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Forthcoming presentations

March 15, 2011:
Workshop: Playing with fire (Jean Batista Abreu), University of Puerto Rico at Mayaguez.

March 17, 2011: Buckling of Structures: A historical perspective, Earthquake Engineering Research Institute, Student Chapter, University of Puerto Rico at Mayaguez

May 10-13, 2011:
Faculty Workshop, University of Puerto Rico at Mayaguez.

June 26, 2011:
ASEE Conference, Vancouver, Canada.

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ill titleWorkshop: Learning by doing in a computer simulation

Objectives
1. To introduce the methodology known as “Learning by doing in a simulated environment”.
2. To help the participants organize their own simulation in a systematic and effective way.

Transparencies for Tuesday Seminar
Transparencies for Friday Workshop

Background
This methodology has been successfully applied by Roger Schank and co-workers in a number of simulations in business administration. It evolved from earlier work on case-based reasoning and case-based explanations. An adaptation of Schank’s approach to the field of engineering analysis is presented in this workshop.

Topics to be covered in the workshop:

Session 1. Active learning. Learning by doing in a computer. Teachings by Roger Schank and others on working in a simulated environment. Activity: Identify what you would teach using a simulated environment. References: Schank (2001), Godoy (2009b).

Session 2. What experts know. Capturing expert knowledge. Interviews with experts, examples: engineering failures, computer modelers. Processing interviews. Synthesizing expert comments based on common aspects/lessons learned. Including interviews as part of expert advice in simulations: the Analyzer and the Story-Teller. Activity: Prepare an interview to extract expert knowledge. References: Bransford et al. (1999), Godoy (2010a), Godoy & Covasi (2010).

Session 3. Strategies for the development of computer-based simulations. Tools, from simple to complex. Text only versus multimedia. References: Schank & Cleary (1995), Godoy (2005).

Session 4. Examples of simulations and story centered activities. Teaching engineering failures. Critique of different developments. References: Schank (2005), Godoy (2009a), Godoy (2010b).

5. Do it yourself: Topic identification/time/structure. Goal statement. Developing your own story. Providing expert advice. Do’s and don’ts.

REFERENCES

Bransford J. D., Brown A. L. & Cocking R. D. (1999), How People Learn: Brain, Mind, Experience and School, National Research Council, Washington, DC.
Godoy L. A. (2005), Learning-by-Doing in a Web-Based Simulated Environment, Proc. ITHET 6th Annual International Conference (Information Technology in Higher Education and Training), IEEE, Juan Dolio, Dominican Republic, July 7 – 9.
Godoy L. A. (2009a), Developing a Computer-Based Simulated Environment to Learn on Structural Failures, ASEE Annual Conf., Austin, Texas, June 14–17.
Godoy L. A. (2009b), Una revisión del programa de investigación sobre aprendizaje activo en un ambiente simulado desde la perspectiva de la educación en Ingeniería, Latin American and Caribbean Journal of Engineering Education, vol. 3 (2).
Godoy L. A. (2010a), Interviews with experts, in which they explain how they solved structural failure investigations, Proc. ASEE-SE Annual Conf., Blacksburg, VA, April 18-20.
Godoy L. A. (2010b), Story-centered learning in a computer simulated environment, Proc. ASEE Annual Conf., Louisville, KY, June 20-23.
Godoy L. A. & Covassi P. A. (2010), Extracting expert knowledge on Geotechnical failures for use in Civil Engineering education, Proc. ASEE Annual Conf., Louisville, KY, June 20-23.
Schank R. C. & Cleary C. (1995), Engines for Education, Lawrence Erlbaum, Hillsdale, NJ.
Schank R. C. (2001), Designing World Class E-Learning, McGraw-Hill, New York.
Schank R. C. (2005), Lessons in Learning, E-Learning, and Training, Pfeiffer (Wiley), New York.