Title: Exercise problems that facilitate deep approaches to learning
Abstract: University courses use several teaching and learning activities. The most common is probably the lecture, but it is often complemented, at least in the faculty of engineering, by problem solving classes, laboratory practicals, projects and sometimes also other activities, such as home assignments or essays. This project will focus on exercises and problem solving classes and how they can be improved to support better learning. So what does a good problem or exercise look like? This seems at first glance to be a very difficult question to answer since learning styles vary greatly between students and problems are designed for a particular course. Two courses that have roughly the same content, but are given in different universities, might have different examination forms. As a result, problems that are suitable in one course might not be suitable in the other. The goal of this project is not to develop a universal algorithm for problem construction. That would clearly not be possible. Instead, we will look at well known concepts and beliefs that are results from research in teaching and learning. We look at the following concepts • Motivation - High motivation influences and stimulates learning. • Transfer of Learning - Previous knowledge is used when acquiring new knowledge. • Constructive Alignment - There should be a clear link between course goals, teaching activities and examination. With this as background we aim to formulate a few ideas that can be kept in mind when designing new problems. The goal is to improve the problems used in two courses at LTH.
Publication Year: 2013
Publication Date: 2013-01-15
Language: en
Type: article
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