Active Learning

On Building and Implementing Adaptive Learning Platform Lessons for Pre-Class Learning in a Flipped Course

Research shows that active learning improves student performance and narrows the achievement gaps for marginalized groups. One of the active learning strategies is the use of flipped learning. However, flipped classrooms pose challenges due to reluctant student preparation in the pre-class learning requirements and general resistance from students to the modality. To address these challenges for a flipped engineering course in Numerical Methods, adaptive learning lessons that present content, assessment, and feedback based on student engagement and performance were created for pre-class learning using a commercial platform. The paper details how the lessons were developed, implemented in pre-class learning, and revised, creating a framework for other engineering educators who may want to duplicate them. An initial study of student behavior during the lessons showed that a low-performing student made many more attempts at the assessments while spending less time on the accompanying learning materials.

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Active Learning Undergraduate Course on UAV Path Planning and Tracking Using Numerical Simulation

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Mario G. Perhinschi ✉ ¹

1 Department of Mechanical and Aerospace Engineering, West Virginia University, Morgantown, WV, 26506, USA

Abstract

This paper presents the use of numerical simulation tools developed in MATLAB and Simulink for the design and implementation of an undergraduate course, introducing students to the path planning and trajectory tracking of unmanned aerial vehicles (UAV). The course is part of an aerospace engineering emphasis area; however, with minimal flight dynamics background, it is beneficial to students in related disciplines relevant to UAVs. The major classes of UAV path generation and trajectory tracking algorithms are introduced. Significant design issues and their implications are discussed and illustrated through numerical simulation. Course assignments use active and experiential learning approaches encouraging student creativity and initiative. They involve investigating algorithm alternatives and UAV diverse operational conditions beyond nominal, including control surface failures and adverse atmospheric phenomena.

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Using Active Learning to Connect Entrepreneurial Mindset to Software Engineering

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Ben Tribelhorn ✉ ¹ , H.E. Dillon ² , Andrew Nuxoll ¹ , Nicole Ralston ³

1 School of Engineering, University of Portland, Portland, OR, USA

2 School of Engineering & Technology, University of Washington Tacoma, Tacoma, WA , USA

3 School of Education, University of Portland, Portland, OR , USA

Abstract

The purpose of this research was to develop classroom project modules that supported students in developing an entrepreneurial mindset in the context of software engineering. The modules connect the software development life-cycle from beginning to end including user focused requirements elicitation and evaluating quality attributes. The modules were implemented in a junior level software engineering course, and three modules were surveyed in 2019 as part of a school-wide effort to embed entrepreneurial mindset into engineering curriculum. An IRB approved, student survey was developed and measured student perceptions of learning objectives that tie directly into ABET accreditation outcomes.

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Mobile Applications to Measure Students’ Engagement in Learning

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John C Chen ¹ , David Janzen ² , Ryan Chang ³ , Karen Mcgaughey ⁴ , Jim Widmann ⁵

1 Mechanical Engineering, Computer Science and Software Engineering, California Polytechnic State University San Luis Obispo, CA, USA

2 California Polytechnic State University San Luis Obispo, CA, USA

3 Outreach University of Oregon Eugene, OR, USA

4 Mechanical Engineering, Statistics California Polytechnic State University San Luis Obispo, CA, USA

5 California Polytechnic State University San Luis Obispo, CA, USA

Abstract

Evidence-based instruction or active learning is being more widely implemented in college teaching, and there is a need for instructors, evaluators and researchers to quantify their implementation in order to, for example, determine the efficacy of a new instructional technique. Here we introduce a new method for measuring students’ level of engagement with their learning.

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Active Learning Techniques in Digital Design Education for Engineering Technology Students

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Mihaela Radu ✉ ¹

1 Farmingdale State College, State University of New York

Abstract

The goal of this paper is to describe the motivation, methodology and results of introducing Active Learning Techniques in a Digital Design course. Digital Design is a four-credit junior level course for electrical and computer-engineering technology majors at Farmingdale State College, State University of New York. The students enrolled in this course have a large range of skills in term of experience with laboratory equipment, computer-based tools, and programming. The course introduces students to VHDL Hardware Description Language as the design entry method for digital circuits and to Field Programmable Gate Arrays (FPGA) platforms for the implementation of the digital circuits. Active learning techniques implemented in the course offer students more learning opportunities, potentially improving students’ knowledge and skills in digital design.

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