers task - ensure that learning the material furthers the goalthe goal

These goals can be either in one ‘subject’ or These goals can be either in one ‘subject’ or can cut across different subjects as in real life. can cut across different subjects as in real life.

Mentoring required to see learning from Mentoring required to see learning from experience happens and can be transferred to experience happens and can be transferred to other domainsother domains

Scriptlets and MOPsScriptlets and MOPs Cognitive, physical and perceptual Cognitive, physical and perceptual

scriptlets to define basic sequence of scriptlets to define basic sequence of instructions for doing tasks. instructions for doing tasks.

higher level tasks are Memory higher level tasks are Memory Organisation Packets (MOPs) which are Organisation Packets (MOPs) which are composed of scriptlets. composed of scriptlets.

Scriptlets are at such a level that they Scriptlets are at such a level that they can be reused. can be reused.

Learning a new scriptlet by failure in Learning a new scriptlet by failure in one MOP can be transferred to another one MOP can be transferred to another MOP. MOP.

ExampleExample

paying by credit cardpaying by credit card is a scriptlet is a scriptlet that is used in a variety of MOPs. that is used in a variety of MOPs.

Eating at a restaurant (MOP) needs Eating at a restaurant (MOP) needs ordering, eating and payingordering, eating and paying scriptlets. scriptlets.

If someone made a mistake while If someone made a mistake while paying by credit cardpaying by credit card at a petrol at a petrol filling station, that learning can be filling station, that learning can be used in the restaurant too used in the restaurant too

Another exampleAnother example

Writing a for loop (just printing value of Writing a for loop (just printing value of index) is a scriptletindex) is a scriptlet

Declaring an array and assigning values is Declaring an array and assigning values is a scriptleta scriptlet

Reading a value from console or file is a Reading a value from console or file is a scriptletscriptlet

Writing a program to read a series of 100 Writing a program to read a series of 100 numbers into an array is a MOP that uses numbers into an array is a MOP that uses the the for loop scriptlet, the reading scriptlet for loop scriptlet, the reading scriptlet and the array scriptletand the array scriptlet

L Dee FinkL Dee Fink

Cognitive first 2 levels

Cognitive higher Levels, Psychomotor

Affective domain

FoundationalFoundational

What key What key informationinformation (e.g., facts, (e.g., facts, terms, formulae, concepts, terms, formulae, concepts, principles, relationships, etc.) is/are principles, relationships, etc.) is/are important for students to important for students to understand understand and rememberand remember in the future? in the future?

What key What key ideasideas (or perspectives) are (or perspectives) are important for students to understand important for students to understand in this course/unit?in this course/unit?

…think computationally (demonstrated by writing steps to perform a task)…remember some basic formulae needed to analyse an algorithm…understand how to derive the time complexity of an algorithm (may require scriptlets to identify recurrence relations etc)…paraphrase, translate, rewrite steps in an algorithm…trace an algorithm

ApplicationApplication What kinds of What kinds of thinkingthinking are important for are important for

students to learn?students to learn? Critical thinkingCritical thinking, in which students analyze and , in which students analyze and

evaluateevaluate Creative thinkingCreative thinking, in which students imagine , in which students imagine

and createand create Practical thinkingPractical thinking, in which students solve , in which students solve

problems and make decisionsproblems and make decisions What important What important skillsskills do students need to do students need to

gain?gain? Do students need to learn how to Do students need to learn how to manage manage

complex projectscomplex projects??

…design at least three paradigms of algorithm to compute ________and compare them in terms of ____ (student may not directly have material related to divide and conquer or backtracking or recursive but might think of these approaches intuitively) or design three different ways to schedule a number of people arriving for a service …analyse why a given algorithm doesn’t work/works (for a given specification)

IntegrationIntegration

What What connectionsconnections (similarities and (similarities and interactions) should students interactions) should students recognize and make…:recognize and make…: Among ideas Among ideas withinwithin this course/unit? this course/unit? Among the information, ideas, and Among the information, ideas, and

perspectives in this course/unit and perspectives in this course/unit and those in other courses/units or areas?those in other courses/units or areas?

Among material in this course and the Among material in this course and the students' own personal, social, and/or students' own personal, social, and/or work life?work life?

-Connection with data structures, performance measures for processes-Think of what kind of information needs to be stored in each of these algorithms and devise methods to store/retrieve effectively -Think of what parameters are being traded off in each case

Human (Soft Skills)Human (Soft Skills)

What could or should students learn What could or should students learn about about themselvesthemselves??

What could or should students learn What could or should students learn about about understanding othersunderstanding others and/or and/or interacting with theminteracting with them??

….is able to explain to a group of people with diverse backgrounds/personalities …is independent, but is able to cooperate and help others, when required. Respects people. …displays a commitment to classroom discipline, ethics. …is able to talk about issues or feelings.

Caring (enthusiasm)Caring (enthusiasm)

What changes/values do you hope What changes/values do you hope students will adopt?students will adopt? Feelings?Feelings? Interests?Interests? Ideas?Ideas?

….writes a paper or make a presentation of why this area of study is important, where it is useful etc. …contributes original ideas to extend the subject (need not be really original, but something that student was not exposed to and thought it out himself)

Learning to learnLearning to learn

What would you like for students to What would you like for students to learn about:learn about: how to be good studentshow to be good students in a course like in a course like

this?this? how to learn about this particular how to learn about this particular

subjectsubject?? how to become a self-directed learnerhow to become a self-directed learner of of

this subject, i.e., having a learning this subject, i.e., having a learning agenda of what they need/want to learn, agenda of what they need/want to learn, and a and a planplan for learning it? for learning it?

So the task for the example So the task for the example

Devise an algorithm to solve _________, Devise an algorithm to solve _________, compare with two other approaches in compare with two other approaches in terms of complexity. Devise structures to terms of complexity. Devise structures to store the data being manipulated in the store the data being manipulated in the algorithm and present any new ideas to algorithm and present any new ideas to extend the use of this approach. Defend or extend the use of this approach. Defend or explain your approach to a group of people explain your approach to a group of people (who learnt other tasks) objectively and (who learnt other tasks) objectively and identify material to learn more about this identify material to learn more about this subject. subject.

And material fromAnd material from

Computational thinkingComputational thinking How to perform analysis of How to perform analysis of

algorithmsalgorithms Paradigms of algorithms Paradigms of algorithms Select Data structures Select Data structures

Top Down approachTop Down approach

Map real world problems to concepts.Map real world problems to concepts. Come up with a project idea which can Come up with a project idea which can

be used to teach the concepts in the be used to teach the concepts in the course. course.

Divide the curriculum into modules or Divide the curriculum into modules or project into modules/sub tasksproject into modules/sub tasks

Each module deals with one concept and Each module deals with one concept and expects the student to do a few tasks expects the student to do a few tasks regarding the project and learn in the regarding the project and learn in the process of doing the tasks. process of doing the tasks.

Learning ObjectivesLearning Objectives

Make a list of learning objectives. It’s Make a list of learning objectives. It’s good if the list contains about 5 good if the list contains about 5 objectives. If you find more items to objectives. If you find more items to put you may want to divide the put you may want to divide the module.module.

Use verbs mentioned in Blooms Use verbs mentioned in Blooms taxonomy while framing the learning taxonomy while framing the learning objectivesobjectives

ResourcesResources Resources should explain the concepts using Resources should explain the concepts using

various mediums like text, images, audio, video various mediums like text, images, audio, video and animations.and animations.

You must write and/or develop the material. Do You must write and/or develop the material. Do not use the content from copyrighted material.not use the content from copyrighted material.

Explain each sub concept in appropriate logical Explain each sub concept in appropriate logical order and use examples where ever appropriate. order and use examples where ever appropriate.

Every module should contain at least one video. Every module should contain at least one video. Prepare videos using Camtasia Studio software or Prepare videos using Camtasia Studio software or full fledged recording devices. There must be one full fledged recording devices. There must be one video of course orientation video domain expert.video of course orientation video domain expert.

Use graphics, diagrams, or pictures only when Use graphics, diagrams, or pictures only when they lend meaning and clarification to the topic.they lend meaning and clarification to the topic.

Glossary and ReferencesGlossary and References

Make a list of all new words used in Make a list of all new words used in the content with brief definitionsthe content with brief definitions

Give pointers to material where Give pointers to material where students can learn morestudents can learn more

Assessment and RubricsAssessment and Rubrics

After completing this unit, After completing this unit, trainees will be able to trainees will be able to

Recognise simple data structures and their Recognise simple data structures and their characteristics (stacks, arrays, queues)characteristics (stacks, arrays, queues)

Explain in own words, the operations on theseExplain in own words, the operations on these Create and use these data structures in a C Create and use these data structures in a C

program.program. Convert a business problem into program Convert a business problem into program

requirements, execute such a program and requirements, execute such a program and show results (within 30 min)show results (within 30 min)

Judge which data structure is most suitable Judge which data structure is most suitable for a given problemfor a given problem (or which (or which implementation)implementation)

Also Also

Be able to learn more variations of Be able to learn more variations of these three structuresthese three structures

Feel interested in the subjectFeel interested in the subject Communicate ideas in both written Communicate ideas in both written

and oral form so others can work and oral form so others can work with themwith them

Work effectively in a team Work effectively in a team

RubricRubric

A rubric is a scoring tool that lists A rubric is a scoring tool that lists the criteria for a piece of work to be the criteria for a piece of work to be assessedassessed