What Video Games Have to Teach Us about Learning and Literacy

Knowledge Management

Recent advances in technology and in ideology have unlocked entirely new directions for education research. Mounting pressure from increasing tuition costs and free, online course offerings is opening discussion and catalyzing change in the physical classroom. The flipped classroom is at the center of this discussion. The flipped classroom is a new pedagogical method, which employs asynchronous video lectures and practice problems as homework, and active, group-based problem solving activities in the classroom. It represents a unique combination of learning theories once thought to be incompatible—active, problem-based learning activities founded upon a constructivist ideology and instructional lectures derived from direct instruction methods founded upon behaviorist principles. This paper provides a comprehensive survey of prior and ongoing research of the flipped classroom. Studies are characterized on several dimensions. Among others, these include the type of in-class and out-of-class activities, the measures used to evaluate the study, and methodological characteristics for each study. Results of this survey show that most studies conducted to date explore student perceptions and use single-group study designs. Reports of student perceptions of the flipped classroom are somewhat mixed, but are generally positive overall. Students tend to prefer in-person lectures to video lectures, but prefer interactive classroom activities over lectures. Anecdotal evidence suggests that student learning is improved for the flipped compared to traditional classroom. However, there is very little work investigating student learning outcomes objectively. We recommend for future work studies investigating of objective learning outcomes using controlled experimental or quasi-experimental designs. We also recommend that researchers carefully consider the theoretical framework used to guide the design of in-class activities. 1 The Rise of the Flipped Classroom There are two related movements that are combining to change the face of education. The first of these is a technological movement. This technological movement has enabled the amplification and duplication of information at an extremely low-cost. It started with the printing press in the 1400s, and has continued at an ever-increasing rate. The electronic telegraph came in the 1830s, wireless radio in the late 1800s and early 1900s, television in the 1920s, computers in the 1940s, the internet in the 1960s, and the world-wide web in the 1990s. As these technologies have been adopted, the ideas that have been spread through their channels have enabled a second movement. Whereas the technological movement sought to overcome real physical barriers to the free and open flow of information, this ideological movement seeks to remove the artificial, man-made barriers. This is epitomized in the free software movement (see, e.g., Stallman and Lessig [67]), although this movement is certainly not limited to software. A good example of this can be seen from the encyclopedia. Encyclopedia Britannica has been P ge 23200.2 continuously published for nearly 250 years [20] (since 1768). Although Encyclopedia Britannica content has existed digitally since 1981, it was not until the advent of Wikipedia in 2001 that open access to encyclopedic content became available to users worldwide. Access to Encyclopedia Britannica remains restricted to a limited number of paid subscribers [21], but access to Wikipedia is open, and the website receives over 2.7 billion US monthly page views [81]. Thus, although the technology and digital content was available to enable free access to encyclopedic content, ideological roadblocks prevented this from happening. It was not until these ideologies had been overcome that humanity was empowered to create what has become the world’s largest, most up-to-date encyclopedia [81]. In a similar way, we are beginning to see the combined effects of these two movements on higher education. In the technological arena, research has made significant advances. Studies show that video lectures (slightly) outperform in-person lectures [9], with interactive online videos doing even better (Effect size=0.5) [83,51]. Online homework is just as effective as paper-and-pencil homework [8,27], and carefully developed intelligent tutoring systems have been shown to be just as effective as human tutors [77]. Despite these advancements, adoption has been slow, as the development of good educational systems can be prohibitively expensive. However, the corresponding ideological movement is breaking down these financial barriers. Ideologically, MIT took a significant step forward when it announced its OpenCourseWare (OCW) initiative in 2001 [53]. This opened access to information that had previously only been available to students who paid university tuition, which is over $40,000/yr at MIT [54]. Continuing this trend, MIT alum Salman Khan founded the Khan Academy in 2006, which has released a library of over 3200 videos and 350 practice exercises 2012. The stated mission of the Khan Academy is to provide “a free world-class education to anyone anywhere2012.” In the past year, this movement has rapidly gained momentum. Inspired by Khan’s efforts, Stanford professors Sebastian Thrun and Andrew Ng opened access to their online courses in Fall 2011. Thrun taught artificial intelligence with Peter Norvig, attracting over 160,000 students to their free online course. Subsequently, Thrun left the university and founded Udacity, which is now hosting 11 free courses [76]. With support from Stanford, Ng also started his own open online educational initiative, Coursera. Princeton, the University of Pennsylvania, and the University of Michigan have joined the Coursera partnership, which has expanded its offerings to 42 courses [10]. MIT has also upgraded its open educational initiative, and joined with Harvard in a $60 million dollar venture, edX [19]. EdX will, “offer Harvard and MIT classes online for free.” While online education is improving, expanding, and becoming openly available for free, university tuition at brick-and-mortar schools is rapidly rising [56]. Tuition in the University of California system has nearly tripled since 2000 [32]. Naturally, this is not being received well by university students in California [2]. Likewise, students in Quebec are actively protesting planned tuition hikes [13]. In resistance to planned tuition hikes, student protestors at Rutgers interrupted (on June 20, 2012) a board meeting to make their voices heard [36]. Adding fuel to the fire, results from a recent study by Gillen et al. [31] indicate that undergraduate student tuition is used to subsidize research. As a result, the natural question being asked by both students and educational institutions is exactly what students are getting for their money. This is applying a certain pressure on physical academic institutions to improve and enhance the in-person educational experience of their P ge 23200.3

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The flipped classroom: A survey of the research

* Starting from Need* Evolution of the Toyota Production System* Further Development* Genealogy of the Toyota Production System* The True Intention of the Ford System* Surviving the Low-Growth Period

Toyota production system : beyond large-scale production

The Visual Display of Quantitative Information

/pdf/flipping-the-classroom-to-explore-active-learning-in-a-large-3ws1g48n9t.pdf

"flipping" the classroom to explore active learning in a large undergraduate course

Suggestions abound for successful adoption of building information modeling (BIM); however, a company with limited resources cannot adopt them all. The factors that have top management priority for successful accomplishment of a task are termed critical success factors (CSFs). This paper aims to derive the CSFs for four questions commonly asked by companies in the first wave of BIM adoption: (1) What are the CSFs for adopting BIM in a company? (2) What are the CSFs for selecting projects to deploy BIM? (3) What are the CSFs for selecting BIM services? (4) What are the CSFs for selecting company-appropriate BIM software applications? A list of consideration factors was collected for each question, based on a literature review, and then refined through face-to-face interviews based on experiences of BIM experts. An international survey was conducted with leading BIM experts. From the 206 distributed surveys, 52 responses from four continents were collected. This study used quantitative data analysis...

Where to Focus for Successful Adoption of Building Information Modeling within Organization

The design-build delivery method is increasingly used in the United States due to numerous advantages it can offer a project. An important issue associated with design-build delivery is the procurement method used to select the design-build team. It is a critical decision that involves several key project team members, including the owner, designer, and contractor organizations, and requires the owner to carefully choose the design-build procurement method that will be used to select the team that will deliver the project. This research quantitatively analyzed the correlation between the design-build procurement method and the performance of the design-build project with regard to cost, time, and quality metrics. The procurement methods studied were sole source, qualifications-based, best value, and low bid selection. Data were collected through surveys from 76 design-build projects in the United States. Based on the patterns and relationships identified from these data, a better understanding of the procurement process and how it influences project performance is achieved. The impact of project-specific factors and guidelines are presented to assist owners in selecting the design-build team procurement method that responds to their project goals.

http://www.pennstatecic.org/uploads/5/1/2/1/51219339/tr_046_elwardani_2004_db_proc_methods.pdf

Comparing procurement methods for design-build projects

SUMMARY: Building Information Modeling (BIM) continues to evolve and grow along with their respective application in practice. One of the key advantages of BIM is that is facilitates the development of detailed information and analysis much earlier in the building process to improve decision making and reduce downstream changes. The increases in cost of construction and combined complexity inherent in healthcare construction projects provides an opportunity to harness the strengths of BIM, and provide much more detailed information early in the development of a healthcare construction project. These case studies present evidence of benefits of BIM upstream in the project lifecycle – such as the programming stage. Two healthcare related projects which implemented BIM in the programming phase are presented in this paper. One project is a trauma hospital in a developing country in conflict, and the other is a medical research laboratory in the United States. Each had unique circumstances, but also similarities which help to identify the strengths and challenges of BIM implementation in healthcare projects regardless of the individual projects’ differences. The paper reviews the application of the BIM modeling process for each project. The benefits and challenges from the process used, and the results found are presented. Challenges included data transfer bottlenecks and apprehension due to a lack of knowledge of parametric tools in general. Benefits included visualization, time saved relative to concept updates, and quantity takeoffs. Some basic framing of the strategic implementation of BIM on a construction project are discussed.

/pdf/case-studies-in-bim-implementation-for-programming-of-4xnsgcov9h.pdf

Case studies in bim implementation for programming of healthcare facilities

This paper was written to fill a void created by the absence of fundamental principles of site construction management. Efficient material management is essential to managing a productive and cost efficient site. For more than 25 years, the senior author has been observing and writing about inefficient labor productivity practices resulting from poor site material management. Using deductive reasoning, fundamental principles were developed to avoid poor practices. A construction site should be portioned into three areas or zones: semipermanent (exterior) storage, staging areas, and workface (interior) storage. Each has a unique function relative to site material management. Using these areas as a framework, fundamental principles are stated and illustrated using a case study project accompanied by numerous photographs and narratives.

John Messner

Papers

"flipping" the classroom to explore active learning in a large undergraduate course

Where to Focus for Successful Adoption of Building Information Modeling within Organization

Comparing procurement methods for design-build projects

Case studies in bim implementation for programming of healthcare facilities

Fundamental principles of site material management