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Main Menu Session 3430

Enriching Students' Laboratory Experience: Using Software and Socratic Methods to Foster Reflective Thought in an Engineering Laboratory

Baba Kofi Weusijana, Christopher K. Riesbeck, Joseph T. Walsh, Jr.

Learning Sciences / Computer Science and Learning Sciences / Biomedical Engineering Northwestern University – VaNTH ERC

Abstract

We have developed SASK (Socratic ASK *), a domain-independent and rule-based architecture for implementing Socratic dialogs to foster better learning in well defined tasks by encouraging deeper reflections by the student. We have used SASK to build the Dialysis Mentor, a program that uses Socratic questioning to improve student performance and learning in an undergraduate biomedical engineering lab. Small usability tests and a pilot run in a dialysis lab suggests that Dialysis Mentor and SASK systems in general can improve the value of pre-defined learn-by- doing task experiences. We are now working on improving our SASK Mentors 1 and building authoring tools for them.

Keywords

Learning Technologies, Rule-Based Intelligent Tutoring Systems, Socratic Tutoring, Inquiry- Based Education, Advanced Classroom Technologies, Interactive Learning Environments, Improving Classroom Teaching, Human-Computer Interaction, Authoring Tools, Multimedia Applications

* ASK is not an acronym. It is a technical term that we will define later in this paper.

“Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education”

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Riesbeck, C., & Walsh, J. (2002, June), Enriching Students' Laboratory Experience: Using Software And Socratic Methods To Foster Reflective Thought In An Engineering Laboratory Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10846