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Thanks for your comment, I am already searching for relevant information on active learning strategies. About your experience with the online course, I can und

Thanks for your comment, I am already searching for relevant information on active learning strategies. About your experience with the online course, I can understand the difficulty on trying to make a lab assignment for people without the necessary knowledge to complete the assignment. My current strategy is to provide some base code and then asking for the students to keep changing the code (giving enough hints) so that in the end they have a working solution. Edit: Found some interesting papers, for instance [0] and [1]. [0] http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.59.7176&rep=rep1&type=pdf http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.59.... [1] http://www.cs.duke.edu/forbes/papers/fie2002.pdf http://www.cs.duke.edu/forbes/papers/fie2002.pdf

sethammons 10y ago
Those two papers, particularly the first one, are crazy relevant; great finds. Don't worry about getting too deep in the woods. It can be overwhelming to try to incorporate all the lessons in those papers and other active learning strategies. The advice I was given was to pick one or two strategies and start incorporating them. Then expand your tool belt. Keep things you feel work, discard those that don't fit the culture of your class. I'd encourage using surveys periodically with your classes too to see what strategies they find rewarding and engaging. Cheers!
al2o3cr 10y ago
I've done some guest lecturing in more beginner-focused environments, but those papers seem to match with my experiences there. I'd reiterate a key point from them for emphasis - students shouldn't "change the code" until it works without understanding WHY the changes they make have an effect.