Technology Enabled Active Learning TEAL Redesign of Mechanics

Technology Enabled Active Learning (TEAL) Redesign of Mechanics and Electromagnetism at MIT Course Redesign Workshop October 17, 2008 Dr. Peter Dourmashkin MIT P 28 - 1

What is TEAL? Technology-Enabled Active Learning A merger of lectures, recitations, and hands-on laboratory experience into a technologically and collaboratively rich environment Collaborative learning 9 Students work together at each table in groups of 3. P 28 -

Why The TEAL/Studio Format? Large freshman physics courses have inherent problems 1. Lecture/recitations are passive 2. Low attendance 3. High failure rate 4. No labs leads to lack of physical intuition 5. Math is abstract, hard to visualize (esp. Electricity and Magnetism) P 28 -

Learning Objectives of TEAL 1. Create an engaging and technologically enabled active learning environment 2. Replace passive lecture/recitation interactive, collaborative learning 3. Incorporate hands-on experiments 4. Enhance conceptual understanding and problemsolving ability 5. Develop communication skills in core sciences 6. Develop new teaching/learning resources format with P 28 -

TEAL Time Line Fall 2001 -2 Prototype Off-term E&M 8. 02 Models: RPI’s Studio Physics (Jack Wilson) NCSU’s Scale-Up (Bob Beichner) Harvard Peer Instruction (Mazur) Spring 2003 -Present Scaled-up E&M 8. 02 Fall 2003 -4 Prototype Mechanics 8. 01 Fall 2005 -Present Scaled-up Mechanics 8. 01 P 28 -

Components of TEAL • Meet 5 hours a week in the TEAL classroom • Weekly Integrated Modules • Interactive Presentations with Demos • Concep. Tests: Mazur Peer Instruction with Clickers • On-line Visualizations • Desktop Experiments • Problem Solving Opportunities • Online Lectures and Homework (Mastering Physics) P 28 -

Integrated Modular Approach Sun On-Line: Students read textbook, view online lectures and answer Mastering Physics Assignment as preparation for upcoming week Mon/Tue In-Class (2 hr): Presentations, Concep. Tests, Table Problems. Tues On-Line: Mastering Physics Problem Solving and Tutorials Wed/Thur In-Class (2 hr): Presentation, Concep. Tests, Table Problems, and Experiments Fri In-Class (1 hr): Group Problem Solving Session Sun Physics Tutoring Center: Help Sessions Sun On-Line: Mastering Physics Problem Solving and Tutorials for previous week Thur: Hand Written Problem Set Due Fri In Class: Short Quiz P 28 -

Problem Solving An MIT Education is solving 10, 000 Problems Expert Problem Solvers: Problem solving requires factual and procedural knowledge, knowledge of numerous models, plus skill in overall problem solving. Develop problem solving strategies and plans based on concepts and models Problems should not ‘lead students by the nose” but integrate synthetic and analytic understanding P 28 -

Problem Solving/Exams On-Line Mastering Physics: 1. Two assignments per week with hints and tutorials 2. Pre-Class Reading/On-Line Lecture Questions 3. Pre-Lab Questions 4. Review problems for exams In-Class Concept Questions and Table Problems In-Class Group Problems (Friday) Weekly Problem Sets 1. Multi-concept analytic problems with emphasis on strategies 2. Pre-lab questions and analyze data from experiments Six Quizzes and Two Exams and Final Exam P 28 -

Rethinking Teaching Roles Instructor: No longer delivers material Graduate TA: Learn to teach Undergraduate TA: Encourages student teaching Technical Instructor: No longer hidden Students: Peer Instructors P 28 -

Pre/Post Conceptual Test Scores Relative Improvement Measure Group Trial 2001 Control 2002 Spring 2003 N g Entire population 176 0. 46 121 0. 27 514 0. 52 High 58 0. 56 19 0. 13 40 0. 46 Intermediate 48 0. 39 50 0. 26 176 0. 55 Low 70 0. 43 52 0. 33 300 0. 51 P 28 -

E&M Failure Rate/Long Term Retention Failure Rate Increases Seen Long Term P 28 -

Fall 2007: Mechanics Baseline Test and Student Evaluations Group N g Absolute score N Course Evaluation 7 max Total 496 0. 47 76. 3% 348 4. 63 5. 25 L 01 112 0. 49 76. 5 79 5. 41 6. 31 L 02 38 0. 56 82. 0 34 4. 62 5. 48 L 03 85 0. 46 74. 7 57 3. 47 3. 94 L 04 60 0. 41 74. 3 33 4. 06 3. 85 L 05 89 0. 47 76. 5 59 4. 97 6. 05 L 06 29 0. 52 79. 7 24 5. 13 4. 50 L 07 83 0. 44 75. 0 62 4. 49 5. 15 Instructor Evaluation 7 max P 28 -

Obstacles We Faced Student evaluations and attitudes: negative to neutral Divergent faculty opinions about lecturing Student cultural issues: contrast between traditional courses and TEAL P 28 -

Lessons Learned 1. Develop course materials that match learning objectives 2. Demonstrate learning gains through objective measures based on data 3. Support a robust teacher training program with a focus on faculty teaching for the first-time 4. Address faculty concerns regarding active based learning 5. Develop student support by communicating objectives and rationale explicitly and frequently to students 6. 7. Develop and guarantee institutional continuity Adapt teaching to local institutional / faculty / student cultures P 28 -