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Starting at the beginning - Educational Goals
What should a geologist know about geophysics?
More to the point - Should I teach a geologist and a geophysicist
the same material and in the same way?
F = ma
g = Gm/r
2
Instructivist Model - Teaching using 19th Century Tools
Instructivist Model: Example Exploration Using Gravity
A Reductionist program taught through Reductionism
•Describe Mathematical Foundations
•Describe Physical Foundations
•Derive Equations for Particular Examples
•Discuss Practical Consequences
•Apply Results
Gen
eral
Par
ticu
lar
What Are We Teaching?
Emphasizes underlying connections to, and descriptions based on, fundamental mathematics and physics.
Procedural implementation stressing derivations and linear decision structures.
Inculcates students into reductionist modes of thinking.
Implicit Goals - Instructivist Model
How Are We Teaching?
Learn from general to particular. Learning accomplished primarily through
memorization and mathematical descriptions, physical/intuitive insight downplayed.
Sequential access to information as dictated by reductionist/constructivist needs.
Strategies – Instructivist Model
Can Technology Support Other Models?
Constructivist Model - Look at How Kids Play Baseball
Constructivist Model: Example Exploration Using Gravity
An inquiry-based program taught through active exploration •Explore Specific and Relevant
Problems
•Develop Intuitive Understanding of Physical Foundations
• Through Examination of Multiple Problems Develop
Generalizations Gen
eral
Par
ticu
lar
• Gain Mastery of Background Material as Needed
What Are We Teaching?
Conceptual understanding of physical principles.
Mathematical development not emphasized in building intuitive understanding.
Decision-making processes emphasized that
are inherently nonlinear in implementation.
Inculcates students into a system-oriented
mode of thinking.
Implicit Goals – Constructivist Model
How Are We Teaching?
Learn from particular to general. Learning accomplished primarily by
solving problems of interest (learning by doing).
Just-in-time access to a wide variety of information as needed by students in a nonlinear way.
Strategies – Constructivist Model
Intro GP Implementation Guidelines
Inquiry Based– Students placed in the role of geophysical
contractors. They must bid on jobs, design surveys, collect data, and interpret observations
Interactive Case Study Approach– Students control all relevant decisions regarding
outcome of case
Simulated Observations– Allows for quantitative error analysis, ground
truthing, and assessment of cost/benefit tradeoff associated with survey design issues
Introduction to Exploration Geophysics – The Course
Implementation Components and Skills
• Content Knowledge - Duh!!
• Technical Expertise Instructional Design
– K. Ginger designed interface and workflow
Component Implementation
– HTML, Java, and JSP
Application Server Requirements
– JDK, Tomcat
GP311 Data Example
-0.12
-0.07
-0.02
0.03
0.08
0.13
0 50 100 150 200
Gravity Data Sample 1
Distance (m)
x = 10 mt = 120 minBid = $13,950Cost = $6320
GP311 Data Example
-0.15
-0.1
-0.05
0
0.05
0.1
0 50 100 150 200 250
Gravity Sample 2
Distance (m)
x = 3 mt = 180 minBid = $25,000Cost = $16,800
GP311 Data Example
-0.12
-0.1
-0.08
-0.06
-0.04
-0.02
0
0.02
0.04
0.06
0.08
0 50 100 150 200
Gravity Sample 3
Distance (m)
x = 3 mt = 120 minBid = $11,660Cost = $22,320
Lessons from GP311: Changing roles
Not only how students learn, but ...
how instructors teach.
Lessons from GP311: Implementation
20 - 30 students 12 hours/week contact time No formal lectures!
Written assignments due weekly (project reports)
Respond to client questions weekly
Ask questions!
Lessons from GP311: Limitations
Limited exposure to real, hands-on experiences
Students tend to focus too tightly on specific problems, thereby missing the big picture
No direct exposure to the predictive power of mathematical descriptions
Perception that technology makes learning easy