0. Team-Based Learning in a Graduate Course on Embedded Systems
Diane Rover
Panel: Flipping a Computer Architecture Course: What, If, When, How
June 13, 2015
Workshop on Computer Architecture Education
In conjunction with 42nd International Symposium on Computer Architecture

1. System Level Design (CPRE 588)
Source: Gajski et al., Embedded Systems Design book

2. Team-Based Learning Approach
Structured flipped classroom model
Each TBL module contains:
Selected readings or other resources
Individual preparation and assessment on key concepts (RA)
Several individual homework problems (Pre-App)
Several team application exercises solved in class (AppX)
Short lectures as needed

3. Student Feedback on TBL

4. More Student Feedback

5. Advice Start small Learn from others Start with the end in mind
Stay positive
Take advantage of resources and expertise
Process
Course content
Be prepared to put in more/new effort
Build in student accountability
Don’t forget about basic best practices
Have fun!

6. How much is enough? Active learning Structure of the flipped model
Student motivation
Student use of resources (preparation)
Performance feedback to students
Instructional collaboration
Availability of multimedia and problem-solving resources specific to the course

7. Additional Information

8. Assessment of Cognitive Levels in Application Exercises (CPRE 588)

9. Mean Cognitive Level (CPRE 588)

10. MIT’s first MOOC
6.002x consisted of video lectures, interactive problems, online laboratories, and a discussion forum.
Set of videos, called lecture sequences, released weekly; narrated by the lead instructor, averaged less than 10 minutes each, composed of illustrations, text, and equations
Online exercises to let students practice the concepts covered in the videos
Tutorials similar to small-group recitations that often accompany MIT lecture courses
Textbook accessible electronically
Discussion forum where students can have questions answered by other students or the teaching assistants
A Wiki to post additional resources

11. MIT’s first MOOC (continued)
“Studying Learning in the Worldwide Classroom - Research into edX’s First MOOC”
Research study:
Students’ use of resources by time spent on each;
How student background and capabilities related to their achievement and persistence; and
How their interactions with 6.002x’s curricular and pedagogical components contributed to their level of success in the course.

12. MIT’s first MOOC (continued)

13. Reference MIT’s first MOOC, “Circuits and Electronics” (6.002x):
L. Breslow, D. E. Pritchard, J. DeBoer, G. S. Stump, A. D. Ho, and D. T. Seaton, "Studying Learning in the Worldwide Classroom Research into edX’s First MOOC," Research & Practice in Assessment, vol. 8, Summer 2013, pp URL:
edX, MITx: 6.002x – Circuits and Electronics, Spring 2013, URL:

14. Teaching Alone, Teaching Together
Typical teaching: Instructors independently teach courses and collaborate intermittently to plan curricula or establish evaluation and accreditation procedures.
Traditional team teaching:
Faculty have different disciplinary knowledge and come together to teach a complex subject.
Bess’ model of team teaching:
Faculty from the same discipline form teams of specialists based on process knowledge, i.e., the process of teaching.
Seven major functional domains in the process of teaching: Pedagogy; Research; Lecturing; Leading discussions; Mentoring; Curricular and co-curricular integration; Assessment.
Like cross-functional teaming

15. Teaching Alone, Teaching Together
Preparatory Roles
The Pedagogue: Creating Designs for Teaching
The Researcher: Generating Knowledge for Team Teaching
Direct Student Contact Roles in Classroom Settings
The Lecturer: Working with Large Groups
The Discussion Leader: Fostering Student Learning in Groups
Facilitating Roles
The Mentor: Facilitating Out-of-Class Cognitive and Affective Growth
The Integrator: Linking Curricular and Co-curricular Experiences
The Assessor: Appraising Student and Team Performance
Like cross-functional teaming

16. Reference Teaching Alone, Teaching Together, J. Bess et al.
J. L. Bess and Associates, Teaching Alone, Teaching Together: Transforming the Structure of Teams for Teaching, Jossey-Bass, 2000.
D. T. Rover, “Taking Our Own Advice: Team Teaching,” Academic Bookshelf, ASEE Journal of Engineering Education, July 2002, pp URL: