Asee peer logo

Interactive Learning Tools For Undergraduate Thermodynamics

Download Paper |


2004 Annual Conference


Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004



Conference Session

TIME 3: Thermal Systems

Page Count


Page Numbers

9.791.1 - 9.791.12

Permanent URL

Download Count


Request a correction

Paper Authors

author page

Ella Fridman

Download Paper |

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Interactive Learning Tools for Undergraduate Thermodynamics Ella Fridman, Susan Shelangoskie University of Toledo

Introduction In the age of the Internet, technology permeates education; never before has so much information been available so quickly to so many. This phase of the information revolution has prompted unprecedented numbers of new on-line courses and course materials, and the content available increases in sophistication at the impressive rate of hardware and software evolution. The potential in all of this technology is clear, but, as educational theory has shown, technology and its products are most effective in education when guided by sound pedagogical objectives.

At the University of Toledo, the union of technology and pedagogy in the development of an undergraduate thermodynamics course has resulted in the Learning Tool.

Fig.1. Intersection of Technology and Pedagogy

This project outlines the design of the Learning Tool, a group of multi-media components that present specific course concepts. The design of each Learning Tool component is guided by pedagogical principles to help students understand, learn, engage with, and retain course material. The components of the Learning Tool are designed to

1. deliver course materials through multiple modes (text, image, animation, etc.) to accommodate different learning styles; 2. provide different types of feedback (immediate, delayed, peer, instructor)1; 3. prompt recall of important concepts to aid in long-term learning2.

Learning Tool components and sequencing are designed with escalating levels of interactivity to help students progressively develop skills for all levels of competency in Bloom’s Taxonomy of educational objectives: knowledge, comprehension, application, analysis, synthesis, and evaluation3.

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education

Fridman, E. (2004, June), Interactive Learning Tools For Undergraduate Thermodynamics Paper presented at 2004 Annual Conference, Salt Lake City, Utah.

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2004 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015