Scaling up project-based learning for a large introductory mechanics course using mobile phone data capture and peer feedback

Research output: Contribution to journalConference article

Abstract

Project-based learning (PBL) has been shown to result in many benefits, including improved conceptual understanding and enhanced skills in communication, teamwork, and creativity, all widely acknowledged to be core capabilities for engineers. However, implementations of PBL frequently rely on large course staffs or small class sizes to be effective. In this paper we present a PBL implementation strategy used in an introductory dynamics course at the University of Illinois at Urbana-Champaign (UIUC), which scales up to 500 students per term. This large-scale usage of PBL relies on two key implementation strategies: (1) use of students' own mobile phones as the primary data capture devices, and (2) computer-mediated peer feedback for the majority of formative assessment. We present project results and student survey data that demonstrate the feasibility of large-scale PBL that achieves student learning outcomes without undue instructor burden.

Original languageEnglish (US)
JournalASEE Annual Conference and Exposition, Conference Proceedings
Volume2016-June
StatePublished - Jun 26 2016
Event123rd ASEE Annual Conference and Exposition - New Orleans, United States
Duration: Jun 26 2016Jun 29 2016

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Mobile phones
Data acquisition
Mechanics
Students
Feedback
Engineers
Communication

ASJC Scopus subject areas

  • Engineering(all)

Cite this

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title = "Scaling up project-based learning for a large introductory mechanics course using mobile phone data capture and peer feedback",
abstract = "Project-based learning (PBL) has been shown to result in many benefits, including improved conceptual understanding and enhanced skills in communication, teamwork, and creativity, all widely acknowledged to be core capabilities for engineers. However, implementations of PBL frequently rely on large course staffs or small class sizes to be effective. In this paper we present a PBL implementation strategy used in an introductory dynamics course at the University of Illinois at Urbana-Champaign (UIUC), which scales up to 500 students per term. This large-scale usage of PBL relies on two key implementation strategies: (1) use of students' own mobile phones as the primary data capture devices, and (2) computer-mediated peer feedback for the majority of formative assessment. We present project results and student survey data that demonstrate the feasibility of large-scale PBL that achieves student learning outcomes without undue instructor burden.",
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