WIP: Teaching a Knowledge Engineering Course Using Active Learning, Gamification, and Scaffolding
WIP: Teaching a Knowledge Engineering Course Using Active Learning, Gamification, and Scaffolding
复制标题
WIP：使用主动学习、游戏化和脚手架教授知识工程课程
DOI：
--
复制
发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Gail R. Luera
中科院分区：
文献类型：
--
作者：
Gail R. Luera
本文介绍了作者在高级软件分析与设计课程中引入主动学习机会的经验。该团队严格审查了我们机构提供的现有人工智能课程，并为选定的课程主题创建了新的主动学习风格的教学材料。我们设计了结合学术研究成果和行业最佳实践的交付策略。我们专注于本课程的基于问题的学习策略，由软件工具支持。根据我们的评估数据，我们认为，参加本课程活动的学生更好地掌握了基础理论知识和宝贵的实践经验，可以显著提高他们为软件行业做出贡献的能力。面对面和在线学生都更喜欢主动学习内容的传递，而不仅仅是讲座。这两组学生都觉得与传统的讲座课程相比，他们对课程材料的参与度更高。
This paper describes the authors’ experiences introducing active learning opportunities in senior-level software analysis and design course. The team critically examined the existing artificial intelligence course offered at our institution and created new active learning style instructional materials for selected course topics. We devised delivery strategies that incorporated academic research findings and industry best practices. We focused on problem-based learning strategies for this course, supported by software tools. Based on our assessment data, we believe that students participating in the activities created for this course are better equipped with fundamental theoretical knowledge and valuable hands-on experiences that can measurably increase their ability to contribute to the software industry. Both face-to-face and online students preferred active learning content delivery to lecture only. Both groups of students felt more engaged with the course materials than they do in traditional lecture courses.