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Item type:Publication, Access status: without files , Using potential to help students understand voltage: First steps in implementing effective instruction(2015-06); ; In a previous publication, we reported on an ongoing investigation on student understanding of the concept of voltage. Using a worksheet, we had introduced students to the concept of electric potential to deepen their understanding of voltage. After instruction, we had found, that many students still had difficulties with both concepts. Most of their reasoning was inconsistent, which suggested that they were unable to link those concepts. [1] The purpose of this paper is to report our findings after a revision of the instructional material. We developed a new worksheet that focuses on the connection between potential and voltage, instead of the individual concepts. Potential is now mostly introduced as an algorithmic approach for determining voltages in a circuit. This approach allows us to confront students with their misconceptions regarding voltage. Using pre- and post-tests, we measured the effectiveness of this new approach. Compared to the results from last year, a significantly larger percentage of students in the post-test showed a functional understanding of voltages, as they were e.g. able to correctly identify the voltage at an open switch. A similar number of students was able to correctly rank the voltages in a given circuit. The overlap between both groups of students was significant. This overlap shows that our approach works in principle. However, as the percentage of students with a functional understanding of voltage is not as high as we had hoped for, the instructional material still has to be improved.Publicationtype: Conference Paper34 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Access status: without files , The Colibri Project : overcoming diversity in blended e-learning activity preparation(SEFI, 2015); ; ; ; Colibri is a three year project co-funded by the Erasmus + Strategic Partnership, starting in 2014. The project is being carried out by seven academic and three industrial partners from a total of eight different countries. The main objective of the project is enhancing the quality and relevance of the learning offer in education by developing new and innovative approaches, and by supporting the dissemination of best practices. This is in the focus of increasing labour market relevance of learning provision and qualifications and promoting the take-up of innovative practices in education by supporting personalised learning approaches, collaborative learning, by making use of ICT and Open Educational Resources, and by exploring the use of blended and virtual mobility. The overall idea of Colibri is to implement new and innovative teaching methods, and to establish a Living Lab of students from different universities, study directions and countries/cultures for a systematic testing and evaluation. An interdisciplinary joint master course on Future Internet Opportunities is part of the Living Lab, followed by 28 students from the partner institutions and given by more than 10 different teachers. Both the teachers and the students represent different fields within computer science, electrical engineering, telecommunications, business informatics, management of technology, management of innovation and entrepreneurship. When organizing the course, we needed to face some of the fundamental challenges of diversity that are also being seen, at a smaller scale, in everyday teaching situations due to student mobility and increasing amount of students: Not all students in the class have the same academic background Students come with different learning styles and traditions We try to overcome this challenge by using of self-assessments activities, Personalized IT supported teaching approaches so students can choose different ways of learning, and by practicing collaborative learning even across physical locations. This paper presents the process followed when the course. Complex (but unnegotiable) matters had to be carefully considered when structuring and preparing it, such as remote student group work, blended mobility, or interdisciplinarity. The ideas described in this paper may serve as guidelines when preparing similar activities in the future.Publicationtype: Conference Paper54 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Access status: without files , Tutor training using role-play and video analysis for the learning center, a study room at TUHH(2015-06); ; To support student self-study and facilitate learning in groups, Hamburg University of Technology (TUHH) started the "LearnING Center" in April 2013. The LearnING Center is a room where all students can study on their own or in groups. For 28 hours per week, student tutors are present in the room, assisting students in their learning process. While there are similar projects at many universities, especially in the US, most of these are associated to one department. Contrary to those, the LearnING Center at TUHH is open for students from all departments, including mathematics, civil engineering, mechanical engineering and electrical engineering. Thus, tutors may be asked questions about any of theses subjects. To prepare tutors for their work in the LearnING Center, we designed a training program that includes role-play elements and video analysis. In this, tutors are shown how to help students by asking them questions and thus entering a Socratic dialog. This approach allows them to help students even with only limited content knowledge about the subject in question. We are very pleased to observe an increasing number of students using the opportunity to study in the LearnING Center and also an increasing number of questions asked. The aim of this paper is to present our training approach and illustrate the concept of the LearnING Center to promote its implementation at other institutions. We will report on the lessons learned during the first two years and make suggestions for similar projects.Publicationtype: Conference Paper21