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Design of a teachers’ training workshop for improving technology integration

skills

Article  in  Proceedings of the Canadian Engineering Education Association (CEEA) · January 2017

DOI: 10.24908/pceea.v0i0.6513

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Proc. 2016 Canadian Engineering Education Association (CEEA16) Conf.

Design of a teachers’ training workshop for improving

technology integration skills
Madhuri Mavinkurve1, Mahesh Patil2
1
Deapartment of Electronics and communications, Thakur College of Engg and Technology, Kandivali, Mumbai
2
Department of Electrical Engineering, Indian Institute of Technology Bombay, Powai, Mumbai 400076, India.
1
mavinkurvemk@.gmail.com
2
mbpatil@ee.iitb.ac.in

Abstract – Educationists and researchers recommend setting is a challenge. Most of the simulations need
integration of simulations in classrooms to promote specific software or platforms. Faculty members need to
student-centric constructivist learning. The simulations select simulations from available existing simulations and
need to be carefully designed toward improvement of these simulations may not be aligned with or may not
conceptual understanding of students. In this paper, we satisfy their teaching requirements. Inappropriate use of
report on a training workshop for teachers with the simulations leads to no learning gains of students
specific goal of imparting simulation integration skills for compared to lessons without simulations. In our research,
classroom teaching. In the workshop, we used SEQUEL, we addressed the above issues by training faculty
a freely downloadable circuit simulator, and focused on members to design simulations aligned with their
electronic circuits taught typically at the second-year instructional requirements. We selected the domain of
undergraduate level. We applied education technology electronic circuits and an easily accessible, freely
principles as well as constructivist alignment methods to downloadable circuit simulator “SEQUEL”.
design the workshop. In particular, collaborative learning SEQUEL is a general-purpose circuit simulation
strategies such as think-pair-share and peer instruction program for electronic and power electronic circuits. In
were covered specifically for the intended simulation the present context, it is particularly useful since it can be
integration. Furthermore, application of the flipped downloaded and installed on any number of PCs. A large
classroom model in the context of circuit simulation was number of circuits are already incorporated in the
explained to the participants. We report on the workshop simulator. The user can use these existing circuit files
design in detail and report the impact of the training directly, modify them suitably, or prepare new circuit files
workshop on integration skills of the teachers. We found if required. Teachers can design their simulations suitable
that teachers (N=15) perceived the workshop to be useful for specific topics and goals. In the workshop reported
in designing their aligned lesson plans. Teachers also here, we trained teachers to develop their own
reported their field study in which they found improved simulations. We also familiarized them with student-
motivation of students to solve electronics circuit centric active learning strategies. This work is a first step
problems. towards design guidelines for teacher training workshops
to develop simulation integration skills among engineering
Keywords: Constructivist learning; Collaborative learning; teachers.
Peer instruction; SEQUEL circuit simulator; Education
technology 2. RELATED WORK

1. INTRODUCTION 2.1 Need for a technology integration workshop

Development of modern technologies has led to In recent years, use of simulations in classrooms or
availability of a wide range of computer simulations (e.g., laboratories has increased due to affordances of
the PhET Sims, OSCAR Sims etc. [21]. Faculty members technology such as possibility of immediate feedback to
preferred to integrate these simulations due to its learners, virtual experimentation, and possibility to vary
affordance such as possibility to manipulate variables, parameters, possibility to make invisible things visible
possibility to show different representations [26],[3],[27]. Integration of simulation in classroom
simultaneously, saving time, etc. The meta-analysis of showed positive effects on learning of students such as
research papers on learning effects of computer improved conceptual understanding, improved exam
simulations [23] provided data on positive effects of scores, high learning gains, etc. [13],[24],[16]. Even
learning gains. Even though simulations are useful and though simulation is a useful technology tool, its
effective learning tools, their application in a classroom integration in classroom is difficult for teachers, thus

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limiting its success [1],[5],[2],[7],[8],[10],[14]. One of the of various concepts and principles to specific circuits.
important challenges is that the teacher may lack Understanding of the circuit behavior and comprehending
knowledge about teaching approaches using technology the concepts is generally a difficult task for learners.
[12],[17],[11].Furthermore, the teachers may find it Simulations can support learners in connecting responses
difficult to match existing simulations with their teaching with actual circuits [22].
requirements [11] It was found that, if a technology tool In this work, we used SEQUEL, a general-purpose
such as simulation is applied passively in the classroom, circuit simulator developed at IIT Bombay [20]. It is
does not improve learning gains [19]. One possible particularly suitable for educational purposes since it can
approach to make effective use of simulation for higher be freely downloaded and used by students and teachers
learning gains is training of teachers to design their own in engineering colleges. SEQUEL has a tool box to
simulations suitable for their content and pedagogical construct different circuits and simulation options to
requirements [15]. obtain various performance parameters of the circuit.
SEQUEL allows simulation of analog circuits, digital
2.2 Theoretical basis of workshop design circuits, and power electronic circuits. It employs implicit
In order to design training modules, we reviewed numerical integration methods commonly used in other
related work on various existing teacher training circuit simulators such as SPICE, PSIM, etc.
modules. Professional development of university faculty SEQUEL allows design of various simulations, but
(PDUF) programme [4] included training components for faculty members need to be trained to design their own
online learning experience, innovative teaching practices, simulations. The purpose of the workshop described here
and cross-disciplinary communications. The training was to assist faculty members to develop and apply
workshop on integration of ICT [6] included training simulations in their classrooms. We evaluated the
related to multimedia resource design in ten different usefulness of the workshop through faculty perception
parts, beginning from familiarisation of multimedia and their confidence to apply the knowledge acquired
resource to suitable design of multimedia resource for during the workshop in their classrooms. In our study, we
classroom integration. The Xanadu project focuses on addressed the following research questions:
training teachers to incorporate TEL based teaching 1. What is the perception of participants about
methods in their instructions using ICT based learning SEQUEL integration workshops?
materials such as simulations. In this project, teachers 2. What is the confidence level of faculty members
were trained for technological and methodological about the integration of SEQUEL in their
training by respective experts [25]. The ET4ET classroom?
programme is designed for professional development of
engineering teachers in India [18]. It is a large-scale 3.2 SEQUEL integration workshop
faculty development programme on integration of
education technology and the Attain-Align-Integrate (A2I) The training modules of the workshop included two
model. This model suggested the use of active learning components: (1) training for design of circuit simulations,
and student-centric strategies. It also proposes alignment (2) training for student-centric active learning strategies.
of learning objectives with instructional strategies [18] We trained faculty to use features of SEQUEL such as
Meta-analysis of 225 studies reported in [9] indicated that construction of circuits, selection of output variables,
application of active learning strategies in classroom in assignment of analysis options, and finally, display of the
STEM education improves students’ performance in output waveforms. This training was conducted for three
exams and concept inventories. Based on this literature days, starting with simple circuits and then going on to
survey of training workshops, we concluded that our circuits with increased complexity in terms of circuit
training modules should include components for construction and analysis. There were two sessions of
technology design as well as training for active learning three hours devoted to active learning strategies. We
strategies aligned with the participating teachers’ covered peer instruction and flipped class room strategies.
instructional goals. The training for active learning strategies was aligned with
the A2I model. In this model, learning objectives are
3. DESIGN AND IMPLEMENTATION OF taught in the first session and instructional strategies in
TRAINING WORKSHOP subsequent sessions. Sessions are also conducted in active
learning mode. Two instructors were involved in the
3.1 Research scope and research questions workshop, one with expertise in SEQUEL design
We scoped our research work to the domain of simulations and the other with expertise in educational
electronic circuits. Electronic Circuits is a core course in technology in the same domain, i.e., electronic circuits. In
almost all streams of engineering. It includes application

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the following paragraph, we describe the content delivered

by the trainers.
1. SEQUEL training modules: The first training
module involved simulation of a relatively simple
circuit (an RC circuit) using SEQUEL, with the
goal of providing basic familiarity with the tool.
The participants were given a demonstration first
and were then asked to perform the simulation
individually on their own. Any difficulties faced
by the participants were resolved by workshop
assistants as well as the instructor. Fig. 1 shows
the specific circuit given to the participants for
practice along with the expected outcome.
Simulation of a circuit involves the following
steps:
(a) Bring the required components (resistor,
capacitor, voltage source, and ground) from
the simulator library into the canvas, i.e., the
central window meant for drawing the
schematic. Fig.1. Circuit schematic for RC circuit and its transient
response as obtained with SEQUEL.
(b) Place the components suitably and connect
them as required.
(c) Assign values to the components. 2. Teaching methodologies for active learning:
We designed three sessions each of 1.5 to 2 hours
(d) Indicate to the simulator which variables
duration to train faculty members with student-centric
should be stored as the simulation runs. This
active learning strategies. The training program is shown
is accomplished by selecting “output
in Fig. 2. We selected three modules for introducing
variables” such as voltages and currents of
active learning strategies. The first module was on
interest.
learning objectives, the second on peer instruction, and
(e) Select a “solve block” to indicate which
the third on flipped classroom. We conducted these
analysis should be performed, viz., DC,
sessions using active learning (AL) instructional
transient (time-domain), or AC (frequency-
strategies. We actually demonstrated the AL instructional
domain).
strategies through our sessions. Thus participants were not
(f) Assign values to the solve block parameters
only provided information but they could see live
such as starting time, ending time,
demonstrations of these strategies. To introduce the
simulation time step, simulation method, etc.
(g) Specify the “output block,” and within that participants to these strategies in each session, they were
involved in designing activities for classroom using
the output file names, names of variables for
strategies explained to them.
each file.
(h) Run the simulation, view the waveforms, and
compare with theoretically expected
waveforms.
After all participants successfully simulated the
sample circuit, topic-specific modules were taken
up. These modules had a common theme: First,
the participants were given a problem to work
out on paper in about 30 minutes. After that, the
solution was discussed by the instructor. Finally,
the participants simulated the concerned circuit
and checked the analytic solution against
simulation results. The modules were designed
around the following topics: diode circuits, BJT
circuits, Op Amp circuits, Bode plots.
Fig. 2 Structure of training modules for active learning
strategies

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4. EVALUATION OF WORKSHOP It was found that 48% of the participants agreed and 48 %
strongly agreed that the sessions were useful for
There were 15 (M=9, F=6) participants from various integration of active learning with SEQUEL in their
engineering colleges in India, with a wide range of classroom. One participant disagreed to intended use of
teaching experience, ranging from 1 to 28 years. All flipped classroom.
faculty members were from the domain of electronic
circuits, having taught an electronics course once or B. Confidence to design SEQUEL based activity
several times, depending on their teaching experience. To in classroom
test the usefulness of the training program, we collected
and analyzed data on (1) perception of participants, The confidence survey results are shown in table 2.
(2) confidence to design SEQUEL based activity in
classroom Table 2: Participants confidence to design of SEQUEL
We adapted survey items from the ET4ET project [18]. activities (N=15)
The five items addressed perception of participants (table
1) and 5 items addressed their confidence to design Items I can SD D A SA
classroom activities (table 2) using SEQUEL. Cronbach α Design SEQUEL
(α = 0.8383) reliability coefficient was calculated for simulation to support
questions in this construct. The items contained a 4-point teaching and student
Likert scale from Strongly Disagree to Strongly Agree. learning. 6 9
Design lessons that
A. Perception of participants about usefulness utilize SEQUEL to
develop students'
The perception survey result of participants about the higher order thinking
SEQUEL training is shown in table 1. skills. 5 10
Teach lessons that
Table 1: Participants perception on usefulness(N=15) use SEQUEL to meet
the individual needs
Items SD D A SA of the students. 9 6
I found the session on 7 8 Find Video Lectures
Learning Objectives useful to support my
for setting up my own Teaching and Student
course objectives. Learning 9 6
The session on Flipped 7 8 Design lessons that
Classroom was useful for use Video Lectures to
me to identify when to use develop Higher Order
flipped classroom in my thinking skills of my
course. students 11 4
The session on Flipped 9 6 Average 8 (57%) 7 (42%)
Classroom (Mention date)
was useful for me to plan
Results indicated that 57 % faculty members agreed that
for a flipped classroom
they can design SEQUEL based active learning activities
activity in my course. for their classroom while 42% strongly agreed that they
I understand how to 5 10 will be able to design SEQUEL based activities for their
appropriately incorporate classroom.
SEQUEL into instructional
practice. C. Experience of faculty in implementation
After these sessions on 7 7
flipped classroom, I intend 1 The participant faculty members implemented some of the
to use Flipped classroom activities covered in the workshop in their classroom, and
back in my class they reported their experience in applying these activities.
Average 7 8 Following are the quotes from their emails:
1 (48%) (48%) “I must appreciate use of SEQUEL simulation for
teaching; it’s really a potential tool for effective teaching.

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I am using effective teaching methodologies such as flip technology in K–12 schools: Technology integration
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