1	Active Learning Strategies with Online Turbo HAL John Taylor plus Penny Haun Hillsborough Community College
2	Abstract: Active Learning Strategies with Online Turbo HAL Participants in this session learn how to use a unique online program, Turbo HAL, to introduce programming to elementary to college-level students. Students first use a 3D multimedia kit to simulate a robot moving through a maze, after which they work online to enhance their elementary, intermediate, or advance programming techniques and skills. The active learning strategies provide students with an opportunity to demonstrate logical problem solving skills while at the same time have fun participating in a competitive game. This session should particularly benefit individuals who teach education technology (elementary skills), beginning Internet (intermediate skills), or programming logic (advance techniques including looping and conditionals) to community college students.
3	Compelling Questions What is your best vision of Active Learning Online? How will we know when we’ve accomplished it?
4	Agenda: Active Learning Online: defined! Examples and research Real world teaching experiences Turbo HAL – Elementary Skills Turbo HAL – Intermediate Logic Skills Logic Rally – Advanced Logic Skills
5	Active Learning
6	Active Learning is a multi-directional learning experience in which learning occurs teacher-to-student, student-to-teacher, and student-to-student.
7	Active Learning involves activity-based learning experiences: input, process, and output. These activity-based experiences take many shapes such as: whole class involvement, teams, small groups, trios, pairs, and individuals.
8	Activity-based experiences take many forms: talking, writing, reading, discussing, debating, acting, role-playing, journaling, conferring, interviewing, building, creating, and many more!
9	Active Learning is one of the seven principles established in "Seven principles of Good Practice in Undergraduate Education" (1987, AAHE Bulletin). In The Seven principles in Action, Susan Rickey Hatfield, editor, David G. Brown and Curtis W. Ellison explain:
10	HOW as well as WHAT "Active Learning is not merely a set of activities, but rather an attitude on the part of both students and faculty that makes learning effective The objective of Active Learning is to stimulate lifetime habits of thinking to stimulate students to think about HOW as well as WHAT they are learning and to increasingly take responsibility for their own education." (p 40)
11	Mel Silberman contrasts Active Learning and memorization: "real learning is not memorization. Most of what we memorize is lost in hours. Learning can't be swallowed whole. To retain what has been taught, students must chew on it."
12	Repeated Exposures Silberman explains that learning comes "in waves" through repeated exposures of different kinds involving multiple senses. "When learning is active, the learner is seeking something an answer to a question, information to solve a problem, or a way to do a job."
13	Active Learning Strategies Many Active Learning strategies involve collaboration with peers, providing a secure environment for growth and exploration of ideas. "What a student discusses with others and what a student teaches others enable him or her to acquire understanding and master learning." (Silberman, p6)
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15	Learning Pyramid The Learning Pyramid charts the average retention rate for various methods of teaching. These retention percentages represent the results of research conducted by National Training Laboratories in Bethel, Maine. According to the chart, lecture, the top of the pyramid, achieves an average retention rate of 5%. On the opposite end of the scale, the "teach others/immediate use" method achieves an average retention rate of 90%.
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17	Active Learning increases the effectiveness and efficiency of the teaching and learning process. Teachers want students to leave a class with knowledge and or skills they did not have when they began the class. Months later, teachers want those same students to retain the learning, apply it to new situations, build upon that learning to develop new perspectives, and continue the learning process.
18	Sensory Learning Active Learning involves input from multiple sources through multiple senses (hearing, seeing, feeling, etc.).
19	Critical Thinking Active Learning involves process, interacting with other people and materials, accessing related schemata in the brain, stimulating multiple areas of the brain to act.
20	Publish Responses Active Learning involves output, requiring students to produce a response or a solution or some evidence of the interactive Learning that is taking place. Online environments provide easy ways to instantly publish to a wide audience.
21	Active Learning and Passive Learning Contrasted Active learning may be contrasted with passive learning as: Less emphasis on information dispensing. More emphasis on active engagement with the stimulus material. Less emphasis on memorization. More emphasis on higher order thinking. Less emphasis on knowledge alone. More emphasis on what students can do with the knowledge. Less emphasis on passive acceptance of a prescribed value system. More emphasis on discovering and developing own values.
22	Games: Magic Numbers Magic Numbers (HTML) http://www.hcc.cc.fl.us/faculty/john_taylor/magicmen/magicmen.html Magic Numbers (Neuron) http://www.hcc.cc.fl.us/faculty/john_taylor/cgs1871/magicnum/impulse/magicnum.tbk Magic Characters(Neuron http://www.hcc.cc.fl.us/faculty/john_taylor/cgs1871/magiclet/impulse/magiclet.tbk Magic Secrets (Neuron) http://www.hcc.cc.fl.us/faculty/john_taylor/asymetrix/magictut/impulse/magictut.tbk Image Map: Bit Switches (HTML) http://www.hcc.cc.fl.us/faculty/john_taylor/binarynum/bitswitch.html Keyboard: Key Pressed (HTML) http://www.hcc.cc.fl.us/faculty/john_taylor/keyboard/index.html
23	Games Games often promote rich discussion as participants work hard to prove their point. However, games can also promote competition, so remind participants of the group rules prior to the game. http://scsite.com/dc2003/index.cfm?fuseaction=main&chap=10&module=learn Martin Bean’s Talk 3/19/03 @ Course
24	3D Multimedia Kit TURBO HAL has been successfully used with elementary, junior high school through college students. Initially a life-size three-dimensional grid, made from a bed sheet and felt strips, is used as a 'playing board'. The students design HAL'S World by putting down the felt strips as walls and placing the beeper on the grid. The students are then given programming templates on which they write-in the primitive commands to solve the HAL problem in the 3-D World. The problem is for the students to start at a beginning point, move through the grid avoiding walls, fetch the beeper and deposit the beeper off the grid.
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26	3D Turbo HAL at HCC
27	HTML Students make Complex Tables for DOS Program
28	Al Falkenstein programs the HTML the Complex Tables with JavaScript http://www.hccbrandon.net/turbohal2/elhal.html Simplifies commands with 1 for move L for turnleft Eliminates begin and end statements Button or textbox input Playback Real Time Internet
29	Course Technology HCC: EME 2040, CGS 1555, CGS 1100 and: COP 1000 (Programming Logic) Course Textbook: Programming Logic and Design Joyce Farrell
30	Programming Steps (p.5) Understand the Problem Plan the Logic Code the Program (coding) Translate the Program into Machine Code (high-level language) (low-level language) Test the Program (logical errors) (syntax errors) Put the Program into Production
31	Turbo HAL has Procedures
32	Chapter 2: Understanding Structure Sequence Move (m1); Move (m1); Turnleft (t1); Pickbeeper (p); Selection or Decision if someCondition is true then do oneProcess else do theOtherProcess If (i) front-is-clear (f) move (m1) otherwise (o) turnleft (t1) end (z)
33	Chapter 2 continued Repetition or Iteration or Looping (do while or while do loops) while testCondition continues to be true, do someProcess wfm1z while (w) front-is-clear (f) move (m1) end (z)
34	Boolean NOT wnft1z while (w) not(n) front-is-clear (f) turnleft (t1) end (z)
35	Chapter 3: Modules, Hierarchy Charts, and Documentation Procedures Subroutines Modules Functions Methods
36	Advanced Version Developed: http://falkensteins.info/halstr12.html
37	http://falkensteins.info/logicralley.com LogicRally is a program designed to teach programming logic and skills without having to teach a programming/computer language. LogicRally contains only four action verbs, Move(m), Pickup Token(p), Turn Right(b) and Turn Left(d) . All the rest of the built-in instructions are used to apply logic to VAL in LogicRally. When you click on an orange instruction area, the instruction will be placed in the Instruction box and will be executed immediately unless it is a Conditional Test. In that case it will not be executed until the Otherwise(o) and/or End (z) has been entered.
38	Instructions: http://falkensteins.info/logicrallyinstr.html This version of LogicRally allows iteration of any instruction except logic instructions. Iteration applies to the single instruction immediately following the iteration amount. For that reason logic instructions cannot be iterated as they take more than one instruction to complete. However, logical instructions can be encoded into User Defined instructions and then iteration can be applied to that User Defined Instruction. User Defined Instructions can be defined using the action and logic instructions. These newly User Defined instructions can be up to 15 characters in length. There can be only 9 User Defined instructions in Logic Ralley. However, User Defined instructions can contain previous User Defined instructions. User Defined instructions can be edited by double-clicking on the green section containing the User Defined instructions. Changes can be made at this time to the instructions and mnemonic. If you don't want to change anything in the instruction, just put it back by clicking on the Define Instruction button. Be careful if you change the mnemonic as it may be used in other User Defined instructions. As you move the mouse over the Conditional Tests or VAL Instructions, the block will turn orange. Clicking on an orange section will cause the instruction to be placed in the Instruction Area immediately and executed.
39	On-Line with Turbo HAL Problem-Based Learning: Turbo HAL Home Page http://www.hccbrandon.net/turbohal/turbohal.html On-Line Beginners http://www.hccbrandon.net/turbohal2/elhal.html On-Line Programming Logic http://www.hccbrandon.net/halstart.html Confirmation Email: http://www.hccfl.edu/faculty//john_taylor/activelearning/HALemail.html
40	Active Learning Strategies for Online environments: Brainstorming is a good technique for generating ideas quickly. When conducted properly, it stimulates fresh ideas and enables participants to break loose from fixed ways of responding to problems. http://www.groupboard.com/
41	Online Turbo HAL Contacts Penny Haun and John Taylor Hillsborough Community College
42	Critical Thinking Geography Quiz: http://www.hcc.cc.fl.us/faculty/john_taylor/eme2040/geography/states50pa.html Variations (Random): Zero-one-two images Vary Tries Vary answers Number of items
43	Geography Quiz Email Report
44	Spelling Chemical Elements http://www.brandonfla.com/~jtaylor/chm1025/elementquiz/elementquiz.html
45	Interactive Problem Solving Graphing Linear Functions: Temperature Scales (Create your own) http://www.hcc.cc.fl.us/faculty/john_taylor/mathworkshop/frametempa.html Uses MS-Agents
46	Learning Styles Learning Styles Main Menu http://www.hccfl.edu/faculty/john_taylor/learnstyle/menu.html
47	Mini-Lectures Mini-lectures offer a concise way to provide necessary background information, research findings, and motivational examples. Just remember to keep it brief! http://www.utexas.edu/world/lecture/ Virtual Professor Merlot
48	Small Group Work Small group work allows every participant the chance to speak, share personal views, and develop the skill of working with others. These sessions are most effective when participants have time to reflect on what they learned or experienced, and when the facilitator draws out the key points of the activity. http://www.nicenet.org/
49	Cooperative Group Work Cooperative group work requires all group members to work together to complete a given task.
50	Role Playing Role-playing is a method of acting out an imaginary, but real-life situation. It is an excellent strategy to use when the facilitator wants participants to try out new behaviors.
51	Case Studies Case studies—real-life stories that describe in detail what happened to a community, family, school, or individual—provide the opportunity for participants to consider the forces that converge to make an individual or group act in one way rather than another and to evaluate the consequences. http://industry.java.sun.com/casestudies/
52	Field Trips http://www.virtualblackboard.com/trips.htm Virtual Tours Individually conducted, then group shared Or follow up team work Scavenger Hunts
53	Simulations Simulations are activities structured to feel like real experiences. In simulations exercises, participants are asked to imagine themselves in a situation, or play a structured game or activity that enables them to experience a feeling that might occur in another setting. www.froguts.com, http://scsite.com/dc2003/index.cfm?fuseaction=main&module=labs&chap=10
54	Assessment www.mygradebook.com Portfolio Assessment On-line journaling, online quizzes: http://scsite.com/dc2003/index.cfm?fuseaction=main&chap=10&module=check Webct Blackboard Rubrics:http://www.rubricbuilder.on.ca/ http://www.teach-nology.com/web_tools/rubrics/general/ http://www.asd.wednet.edu/EagleCreek/Barnard/sites/ed/rubric.htm
55	Policies for Online Instruction Give very clear and specific instructions. Allow time for asynchronous interaction, taking into account students in varying time zones. Be specific about deadlines for feedback, including the date, time of day, and time zone. Take advantage of the diverse options for interacting electronically, i.e., email, threaded discussion, attachments, class folders and drop boxes.
56	Develop Brain-based Space Clear Organization of online Spaces: Use of Programming Options: Planned Group Spaces: Larger Community Integration: Community Building Online Spaces: Computer-rich Work Spaces Flexible Online Spaces: Active/passive Online Spaces: Personalized Online Spaces: Guest Participants:
57	Let’s Get Active In creating Active Learning Online! Step #1: Take a distance learning course Or try an online tutorial. Step#2: Use www.teacherweb.com or geocities or angelfire and enhance part of your coursework with an online support environment. Step#3: Add one or more active learning online strategies to your existing course.
58	Final Step Never stop learning and evolving your coursework to meet student needs. Technology’s role in instruction will increase as it meets the diverse needs of a diverse population of learners. The Beginning!
59	Active Learning Menu Page http://www.hccfl.edu/faculty/john_taylor/activelearning/activemenu.html John Taylor’s Home Page: http://www.hccfl.edu/faculty/john_taylor/index.htm Penny Haun’s Home Page: http://www.hccfl.edu/faculty/penny_haun/index.htm
60	Compelling Questions What is your best vision of Active Learning Online? How will we know when we’ve accomplished it? Synergy creates brilliance: so who owns the collective property? We do. It is a commons.