Department of Electrical and Computer Engineering Team-Based Learning in a Graduate Course on...

Department of Electrical and Computer Engineering

Team-Based Learning in a Graduate Course on Embedded Systems

Diane Rover

Panel: Flipping a Computer Architecture Course: What, If, When,

HowJune 13, 2015

Workshop on Computer Architecture EducationIn conjunction with 42nd International Symposium

on Computer Architecture

Department of Electrical and Computer Engineering2

System Level Design (CPRE 588)

Source: Gajski et al., Embedded Systems Design book


Team-Based Learning Approach

• Structured flipped classroom model• Each TBL module contains:

• Selected readings or other resources• Individual preparation and assessment on key concepts

(RA)• Several individual homework problems (Pre-App)• Several team application exercises solved in class

(AppX)• Short lectures as needed


Student Feedback on TBL

34.92%

41.27%

3.17%

11.11%

9.52%

Experience of TBL Implementation (Q 1,2,3,5) Total responses 63/64

37.70%

40.98%

9.84%

4.92%

6.56%

Perception Regarding TBL (Q 6,7,8,9) Total responses 61/64


More Student Feedback

35.44%

51.27%

10.13%

3.16%

Experience of Application Exercises (Q 11-16,20-24) Total responses 158/160

Very PositivePositiveNeither Positive nor NegativeNegativeVery Negative

43.75%

25.00%

18.75%

6.25%6.25%

I had to spend more time preparing for this class (Q4).


Advice• Start small• Learn from others• Start with the end in mind• Stay positive• Take advantage of resources and expertise

• Process• Course content

• Be prepared to put in more/new effort• Build in student accountability• Don’t forget about basic best practices• Have fun!


How much is enough?

• Active learning• Structure of the flipped model• Student motivation • Student use of resources (preparation)• Performance feedback to students• Instructional collaboration• Availability of multimedia and problem-

solving resources specific to the course


Additional Information


Assessment of Cognitive Levels in Application Exercises (CPRE 588)

2A 2B 3A 3B 3C 3D 4A 4B 5A 5B 5C Overall0

20

40

60

80

100

120Knowledge Translation Interpretation Application Analysis Synthesis Evaluation

Application Exercises

Perc

enta

ge o

f obs

erva

tions

at a

giv

en c

ogni

tive

leve

l


Mean Cognitive Level (CPRE 588)

2A 2B 3A 3B 3C 3D 4A 4B 5A 5B 5C Overall2

2.5

3

3.5

4

4.5

5

2.51

3.82

3.97

3.98

4.034.26

3.76

4.39

3.88

4.18

4.254.01

Cognitive level of Application Exercises

Application Exercises

Mea

n co

gniti

ve le

vel (

1-7)


MIT’s first MOOC

• 6.002x consisted of video lectures, interactive problems, online laboratories, and a discussion forum. • Set of videos, called lecture sequences, released weekly;

narrated by the lead instructor, averaged less than 10 minutes each, composed of illustrations, text, and equations

• Online exercises to let students practice the concepts covered in the videos

• Tutorials similar to small-group recitations that often accompany MIT lecture courses

• Textbook accessible electronically

• Discussion forum where students can have questions answered by other students or the teaching assistants

• A Wiki to post additional resources


MIT’s first MOOC (continued)

• “Studying Learning in the Worldwide Classroom - Research into edX’s First MOOC”

• Research study:• Students’ use of resources by time spent on

each;• How student background and capabilities

related to their achievement and persistence; and

• How their interactions with 6.002x’s curricular and pedagogical components contributed to their level of success in the course.


MIT’s first MOOC (continued)


Reference

• MIT’s first MOOC, “Circuits and Electronics” (6.002x):• L. Breslow, D. E. Pritchard, J. DeBoer, G. S.

Stump, A. D. Ho, and D. T. Seaton, "Studying Learning in the Worldwide Classroom Research into edX’s First MOOC," Research & Practice in Assessment, vol. 8, Summer 2013, pp. 13-25. URL: http://www.rpajournal.com/dev/wp-content/uploads/2013/05/SF2.pdf

• edX, MITx: 6.002x – Circuits and Electronics, Spring 2013, URL: https://www.edx.org/course/mitx/mitx-6-002x-circuits-electronics-1130


Teaching Alone, Teaching Together• Typical teaching: Instructors independently

teach courses and collaborate intermittently to plan curricula or establish evaluation and accreditation procedures.

• Traditional team teaching: • Faculty have different disciplinary knowledge

and come together to teach a complex subject.• Bess’ model of team teaching:

• Faculty from the same discipline form teams of specialists based on process knowledge, i.e., the process of teaching.

• Seven major functional domains in the process of teaching: Pedagogy; Research; Lecturing; Leading discussions; Mentoring; Curricular and co-curricular integration; Assessment.


• Preparatory Roles• The Pedagogue: Creating Designs for Teaching• The Researcher: Generating Knowledge for Team

Teaching• Direct Student Contact Roles in Classroom

Settings • The Lecturer: Working with Large Groups• The Discussion Leader: Fostering Student Learning in

Groups• Facilitating Roles

• The Mentor: Facilitating Out-of-Class Cognitive and Affective Growth

• The Integrator: Linking Curricular and Co-curricular Experiences

• The Assessor: Appraising Student and Team Performance

Teaching Alone, Teaching Together


Reference

• Teaching Alone, Teaching Together, J. Bess et al.• J. L. Bess and Associates, Teaching Alone,

Teaching Together: Transforming the Structure of Teams for Teaching, Jossey-Bass, 2000.

• D. T. Rover, “Taking Our Own Advice: Team Teaching,” Academic Bookshelf, ASEE Journal of Engineering Education, July 2002, pp. 265-266. URL: http://onlinelibrary.wiley.com/doi/10.1002/j.2168-9830.2002.tb00702.x/abstract

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