The Teacher as a Facilitator for Learning - Flipped Classroom in a Master’s Course on Artificial Intelligence

Robin T. Bye

2017

Abstract

In this paper, I present a flipped classroom approach for teaching a master’s course on artificial intelligence. Traditional lectures in the classroom are outsourced to an open online course to free up valuable time for active, in-class learning activities. In addition, students design and implement intelligent algorithms for solving a variety of relevant problems cherrypicked from online game-like code development platforms. Learning activities are carefully chosen to align with intended learning outcomes, course curriculum, and assessment to allow for learning to be constructed by the students themselves under guidance by the teacher, much in accord with the theory of constructive alignment. Thus, the teacher acts as a facilitator for learning, much similar to that of a personal trainer or a coach. I present an overview of relevant literature, the course content and teaching methods, and a recent course evaluation, before I discuss some limiting frame factors and challenges with the approach and point to future work.

References

  1. Abeysekera, L. and Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1):1-14.
  2. Abu-Mostafa, Y. S., Magdon-Ismail, M., and Lin, H.-T. (2012). Learning From Data: A Short Course. AMLBook.
  3. Andersen, H. L. (2010). “Constructive alignment” og risikoen for en forsimplende universitetspaedagogik. Dansk Universitetspaedagogisk Tidsskrift , 5(9).
  4. Anderson, J. R. (2015). Cognitive Psychology and Its Implications. Worth Publishers, 8th edition.
  5. Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32:347-364.
  6. Biggs, J. (2011). Aligning teaching for constructing learning. The Higher Education Academy, York, United Kingdom. Accessed online on 27.09.2011 at http:// www.heacademy.ac.uk/assets/documents/resources/ resourcedatabase/id477_aligning_teaching_for_ constructing_learning.pdf.
  7. Biggs, J. and Tang, C. (2011). Teaching for Quality Learning at University. McGraw Hill/Open University Press, 4th edition.
  8. Bishop, J. L. and Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA, volume 30.
  9. Bligh, D. A. (1998). What's the Use of Lectures? Intellect Books.
  10. Bonwell, C. C. and Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. 1991 ASHEERIC Higher Education Reports. ERIC.
  11. Borkowski, J. and Thorpe, P. (1994). Self-regulation and motivation: A life-span perspective on under- achievement. In Schunk, D. and Zimmermann, B., editors, Self-regulation of learning and performance: Issues of educational applications, pages 44-73. Hillsdale, NJ: Erlbaum.
  12. Bowen, C. W. (2000). A quantitative literature review of cooperative learning effects on high school and college chemistry achievement. Journal of Chemical Education, 77(1):116.
  13. Clark, R. C., Nguyen, F., and Sweller, J. (2011). Efficiency in learning: Evidence-based guidelines to manage cognitive load. John Wiley & Sons.
  14. Entwistle, N. and Ramsden, P. (1983). Understanding student learning. Beckenham: Croom Helm.
  15. Felder, R. M. and Brent, R. (2005). Understanding student differences. Journal of Engineering Education, 94(1):57-72.
  16. Foldnes, N. (2016). The flipped classroom and cooperative learning: Evidence from a randomised experiment. Active Learning in Higher Education, 17(1):39-49.
  17. Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., and Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23):8410- 8415.
  18. Gynnild, V. (2001). Laeringsorientert eller eksamensfokusert? Naerstudier av pedagogisk utviklingsarbeid i sivilingeniørstudiet . PhD thesis, NTNU.
  19. Gynnild, V., Holstad, A., and Myrhaug, D. (2007). Teaching as coaching: A case study of awareness and learning in engineering education. International Journal of Science Education, 29(1):1-17.
  20. Gynnild, V., Holstad, A., and Myrhaug, D. (2008). Identifying and promoting self-regulated learning in higher education: roles and responsibilities of student tutors. Mentoring & Tutoring: Partnership in Learning, 16(2):147-161.
  21. Hattie, J. and Goveia, I. C. (2013). Synlig laering: et sammendrag av mer enn 800 metaanalyser av skoleprestasjoner. Cappelen Damm akademisk.
  22. Johnson, D., R., J., and Smith, K. (1998). Active Learning: Cooperation in the College Classroom. Interaction Book Co., Edina, MN, 2nd ed. edition.
  23. Lage, M. J., Platt, G. J., and Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1):30-43.
  24. Lan, W. (1996). The effects of self-monitoring on students' course performance, use of learning strategies, attitude, self-judgment ability, and knowledge representation. Journal of Experimental Education, 64(2):101-116.
  25. Marshall, D., Summers, M., and Woolnough, B. (1999). Students' conceptions of learning in an engineering context. Higher Education, 38(3):291-309.
  26. Marton, F. (1981). Phenomenography - Describing conceptions of the world around us. Instructional Science, 10:177-200.
  27. Marton, F. and Booth, S. (1997). Learning and Awareness. Mahwaw, NJ: Lawrence Erlbaum.
  28. Negnevitsky, M. (2005). Artificial Intelligence: A Guide to Intelligent Systems. Addison Wesley, 2nd edition.
  29. Osen, O. L. and Bye, R. T. (2017). Reflections on Teaching Electrical and Computer Engineering Courses at the Bachelor Level. In Proceedings of the 9th International Conference on Computer Supported Education (CSEDU 7817). INSTICC, SCITEPRESS. Paper accepted for publication.
  30. Piaget, J. (1968). Six psychological studies. Trans. A. Tenzer.
  31. Prince, M. J. (2004). Does active learning work? a review of the research. Journal of Engineering Education, 93(3):223-231.
  32. Prosser, M. and Trigwell, K. (1999). Understanding learning and teaching: The experience in higher education. Buckingham: Society for Research in Higher Education and/Open University Press.
  33. Russell, S. and Norvig, P. (2010). Artificial Intelligence: A Modern Approach. Pearson: Upper Saddle River, New Jersey, 3rd (international) edition.
  34. Russell, S. and Norvig, P. (2013). Artificial Intelligence: A Modern Approach: Pearson New International Edition. Pearson: Upper Saddle River, New Jersey, 3rd edition.
  35. Schaathun, H. G. and Schaathun, W. A. (2016). Learning mathematics through classroom interaction. In The 18th SEFI Mathematics Working Group seminar on Mathematics in Engineering Education, pages 155- 161.
  36. Schroeder, C., Scott, T. P., Tolson, H., Huang, T.-Y., and Lee, Y.-H. (2007). A meta-analysis of national research: Effects of teaching strategies on student achievement in science in the united states. Journal of Research in Science Teaching, 44(10):1436-1460.
  37. Sotto, E. (2007). When teaching becomes learning: A theory and practice of teaching. Bloomsbury Publishing.
  38. Springer, L., Stanne, M., and Donovan, S. (1999). Effects of Small- Group Learning on Undergraduates in Science, Mathematics, Engineer- ing and Technology: A MetaAnalysis. Review of Educational Research, 69(1):21- 52.
  39. Topping, K. and Ehly, S. (1998). Peer-assisted learning. Routledge.
  40. Topping, K. J. (1996). The effectiveness of peer tutoring in further and higher education: A typology and review of the literature. Higher Education, 32(3):321-345.
  41. Vygotsky, L. (1978). Mind in society. London: Harvard University Press.
Download


Paper Citation


in Harvard Style

Bye R. (2017). The Teacher as a Facilitator for Learning - Flipped Classroom in a Master’s Course on Artificial Intelligence . In Proceedings of the 9th International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-758-239-4, pages 184-195. DOI: 10.5220/0006378601840195


in Bibtex Style

@conference{csedu17,
author={Robin T. Bye},
title={The Teacher as a Facilitator for Learning - Flipped Classroom in a Master’s Course on Artificial Intelligence},
booktitle={Proceedings of the 9th International Conference on Computer Supported Education - Volume 1: CSEDU,},
year={2017},
pages={184-195},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0006378601840195},
isbn={978-989-758-239-4},
}


in EndNote Style

TY - CONF
JO - Proceedings of the 9th International Conference on Computer Supported Education - Volume 1: CSEDU,
TI - The Teacher as a Facilitator for Learning - Flipped Classroom in a Master’s Course on Artificial Intelligence
SN - 978-989-758-239-4
AU - Bye R.
PY - 2017
SP - 184
EP - 195
DO - 10.5220/0006378601840195