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DeLESE L1

The document outlines the course DES 691 II, focusing on designing learning environments for science and engineering, including logistics, grading policies, and project details. Students will create a lesson plan incorporating defined objectives, assessments, and activities, with a significant emphasis on generative AI usage and ethical considerations. The course aims to develop effective educational approaches and integrate technology in teaching science and engineering.

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6 views16 pages

DeLESE L1

The document outlines the course DES 691 II, focusing on designing learning environments for science and engineering, including logistics, grading policies, and project details. Students will create a lesson plan incorporating defined objectives, assessments, and activities, with a significant emphasis on generative AI usage and ethical considerations. The course aims to develop effective educational approaches and integrate technology in teaching science and engineering.

Uploaded by

chandraferiharshi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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DES 691 II: Designing

Learning Environments
for Science and
Engineering
Aditi Kothiyal
August 2, 2024
Course Logistics

● Wednesday and Friday: 5:00 - 6:20 PM


● Google classroom
● Grading policy
○ Class participation: 20% (full grade if you participate in at least 80% of the classes)
○ Assignment 1: 15% (~week of aug 26)
○ Assignment 2: 15% (~week of oct 21)
○ Project: 50% (Individual or Pairs)
■ Mid-semester project report: 20%
■ End-semester project report + presentation: 30%
About the project

● Week-wise: Lecture + project related activities


● You will create a lesson plan for one lecture/tutorial/lab session
of any science or engineering course having
○ Defined Objectives
○ Planned assessment
○ Structured activities
○ Constructive feedback
○ Appropriate visualizations
Textbooks

1. ***Tormey, R., Isaac, S., Hardebolle, C., & Le Duc, I. (2021). Facilitating experiential learning in
higher education: Teaching and supervising in labs, fieldwork, studios, and projects. Routledge.
2. Johri, A., & Olds, B. M. (Eds.). (2014). Cambridge handbook of engineering education research.
Cambridge University Press.
3. Goodell, J., & Kolodner, J. (Eds.). (2022). Learning Engineering Toolkit: Evidence-Based Practices
from the Learning Sciences, Instructional Design, and Beyond. Taylor & Francis.
4. The design of learning environments, Chap. 6 from How People Learn. J. D. Bransford, A. L.
Brown and R. R. Cocking. National Academies Press.
Generative AI policy

● An AI tool that can generate language and produce coherent responses to your queries
● Uses existing data on the Internet to make connections and produce words that have
more likelihood of following each other
● Hallucinates - ie, makes random connections
● Can provide different responses to same query
● Useful for generating ideas, but lacks a “voice” in the writing
Rules for using genAI in this course

● You are allowed to use generative AI in your writing without penalty, however:
● [HONOR CODE] You must declare whether or not you used any generative AI in your
assignment
● If yes, you must say how and submit your entire conversation with the tool with your
assignment
● If you do not, I will still know that you used the tool and will penalize you or make you
repeat the assignment
Good practices for using genAI

● Improving your writing by make it clearer or more focussed or more personal


○ Provide as much information about your context as possible
○ Ask the tool if it understands
○ Tell it how you want them to write - long/short/which lens/what kind of language
○ Ask precise questions - learn as you go
● To iteratively improve your argumentation/understanding
○ Treat it like a peer that you are trying to teach or explain something to
○ Ask it to summarize what they understood from what you wrote
○ Ask clear questions, change prompts if necessary
○ Always evaluate the generated output for correctness and coherence
A little bit about you
What according to you does science and/or
engineering entail (each one say one)?
● Innovation +1
● Scientific method - observing, formulating hypo, testing hypo
● Creating a new thing from existing things
● Optimizing results within given constraints
● Detail study about a thing or how things work
● Sci is based on assumptions
● Creating universal principles
● Studying and creating our environment
● Awareness about the unknown aspects of things
● Granular knowledge about how things work, breaking them down, in order to use elsewhere
● Knowledge
● Creating something that makes life easier
What has been your
experience of learning
science and/or engineering?
Write at least one positive
and one negative aspect.
(individual, 3 min)
Describe your experiences
to your neighbour and list
all 4 (2 positive and 2
negative) aspects. If there is
an overlap, discuss and
come up with more to make
it 4 (unique) aspects.(pair, 5
mins)
Share these aspects with the class
Positive Negative
1) Chance to make an impact 1) Ethics is not incorporated from the start,
2) Kindled curiosity to know further very underrated
3) Definitive answers, so everyone can see 2) Way it is taught in schools - learning is
objectively what is happening tedious and burdensome +1
4) Is discussed with others in layperson’s 3) Inaccessible - tools are very specific
language 4) Impacted confidence
5) Social capital of studying science 5) Too objective, ignore the nuances of
6) Hands-on experimental fun human life +1
7) Criticality - scientific method 6) Technical and specialized education
8) Doing experimental work which requires an aptitude
9) Improves the ability to do “operations” 7) Time, material consuming
based on theory rather than trial and 8) Illogical assumptions +1
error 9)
10) Reflective observation
Describe the good and bad
features (at least one each)
of science and/or
engineering learning
environments you have
been in. (individual, 3 min)
Describe the good and bad
features to your neighbour
and list all 4 (2 positive and
2 negative) features. If there
is an overlap, discuss and
come up with more to make
it 4 (unique) features. (pair,
5 mins)
Share these features with the class
Effective Non-effective
1) Teachers expressions, demeanour 1) Teachers, students pointing out
2) Personal attention from teacher +1 “stupidity” +1
3) Clay - pushing imagination and intuition 2) Unispiring teaching
4) Participation of peers 3) Classficiation based on grades +1
5) Giving examples 4) Lack of examples
6) Role play +2 5) Chorus song of periodic table
7) Quiz, game, recap 6) Lack of explanation, only demos
8) Availability of resources 7) Long class duration
8) Outdated knowledge of the teachers +1
9) Ego of the teacher
10) Medium of instruction
11) Articulation of the teacher
12) Pace of the teacher
13) Narrow thought process of the teachers
What this course is all about

● Designing - a systematic approach to creating an artifact


● Learning Environments - the educational approach, context, physical setting and resources using
and in which teaching and learning will take place
● Science and Engineering - a specific type of knowledge and set of practices

● Designing effective environments for learning science and engineering


● A design approach based on an understanding of science and engineering, and how people learn
specific aspects of science and engineering
● Appropriate integration of technology
○ What is necessary?

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