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Rationale Most core electrical and computer engineering lectures are taught along with an accompanying laboratory course. The synergy learning process that verifies the theory through application is often neglected because the lecture and labs are given at different times. The traditional labs also hinder learning because of limitations in space, equipment and operating times. Our initial objectives were met by establishing a mobile studio class setting in which conventional laboratory equipment was replaced by a Tablet PC that utilizes real-time data acquisition software. We found dramatic grade improvements with the course that used the Mobile Studio approach as compared to the traditional teaching environment. More coursework was covered during the school year as well. Furthermore, the students rated the mobile studio class as quite favorable in terms of increasing their ability to apply theory, knowledge of subject matter, and interaction with other students in the course. Even though dramatic learning improvements were achieved using the Tablet PC, the project team members observed that more student-Tablet PC interaction could be achieved by increasing the number of available Tablet PCs. Furthermore, the student’s use of the Tablet PCs was limited to classroom lectures because of security concerns. Motivated by these observations, we would like to expand the Mobile Studio project by providing each student with their own Tablet PCs for the entire school year.
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Implementation (pedagogy) Mobile studio pedagogy has two essential components: combination of theory and application and extension of classroom to "anywhere anytime." Traditionally the lecture and lab courses are taught separately. In particular the lab course was administered in a traditional laboratory facility. With the mobile studio approach, the lab can be taught in any room. Any classroom with tables and wireless access can be turned into a lab. Through the wireless network, students can access lecture materials, slides, and additional drawings using the Tablet PC. This dramatic change and quick realization of the mobile studio pedagogy was only possible by the help from our collaborators at Rensselaer Polytechnic Institute (RPI). Their expertise and experience opened our eyes on the new pedagogy of engineering teaching, and they helped us launch two demonstration events of mobile studio class. The experience gained from the demonstration propelled us to easy deployment of the wireless environment with the HP grant and a smoother transition to the mobile studio pedagogy.
Charles Kim's Classnote Page
Mobile Studio Demonstration Page
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Implementation (technology) TThis technology-rich environment can only be available by utilizing the Tablet PC, wireless communication architecture, and Windows-based data acquisition and graphic display software. The primary hardware component for the Mobile Studio Laboratory includes a USB-connected interface board which measures and generates signals. Software developed by RPI performs real-time evaluation of signal electrical properties from a protoboard and monitored using the Tablet PC. The measuring and displaying software replaces conventional laboratory equipment: oscilloscopes, DC and AC power supplies, digital multimeters and signal generators.
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Impact on Teaching Lecturers are excited by the Tablet PC technology and its writing table. A slide show now can become the template for dynamic teaching material with instant drawings and notations using PowerPoint as compared to traditional chalk board-based lectures. By expanding the mobile studio class setting to several courses, the following goals can be addressed: * The Tablet PC will improve teaching efficiency for distributing information to students through electronic interaction, thus increasing the teaching throughput * The Mobile Studio Lab will provide greater flexibility in providing a teaching environment that utilizes both theory and experimentation
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Impact on Student Learning The grades distribution of students improved dramatically in the Electronics course that utilized the Tablet PC (2005) compared to the previous year (2004). The number of A and B grades doubled among students using the Tablet PC. Furthermore, the class without the Tablet PC required curved grades and additional makeup exams. Class attendance improved also. We expect grades to improve in all classes that incorporate the Tablet PC in the curriculum. While grading is one aspect of evaluating learning performance, the faculty also observed improvements in attitude and motivation by students utilizing the Mobile Studio approach.
Survey Form
Initial Survey Result
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Prof. Kim and Francis Sammy test a microcomputer code while Andrew Barnor is waiting for his turn.
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"My teaching philosophy with Mobile Studio is to provide greater flexibility in student learning such that students can learn using mobile technology in any physical environment, no longer restricted by facilities or special equipment. The motto is 'lecture in lab, lab in lecture,anywhere any time'" -Charles Kim "Utilizing design software, in conjunction with the lab station, provides a wider approach to teaching the course" - Kojo Linder
Mobile Studio by HP Technology for Teaching grant
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Quick Facts Dept: Electrical and Computer Engineering Courses Impacted: 4 (Electronics I Lecture and Lab, Intro to Computer Engineering Lab, and Network Analysis I) # Students Impacted:80 Junior- and Senior-level students # Faculty Involved: 3 This project is funded in part by an HP Technology for Teaching grant.
Department Web Page
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Contact Us PI: Kojo Linder [email protected] 202-806-6590 Project Web Site: http://netstar.eng.howard.edu/mobilestudio-HP.html Co-PIs: Charles Kim ([email protected], 202-806-4821) Jianchao Zeng ([email protected], 202-806-6584)
Howard University HP Project Web Site
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