An Active Learning Environment for Information Technology Across the Curriculum

提案编号：0230700 PRINCIPAL调查员：Olafsson，Sigurdure研究名称：爱荷华州立大学TITLE：跨课程的信息技术主动学习环境NSF收到日期：06/04/2002摘要爱荷华州工业工程部将使用信息技术作为综合共同经验重新制定其课程。这个项目将在设计和原型学习环境中进行概念验证研究，在这个学习环境中，学生(A)学习有效地使用信息技术解决现实世界的工程问题，(B)发展他们在工业工程知识领域构建图式的认知能力，(C)发展他们应用特定学科知识解决工程问题并监控他们解决问题的策略的元认知能力，以及(D)充分认识到孤立的相关课程内容之间的联系。因此，这项提议的关键概念是建立在新出现的信息技术工具和概念基础上的学习环境，这些工具和概念将整合孤立的教学内容。此外，这种学习环境将反映当前学习理论的思考。因此，环境将以学习者为中心，以知识为中心，以评估为中心。提出的实现目标的方法是通过一组主动学习模块，在这些模块中，学生使用领域知识、数据、方法和软件工具来实现一组模拟工业工程场景的预定义目标。这些情景不仅将利用每门课程的知识库，还将明确地与其他课程的材料建立联系。对于每个场景，学生必须在掌握课程材料的同时独立定义目标、制定问题和制定解决策略。因此，这种环境是从强调传统讲课形式向主动学习的根本转变。这些模块也是鼓励与其他学生合作的理想工具。

PROPOSAL NO.: 0230700PRINCIPAL INVESTIGATOR: Olafsson, SigurdurINSTITUTION NAME: Iowa State UniversityTITLE: An Active Learning Environment for Information Technology Across the CurriculumNSF RECEIVED DATE: 06/04/2002AbstractThe Iowa State Department of Industrial Engineering will reformulate its curriculum using information technology as the integrating common experience. This project will perform a proof of concept study in designing and prototyping a learning environment where students (a) learn to effectively use information technology solve real world engineering problems, (b) develop their cognitive ability to structure schemas in industrial engineering knowledge domains, (c) develop their metacognitive ability to apply discipline-specific knowledge to solve engineering problems and monitor their problem solving strategies, and (d) fully appreciate the connection between isolated relevant course content. The key concept of this proposal is therefore a learning environment based on new and emerging information technology tools and concepts that will integrate isolated course content. In addition, this learning environment will reflect current thinking in learning theory. The environment will thus be learner-centered, knowledge-centered, and assessment-centered. The proposed approach to achieving the objectives is through a set of active learning modules in which students use domain knowledge, data, methods, and software tools to achieve a pre-defined goal for a set of simulated industrial engineering scenarios. These scenarios will not only draw on the knowledge base from each course but also explicitly make connections with material from other courses. For each scenario, students must independently define goals, formulate problems, and develop solution strategies while mastering the course material. This environment is thus a fundamental shift from an emphasis on the traditional lecture format to active learning. The modules are also an ideal tool to encourage cooperation with other students.