Search

Your search keyword '"Gilmore, Alisa"' showing total 8 results
Start Over Author "Gilmore, Alisa"
8 results on '"Gilmore, Alisa"'

1. Multi-Year Case Study in Blended Design: Student Experiences in a Blended, Synchronous Distance Controls Course.

Author

Gilmore, Alisa, Daher, Tareq, and Peteranetz, Markeya

Subjects
DESIGN students, BLENDED learning, EXPERIMENTAL design, PERCEIVED benefit, COVID-19
Abstract

This case study combines two primary areas of literature, blended learning and synchronous distance instruction. The literature provides various interpretations and definitions of blended learning. We define blended learning as a classroom learning model that integrates in-person and online asynchronous instruction with reduced time in class. We discuss blended learning with a synchronous distance teaching component that incorporates evidence-based instructional strategies. We explore a specific mode of synchronous distance instruction where the faculty member is physically located with one set of students and other students are connected into the class remotely. In our case study, students are located in two classrooms on two campuses that are sixty miles apart. The instructor facilitates instruction from either of the campuses. With these two definitions in mind, we present insights fromthis case study into student experiences in a linear controls course over a three year period (2016, 2018, 2019) in a blended, synchronous distance classroom. A follow-up on the impact of COVID-19 (2020) on the course is also presented along with a comparison of student performance on an individual design project during the years of the study and duringCOVID-19. Throughout the three-cohort study, students experienced high levels of perceived benefit and engagement in the online course content. Empirical data indicates that the course design proved to be effective in facilitating student achievement both before and during COVID-19. [ABSTRACT FROM AUTHOR]

Published
2021

3. Design Elements of a Mobile Robotics Course Based on Student Feedback.

Author

Gilmore, Alisa

Subjects
*ROBOTICS in education, *ENGINEERING education, *ENGINEERING students, *CURRICULUM, *SEMESTER system in education
Abstract

The use of robots in undergraduate classrooms has seen a boom in recent years due to the universal appeal of robots, and the applicability of robot systems to preparing students for career paths in computer science, robotics and intelligent systems, and as well as for teaching fundamental engineering and programming concepts in a fresh way. At our University, a novel robot platform was developed in 2008 as part of a funded outreach project, applicable to both K- 12 outreach and university level instruction. The robot platform, named the CEENBoT, became a central learning platform for instructing K-12 math and science teachers in a large educational robotics project and was simultaneously adopted into the Freshman and Sophomore curriculum in the department of Computer and Electronics Engineering (CEEN), one of the key partners in the outreach project. In the CEEN department, use of the CEENBoT was proliferated through a progression of undergraduate courses as an active learning component in teaching students fundamental computer and electrical engineering topics with a goal of providing additional hands-on engagement. Most often, this included at least one lab or project using the CEENBoT platform in each course. As part of this adoption, an existing course, Introduction to Robotics, was modified to include topics in mobile robotics and include exercises with the CEENBoT. It was offered one time. To test the effectiveness of this course, at the end of this course offering, a focus group study was conducted to gather student feedback over a wide range of discussion topics about the course. This feedback was analyzed and used to provide guidance for a future and final iteration of the course. The focus group results indicated important directions for the next iteration of the course. The results of this initial study were published and presented in a paper at the ASEE National Conference and Exposition in summer 2010. In 2010, the final iteration of a newly titled Mobile Robotics I course and lab was created to directly address these issues. It was dedicated to mobile robotics concepts with newly designed labs and an extensive suite of custom firmware developed to make the CEENBoT useful for teaching advanced robotics topic. This paper describes the innovations that were created for this course and the subsequent student feedback that has been obtained through several years of teaching the course, including 2010, 2011, and 2013. Student feedback was obtained through an anonymous internet-based survey instrument at the end of each semester, and reviewed by the instructor after course grades were turned in. The feedback over the three years has validated the course design, and shown the effectiveness of using student focus group feedback for providing excellent direction in course refinement and creation. Finally, this paper illustrates hurdles overcome in designing a robotics course that is both effective for student learning and based upon a novel mobile robot platform. This paper is organized into the following sections: Background: The Need for a Mobile Robotics Course, Mobile Robotics Course Goals, Course Innovations, Analysis of Student Feedback, Reflections, and Conclusion. [ABSTRACT FROM AUTHOR]

Published
2015

Catalog

Books, media, physical & digital resources
See catalog results