MATLAB Inverted Classroom Teaches Computational Thinking
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A look at a use of the inverted classroom model to teach introductory scientific programming to freshmen using MATLAB. (Talk delivered to the Computers in Education Division, American Society for Engineering Education conference, 13 June 2012, San Antonio, TX USA.)
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MATLAB Inverted Classroom Teaches Computational Thinking
- 1. Learning MATLAB in the inverted classroom Robert Talbert, PhD. Grand Valley State University @RobertTalbert gplus.to/rtalbert talbertr@gvsu.edu American Society for Engineering Education 13 June 2012 Tuesday, June 12, 2012
- 2. What is the inverted classroom? In Class Outside Class http://www.youreducationmatters.com http://ajt.iki.fi/travel/debconf5/ Tuesday, June 12, 2012
- 3. What is the inverted classroom? Outside Class In Class http://www.youreducationmatters.com http://ajt.iki.fi/travel/debconf5/ Tuesday, June 12, 2012
- 4. What is the inverted classroom? Outside Class In Class http://www.youreducationmatters.com http://ajt.iki.fi/travel/debconf5/ Tuesday, June 12, 2012
- 5. What is the inverted classroom? Outside Class In Class http://www.youreducationmatters.com http://ajt.iki.fi/travel/debconf5/ Lecture and other information transfer: Reading, podcasts, video Tuesday, June 12, 2012
- 6. What is the inverted classroom? Outside Class In Class http://www.youreducationmatters.com http://ajt.iki.fi/travel/debconf5/ Lecture and other Class time: Focus on information transfer: conceptual Reading, podcasts, understanding, video problem-solving Tuesday, June 12, 2012
- 8. Transfer http://juliaec.files.wordpress.com/2011/04/blooms_taxonomy.jpg Tuesday, June 12, 2012
- 9. Assimilation Transfer http://juliaec.files.wordpress.com/2011/04/blooms_taxonomy.jpg Tuesday, June 12, 2012
- 10. DIFFICULTY SUPPORT Traditional classroom: Inverse relationship between difficulty of task and availability of support. Inverted classroom: Direct relationship. Tuesday, June 12, 2012
- 11. DIFFICULTY SUPPORT Traditional classroom: Inverse relationship between difficulty of task and availability of support. Inverted classroom: Direct relationship. Tuesday, June 12, 2012
- 12. An inverted MATLAB course Tuesday, June 12, 2012
- 13. An inverted MATLAB course Liberal arts college Prerequisite for Calculus 3 Part of computational thinking-related curricular overhaul Tuesday, June 12, 2012
- 14. An inverted MATLAB course Liberal arts college Mostly Math Education Prerequisite for Calculus 3 majors; some 3+2 Part of computational engineering thinking-related curricular Limited background in overhaul science and computing Tuesday, June 12, 2012
- 15. An inverted MATLAB course Liberal arts college Mostly Math Education Prerequisite for Calculus 3 majors; some 3+2 Part of computational engineering thinking-related curricular Limited background in overhaul science and computing 1 credit hour One 75-minute meeting per week Tuesday, June 12, 2012
- 16. An inverted MATLAB course Liberal arts college Mostly Math Education Prerequisite for Calculus 3 majors; some 3+2 Part of computational engineering thinking-related curricular Limited background in overhaul science and computing 1 credit hour Focus on computational One 75-minute meeting per thinking, lifelong learning, week critical thinking Tuesday, June 12, 2012
- 17. MATLAB screencasting http://bit.ly/MATLABscreencasts Tuesday, June 12, 2012
- 18. Guided Practice Summary of content for the upcoming week Links to screencasts and reading assignments Tuesday, June 12, 2012
- 19. Detailed “atomic” list of competencies Three exploratory tasks based on the screencasts and reading Tuesday, June 12, 2012
- 20. A typical week Weds: Guided Sat: At least one GP Weds AM: Submit practice assigned exercise submitted remaining GP exercises Sun,M,T: Finish all W,R,F,Sat: guided practice Watch screencasts Do readings Practice Ask questions Weds noon: CLASS TIME Learning Objectives quiz Q&A Lab problem set Tuesday, June 12, 2012
- 21. Lab problem sets Work in teams of 2--3 Submit a rough draft at end of class Completed task by midnight Thursday Tuesday, June 12, 2012
- 22. Results See final exam at: http://bit.ly/CMP150finalexam What students took away: How to solve a problem by Being able to use the help in writing an algorithm and how MATLAB effectively. I never used to think about a problem the help section in a program logically. before. I learned that discovering Through exercises in things on my own is generally class, I improved upon more beneficial than having my critical thinking skills. things spelled out. Tuesday, June 12, 2012
- 23. Challenges Tuesday, June 12, 2012
- 24. Challenges Supporting continued use Tuesday, June 12, 2012
- 25. Challenges Supporting continued use Ensuring student preparation Tuesday, June 12, 2012
- 26. Challenges Supporting continued use Ensuring student preparation http://www.flickr.com/photos/jdhancock/ Defeating learned helplessness Tuesday, June 12, 2012
- 27. Thank you Slides: http://www.slideshare.net/rtalbert/learning- matlab-in-the-inverted-classroom Course website: http://cmp150fc.wordpress.com Twitter: @RobertTalbert Google+: gplus.to/rtalbert Casting Out Nines blog: http://bit.ly/ CastingOutNines Email: talbertr@gvsu.edu Tuesday, June 12, 2012