Students learn more about assistive devices, specifically biomedical engineering applied to computer engineering concepts, with an engineering challenge to create an automatic floor cleaner computer program. Following the steps of the design process, they design computer programs and test them by programming a simulated robot vacuum cleaner (a LEGO® robot) to move in designated patterns. Successful programs meet all the design requirements.
THE BLOOM'S CLASSIFICATION OF EDUCATIONAL OBJECTIVES IS REALLY A PATH SHOWING TO THE TEACHERS OF ALL CATEGORIES i.e. PRE PRIMARY, PRIMARY, MIDDLE SCHOOL, SECONDARY, SENIOR SECONDARY AND EVEN TEACHERS AT HIGHER EDUCATION. IT GUIDES ABOUT THE GOALS TO BE ACHIEVED IN THE CLASSROOM BY THE TEACHERS.
Students further their understanding of the engineering design process while combining mechanical engineering and bioengineering to create an automated medical device. During the activity, students are given a fictional client statement and are required to follow the steps of the design process to create medical devices that help reduce the workload for hospital workers and increase the quality of patient care.
This is a unit of study whose competency is to demonstrate ability to perform basic maintenance and repair on hardware and assist in software troubleshooting. The Objective is to identify common failure on hardware and software resources that require maintenance.
Suppose you’re designing an online course. How might you use Open Educational Resources (OER)? Let’s take a quick look at a common model for instructional design – the ADDIE model. (There are many others but this one is very common and useful for our discussion.)
Students follow the steps of the engineering design process while learning more about assistive devices and biomedical engineering applied to basic structural engineering concepts. Their engineering challenge is to design, build and test small-scale portable wheelchair ramp prototypes for fictional clients. They identify suitable materials and demonstrate two methods of representing design solutions (scale drawings and simple models or classroom prototypes). Students test the ramp prototypes using a weighted bucket; successful prototypes meet all the student-generated design requirements, including support of a predetermined weight.
Students are challenged to design, build and test small-scale launchers while they learn and follow the steps of the engineering design process. For the challenge, the "slingers" must be able to aim and launch Ping-Pong balls 20 feet into a goal using ordinary building materials such as tape, string, plastic spoons, film canisters, plastic cups, rubber bands and paper clips. Students first learn about defining the problem and why each step of the process is important. Teams develop solutions and determine which is the best based on design requirements. After making drawings, constructing and testing prototypes, they evaluate the results and make recommendations for potential second-generation prototypes.
Student Learning Objectives As a result of meeting the requirements in this course, you will be able to: 1. Employ a variety of approaches to analyze and interpret texts. (PLG 1) (Gen Ed Goal 1 a)2. Respond to texts, in discussion and writing assignments, demonstrating an understanding of rhetorical strategies employed in the texts. (PLG 2) (Gen Ed Goal 1a, b; 6 a, b)3. Incorporate the fundamentals of academic essay writing such as gathering ideas, developing and clearly stating theses, organizing, drafting, revising, and editing. (PLG 3) (Gen Ed Goal 1 c, d) 4. Compose essays in several rhetorical modes, such as description, comparison/contrast, and argument. (PLG 3) (Gen Ed Goal 1c, d)5. Move from personal responses to formal academic essays, including appropriate, properly formatted evidence from outside sources. (PLG 4, 5) (Gen Ed Goal 1 c) 6. Accurately incorporate the ideas of others using summary, paraphrase, and direct quotation. (PLG 4, 5) (Gen Ed Goal 1 c; 6 b)7. Incorporate the academic requirements, tools, and techniques of research through the resources of contemporary information science. (PLG 6) (Gen Ed Goal 4 a, b, c, d)8. Employ current MLA style for text presentation, in-text citations, and Works Cited pages for essays and research papers. (PLG 5, 6) (Gen Ed Goal 4 a, b, c, d)9. Write an argumentative research paper accurately incorporating material from outside sources. (PLG 4, 5, 6) (Gen Ed Goal 1 a, b, c, d; 4 a, b, c, d; 6 a, b) Course Requirements You will be required to do the following: Write at least four multi-paragraph assignments of at least 500 words.(Meets student learning objectives 1-5) Write at least one in-class essay. (Meets student learning objectives 2-5) Complete other writing exercises such as summaries, journals, reading responses, reading comprehension questions, quizzes on reading assignments, letters, resumes, etc. (Meets student learning objectives 1-6) Read, interpret, and analyze a variety of texts. (Meets student learning objectives 1, 2) Conduct independent research and write a 5-7-page research paper, using MLA style. (Meets student learning objectives 6-9) Submit papers that adhere to MLA manuscript requirements and which demonstrate effective proofreading and editing. (Meets student learning objectives 1-9) Participate in class discussions and other in-class (individual or group) activities necessary to produce quality expository prose. (Meets student learning objectives 2-7)
This module will assist the pre-service teacher in writing lesson plans using the Direct Instruction method. The module is designed for Early Childhood Education, but it can easily be adapted to secondary education majors. Each section of the lesson plan is detailed and, along with his/her classroom, the instructor is encouraged to develop a group lesson plan. As each section of the lesson plan is taught, the class will add that part to the group plan. A blank template is included in the first section.