EDEC

EDEC TLTP-3 Good Practice Guides: 

EDEC TLTP-3 Good Practice Guides Erik Dagless and Peter Hicks University of Bristol and UMIST

Overview of talk: 

Overview of talk Outline what the EDEC TLTP-3 project was about and To introduce briefly the Good Practice Guides which are the deliverables of the project They are UMIST:- Embedding Simulations into Electronic Design Courseware Bristol:- Progress tests using WebCT Newcastle:- Replacing Lecturing with Courseware Oxford Brookes:- Flexible delivery of courseware (chunking)

Brief history of EDEC: 

Brief history of EDEC Project started in 1992 under TLTP-1 – £1M Produce Electronic Design Educational materials to support teaching especially in area of ECAD – based on Authorware 74 modules (~ 1hr duration) have been produced TLTP-3 project aimed at demonstrating EDEC materials embedded into learning materials Porting EDEC to web based browser delivery – all 74 done (Now have e-trading shop where modules can be purchased) Here are the main outputs of the work

Embedding Simulations into Electronic Design Courseware (UMIST): 

Embedding Simulations into Electronic Design Courseware (UMIST) Simulation - a valuable aid to learning Encourages experimentation Self-discovered knowledge endures Useful for modeling real-world situations Safe, cost-effective

Web-Based Simulation: 

Web-Based Simulation UMIST have embedded simulations into web-based applications EDEC computer-based learning software SPICE circuit simulator Early versions used a CGI interface Latest work uses XML as an intermediate form

Slide6: 

Flow Diagram for the Web-Based Simulation Environment

Slide9: 

System Flow Diagram using XML as an Intermediate Form

Progress tests using WebCT: 

Progress tests using WebCT Progress tests needed to get students developing study skills Paper versions used – wanted to automate more Progress tests used in formative and summative assessments Little interest in the former WebCT features used were quiz within course structure Contents added in htm files Digital Electronics progress test implemented in WebCT Data sheet used to “mimic” real situation – never have blank paper Wanted to use graphics – but could not really replace it

Response of students: 

Response of students No negative response from students – happy to do tests Must be some marks awarded, very little interest in formative use 1st test done under exam conditions Too staff intensive, cheating possible Now question have alternates i.e. no two students get same test Cheating much harder, relaxed conditions 9:00 to 17:00 in lab In Spring 2001 105 students did the test. The average mark was 57.1% SD of 31.6%; fifteen got 100%, while thirty six got below 40%. So there is little evidence of such a test being easy.

Observations and comments: 

Observations and comments Staff time to convert questions the first time can be significant Need methodology if someone else enters questions Once familiar process can be quick, making alternates can be easy Staff should be able to manage quizzes themselves Problems initially with fonts and images now much better Mathematical equations need some skill Cheating tempting – time logs help – observing stops most of it Alternates must be compatible – easy to make some harder Future – keen to continue – price becoming serious problem

Replacing Lecturing with Courseware: 

Replacing Lecturing with Courseware EDEC material in small modules Very flexible in use But must maintain variety mix CAL, lectures and practicals Time saving from CAL vs lecture

Slide14: 

Role of lecturer changes students learn basic facts themselves lecturer freed to interact individually But CBL-based course requires careful integration into syllabus extensive resources needed detailed logistical planning careful monitoring during use

Flexible delivery of courseware “chunking”: 

Flexible delivery of courseware “chunking” EDEC modules made into smaller “Chunks” These embedded into web delivered materials Highly flexible use of material Lecturer orders content supplements with own notes and other materials ‘Analogue System Design’ course was developed

Observations about process of chunking: 

Observations about process of chunking (i) an appropriate contextual setting is provided for the chunk (ii) an exit summary is added to ensure that the outcomes of the material are clear (iii) cross-referencing to material outside the chunk removed replaced with hypertext or additional courseware pages to ensure that the chunk is self-contained, (iv) formative interactions/assessments work correctly within the confines of the chunk (v) the chunk runs correctly when extracted from the original EDEC module.

The end ……. but: 

The end ……. but

You can now explore: 

You can now explore Look at EDEC material and buy from the shop:- http://www.edec.co.uk/ See examples of simulation at:- http://a19c1.ee.umist.ac.uk/ Transistor simulation (better one to look at) And diode simulation Explore WebCT progress tests and other materials http://info.een.bris.ac.uk:8900/ Login ltsn2002: password ltsn2002 EENG14000 – Quizzes: Content Boolean algebra EDEC hunks EENG20400 – Quizzes in different format assessing lab work EENG38040 – Contents with EDEC embedded (Addressing modes) However to see any EDEC material need AW player V5 or V6!!!!!