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Batteries in series. These circuit diagrams address the misconception of batteries as constant current sources, section 4.1.4.
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We describe the implementation of Tutorials in Introductory Physics in a German university course. In particular, we investigate if the conceptual challenges that gave rise to the development of Tutorials are also found among German students, which hurdles to the implementation of Tutorials are encountered in a German context, and how Tutorials are...
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The adoption of Learning Analytics in the higher education sector has stagnated in recent years. Research suggests that data privacy issues play a central role in the use of Learning Analytics. In this paper, we present RWTHanalytics, an open-source, privacy-focused software that logs no personal data while providing a user interface for descriptiv...
Citations
... Also, the type of competence regulates the type of test strategy to follow, and the inference-type between bases regulates, how to address the subject. Finally, established learning materials as "Tutorials" (Riegler [25], Steinberg [28]) are an excellent basis to build a tutoring approach upon. ...
A powerful new complement to traditional synchronous teaching is emerging: intelligent tutoring systems. The narrative: A learner interacts with a digital agent. The agent reviews, selects and proposes individually tailored educational resources and processes – i.e. a meaningful succession of instructions, tests or groupwork. The aim is to make personal tutored learning the new norm in higher education – especially in groups with heterogeneous educational backgrounds. The challenge: Today, there are no suitable data that allow computer-agents to learn how to take reasonable decisions. Available educational resources cannot be addressed by a computer logic because up to now they have not been tagged with machine-readable information at all or these have not been provided uniformly. And what’s worse: there are no agreed conceptual and structured models of what we understand by “learning”, how this model-to-be could be implemented in a computer algorithm and what those explicit decisions are that a tutoring system could take. So, a prerequisite for any future digital agent is to have a structured, computer-accessible model of “knowledge”. This model is required to qualify and quantify individual learning, to allow the association of resources as learning objects and to provide a base to operationalize learning for AI-based agents. We will suggest a conceptual model of “knowledge” based on a variant of Bloom’s taxonomy, transfer this concept of cognitive learning objectives into an ontology and describe an implementation into a web-based database application. The approach has been employed to model the basics of abstract knowledge in engineering mechanics at university-level. This paper addresses interdisciplinary aspects ranging from a teaching methodology, the taxonomy of knowledge in cognitive science, over a database-application for ontologies to an implementation of this model in a Grails service. We aim to deliver this web-based ontology, its user-interfaces and APIs into a research network that qualifies AI-based agents for competence-based tutoring.
DESCRIPTION
Learning environments, as defined in the previous chapter as necessarily having intentionality, may not cover all of the aspects of the formal instruction. Such learning environments are classified as “setting-specific” in that they create a setting to address specific instructional needs. As such, they are adapted wherever they are adopted to fit the target's culture and needs, and different implementations may look somewhat different. Because of their restriction to specific settings, these particular learning environments are able to be used within the same course or formal instruction. We present five keystone setting-specific learning environments and classify them into three distinct families: integrating pedagogy in reformed physical spaces (SCALE-UP), engagement within the lecture setting (Peer Instruction and Interactive Lecture Demonstrations), and cooperative learning outside the lecture setting (Tutorials and Cooperative Problem Solving). We discuss the features that make each of these examples a learning environment and describe key areas of research conducted within the keystone examples as well as some adaptations made from those examples.
The learning process carried out at home during the COVID-19 pandemic demands the creativity of educators so that the material provided can be understood by students. The problems that arise during online lectures are changing the habits of students who always get detailed explanations from lecturers, while in online lectures the interaction between students and lecturers is limited and there are student guidelines for independent study. The research was conducted with the aim of evaluating the learning process at home using video-based tutorials. The methodology is carried out using the ADIIE model. The process of making tutorials is done by making a video story board that will be made and implementing the story board using Camtasia Studio. The results of the study resulted in Structured Programming course material in the form of video tutorials from meetings 1 to 10. The evaluation results showed that 39.1% of students answered very well to the question of whether videos can be used for self-study at home and 60.8% answered quite well.
The aim of this research is to identify pre-service science teachers’ experiences during the simple electrical circuit establishment process, points they were challenged with, and developed strategies they used against the challenges they were experimenting with this process. In this study, embedded single case study, which is one of the qualitative research methods, was used. The case was two weeks of tertiary level Physics Laboratory-2 course, each lasted 1, 5 hours long. 16 female freshman students participated in the study voluntarily. In the laboratory, the students performed their experiments in four groups. The laboratory environment was recorded with one camera, and each group had one audio recorder. The video recordings and sound recordings were then synchronized and evaluated together, descriptive analysis was conducted. In the first week, necessary experimental materials were explained in detail and students made serial and parallel circuits with two resistances, measurements with ammeter and voltmeter. In the second week, students were required to set up different circuits which can be done with 3 resistors, and to make current and potential difference measurements in these circuits. The results of this research were presented with three main headings. First, the students’ processes of establishing simple electrical circuits were described by emphasizing the differences among the groups. Later, students’ difficulties in the process of establishing simple electrical circuits were identified. Finally, examples were given on the strategies of the students to solve the difficulties they were experiencing. It was concluded that systematic procedural techniques like following circuit diagrams or repeated comparisons of diagrams with the circuit may provide productive habits to reduce errors in the process of establishing simple electric circuits.
Tutorials in introductory physics (TIP) are a well known resource for use in third level insititutions for developing students' understanding of physics concepts. However, this resource is only sparingly used at second level. This study presents an adaptation of the approach taken in TIP to enhance the understanding of vector addition of a group of upper secondary students. The results present qualitative evidence of the development of the students' understanding of vector addition. Issues surrounding the application of their understanding to an electrostatics context are also examined. Our results indicate that the approach taken in TIP can improve student learning at second level, and contribute to the small body of literature on this topic.
