Use of Concept Maps for Effective Teaching Learning

Use of Concept Maps for Effective Teaching - Learning and Course Design Dr. D. V. S. S. Siva Sarma Professor Department of Electrical Engineering National Institute of Technology, Warangal 3/9/2021 concept maps@nitw 1

Organisation of the Presentation Teaching – Learning Process Domains of Learning Objectives Tools to enhance Learning – Concept Maps – Microprocessors & Applications Content Organisation - HVDC Transmission 3/9/2021 concept maps@nitw 2

Teaching – Learning Cycle Teaching Learning Curriculum Industry Practice 3/9/2021 concept maps@nitw Evaluation 3

Words of Wisdom • I hear, I forget • I see, I remember • I do, I understand (Confucius) 3/9/2021 concept maps@nitw 4

Teaching/Instructing: �Success depends upon: �Objectives for the Course �Resources Available �Characteristics of Participants �Learning Environment �Instructor(s) �Who’s Responsible ? 3/9/2021 concept maps@nitw 5

What do you mean by teaching? �The way a person answers this question reflects and influences the way in which that person tackles the job of teaching. � Dennis Fox proposes - Transfer Theory - what is taught is also learnt “The notes of the teacher become the notes of the students without passing through the minds of either” 3/9/2021 concept maps@nitw 6

�Shaping Theory - students as raw material to be shaped or moulded. �How the students turn out is predetermined and carefully specified �Shaping is achieved by showing and demonstrating, after which exercises are given along with precise instructions. �The laboratory works and exercises will have quite predetermined outcomes �The instructions have been done with diligence and care, but they turn the experiments into routine measurements where there is not much place for self-direction, innovation or creativity - features that are most desirable in today’s engineers. 3/9/2021 concept maps@nitw 7

�Travelling Theory: In this students are individuals with valuable experiences and abilities, motives and objectives. Essentially students explores the knowledge with the help of maps and tools. Exploration is a personal activity. Teacher can only provide you the tools and direction. �Growing Theory: Referred to as a Garden covered with vegetation. Gardener has to take into consideration of existing vegetation to cultivate specific species. Weeds needs to be removed. �Misconceptions / apprehensions of the learner is to be eliminated and to alter the conceptions in right manner. 3/9/2021 concept maps@nitw 8

What is learning? �Learning results from what the student does and thinks and only from what the student does and thinks. �The teacher can advance learning only by infuencing what the student does to learn. 3/9/2021 concept maps@nitw 9

Seven Principles of Learnin g 3/9/2021 concept maps@nitw 10

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Scaffolding inquiry throughout a degree 3 rd year 1 st year 2 nd year 1 st year 3 rd year

Types of Learning Objectives – Cognitive (Knowledge) �Tell what information the learner must know and describe how the knowledge will be demonstrated. �Require giving information to the learner. 3/9/2021 concept maps@nitw 13

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Types of Learning Objectives – Psychomotor (skill) �Tell what physical skills the learner will be able to perform. �Best learned in practice sessions as they require neuromuscular coordination. �In Engineering, application of knowledge from different domains to solve real life problems with necessary skills 3/9/2021 concept maps@nitw 18

Types of Objectives – Affective (feelings) �Clarify feelings and attitudes of the learner �The most difficult to impart & evaluate � A patient, confident, friendly, empathetic teacher can help learners feel comfortable and confident. 3/9/2021 concept maps@nitw 19

The Fundamental Mechanism of Student Unleashing �There is a tendency in the literature of student engagement to speak in code words, words such as active learning, experiential learning, problem-based learning, and so on � This, however, the idea that these methods are rationalistic procedures misunderstands the fundamental emotional mechanism by which these methods work. �A student becomes unleashed in a particular sequence of emotional events. �(where S = Student): Trust S → S believes he/she trusted → S gains courage → S takes iterated action 3/9/2021 concept maps@nitw 20

Kolb’s Experiential Learning Theory Concrete Experience (CE) DO Reflective Observation (RO) Active Experimentation (AE) REFLECT PLAN Abstract Conceptualisation (AC) THINK

Examples of Disciplinary Groupings (after Kolb 1984, 127) CE Accommodators Law Education Architecture Divergers English History Library Science RO AE Convergers Ecology Engineering Business AC Assimilators Chemistry Geography Mathematics

Objectives of learning themes Improve student Learning 3/9/2021 Improve student Motivation concept maps@nitw Improve student Engagement 24

Organisation of course contents Chronological syllabus Content around the learning themes Lead to new ways of thinking 3/9/2021 concept maps@nitw Content around the student goals Why student is taking this course? How the course content is connected to student goals? 25

What Is a Concept Map? Like all maps, concept maps are representations of spatial relationships. Rather than portraying the physical structure of space, concept maps reflect the psychological structure of an individual’s knowledge. 3/9/2021 concept maps@nitw 26

The Structure of Knowledge Theoretically, knowledge is structured as a semantic network (Collins & Quillian, 1969). Thus, learning is not only the acquisition of new concepts but the construction of meaningful links among concepts (Ausubel, 1968). Concept maps show what individuals know and how their knowledge is structured. It can be used as – Teaching tool/ Learning Tool/ Evaluation tool 3/9/2021 concept maps@nitw 27

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Internal Architecture Macro map of MPA Instruction formats Instruction set Addressing Modes Assembly Language Programming Microprocessors and Applications Interrupts Timing Diagram of Instructions Pin Diagram Development of MP based application 3/9/2021 Interfacing of Memory and I/O Devices concept maps@nitw Programmable Devices 31

Micro map Interfacing of Memory and I/O devices Internal Architecture Needs to know timing Diagram of Instructions The relevant pins in the processor Devices Could be Consists of Clock cycle Machine cycle Relevant Programmable Devices Instructi on cycle Memo ry Consists of 8254 Designing logic circuit to overcome the incompatibility 3/9/2021 Pin out diagram concept maps@nitw Input device output device 8255 Modes of operation Tming with respect to the processor 32

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summary �Concept Map is a structured information from learner’s perspective �Concept Map gives a connectivity between the microlevel concepts to big picture of the course �Concept maps are used as pedagogy tools for effective teaching learning 3/9/2021 concept maps@nitw 35

Divide the content into modules. Each module should contain the following information Name of the Module Learning objectives of the module Key topics in the module Concepts involved in the module Objectives of the Module are to be cross linked and to be linked with the Course outcomes and in turn with Program Educational Objectives 3/9/2021 concept maps@nitw 36

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An aly si o co f s nv e rs rte Co n Cu stan co rren t ntr t ol b lla o r nt e er Co l met ra s pa Basic Principle s C SV TCR t o un sat h S en p om rs TSC C Control of power in HVDC links High Voltage DC Transmissio n Co Seri mp es en rs sato Power Flow in AC -DC systems TSSC TC SC C PF U n tio C lu –D So AC r of we po w flo Filt des er ign SSSC Co fects High Voltage AC Transmissio n FACTS tun s o Sh ie at r Se ens p m rs ic on m r Ha and s ers filt M o g de of ll lin D in ks C A / CI l A E C tro Con 3/9/2021 Options for Bulk. Power Transmissio n P flo owe wi r sys n a tem c s m p fu ts a on nc nd en tio ns Differ config ent urati ns of o conve rts Ill ef Types of dc links and merits Co Pr Bas in ic cip le s Vo lta g cur e an d r con ent tro l Macro concept maps@nitw Concept map for HVDC and FACTS 38

HVDC Transmission �Module 1: Principles of HVDC Transmission ( 8 hrs) �Unit 1: Requirements of Bulk Power Transmission and alternatives �Unit 2: Examples of HVDC links �Unit 3: Types of DC links & their relative merits �Unit 4: Comparison of HVDC Transmission and AC Transmission systems �Unit 5; Typical layout of HVDC station 3/9/2021 concept maps@nitw 39

�Module 2: Analysis of HVDC Converters (8 hrs) �Unit 1: Analysis of Single Phase Bridge Rectifier �Unit 2: Analysis of 3 -phase Bridge Converter without Gate Control �Unit 3: Analysis of 3 -phase Bridge Converter with Gate Control �Unit 4: 3 -phase Bridge Rectifier and Inverter equations and their equivalent circuits �Unit 5: 12 -pulse Converter and its equivalent circuit 3/9/2021 concept maps@nitw 40

�Module 3: Converter and HVDC control (10 hrs) �Unit 1: Equivalent circuit of a HVDC link �Unit 2: Principles of DC Link control �Unit 3: Desired features of HVDC control �Unit 4: Converter control characteristics �Unit 5: Voltage and current control in HVDC link �Unit 6: Hierarchical control of HVDC system �Unit 7: Methods of firing angle control 3/9/2021 concept maps@nitw 41

�Module 4: Harmonics and filters ( 6 hrs) �Unit 1: Characteristics of Harmonics �Unit 2: Ill effects of Harmonics and Harmonic measurements �Unit 3: Types of AC filters and their design �Unit 4: DC filters and their design 3/9/2021 concept maps@nitw 42

�Module 5: Power flow and Reactive Power Control ( 6 hrs) �Module 6: Converter Faults and Protection ( 4 hrs) �Module 7 : Recent trends in HVDC Transmission (6 hrs) Total : 3/9/2021 concept maps@nitw 48 hrs 43

�Exercise: To learn what you have learned try to build the concept map of important concepts that you have learned to enhance the teaching learning process in this induction program. They can be Macro Maps or Micro Maps 3/9/2021 concept maps@nitw 44

Thank You & Wish you all an exciting teaching career 3/9/2021 concept maps@nitw 45