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

Topics: Active Learning; Blended Learning; Constructivism and Social Constructivism ; Course Design and E-Learning Curriculae; e-Learning in Engineering Education; e-Learning Platforms, Portals; e-Learning Success Cases; Flipped Classroom; Game-Based and Simulation-Based Learning; Higher Order Thinking Skills; Instructional Design; Massive Open Online Courses; Project Based Learning and Engineering Education

Author: Robin T. Bye

Affiliation: Norwegian University of Science and Technology, Norway

ISBN: 978-989-758-239-4

Keyword(s): Flipped Classroom, E-Learning, Active Learning, Constructive Alignment, Problem-Solving, CodinGame, edX, C-4 Dynamite for Learning.

Related Ontology Subjects/Areas/Topics: Active Learning ; Blended Learning ; Computer-Supported Education ; Course Design and e-Learning Curriculae ; e-Learning ; e-Learning in Engineering Education ; e-Learning Platforms ; e-Learning Success Cases ; Game-Based and Simulation-Based Learning ; Higher Order Thinking Skills ; Instructional Design ; Learning/Teaching Methodologies and Assessment ; Pattern Recognition ; Project Based Learning and Engineering Education ; Simulation and Modeling ; Simulation Tools and Platforms ; Social Context and Learning Environments ; Theory and Methods

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. (More)

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Paper citation in several formats:
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

@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},
}

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

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