Differential Equations Learning by Blended Teaching Strategy

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  • 8/12/2019 Differential Equations Learning by Blended Teaching Strategy

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    Differential Equations Learning by Blended Teaching Strategy.

    Abstract: This is an ongoing project from August to December 2013; participants are undergraduate level

    mechanical and electrical engineering; and takes place in the chool of !echanical and "lectrical

    "ngineering !e#ico $it%& The% are teaching t'o courses at t'o different groups of 20 to 30 students each(there are t'o classes in a computer room of the school and a classical classroom session a 'eek& )nline

    classes are based on the !oodle platform& The pedagogical design of the course is based on constructivismand behaviorism&The findings that have been observed so far point to a good learning because the progress

    is occurring according to learning plan( ho'ever some students are presenting some difficulties moving

    autonomousl% due to forgetfulness or ignorance of some *ntegral $alculus concepts&tudents perform tasks

    that evaluate and accredit their learning progress at the end of the semester& *n the course development is

    envisaged to anal%+e the effectiveness of educational materials to promote learning and conse,uentl% make

    the necessar% adjustments in order to achieve better learning in students&

    Introduction.

    This project is important for the school due to high degree of disapproval on 2012 that 'as 32&-./ & There

    is evidence in the literature that the use of blended education is a good strateg% to increase the ,ualit% of

    education and thus improve the rate of learning in students&pe+45re+( 45re+pe+ % 6odr7gue+Ari+a(

    & 20118& 9o'ever( other research suggests that there are not differences in student learning 'ith blended

    education and onl% taking facetoface learning& e think that blended can 'ork better&or these reasons 'e designed a course on the !oodle platform to promote better learning of Differential

    ",uations of second semester students of mechanical engineering career& The students attend 1:30 hours

    t'ice a 'eek to the computer room and also a session of 1:30 to a traditional lounge&

    Context.

    !athematics is taught in these school since its inception because it represents the backbone for sustaining

    engineering calculations& ince the

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    Theories of learning in teaching sessions in the traditional classroom( and in the !oodle platform(

    practicall% appl% 'ith the follo'ing:

    *ncorporation of instructional activities located in the stadium student cognitive development

    4iaget( 200.8(

    Development of organi+ers and preprocessing of content 'ith globali+ing concepts Ausubel(

    20028( The application of re'arding stimuli kinner( 1?@8(

    identification of the dominant intelligence on the learner =ardner( 20118

    $are that math skills are present close to possessing previous studentEs kno'ledge as indicated in

    the scheme F%gotsk% Gone of pro#imal development 6ieber( 18&

    The course design that considers the basis of mathematical kno'ledge is sociall% constructed for 'hich 'e

    have investigated the possibilities for social management of applied mathematics learning games in 'hich

    students assume group characters 'hich interact online solving problems that are presented to the group(

    this 'a% mathematical kno'ledge is constructed in c%berspace 6osa and erman( 20118&

    The course includes information displa% options for students to select the one that best fits their learning

    st%le& tudents 'ill identif% their learning st%le through a selfanal%sis tool that is included in the course&The course design 'ill facilitate the selection of options according to different dominant intelligences

    =ardner( 20118 and learning st%les $anfield( 1@B8

    Course application.

    4re6ide the course 'as enabled on the !oodle platform( 'hich took appro#imatel% four months&

    The deliver% of the course of differential e,uations 'ith blended instruction strateg% began teaching August

    -( 2013 and 'ill end on December 13( 2013 aimed at t'o groups of second semester of mechanical

    engineering career( the evening shift( 'ith different schedules( each group receives t'o sessions from 1:30

    hr in the computer room( using the !oodle platform of the school and a session from 1:30 hr in the

    traditional classroom& "ach student has a computer located in a computer room&

    The !oodle platform presents information covering the topics of formal curriculum Differential ",uationscourse( e#amples of application of the information( e#ercises( videos( tasks( links to various *nternet sites

    containing related topics to the program&

    The first t'o sessions in the computer room( 'ent to e#plain the use of the content on the platform( its partsand ho' to upload files to present their 'ork& Attention students at each session in the computer room has

    been directed mainl% to technical problems of the operation of the platform& The difficulties of previous

    mathematical kno'ledge( especiall% the concepts of integral calculus( are still cause for additional

    guidance&

    At the beginning of each session( students 'ere instructed that the% should perform the activit%( this

    occurred appro#imatel% to the fourth class( since then the students identified in the activit% platform had to

    perform&

    After students entered their 'ork to the platform the teacher revie'ed them and gave them feedback(

    sometimes the student 'as asked to repeat the task( because presents inconsistencies or lack of se,uence in

    solving the problem or b% other errors&

    tudents are addressing the topics listed in the central part of the platform in se,uence( 'hich has the

    option to enter an% of them& At the beginning of the sessions students 'ere told that the% could revie' theentire course material to have an overvie' of it( after this initial e#amination 'ere advised them to enter to

    the issues in the order presented&

    The understanding of the issues being fre,uentl% accompanied b% supplementar% information search

    internet pages( a situation encouraged b% the teacher&

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    The face to face sessions are aimed at presenting the follo'ing issues that have been discussed in the

    previous session on the platform& The sessions 'ere based mainl% on the use of the blackboard( using the

    narrative techni,ue( the use of ,uestions and inviting the students to e#ercise and then go to the board to

    present them to their peers( these shares are incorporated to their scores on the jobs submitted to the

    platform&

    "ach student prepares its task using various tools& or e#ample( math editors( manuscripts 'ritten

    subse,uentl% photographed or in ord( to end an% previous submissions must upload it to the platform&

    Initial findings.

    Driving the course is being conducted consistentl% since the use of the platform had been continuous( inother 'ords( there 'as no *nternet outages or interruptions in the server that hosts the !oodle platform&

    There have been distractions for the students to use the platform& The reflection that arises is to include inthe ongoing reporting strategies using games and activities to full% grasp their attention and avoid

    distraction&

    4resentl% students are moving autonomousl% on schedule&

    o far detected attendance at sessions of -/& *n the ne#t fe' 'eeks it 'ill be applied an e#am to detect

    the student learning&

    pco!ing acti"ities.

    At the end of the course 'ill assess the efficienc% of the teaching materials( the relevance of the e#ercises(

    the degree of participation and student learning&

    The course 'ill be supplemented 'ith videos( e#ercises in the form of games and 'ill consider the

    possibilit% of dealing 'ith issues s%nchronousl%&

    *nterested teachers are invited to join this project to complement its design and participate in driving

    through *nternet&

    #eferences.

    Ausubel( D& 4& 20028&Adquisicin y retencin del conocimiento. Una perspectiva cognoscitiva& Carcelona:

    4aids&

    Cernard( 6& !&( Abrami( 4&$&( ou( H&( Corokhovski( "&( ade( A&( o+ne%( 9uang( C& 200?8& 9o'

    does distance education compare 'ith classroom instructionI A metaanal%sis of the empirical

    literature&Review of Educational Research 7438( 3B?3& doi: 10&3102J003?.-?30B?0033B

    $anfield( A& A& 1@B8 $anfield earning t%les *nventor%& Western sychological !ervice1 6ecuperado

    de http:JJ'''&tec'eb&orgJst%lesJcanfield1&html

    =ardner( 9& 20118& "he "heory of #ultiple $ntelligences& 6ecuperado de Error$ %yperlin& reference not

    "alid.

    pe+45re+( F&( 45re+pe+( $& % 6odr7gue+Ari+a( & 20118& Clended learning in higher education:

    tudentsK perceptions and their relation to outcomes& %omputers & Education '(38( @1@L@2.&doi:10&101.Jj&compedu&2010&10&023

    4iaget( M& 200.8&)a formacin del s*m+olo en el ni,o. $mitacin- uego y sue,o. $magen y representacin.

    !5#ico: ondo de $ultura "conmica&

    6ieber( 6& & "d8& 18& "he %ollected Wor/s of ). !. 0ygots/y. !cientific )egacy Fol& .8

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    6osa( !& % erman( & 20118& 6esearching online mathematics education: opening a space for virtual

    learner identities. Educational !tudies in #athematics 7118( .0& doi: 10&100BJs10.?011

    310

    kinner( C& 1?@8& Ferbal behavior& William 2ames )ectures 3arvard University. 6ecuperado de

    http:JJ'''&bfskinner&orgJbfskinnerJ4DCooksNfilesJilliam/20Mames/20ectures&pdf