1. Learning By Doing EnhanceEdu Team

2. Agenda Background and Philosophy Background and Philosophy Identifying Identifying

3. Roger Schank People can learn best when they are put on in the ‘job’. People can learn best when they are put on in the ‘job’. It may be expensive or dangerous, simulations or other devices create that experience. It may be expensive or dangerous, simulations or other devices create that experience. There are two driving factors in this model: There are two driving factors in this model: Create a task (goal) that interests the student Create a task (goal) that interests the student Provide material that may be required to do the task - ensure that learning the material furthers the goal Provide material that may be required to do the task - ensure that learning the material furthers the goal These goals can be either in one ‘subject’ or can cut across different subjects as in real life. These goals can be either in one ‘subject’ or can cut across different subjects as in real life. Mentoring required to see learning from experience happens and can be transferred to other domains Mentoring required to see learning from experience happens and can be transferred to other domains

4. Scriptlets and MOPs Cognitive, physical and perceptual scriptlets to define basic sequence of instructions for doing tasks. Cognitive, physical and perceptual scriptlets to define basic sequence of instructions for doing tasks. higher level tasks are Memory Organisation Packets (MOPs) which are composed of scriptlets. higher level tasks are Memory Organisation Packets (MOPs) which are composed of scriptlets. Scriptlets are at such a level that they can be reused. Scriptlets are at such a level that they can be reused. Learning a new scriptlet by failure in one MOP can be transferred to another MOP. Learning a new scriptlet by failure in one MOP can be transferred to another MOP.

5. Example paying by credit card is a scriptlet that is used in a variety of MOPs. paying by credit card is a scriptlet that is used in a variety of MOPs. Eating at a restaurant (MOP) needs ordering, eating and paying scriptlets. Eating at a restaurant (MOP) needs ordering, eating and paying scriptlets. If someone made a mistake while paying by credit card at a petrol filling station, that learning can be used in the restaurant too If someone made a mistake while paying by credit card at a petrol filling station, that learning can be used in the restaurant too

6. Another example Writing a for loop (just printing value of index) is a scriptlet Writing a for loop (just printing value of index) is a scriptlet Declaring an array and assigning values is a scriptlet Declaring an array and assigning values is a scriptlet Reading a value from console or file is a scriptlet Reading a value from console or file is a scriptlet Writing a program to read a series of 100 numbers into an array is a MOP that uses the for loop scriptlet, the reading scriptlet and the array scriptlet Writing a program to read a series of 100 numbers into an array is a MOP that uses the for loop scriptlet, the reading scriptlet and the array scriptlet

8. L Dee Fink Cognitive first 2 levels Cognitive higher Levels, Psychomotor Affective domain

9. Foundational What key information (e.g., facts, terms, formulae, concepts, principles, relationships, etc.) is/are important for students to understand and remember in the future? What key information (e.g., facts, terms, formulae, concepts, principles, relationships, etc.) is/are important for students to understand and remember in the future? What key ideas (or perspectives) are important for students to understand in this course/unit? What key ideas (or perspectives) are important for students to understand in this course/unit? …think computationally (demonstrated by writing steps to perform a task) …remember some basic formulae needed to analyse an algorithm …understand how to derive the time complexity of an algorithm (may require scriptlets to identify recurrence relations etc) …paraphrase, translate, rewrite steps in an algorithm …trace an algorithm

10. Application What kinds of thinking are important for students to learn? What kinds of thinking are important for students to learn? Critical thinking, in which students analyze and evaluate Critical thinking, in which students analyze and evaluate Creative thinking, in which students imagine and create Creative thinking, in which students imagine and create Practical thinking, in which students solve problems and make decisions Practical thinking, in which students solve problems and make decisions What important skills do students need to gain? What important skills do students need to gain? Do students need to learn how to manage complex projects? Do students need to learn how to manage complex projects? …design at least three paradigms of algorithm to compute ________ and compare them in terms of ____ (student may not directly have material related to divide and conquer or backtracking or recursive but might think of these approaches intuitively) or design three different ways to schedule a number of people arriving for a service …analyse why a given algorithm doesn’t work/works (for a given specification)

11. Integration What connections (similarities and interactions) should students recognize and make…: What connections (similarities and interactions) should students recognize and make…: Among ideas within this course/unit? Among ideas within this course/unit? Among the information, ideas, and perspectives in this course/unit and those in other courses/units or areas? Among the information, ideas, and perspectives in this course/unit and those in other courses/units or areas? Among material in this course and the students' own personal, social, and/or work life? Among material in this course and the students' own personal, social, and/or work life? -Connection with data structures, performance measures for processes -Think of what kind of information needs to be stored in each of these algorithms and devise methods to store/retrieve effectively -Think of what parameters are being traded off in each case

12. Human (Soft Skills) What could or should students learn about themselves? What could or should students learn about themselves? What could or should students learn about understanding others and/or interacting with them? What could or should students learn about understanding others and/or interacting with them? ….is able to explain to a group of people with diverse backgrounds/personalities …is independent, but is able to cooperate and help others, when required. Respects people. …displays a commitment to classroom discipline, ethics. …is able to talk about issues or feelings.

13. Caring (enthusiasm) What changes/values do you hope students will adopt? What changes/values do you hope students will adopt? Feelings? Feelings? Interests? Interests? Ideas? Ideas? ….writes a paper or make a presentation of why this area of study is important, where it is useful etc. …contributes original ideas to extend the subject (need not be really original, but something that student was not exposed to and thought it out himself)

14. Learning to learn What would you like for students to learn about: What would you like for students to learn about: how to be good students in a course like this? how to be good students in a course like this? how to learn about this particular subject? how to learn about this particular subject? how to become a self-directed learner of this subject, i.e., having a learning agenda of what they need/want to learn, and a plan for learning it? how to become a self-directed learner of this subject, i.e., having a learning agenda of what they need/want to learn, and a plan for learning it?

15. So the task for the example Devise an algorithm to solve _________, compare with two other approaches in terms of complexity. Devise structures to store the data being manipulated in the algorithm and present any new ideas to extend the use of this approach. Defend or explain your approach to a group of people (who learnt other tasks) objectively and identify material to learn more about this subject. Devise an algorithm to solve _________, compare with two other approaches in terms of complexity. Devise structures to store the data being manipulated in the algorithm and present any new ideas to extend the use of this approach. Defend or explain your approach to a group of people (who learnt other tasks) objectively and identify material to learn more about this subject.

16. And material from Computational thinking Computational thinking How to perform analysis of algorithms How to perform analysis of algorithms Paradigms of algorithms Paradigms of algorithms Select Data structures Select Data structures

17. Top Down approach Map real world problems to concepts. Map real world problems to concepts. Come up with a project idea which can be used to teach the concepts in the course. Come up with a project idea which can be used to teach the concepts in the course. Divide the curriculum into modules or project into modules/sub tasks Divide the curriculum into modules or project into modules/sub tasks Each module deals with one concept and expects the student to do a few tasks regarding the project and learn in the process of doing the tasks. Each module deals with one concept and expects the student to do a few tasks regarding the project and learn in the process of doing the tasks.

18. Learning Objectives Make a list of learning objectives. It’s good if the list contains about 5 objectives. If you find more items to put you may want to divide the module. Make a list of learning objectives. It’s good if the list contains about 5 objectives. If you find more items to put you may want to divide the module. Use verbs mentioned in Blooms taxonomy while framing the learning objectives Use verbs mentioned in Blooms taxonomy while framing the learning objectives

19. Resources Resources should explain the concepts using various mediums like text, images, audio, video and animations. Resources should explain the concepts using various mediums like text, images, audio, video and animations. You must write and/or develop the material. Do not use the content from copyrighted material. You must write and/or develop the material. Do not use the content from copyrighted material. Explain each sub concept in appropriate logical order and use examples where ever appropriate. Explain each sub concept in appropriate logical order and use examples where ever appropriate. Every module should contain at least one video. Prepare videos using Camtasia Studio software or full fledged recording devices. There must be one video of course orientation video domain expert. Every module should contain at least one video. Prepare videos using Camtasia Studio software or full fledged recording devices. There must be one video of course orientation video domain expert. Use graphics, diagrams, or pictures only when they lend meaning and clarification to the topic. Use graphics, diagrams, or pictures only when they lend meaning and clarification to the topic.

20. Glossary and References Make a list of all new words used in the content with brief definitions Make a list of all new words used in the content with brief definitions Give pointers to material where students can learn more Give pointers to material where students can learn more

21. Assessment and Rubrics

22. After completing this unit, trainees will be able to Recognise simple data structures and their characteristics (stacks, arrays, queues) Recognise simple data structures and their characteristics (stacks, arrays, queues) Explain in own words, the operations on these Explain in own words, the operations on these Create and use these data structures in a C program. Create and use these data structures in a C program. Convert a business problem into program requirements, execute such a program and show results (within 30 min) Convert a business problem into program requirements, execute such a program and show results (within 30 min) Judge which data structure is most suitable for a given problem (or which implementation) Judge which data structure is most suitable for a given problem (or which implementation)

23. Also Be able to learn more variations of these three structures Be able to learn more variations of these three structures Feel interested in the subject Feel interested in the subject Communicate ideas in both written and oral form so others can work with them Communicate ideas in both written and oral form so others can work with them Work effectively in a team Work effectively in a team

24. Rubric A rubric is a scoring tool that lists the criteria for a piece of work to be assessed A rubric is a scoring tool that lists the criteria for a piece of work to be assessed