Title: Collaborative Learning Using SKIES for Engineers

Introduction and Purpose:

Florida Atlantic University comprises a diversified student body. A typical class includes students who have wide-ranging levels of academic preparation. Instructors often face the overwhelming task of making class time worthwhile for both sufficiently prepared and under prepared students. This project aims to implement a collaborative and adaptive learning/teaching methodology using SKIES [1, 2] to the course Comp Apps in Engineering 1 (EGN 2213) offered at the Department of Ocean and Mechanical Engineering. This project intends to spearhead the effort of adopting modern practice of education with technology into our engineering curriculum and set an example for others to follow. We start with EGN-2213 and expand by adding one course each year.

 A typical instructional method is a one way communication path - from the instructor to the student. The instructor may take a moment or two, to ask the students if the material discussed ‘makes sense’- typically look for a positive nod from students and then proceed.  Turns out this instructional method isn’t the most effective one. For effective instruction the concepts need to be presented, sequenced and timed in pace with a student’s learning state. Learning state variations between students are likely to be accentuated due to accelerating trend toward larger class sizes and higher student-teacher ratios; thereby decreasing the likelihood of student success. In a traditional class setting student feedback is infrequent, making it difficult to adapt the materials to fit the learning state of a particular student/class. In order to maximize student success, it is imperative that the students understand material in real-time.

A recent study by Freeman et al [3] shows that integration of the active learning methodologies into lecture and lab classes are highly effective at increasing student performance in science, technology, engineering, and mathematics. Active learning engages students in the process of learning through activities and/or discussion in class, as opposed to passively listening to an expert thereby accentuating higher-order thinking. This study also reports improved examination performance that led to better grades. An effective tool to achieve adaptive teaching/learning method is SKIES (Su-Kam Intelligent Education Systems), a collaborative learning app for iPads. SKIES has been successfully implemented in several graduate and undergraduate classes (Ch 3X, Bi 122, CS 156, Ch 120, Ch 121) at California Institute of Technology and Pasadena City College [4].

Su-Kam Intelligent Education Systems (SKIES)

SKIES, a collaborative learning app was developed by two Caltech alumni Julius Su, PhD and Victor Kam, PhD with the aim to provide interactive instruction methodology that would allow students to actively participate in the learning process. It provides a platform for interactive learning through an adaptive and automated progression through an interlinked knowledge base. It furthers both the understanding of individual items, and the connections between them, in a sequence designed to maintain, reinforce, and advance student knowledge over time. Basically this app creates a “class tree” or “knowledge tree” upon which students and teachers can post cards in a variety of multimedia formats. Typically, the instructor makes a tree by posting a lecture created as PowerPoint slides on an electronic bulletin board. Students can then add “branches” or “cards” to the fundamental structure, in the form of questions, by sharing results, and students may also attach experimental data, conclusions, open-ended questions, supplemental information they have found online, etc. The cards are linked together into an easy-to-browse “class tree”. Users can then go through the material together. SKIES has several advantages; it is easy to use, and allows students to submit questions asynchronously prior to and during the class, and enables documentation of the discussions. It offers a personal and interactive learning experience since it makes it easy for students to speak out and contribute. A student can access and review their progress anytime and anywhere. SKIES uses adaptive technique to trace learners’ performance during and after a lecture so that the educator is able to quickly adjust course contents to suit the needs of learners.

Implementation:

It is proposed to use SKIES for Comp Apps in Engineering 1 (EGN 2213) to be offered the following semester (Spring 2015). This is an introductory programming course using MATLAB. The Maximum allowable class size is 35 students. Lectures will be presented in the form of Power Point slides and real-time MATLAB scripts/programs. SKIES will be used as a tool for managing and getting quick feedback from the students. Student performances will be compared at the end of the course. The primary requisites for the implementation of SKIES are (1) the app SKIES ( 2) a rapid Wi-Fi connectivity and (3) 35 iPads.

Improved grades were reported with SKIES at Caltech [5]. We expect the same trend here at FAU and hope to build a strong learning foundation for our students. The successful implementation of SKIES would encourage adopting it for other classes, across other departments and subsequently across campuses. This pilot implementation would lay a foundation for building certificate program through distance learning (for instance the offshore engineering master’s program). By employing active learning instructional strategies we can maximize student learning and increase the likelihood of student success.  

By incorporating SKIES, a collaborative learning tool (well suited for large classes) in to our present lecture methodologies, we can make learning more effective, efficient and meaningful. This would improve graduation rate, retention, recruitment and make this investment sustainable.

References:

[1] http://skieslearn.wordpress.com/

[2] http://www.google.com/patents/US8832117

 [3] Active learning increases student performance in science, engineering, and mathematics, Freeman et al, PNAS, 111(23), pp. 8410–8415, June 10, 2014.

[4] https://csa.caltech.edu/CaltechLearning

[5] https://csa.caltech.edu/documents/7-skiesarticle.pdf