| Paper Title: | Work-in-Progress: Preview, Exercise, Teaching and Learning in Digital Electronics Education |
| Author: | Guoping Wang, Indiana University Purdue University Fort Wayne, wang@engr.ipfw.edu |
| Suggested track: | Pedagogies |
| Presentation type: | Work In Progress |
| Preferred Category: | Scholarship of Teaching and Learning |
| Abstract: | Through multimedia delivery of new materials, web-based warm-up exercises and interactive classroom teaching/learning, project PETL (Preview, Exercise, Teaching and Learning) represents an effective approach to teaching and learning in digital electronics education. The proposed pedagogy is a teaching and learning strategy based on the active participation of learners at each stage of the learning process, namely, preview of new topics, web-based warm-up assignments, and interactive classroom teaching and learning. Students briefly preview the new materials delivered through web-based multimedia, and then respond electronically to carefully constructed warm-up exercises which are due before class. The instructor reviews students’ responses and adjusts the classroom lesson based on students’ concerns and questions. The preview materials, with the instructor’s explanations added, are produced using Flash multimedia authoring tool. This provides an on-line learning tool to prepare the students for the warm-up exercises. Findings from previous research in teaching and learning support this strategy. This instructional approach is expected to enhance student learning in the typical digital electronics course. It will encourage students to take an active part in the learning process. For example, the preview materials and warm-up exercises will help students to prepare for learning new contents. The interactive classroom session, built around students’ responses to warm-up exercises, replaces the traditional lecture/recitation format. The interactions between the instructor and the students promote active learning, and maximize the effect of the classroom session. The on-line delivery is especially helpful to the learning activities of non-traditional and physically-disabled students, who are underrepresented in the Science, Technology, Engineering and Mathematics fields. Support for this work was provided by the National Science Foundation's Course, Curriculum, and Laboratory Improvement program under the Award No. 0632686. Any opinions, findings, and conclusions or recommendations expressed in this paper are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. |
Abstract 1007
