GLASS: Group Learning At Significant Scale via WiFi-Enabled Learner Design Teams in an ECE Flipped Classroom
GLASS: Group Learning At Significant Scale via WiFi-Enabled Learner Design Teams in an ECE Flipped Classroom
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GLASS：通过支持 WiFi 的学习者设计团队在 ECE 翻转课堂中进行大规模的小组学习
DOI：
10.18260/1-2--28408
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
R. Hartshorne
中科院分区：
文献类型：
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作者：
R. Demara;Soheil Salehi;Baiyun Chen;R. Hartshorne
在翻转教室(FC)的小组会议期间，以及传统的通道课程中，开发了显著规模的小组学习(GROS)方法，以提高学生设计团队的可扩展性和效率。Glass利用免费提供的协作工具来促进对利用校园WiFi连接的团队的教学交付、评估和审查，以及使用实际数据表和开放互联网资源摘录的教学方法。这种身临其境的协作设计体验每周都与前一周通过视频提供的技术内容交织在一起。教师管理多个设计团队，在课堂时间进行每周一次的挑战问题。首先，学习管理系统将学生随机分成小组。其次，提供挑战问题，通过支持WiFi的笔记本电脑、平板电脑或智能手机提供，形成虚拟设计团队，无论学生坐在哪里。第三，学生利用他们支持WiFi的设备，通过聊天室式的对话渠道，在解决方案白板和/或图形绘制空间旁边讨论挑战问题，同时利用互联网上的开放资源来假设解决方案。第四，一旦设计团队同意他们的结果是完整的，他们就将他们的答案提交给学习管理系统(LMS)，以便自动评分并在成绩册上记录分数。学分是通过正确回答每个指定的问题子部分而获得的，该部分提供部分学分。在整个团队设计活动中，讲师实时在线监控作业进度，包括每个设计团队的窗口，在构建过程中显示解决方案草稿，并通过每个团队指定的聊天渠道提供反馈。LMS统计数据可以实时用于第一个拥有正确解决方案的设计团队的自动评分答案，该团队被称为先锋团队，在其组长向班级展示他们的解决方案后，该团队将获得奖金。Glass在名为计算机组织的FC格式的欧洲经委会课程中进行了试点，注册人数为116人，还在软件工程和医疗系统工程课程中进行了试用，每门课程注册人数为140人。结果表明，在实现学习成果的同时，使小组会议对于大量注册课程来说更容易处理，并在学习过程中为教师带来有用的见解。学生的看法表明，71%、70.1%和60.3%的受访者分别同意或强烈同意玻璃工具/程序足够容易学习，小组会议促进了与同学的有用互动，以及协作机制增强了解决工程问题的能力。
The Group Learning At Significant Scale (GLASS) approach is developed to increase the scalability and efficacy of student design teams during group sessions of a Flipped Classroom (FC), as well as conventional modality courses. GLASS utilizes freely-available collaboration tools to facilitate instructional delivery, assessment, and review of teams that leverage campus WiFi connectivity, along with a pedagogical approach using excerpts from actual data sheets and open Internet resources. This immersive collaborative design experience is interwoven on a weekly basis with the technical content provided via video during the preceding week. The instructor manages multiple design teams to conduct a weekly Challenge Problem during inclass time. First, students are randomized by the Learning Management System into small groups. Second, a challenge problem is provided, delivered via WiFi-enabled laptops, tablets, or smart phones, forming virtual design teams, regardless of where students are seated. Third, students utilize their WiFi enabled devices to discuss the challenge question via chatroom-style dialog channels alongside a solution whiteboard and/or figure drawing space, while utilizing open resources on the Internet to postulate a solution. Fourth, once the design team concurs that their results are complete, they submit their answers to the Learning Management System (LMS) for auto-grading and score-recording in the grade book. Credit is earned by correctly answering each designated question sub-part, which provides partial credit. Throughout the team design activity, the instructor monitors the assignment progress online in real-time, including windows for each design team showing a solution draft as it is constructed, and providing feedback via each group’s designated chat channel. LMS statistics are available in real-time for the autograded answer of the first design team having a correct solution, dubbed the Pioneer Group, which receives a bonus after its group leader presents their solution to the class. GLASS was piloted within a FC-format ECE course titled Computer Organization, with an enrollment of 116 students, and also trialed within the courses Software Engineering and Healthcare Systems Engineering, having enrollments of 140 students each. Results indicate attainment of learning outcomes while making group sessions significantly more tractable for large enrollment courses and bringing useful insights to the instructor while learning is transpiring. Student perceptions indicated that 71%, 70.1%, and 60.3% of respondents agree or strongly agree that the GLASS tools/procedures were sufficiently easy to learn, that group sessions promoted useful interactions with classmates, and that the collaboration mechanisms enhanced abilities to solve engineering problems, respectively.