Backward Design for Instruction
07 Apr 2010 | Presentation Materials | Contributor(s): Krishna P. C. Madhavan, Sean Brophy
Backward design is an instructional design process that focuses on what specific learning objectives need to be accomplished and how learning will be assessed appropriately before the instructional materials are designed. This design process is the complete opposite of what instructors typically do where they select specific instructional activities or tools and then tailor their learning objectives around these activities. Hence the name, backward design. We emphasize appropriate planning …
Case Studies: First-Year Engineering Nanotechnology-based Design Projects
04 Jul 2013 | Papers | Contributor(s): Kelsey Joy Rodgers, Heidi A Diefes-Dux, Krishna Madhavan
Nanotechnology as a research field presents many new opportunities and challenges for educating the next generation of engineers. In this paper, we attempt to understand the impact of this research team's initiatives to increase engineering students' awareness and understanding of nanotechnology. This is a case study of how four student teams changed their iteratively-developed design solutions for a nanotechnology-based design project. The goal is to investigate how first-year engineering …
27 Jun 2012 | Tools | Contributor(s): Ogaga Daniel Odele, Hanjun Xian, Krishna P. C. Madhavan
Simulate the convolution of different functions
Development and Validation of a Nano Size and Scale Instrument (NSSI)
11 Nov 2014 | Papers | Contributor(s): Yi Kong, Heidi A Diefes-Dux, Kelsey Joy Rodgers, Anna Douglas, Krishna Madhavan
The concepts of size and scale are fundamental to nanotechnology education but can be difficult for beginning undergraduate students to grasp. It is important to develop curricular interventions to increase students’ conceptual understanding of size and scale, before moving on to more advanced subject matter. The purpose of this paper is to present the initial steps in the development of the Nano Size and Scale Instrument (NSSI), an assessment of students’ understanding of size...
Embedding science and technology education into students' lifestyles and technology choices
06 Dec 2005 | Online Presentations | Contributor(s): Krishna Madhavan
Learning experiences of the future will be multi-sensory, engage technologies and significant
computational power continuously and invisibly, and will be completely engaging. The
emergence of highly cross-disciplinary fields like nanoscale science and technology,
bioinformatics, and cyberinfrastructure sciences has brought into sharp relief the need to
transcend computational, perceptual, and imagination walls in order to educate future
generations of students. There have been repeated calls in various national reports for the need to
bridge discovery and learning in non-trivial ways. In order to reach the current and future
generation of students - the aptly labeled Gen-Z or the digital generation - information
technology needs to be at the heart of educational efforts and play more than an add-on role.
Simply put, we need to rethink education ground-up.