2007 Team-Based Learning Conference - Vancouver, B.C. Understanding the TBL Divide: Examining the Similarities and Differences between Writing and Programming.

2007 Team-Based Learning Conference - Vancouver, B.C.

Understanding the TBL Divide: Examining the Similarities and Differences between Writing and Programming

Keith WhittingtonRochester Institute of Technology

[email protected]


The Course - Applications Programming

Upper UG level

Part of a concentration in computer programming

Learn to use several programming applications

Meet twice a week for 2 hours

Computers in the classroom


Learning Goals

Integrate all topics of the course into a stable, well tested, cohesive program

Create a complex integrated program Efficiently work together in a team Share ideas and knowledge with other

students Create a project that meets its stated goals Create a project that is useful


Previous Way of Teaching

Each class: PPT slides followed by a simple in-class exercise done individually

Weekly programming assignments and take-home tests

Basically a passive learning environment


Motivation to Switch to TBL

Personal success using cooperative learning activities in introductory courses

Wanted to go further in upper level course

TBL’s claim that it creates an environment where the team can outperform the ability of their best member deeply resonated with me


Changes Made

Threw away all existing materials Custom book Reading assignments RAP – one test per week In-class Activities Team Project Weekly in-class activity on project No exams External evaluation


First Day of Class

Discussed TBL design

Formed teams

RAT on the Syllabus

Grade Weighting Activity Convinced teams can outperform their best member Chose the maximum allowable percentages for the

team portions of the grading


Formative Evaluations

Several surveys given throughout quarter

Students evaluated each part of the course

Adjusted based on feedback


Custom Book

No comprehensive book existed that covered every topic

SafariU from O’Reilly First year

Custom book with specific materials Students purchased expensive

Second year – Online, 3 month student access cheaper


Reading Assignments

Initially, too detailed and long Promoted memorization

Adjusted to more general readings Covered the language details in class


RAP

Attempted 2 in one week Too much for students

Tests initially too detailed Student frustration

Eventually became 10 multi-choice questions Removed NOTs


In-class Activities

Kept students switching between teamwork and individual work.

Got them working together and helping each other while still coding on their own

Steps whenever they had a question: Ask one team member for help Ask the team for help As a team, ask the instructor for help


Team Project

Integrate every application into one program

Additional weekly in-class activities to make them work on various aspects of the project as a team Kept teams from dividing up all the work and

programming independently on the project Program requirements, project design, and usability

testing

Conduct a poster session


External Evaluator

Member of Industrial Advisory Board

Attended the poster session

Qualitative analysis of each project

Part of the grade for their projects technical and design evaluated by instructor

Students evaluated by potential employer


Student Performance

Non-TBL course 11 A’s, 3 B’s, 1 C, 0 D’s,1 F

TBL course 12 A’s, 2 B’s, and 0 C’s, D’s, F’s

Certainly not proof of increased learning, but encouraging


Evaluator’s Impressions

The teams seemed to genuinely have good chemistry Teams respected the idea of respective strengths and

leveraging skills Teams competitive in a healthy good natured way I liked the enthusiasm of the teams, they were proud

of their work and that is very healthy I think they invested a lot preparing for the

presentations Even the story boards were good


Overall Impression

I saw nothing negative....and frankly am quite impressed by the level of teamwork demonstrated in the class...projects in the real world are built by work teams who learn to rely on one another...these guys demonstrated that in spades...if they walk out with a grasp of how teams need to be productive and interoperate then they will have learned a great deal more than simple programming...congratulations


Students Evaluations

Effectiveness at reaching the stated goals 84% - Working together as a team 92% - Self-Directed Learner 100% - Share ideas with members of team 84% - TBL method of learning 92% - Favorable experience with the team


Typical Student Comments

Good team work and communication The team was great My team was better than any other team in the

history of teams not counting the 2004 Red Sox Good group of guys to work with, all wanted to

succeed, everyone communicated well The team was a lot of fun and worked very well

together Group was fun to work with and entertaining Really funny ambiance, nice guys, i really had some

pleasure exchanging and talking with them


My Concerns

Teams tended worked separately Did rely on teammates for help Integrated work

Divide and conquer mentality

One computer, multiple teammates


Problems

Predominately a writing discipline

Show mastery in a new language every week


Activity Questions

When writing in a new language

How do you work together?

How do you invoke intra-team discussions?

2007 Team-Based Learning Conference - Vancouver, B.C. Understanding the TBL Divide: Examining the Similarities and Differences between Writing and Programming.

Documents

team member

team portions

class slide

learning goals

increased learning

good slide

classroom slide

grading slide