Mobile Studio Pedagogy, Part 2: Self-regulated Learning and Blended Technology Instruction

Kenneth A Connor; Dianna L. Newman; Meghan Morris Deyoe

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Conference: 2012 ASEE Annual Conference & Exposition
Location: San Antonio, Texas
Publication Date: June 10, 2012
Start Date: June 10, 2012
End Date: June 13, 2012
ISSN: 2153-5965
Conference Session: New Trends in ECE Education I
Tagged Division: Electrical and Computer
Page Count: 11
Page Numbers: 25.943.1 - 25.943.11
DOI: 10.18260/1-2--21700
Permanent URL: https://peer.asee.org/21700
Download Count: 370

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Paper Authors

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Kenneth A Connor Rensselaer Polytechnic Institute

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Kenneth Connor is a professor in the Department of Electrical, Computer, and Systems Engineering where he teaches courses on plasma physics, electromagnetics, electronics and instrumentation, electric power, and general engineering. His research involves plasma physics, electromagnetics, photonics, engineering education, diversity in the engineering workforce, and technology enhanced learning. Since joining the Rensselaer faculty in 1974, he has been continuously involved in research programs at such places as Oak Ridge National Laboratory and the Universities of Texas and Wisconsin in the U.S., Kyoto, and Nagoya Universities in Japan, the Ioffe Institute in Russia and Kharkov Institute of Physics and Technology in Ukraine. He was ECSE Department Head from 2001-2008 and served on the board of the ECE Department Heads Association from 2003-2008. He is presently the Director of Education for the SMART LIGHTING NSF ERC.

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Dianna L. Newman University at Albany/SUNY

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Meghan Morris Deyoe University at Albany/SUNY

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Abstract

Self-Regulated Learning and Blended Technology Instruction Using Mobile Studio PedagogyThe Mobile Studio Project is now implemented around the world in an effort to enhance STEMeducation. The Mobile Studio I/O Board is a small, inexpensive hardware platform designed foruse in a home, classroom or remote environment. When coupled with the Mobile Studio Desktopsoftware, the system duplicates a large amount of the hardware often used to teach Electrical andComputer Engineering, Physics and K-12 technology courses. The project's goal is to enablehands-on exploration of STEM education principles, devices, and systems that have historicallybeen restricted to expensive laboratory facilities. With the small, inexpensive, portable MobileStudio board in the hands of the students, technology-intensive education is no longer restrictedto expensive, limited access classrooms. Using this approach, instructors are able to offer theircourses through a rich blend of technologies where students learn by conducting experiments,running simulations, solving traditional paper and pencil problems, watching video lectures,reading online background materials, etc. anywhere and anytime. To be successful in thisenhanced environment, however, students must develop the skills to be self-regulated learners. Akey factor in self-regulated learning environments is self motivation; e.g., self motivation to dothe homework and prepare for class on their own time so that the instructor can use the class timeto facilitate deeper levels of learning. Some students, however, are not doing this, so a questionthat must be addressed is what can be done to teach, increase, or motivate self-regulation?This paper presents findings from a series of experiments underway in an electronics class forengineering students outside of ECE in which several approaches are currently beingimplemented to promote self-regulated learning. The first involves the presentation of all bigideas in the context of the engineering design process so that the students see each new systemaddressed as an example of how engineers typically do their jobs. By approaching every newidea three times (from fundamental simplified theory, from simulation and fromexperimentation), students are asked to develop a practical system model that would permit themto design systems for specific applications. Everything has a context in which their explorationshould proceed. Assessment of the success of this approach is based on the final system modelthat students develop. Students in this class work in teams whose members self-assignresponsibilities for each activity (experiments and design projects) and the instructor andteaching assistants check on the preparation and performance through a task checklist that mustbe completed for each activity. In addition, several other approaches are being piloted that usethe “ticket” method where evidence of completion of specific tasks is required prior to the startof classroom activities. Under this approach, follow-up assessment of the quality of the pre-work, as well as its actual production, will be correlated with test scores, experiment and projectreports, and the team members’ ratings of one another’s contributions. The most useful materialsare also being tracked to provide guidance to students on how to best construct their ownpersonal approach to learning.

Citation
Format

Connor, K. A., & Newman, D. L., & Deyoe, M. M. (2012, June), Mobile Studio Pedagogy, Part 2: Self-regulated Learning and Blended Technology Instruction Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21700

TY  - CPAPER
AB  -       Self-Regulated Learning and Blended Technology Instruction Using                           Mobile Studio PedagogyThe Mobile Studio Project is now implemented around the world in an effort to enhance STEMeducation. The Mobile Studio I/O Board is a small, inexpensive hardware platform designed foruse in a home, classroom or remote environment. When coupled with the Mobile Studio Desktopsoftware, the system duplicates a large amount of the hardware often used to teach Electrical andComputer Engineering, Physics and K-12 technology courses. The project&#39;s goal is to enablehands-on exploration of STEM education principles, devices, and systems that have historicallybeen restricted to expensive laboratory facilities. With the small, inexpensive, portable MobileStudio board in the hands of the students, technology-intensive education is no longer restrictedto expensive, limited access classrooms. Using this approach, instructors are able to offer theircourses through a rich blend of technologies where students learn by conducting experiments,running simulations, solving traditional paper and pencil problems, watching video lectures,reading online background materials, etc. anywhere and anytime. To be successful in thisenhanced environment, however, students must develop the skills to be self-regulated learners. Akey factor in self-regulated learning environments is self motivation; e.g., self motivation to dothe homework and prepare for class on their own time so that the instructor can use the class timeto facilitate deeper levels of learning. Some students, however, are not doing this, so a questionthat must be addressed is what can be done to teach, increase, or motivate self-regulation?This paper presents findings from a series of experiments underway in an electronics class forengineering students outside of ECE in which several approaches are currently beingimplemented to promote self-regulated learning. The first involves the presentation of all bigideas in the context of the engineering design process so that the students see each new systemaddressed as an example of how engineers typically do their jobs. By approaching every newidea three times (from fundamental simplified theory, from simulation and fromexperimentation), students are asked to develop a practical system model that would permit themto design systems for specific applications. Everything has a context in which their explorationshould proceed. Assessment of the success of this approach is based on the final system modelthat students develop. Students in this class work in teams whose members self-assignresponsibilities for each activity (experiments and design projects) and the instructor andteaching assistants check on the preparation and performance through a task checklist that mustbe completed for each activity. In addition, several other approaches are being piloted that usethe “ticket” method where evidence of completion of specific tasks is required prior to the startof classroom activities. Under this approach, follow-up assessment of the quality of the pre-work, as well as its actual production, will be correlated with test scores, experiment and projectreports, and the team members’ ratings of one another’s contributions. The most useful materialsare also being tracked to provide guidance to students on how to best construct their ownpersonal approach to learning.
AU  - Kenneth A Connor
AU  - Dianna L. Newman
AU  - Meghan Morris Deyoe
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Mobile Studio Pedagogy, Part 2: Self-regulated Learning and Blended Technology Instruction
UR  - https://peer.asee.org/21700
DO  - 10.18260/1-2--21700
ER  -