Notes

Outline

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Items of interest that are not a focus of this talk …

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Definitions Collaborative Learning as opposed to co-operative learning Tentative definition of an ideal laboratory Teaching space that best facilitates the interaction amongst teaching personnel and students who are exploring the “world of physics” through the appropriate use of education technology and hands on experiments.

Issues to Consider … 1. Lab Layouts As a means of facilitating collaboration To allow the integration of lectures and labs Is there utilisation of appropriate technology Does it engage students in active learning with peers

2. Use of Technology Whiteboards (in corridors, 1 per collaborative group in lab) Data projectors – utilised in many labs PRS (MIT, Princeton, Boston Uni, Maryland) Videos explaining instrumentation skills

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3. Less focus on lectures 1 hour lecture, 3hrs tuts, lab (Princeton) Total learning environment (MIT) 2 x 2.5 hr discussion labs (UCDavis) Lectures not considered ideal active learning environment

4. Teaching Physics Majors Most Unis have separate undergrad teaching for majors 1st, 2nd ,3rd year distinction not evident at many Unis

"5." 5. Use of Graduate Students Lab Instructors (no academics in labs) Chinese/Indian students to do exam marking Teaching Physics (course at Stanford) Seminars, Prizes, GSIs (Berkeley)

MIT Physics Department

Artist’s Impression

Technology Enabled Active Learning Classroom Whiteboards fill the walls. Seats 63 undergraduate students

Teal 7metre table for 9 people and 3 connection areas for laptops, equipment and PRS

Lecturn for academic – several projectors and a document scanner for small demos. Also note the mics for students responding to questions

One data projector per screen. Movie cameras for each whiteboard seems like overkill (one graphics card and data projectors could have sufficed)

Personal response systems – used judiciously to procure student feedback. Results displayed on the screen within seconds of everyone answering.

Wheels on chairs ensure easy free movement

NEC Data projector mounted on ceiling

Whiteboards for staff and student use Note: switch activates movie camera

Lighting and carpet create “lounge room” ambience

Sufficient table spacing to minimise noise from neighbouring groups

Foyer with pics of the exciting labs that take place

Entry doors

Prep room for 1st year

All 1st year labs use small portable equipment

Equipment in small plastic boxes

Interface from physics experiment to computer

Prep room storage on racks

Compare Teal with boring lecture hall where attendance is now a real problem

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Background  Physics courses are fundamental in science and engineering education.  Electromagnetism is an abstract subject that students have difficulties with.  Students tend to solve problems algorithmically through prescribed operations - “plug and chug.”  Models and visual aids help students develop conceptual understanding.

TEAL: Studio Physics

TEAL – Technology-Enabled Active Learning  A merger of lecture, recitations, and hands-on laboratory experience into a technologically and collaboratively rich environment  A prototype implementation for the freshman electromagnetism course

The Goal of the TEAL Project

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Research Objectives

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Physics majors also do more advanced labs

Freshman physics majors just 3 weeks into the course and already learning advanced instrumentation skills in pairs. Pairs seems to be the norm at most physics labs.

Princeton Physics Department

Wooden sliding door leads to ancillary classroom used for pre and post lab sessions

Ancillary classroom blackboard for use by students and TA

University of California Davis

Undergrad labs are run together with tutorials as 2 x 2.5hr discussion labs supplemented with 1hr of lecture time.

5-6 groups of 5 students collaborate on the exercises. Each group has one blackboard and one experimental setup. Groups are self selecting on the whole.

There are discussions amongst the groups of 5 before and after the hands on exercises. The class is run by a TA who calls together the class as a whole for discussion at key points. The class has a maximum of 25-35 students.

The constant hub of activity and discussion is testament to the fact that students find it an engaging experience.

Note configuration of tables. Hexagonal collaboration area and rectangular area for equipment. Tables made from old doors in workshop.

Similar arrangement in another freshman lab

Improved tables, lab director suggested optimal table would have longer rectangular section.

Note one whiteboard per table

Traditional table set up in sophomore lab, no obvious educational vision that ties first year and later years together. Lab directors seem to work fairly independently, probably to maintain harmonious relationship.

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Summary MIT and UC Davis have custom designed their labs to enable a certain flexible teaching style to be implemented that combines elements of lectures, tuts and traditional labs in a collaborative setting. Compare with Berkeley who are planning folding walls, movable tables etc but have made no firm commitment to any direction in pedagogy. Which model is preferable? Workshop to resolve many of the issues raised today.