Graduate students can effectively develop interactive educational online software modules as a curriculum component of an advanced science course¶

Claim · All claims
Evidence · 1 study · design r2 · q2 · i2 medium
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Fifteen graduate students in the AY201b course each produced an interactive educational software module on astronomy/physics topics, demonstrating that specialized-topic modules can be produced while fulfilling project-based learning objectives. → Nathan E. Sanders 2013

Evidence¶

Nathan E. Sanders 2013¶

Nathan E. Sanders, Chris Faesi, Alyssa A. Goodman. (2013). A New Approach to Developing Interactive Software Modules through Graduate Education. https://arxiv.org/abs/1308.1908 doi:10.48550/arxiv.1308.1908

q2 · i2 · design · r2

Course-project case report: each of the fifteen enrolled students in the Spring 2013 Harvard AY201b course was required to produce a software module worth "a significant percentage of the total course grade." The authors report "successful development of these modules" as the outcome of their test.

"Their successful development of these modules demonstrates that online software tools for education and outreach on specialized topics can be produced while simultaneously fulfilling project-based learning objectives."

Discussion¶

Related Claims¶

• A four-quadrant FEA-supported experiential module was implemented across three heat transfer topics without formal assessment — related
• Student-developed specialized modules attract substantial online use and are slated for cMOOC reuse with data-based evaluation — related
• The multimedia learning module advantage over the textbook persists on a retention test administered two weeks after the lessons — related
• Students who completed more DLC reflection modules exhibited a more strategic approach to solving an exam problem on angular momentum — related