Project Courses Prasun Dewan (dewan@cs.unc.edu) Department of Computer Science University of North Carolina at Chapel Hill 1
What structure do you expect? So I can adapt So I can adapt So you think abstractly about the So you think abstractly about the structure of a typical lecture structure of a typical lecture So I can learn from you So I can learn from you
Lecture Goals Definition of Project Definition of Project Impact on Teaching Activities Impact on Teaching Activities Techniques Techniques Tools Tools Principles/Data Principles/Data
Projects vs. Non-Projects Compute the product of two Compute the product of two numbers numbers Tangible “Virtual or Physical” Artifact Tangible “Virtual or Physical” Artifact Write an essay Write an essay Real-World Problem Real-World Problem Describe body’s response to a health Describe body’s response to a health problem problem More than one Solution to Problem More than one Solution to Problem Classify a species Classify a species Industrial-Strength Tools Industrial-Strength Tools Assemble a device Assemble a device Degree of Projectess! Degree of Projectess! Create a software program Create a software program Theorem proof Theorem proof Krajcik, J. and N. Shin (2014). Project-Based Learning. The Cambridge Handbook of the Learning Sciences. R. K. Sawyer, Krajcik, J. and N. Shin (2014). Project-Based Learning. The Cambridge Handbook of the Learning Sciences. R. K. Sawyer, Cambridge University Press : 275-297. Cambridge University Press : 275-297.
Pedagogy Styles Compute the product of two Compute the product of two numbers numbers Tangible “Virtual or Physical” Artifact Tangible “Virtual or Physical” Artifact Write an essay Write an essay Inductive Inductive Real-World Problem Real-World Problem Describe body’s response to a health Describe body’s response to a health problem problem More than one Solution to Problem More than one Solution to Problem Classify a species Classify a species Industrial-Strength Tools Industrial-Strength Tools Deductive Deductive Assemble a device Assemble a device Create a software program Create a software program Theorem proof Theorem proof
Inductive vs. Deductive Inductive Inductive Example 1 Example 1 General Concept (Abstraction, General Concept (Abstraction, Example 2 Example 2 Algorithm) Algorithm) Example N Example N Deductive Deductive Inductive Sticks Inductive Sticks Deductive used, inductive takes Deductive used, inductive takes teacher long time to master teacher long time to master Some Students like deductive Some Students like deductive Felder, Richard M , Reaching the Second Tier--Learning and Teaching Styles in College Science Education. . Felder, Richard M , Reaching the Second Tier--Learning and Teaching Styles in College Science Education. . Journal of College Science Teaching , v22 n5 p286-90 Mar-Apr 1993 Journal of College Science Teaching , v22 n5 p286-90 Mar-Apr 1993
Maximum “ Projectness ” in CS Intro to Programming Intro to Programming Theory of Computation Theory of Computation Algorithms Algorithms Compilers Compilers Cumulative assignments addressing real- Cumulative assignments addressing real- world problems using real-world tools on world problems using real-world tools on Software Engineering Software Engineering creating a semester-long project creating a semester-long project Compilers and Software Engineering Compilers and Software Engineering can be taught without projects can be taught without projects Why cumulative? Why cumulative? Project-based learning is a principle Project-based learning is a principle easier applied to certain courses easier applied to certain courses
Distributing the Work and Feedback “Distributed” learning is more “Distributed” learning is more effective than “massed” learning effective than “massed” learning Assignment 4 Assignment 4 Assignment 3 Assignment 3 Incremental tutor feedback while Incremental tutor feedback while doing assignment helps learning doing assignment helps learning Assignment 2 Assignment 2 Assignment 1 Assignment 1 Peer feedback in active learning helps Peer feedback in active learning helps learning learning Kirkley, J. (2012). Distributed Learning. Encyclopedia of the Sciences of Learning. N. M. Seel, Springer : 1020-1021. Kirkley, J. (2012). Distributed Learning. Encyclopedia of the Sciences of Learning. N. M. Seel, Springer : 1020-1021. Roger Azeveo, Daniel C. Moos, Jeffrey A. Greene, Fielding I. Winters, Jennifer G. Cromley(2008). "Why is externally- Roger Azeveo, Daniel C. Moos, Jeffrey A. Greene, Fielding I. Winters, Jennifer G. Cromley(2008). "Why is externally- facilitated regulated learning more effective than self-regulated learning with hypermedia?" Educational Technology facilitated regulated learning more effective than self-regulated learning with hypermedia?" Educational Technology Research and Development 56 (1): 45-72.. Research and Development 56 (1): 45-72.. Sarah L. Eddy* and Kelly A. Hogan (2014). "Getting Under the Hood: How and for Whom Does Increasing Course Sarah L. Eddy* and Kelly A. Hogan (2014). "Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?" CBE-Life Science Education Structure Work?" CBE-Life Science Education
Principles Project-based Learning Project-based Learning Student Efficiency Student Efficiency Instructor Efficiency Instructor Efficiency Inductive Learning Inductive Learning Teaching is Design! Teaching is Design! Distributed Learning Distributed Learning Programming Projects Programming Projects Incremental Incremental Active Learning in Active Learning in make it easier or harder make it easier or harder Feedback in Feedback in Classroom Classroom to make these tradeoffs? to make these tradeoffs? Assignments Assignments Collaborative Collaborative Collaborative Collaborative What is Special about What is Special about Learning in Learning in Learning in Learning in Programming? Programming? Assignments Assignments Classroom Classroom
Programming vs Other Projects Composing a Composing a Programs can be manipulated Programs can be manipulated Lecture Lecture by other programs more easily by other programs more easily Create a Software Create a Software Easier to tell if they are not right Easier to tell if they are not right Program Program
Lecture Goals Definition Definition Impact on Teaching Activities Impact on Teaching Activities Techniques Techniques Tools Tools Principles/Data Principles/Data
Discipline-Independent Approach: Quiz + Post-Quiz Question Question Reason for Reason for Confusion Confusion On its own, not On its own, not project-based project-based Post-quiz collaboration can resolve confusion Post-quiz collaboration can resolve confusion learning learning Sarah L. Eddy* and Kelly A. Hogan (2014). "Getting Under the Hood: How and for Whom Does Increasing Course Sarah L. Eddy* and Kelly A. Hogan (2014). "Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?" CBE-Life Science Education Structure Work?" CBE-Life Science Education
CS: Discovery-Promoting Praxis Debugger and program Debugger and program output provide some output provide some answers learned answers learned inductively inductively They play the role of a They play the role of a collaborator in previous collaborator in previous case case “Teach a person to fish” “Teach a person to fish” Project-based learning Project-based learning Alternative to lecture, not a step after it Alternative to lecture, not a step after it
Live/Recorded Lecture On its own, not On its own, not project-based project-based Can be inductive Can be inductive learning learning Efficient Efficient Picture is worth a Picture is worth a thousand words thousand words You do not have to You do not have to go to war to know it go to war to know it is wrong is wrong
Hybrid Approach with Quiz- Assignment Transaction Quiz Quiz Assignment Assignment Deliverable Deliverable Recorded Recorded Leaning Means Leaning Means Praxis Praxis Lecture Lecture Class time is used to view Class time is used to view lecture, do praxis and lecture, do praxis and Makes sense to view the Makes sense to view the Makes sense to do the quiz Makes sense to do the quiz sometimes ask assignment sometimes ask assignment recorded lecture after recorded lecture after after the assignment? after the assignment? questions questions doing the assignment? doing the assignment?
Lecture Goals Definition Definition Impact on Teaching Activities Impact on Teaching Activities Techniques Techniques Tools Tools Principles/Data Principles/Data
Discovery-based Praxis Not solving a problem, degree of projectness is low Not solving a problem, degree of projectness is low
Grading Programming Problems Problem: Write a recursive factorial function Problem: Write a recursive factorial function Tools to grade it? Tools to grade it? How do we adapt the problem to use the tool? How do we adapt the problem to use the tool? Consequences of using the tool? Consequences of using the tool?
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