Note: Descriptions are shown in the official language in which they were submitted.
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Background and State of the Art.
Optimizing educational delivery is, and continues to be, one of
education's greatest challenges and rightly so as it also holds the key
to great success and this success has immense impact on every
society, and all who undergo structured public or private education.
Optimizing educational delivery hinges upon three things;
- Deciding what to teach and hence what must be included
and excluded in each subject within each discipline.
- Identifying and assembling of a method of delivery that
really works and bears suitable salable research and
engineering skills while also justly serving the entire
varying student cohort.
- Developing a delivery method seen as worthy by all
stakeholders because it creates and enables all of the
perceived needed features allowing it to gain widespread
acceptance that promotes unification of purpose and
overall success that prevents or dissuades divisive rivalry
that does more harm than the good the potential new
method may offer to a society.
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Deciding what to teach and how to teach it.
In post secondary and high school education deciding what to teach
has been considered a fait accompli for generations in terms of the
wide spread acceptance of the topics to be taught. Major discipline
content in undergraduate studies is only minimally under scrutiny
each year and frequently the only acceptable substantive changes are
in response to gigantic research strides forward such as relativity,
solid state physics, quantum mechanics and laser devices in physics,
and DNA techniques and cloning in biology and other allied sciences.
However, the major feature of both current post secondary and high
school status in science, engineering and technology is the commonly
accepted positive agreement about the need for change.
Other welcome changes than those of discipline content
modernization are seen as an issue in finding better methods, with the
current modernization versions including distance learning and
computer based technology.
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The philosophy regarding subject content has high current
institutional acceptability and social status despite many practitioners,
observers, researchers on educational delivery and funding agencies
being of the status quo persuasion. However a collective of critics with
a range of factual flaws are evident at this time.
Don Dodge of Microsoft and Daniel E. Hastings Dean for
Undergraduate Education MIT USA commenting about student surveys
say USA engineering dropouts are as high as 50% because 'The first
year of an engineering program is all foundational theory and they
don't see the connection to a career in engineering'[65]. This is in fact
an admission that the issue of what to teach should be pertinent and
accepted for dealing with the dropout issue.
The conventional decision of `what to teach' is commonly about theory
and is and has been the darling of the status quo institutions while
also perhaps the flaws in this approach is identified as the single
unifying cry among all these who disagree with the current post
secondary status quo which on a larger scale than drop-outs is seen
as lacking in three issues:
a) Lack of a successful wider diversity of personal
teaching/learning strategies, which instead steadfastly holds
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theory as left, right and center, causing identified imbalance and
contributes to the creation of a student malaise and is
contributing to excessive dropouts by ignition of student unrest
and disappointment in their chosen and expensive post
secondary studies that trouble Dodge and Hastings. In the USA
50% of engineering students become dropouts, in a Canadian
research study at the University of Western Ontario Engineering
only 30% complete in the standard four years, with a meager
57% finishing within six years of starting [66].
b) Lack of subject containment of massive quantities of salable
research and engineering skills that can and would vividly
portray in practical reality what the engineering or science will
be about for students when omitted from programs is known as
another shortcoming [9, 24]. The reformists lay bare the
pervasive but distracting issue of theory, and more theory, with
some reformists saying for at least a decade, that this leads to
causing overly expensive discipline costs. With high dropouts
programs starting with funding to accommodate one hundred in
first year and onwards ultimately graduate fifty. Put more
bluntly the institution is being funded for one hundred but
graduating half that number.
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c) Another critical issue is the inhospitable husbanding of those
known as `extroverted students' in what is otherwise a teaching
milieu for solitary learners is regarded by many experts as
appalling mismanagement of expensive educational programs
but regarded by many incumbent faculty to be in good working
order.
Any acceptable new method for delivery of science, engineering, and
high school sciences must be a method developed in response to all
concerns over the very substantial long standing deficiencies in
college and university science, engineering, and technology and high
school sciences [9, 17, and 24].
The US Boyer Foundation [24] tabled ten resolutions in the service of
recommending adequate remediation directed to inadequate
undergraduate science education in their 1998 report entitled
`REINVENTING UNDERGRADUATE EDUCATION', which was followed by
a US NSF committee on High School Science Laboratories [2007] who
in summary listed at the top of their recommended inclusions for;
`Examples of Lab Experiences and physical manipulation of real world
substances' which is to be fully included in any new method of
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teaching delivery for science, engineering, technology and high school
sciences.
The fact the Boyer report featured ten major recommendations tabled
in their report indicates that the highly qualified reporting committee
held a substantial number of issues as important. The pertinent
recommendations for delivery were:
= Establish research based learning in undergraduate studies.
= Add Inquiry-based educational delivery links.
= Improve Communication skills within coursework.
= Include Capstone experiences (upon exit).
= Cultivate a sense of community.
Such recommendations, now in public view for years have been
reviewed and understood with only sporadic response.
ALL of the Boyer report major recommendations are believed to be a
major issue for students and their careers. Other major issues not
mentioned include; suitable salable research and engineering skill
development, strategies for extension of long term memory, and the
comprehensive integration of any proposed new delivery that would
provide the outcome known as Mastery Learning. Perhaps a delivery
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method that exceeds any and all of the recommendations of the
serious qualified and experienced individuals and agencies of the past
two generations will or could be approved for widespread
incorporation.
In their final recommendations, the Boyer Commission stated:
`Research universities are so complex, so multifaceted, and often so
fragmented that, short of a major crisis, they can rarely focus their
attention on a single agenda. We believe that the state of
undergraduate education at research universities is such a crisis, an
issue of such magnitude and volatility that universities must galvanize
themselves to respond. Insofar as they have seen as their primary
responsibility the creation and refinement of knowledge, America's
research universities have been superbly successful; in ways
innumerable and immeasurable they have been the wellsprings of
national stature and achievement.
But in the education of undergraduates the record has been one of
inadequacy, even failure. In a context of increasing stress-declining
governmental support, increased costs, mounting outside criticism,
and growing consumerism from students and their families-
universities too often continue to behave with complacency,
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indifference, or forgetfulness toward that constituency whose support
is vital to the academic enterprise. Baccalaureate students are the
second-class citizens who are allowed to pay taxes but are barred
from voting, the guests at the banquet who pay their share of the tab
but are given leftovers'.
In the succeeding years since the Boyer [24] report much has been
written but less has been attempted. At the moment three species of
institutional response have appeared consisting of; the majority status
quo group whose opinion is they are as good as they have always
been, a second proactive research group taking the position that they
can research the needed solutions to a superior curriculum into place,
and a third more urgently driven group that hold a wider spectrum of
views and want faster changes as they are driven by a perceived lack
of current curriculum justice and simultaneous scientific and
engineering outrage over institutional foot dragging. This latter group,
the most aggressive of the three, consists of more engineering
oriented visionaries whose opinion is they already have enough
research data that they should not be held back from immediate
implementation of their investigative decade plus of findings and
plans for change.
Roughly speaking it would seem that about 95% are in the first group
[status quo], under 2 % in the second [research the way to
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improvement] and under 2 % in the third [we already know the action
needed].
Preliminary assessment of the two reform groups indicates the
research driven activity is plagued by subjective results created by
student questionnaires, and subjective interpretations by novice
research assistants interpreting personal interview student data. Their
evident long term double premise includes both support for user
friendly faculty and more computer technology.
Despite poise and enthusiasm, the second reform action group fails to
address the full gamut of mastery learning [10,15] by omission of a
Mastery Learning vision asserting the need for a sufficient quantity of
ongoing applied research and engineering salable skills, an improved
Long Term Memory strategy and accompanying discipline approved
hardware and software salable research and engineering skill
nourishment embedded in each subject program, which should
include all of the cited Boyer items.
Also missing from the two proactive groups is a reference to the
brilliant former work of Hermann Ebbinghaus [1 ], on memory
retention strategy, and the required Ebbinghaus need for creation of
selected memory refreshment activities to adequately support Long
Term Memory Extension dynamics. Also missing is any Benjamin
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Bloom, US educational giant from the University of Chicago who tabled
research relating to cognitive learning and behavioral learning
categories forming the basis of what later was dubbed Mastery
Learning strategy as it deals with thinking and behaving [10, 15, and
18]. Without inclusion of Ebbinghaus' and Bloom's Cognitive and
Action principles in its day to day operations, any educational delivery
must be seen as a delivery package without content. Reference to any
concern about student group teaching arrangements is also missing
as is detailed concern for salable skills inclusion in within delivery.
In two-by-four language, Mastery Learning is that learning held and
displayed by masters in a specific field; a master electrician, a brilliant
researcher, a master chess player, a veteran winning quarterback, and
skillful surgeons.
With the currently sustained status quo positioning on educational
delivery being traditional, many faculty and administration members
are aware of the serious situation but prefer to harbor only silent
reservations and inaction.
The University of Washington Physics department, University of
Colorado and Dr. Carl Wieman [US Nobel Prize Physics 2002] now at
the University of British Columbia Canada, late of the University of
Colorado Physics department, represents leadership of the `research
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the way to better teaching' group. In Canada only this one of 80
institutions is showing any such initiative.
North Carolina State, Professor Emeritus Richard Felder, [PhD MIT]
School of Engineering, and Professor Edward Redish, of Maryland
Department of Physics, and faculty in the University of Massachusetts,
lead the vocal call-for-action oriented second reform group. This is
the core combination of the more vocal reformists having to some
extent appeared to have `out-researched' the research group by
combining their efforts beginning in the 1 990s created a
comprehensive record on polling students and further have had the
courage to put much of their emphasis on reform behind the results of
Myers-Briggs [5] personality surveys. This Myers-Briggs [MBTI]
psychology group has persevered using decades of data from
personality surveys that support their work which is based upon the
previous work of the famous Swiss psychiatrist Carl dung and begins
with the concepts of introvert [I] and extrovert [E] learning types.
This Maryland, North Carolina State led group's contention is that,
among the general population including science and engineering entry
cohort learners, there exists for educational purposes two important
types. The first of these types have categories either classified by MBTI
as introverts `I' or extroverts `E' which is no surprise as we all are
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aware of these individual behaviors. Extrovert learners are known to
blossom best in group learning scenarios. Introvert learners thrive on
solitary scholastics, and have for decades.
The current concern for innovation and the commercialization of
research developments also calls for entrepreneurial skills, which MBTI
identified as pertinent characteristics of `E' and `S' people [70]. The
status quo emphasis upon solitary scholasticism effectively implies
that such extroverted people have been marginalized for years by
conventional post secondary science and engineering.
The Meyers-Briggs Type Index [commonly known as MBTI] based
reform enthusiasts further hold that also important among learners
there is an additional two MBTI designated types, one the 'N' type of
intuitive thinkers/learners who are alleged to form the bulk of
university professorial staff in sciences all sharing a passion for books,
theory, chalk and talk. The other, the `S" type, thinkers/learners, the
alternative to the `N' individual usually called the `S' type due to their
favoring 'sensory' learning by; seeing, hearing and touching those
things they encounter in life. S types are now appearing in science and
engineering student bodies in increasing numbers reported by Chang
and Chang [42]. They reported the increasing cohort showing a
definite penchant for learning through their senses, mostly by visual
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observation and hands on contact for which the descriptive social
cliche describing these types of people is; 'Is he/she handy'?
Introverts are comfortable learning alone and obviously print material
is a prime source, followed nowadays by Internet and distance
learning. The fact follows from this reliance on print material that labs
and hardware have proven as of secondary importance to them. In
contrast to the `N' type, the 'S' type prefer real hardware, real
materials, real experimental situations and an opportunity to lay their
hands, and especially eyes, on objects and materials. The `S' type also
harbor at the least mild disapproval of books and papers if they
constitute the core of any curriculum which they see as bland
substitutes for their need for actual `things and stuff' that portray
`1000 word pictures' to them at every glance. In contrast to the
perceived brilliance of `N' types the `S' types are the ones everyone
wants when they are; having trouble on the highway, piloting your
airplane, the person beside you in battle, and the one leaning over you
in surgery. The two types are characterized as different in their
personal learning preferences and in need of different learning
experiences, especially with the `S' type, hands-on a group also
wishing more salable research and engineering skills along with
improved and expanded laboratory experience with `obviously popular
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real hardware' as compared to the current contrived lab setups that
conventionally fail to support their preferred learning mode.
This strong inclusion of continuous and substantial hands-on
interaction, on a group basis, is also a comfort zone for the extrovert
learners. This hands-on think-as-you-go situation can be solved by
featuring science and engineering apparatus and popular world
hardware in a real-life scenario. `S' types look forward to and thrive
with `down-to-earth' hands-to-hardware combined laboratory and
theory academic experiences.
Further to this and referring back to the Introvert and Extrovert group,
Brightman of Georgia State University [50] with his research evidence
asserts `Extraverted students learn by explaining to others. They do
not know if they understand the subject until they try to explain it to
themselves or others'. In contrast the laboratories in science,
engineering and to a lesser extent technology programs are usually
experiencing laboratory reduction, both in the quantity and quality of
the available hardware thus increasingly becoming `academized' and
feature using push button lab apparatus, that teach no better than a
pop machine. Labs also generally feature a minimum of lab sessions
per semester as the first week of the year academic labs are inevitably
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canceled, Thanksgiving week labs are canceled, and usually the end of
semester sees further lab time cancellations.
The 'S" type learner is most fond of `things and stuff' and many are
incessant tinkerers, as well as extroverts. Further to this it has been
claimed the 'S' type consist of over 50% of the incoming engineering
classes, and some assessments having been made as high as 75%, of
engineering freshmen being of this 'S' type [42]. The immediate action
group mentioned especially championed by Felder [4] and Redish [191
are dedicated to stem the tide of dropouts and failures that they
earnestly see as caused by the books, theory, chalk and talk regimes.
In contrast, the 'N' learners are bright, passive and easy to please, as
they are very adept at self-teaching through text and mathematical
problem solving, and typically without great interest in hardware and
laboratory appendage, often to their own disadvantage.
Many of the MBTI oriented engineering reformist faculty sources have
gone on record as believing that the educational system is thusly
biased against the 'S' student and in favor of the 'I/N' student. They
therefore also comment that grades for 'I/N' are valid but in any ratio
to the `E/N, I/S or E/S' learners the `N' grades are inflated. As a result
reformist claims center around redressing the situation and creating a
scenario of coursework and grading equally fair to all. This of course
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implies that `S' motivated student have grade credit to be earned with
their demonstrated ability to use and manipulate science and
engineering lab and hardware apparatus that their `N' compatriots
usually lack. It further implies that `E' must be allowed the continuous
privilege of discussion groups in each and every subject that support
the securing of subject mastery for 'E' learners who, as MBTI,
Brightman and others will attest, must have the opportunity to discuss,
in order to mentally secure their cognitive grasp of subject theory and
relate it to discipline suitable theory, and salable research and
engineering skills.
We all know about the light bulb `N' type who see issues when their
mental light goes on and realize many of this type are university
professors. We also know of the more practical `S' type who can
replace the chain on a bicycle within but a few moments of getting a
good look at it. There are hordes who dispute whether many a current
university science professor can do that. This engineering oriented
Maryland North Carolina based proactive change group have adequate
data that 'S' learners will thrive better if the atmosphere shifts toward
more emphasis on both group involvement in learning and; labs, labs,
and better labs, with such a shift in emphasis harming no known
learner types, but creating impressive science and engineering salable
skills to pair with discipline theory.
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MBTI via Felder have some interesting commentary related to `N' and
`S" learners. One of these is that current institutions are geared to the
'N' learner featuring; `books, paper, chalk, and talk' as the active
media. However, Sensing persons [`S' type] under appropriate
optimized delivery settings have developed to show superb `N'
capability in handling theoretical issues. In reverse many `N'
individuals become effective 'S' types especially when nurtured to
develop what can be termed `good eyes', especially for hardware,
materials, subassemblies and mechanism operational behavior.
A caution is in order here as no single MBTI typing is to be taken as
totally correct, and is likely more fluid than fixed in stone, but a life-
long trend is evident.
In the classic MBTI theory, people demonstrate preferences but
observations show an ability to voluntarily switch between S/N
behaviors. In many individual cases, the S/N preferences are slight
rather than severe. As such, it is not necessary to `type' individuals
firmly. What is necessary is to realize and recognize that a given type
is best supported by a special and specific teaching/learning milieu,
and the conventional milieu for the `N' has been in place for hundreds
of years, but has ended up facing disapproval of US and Canadian
funding authorities, the mentioned reform groups, and far too many
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saddened drop-outs. The long standing culture is then propagated by
absentee faculty voters unable to vote or make their voices heard
simply because they are not part of the traditional faculty. This is an
atmosphere not by any means teetering on reform. Add to this the fact
that most faculty are MBTI I/N, who themselves thrived in this
arrangement and see the norm as the good and we have an
embarrassing situation.
It remains to provide a better balance of theory and hands-on salable
skills, with features supporting solitary and group learning orientation,
for all learners, in all semesters and all undergraduate years and the
issue will then be solved, and teaching and learning can go on to
much better and more effective days.
These first two of the sequence of four letters MBTI designated
characteristics, [I/E and N/S], that any person exhibits, are taken to be
relevant and reliable for planning educational delivery and effective
learning and hence have become the sentinels of immediate
improvement in educational delivery.
The differences in these first two categories containing four distinct
types are of major importance, E/I and S/N, whereas the last four of
the entire eight letter MBTI designations may or may not be as
relevant which future research may discover. It is also believed by the
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MBTI reformists that who is, and who is not a certain MBTI type, is not
as important as the obligation of every institution to develop and
operate an effective, suitable combined educational offering suitable
for each of these N and S categories; IN, EN and IS, ES.
Another important point is that the current established teaching
delivery method is one of focus on lectures, preoccupation with
problem solving and perceiving of laboratory experience as some
`backup,' or another way to wrestle with theory and problem solving.
One typical faculty insider commenting about labs said that they are
for `proving the theory being taught.'
This laboratory focus (or lack of same) is believed by the proactive
Maryland, Massachusetts, and North Carolina State researchers as to
being a long term establishment of favoring the `N' types but
inherently prejudicial to the 'S' learners. Some scholars [4,19] have
held decades old conclusions that all school systems have always been
operated in favor of the introverted `N' learner. We must keep in mind
that many of these dissenting individuals were initially the product of
traditional teaching processes in a prestige US institution [MIT] and
other equivalent prestigious institutions, and hence they know on a
first hand basis what they are criticizing.
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Those who dispute the current effectiveness of science and
engineering delivery especially point out the massive drop-outs in
engineering, by `S' students and comparative lack of such especially,
despite low enrolments, among science 'N' students. This is even
more startling in Physics, who already are in the worst struggle of all
sciences to improve passing and graduating numbers, but traditionally
small enrolments have somehow precluded real program introspection.
They seem unable to establish the link that they themselves may be
the `worst case' perpetrators in Science teaching.
Myers-Briggs are not recognized by some professionals as being
sufficiently scientific, with many claims of unrepeatable survey results,
or surveys that, taken a second time by the same individual, yield a
different result. In many cases the MBTI is such a surprise that prior to
repeating the test many have `shifted their personal ground' due to
startling revelations within the MBTI test structure applying to their
own lives causing them to rethink and then change their answers on
the second, and third, testing go-around. Not noticing this they then
decry their test results as `inconsistent' which by this answer
modification behavior they have been undisputedly and single
handedly proven. Despite this, it is reasonably easy to conclude with
confidence that the first two MBTI letter placements have great
credibility. The introvert/extravert case has been common knowledge
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for centuries. The `N' intuitive learner has as well. The solid common
sense MBTI based Improved Method of Optimized Educational Delivery
conclusion is that all four of these two group learner types [E/I and
S/N] will thrive with a mainstream platform combining individual and
group orientation.
Any new delivery venture must include very substantial improved
group activity and a resulting `sense of community' [Boyer
Commission] but must also show additional Bloom Cognitive and
Action personal development [See Appendix A] linking communication
with coursework, including research skills in each and every year and
adding long term memory security as taught by Ebbinghaus[1 ]. Thus
there will be an unprecedented increase in research skills, `community
buddy groups' and memory security well beyond any such competing
current programs. The memory extension benefits as well as
laboratory, software and salable research and engineering skill
teaching support must also be available throughout any new and
better delivery, with all above being integrated effectively within the
traditional delivery programming.
Despite those who allege the MBTI to be lacking in scientific certainty
one point appears which is the common knowledge that science
professors, who largely reject the MBTI methodology, are themselves
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mostly introverts [I] and intuitive thinkers [N] almost perfectly fitting
the MBTI category of IN characterization. It becomes rather comical
when critiquing of MBTI is coming from persons who display every `I'
and `N' characteristic MBTI hold to be true.
Dr. Richard Felder [Ph.D MIT, 4] of North Carolina State University,
Professor of Emeritus Chemical Engineering, makes the following
uncomplimentary summation after years of teaching and educational
research into this very issue;
`Learning styles of most engineering students and teaching styles of
most professors are incompatible in several dimensions.... These
mismatches lead to poor student performance, professorial
frustration, and a loss to society of many potentially excellent
engineers'.
Professor Felder pulls no punches in his theme that many faculty
personal teaching styles clash with up to two-thirds of the
engineering student body learning styles.
The Felder claim is that the learner categories of INTUITIVES and
SENSORS [Felder's shorthand terms] have different needs. Felder &
Silverman [4] cite the needs of the former [INTUITIVES], as having a
predilection for theory and symbols, verbal communication, and
conceptual mental schemes. They also cite the latter [SENSORS] as
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preferring experimentation [reality hands-to-hardware], visual cues
related to `seeing things happen' or even better, `making things
happen,' including complete apparatus assembly and dismantling, in
preference to verbal descriptions, and also prefer fact and
experimental activity over reliance upon conceptual teaching schemes.
It is also worth noting that entrepreneurial skill and its importance in
science discovery in commercialization and in engineering project
management are most often found in the same `E' and `S' individuals
[70].
A further observation that Felder and Silverman make:
`Most engineering courses other than laboratories emphasize concepts
rather than facts and use primarily lectures and readings (words,
symbols) to transmit information, and so favor intuitive learners.
Several studies show that most professors are themselves intuitors.
On the other hand, the majority of engineering students are sensors,
as high as 8 of 10 suggesting a serious learning/teaching style
mismatch in most engineering courses'.
The existence of the mismatch is substantiated by Felder in, "Reaching
the Second Tier: Learning and Teaching Styles in College Science
Education." [55]. Felder found that in both traditional chemical and
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electrical engineering courses `intuitive students almost invariably got
higher grades than sensing students'.
It must be stressed that Benjamin Bloom [2,3], US educational ICON,
also believes in salable skill muscle as per his own research. His
findings were distributed in three `Domains' of which the first,
Cognitive, is clearly about mental processes and hence thinking. The
second Bloom Domain entitled: `Affective' includes; solitary and group
competence, awareness of surroundings as in both people and events,
capable of independent problem solving and carrying personal beliefs
that are inclusive of those held by society at large, such as justice and
democracy. The third category Psychomotor is related to Action but
more focus is shown for personal self-starting, the ability to handle
emergencies, the ability to solve problems on their feet, all tenants of
entrepreneurship are valued in commercialization of scientific
discoveries and important skills in engineering project management.
The latter list are very difficult to accommodate without sufficient
attentiveness to appropriate skills and the ability to actually `navigate'
in the mediums of science, engineering and technology.
The research of Bloom in the Action [Psychomotor] domain was
reworked in recent years and published by Stephen Covey, in his book;
The Seven Habits of Highly Effective People. The habits under
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discussion are the largely drawn from Bloom's second and third
Domains represents `If we want higher performance results, then we
must develop and renew the necessary resources for increased
performance capability'. Thus necessary re-focus in educational
delivery in science and engineering can find no better location to
establish and nurture this performance mandate than in conjunction
with laboratory work and both engineering and research salable skill
building activities, under Dual Bloom tutoring.
In the desire to combine the best of both learning worlds a reinvention,
refashioning, refurbishing, and vast expansion of quality lab work are
called for. This supports and improves the major experiences that
effectively attend the Bloom Affective and Psychomotor Domains that
may be referred to as an `Action' domain featuring on the part of the
students; alertness, awareness of processes, prompt task application,
ability to respond effectively, sharing team responsibility, and getting
things done.
All this is can be accomplished within an atmosphere of limited
direction, working with few detailed mind numbing instructions,
gaining rich experience in a wide array of carefully chosen apparatus
assembly/dismantling undertakings, obtaining research readings
[however simple], improving student personal analytical skills in
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reviewing of results, and the overall start-to-finish comprehension of
the research factors in experimental processes. This highly skill
related lab activity can build communication, practical comprehension
of `ways and means', and a preliminary stage for the Boyer
recommended Capstone research and engineering experiences and
Inquiry based learning method inclusion.
Despite every day status quo institutional faculty confidence in their
curriculum and its delivery a Canadian report from the second largest
university in Canada, University of British Columbia in Vancouver BC,
showed that barely 15% of all UBC science graduates work in science.
[Dr. John Sams [16], Associate Dean of Science UBC, personal
communique 1991].
Short years later the Canadian Government [17] issued an urgent
action recommendation for post-secondary education; four of their
points were directed at [hands-on] skills and labor force entry
requirements.
Further, shortly after moving to the University of British Columbia,
Vancouver as director of a Canadian Research effort into improvement
in undergraduate science education. Dr. Wieman [36, 37] working to
repair science education after a Nobel Prize win in Physics at Colorado,
the UBC CWSEI website declared:
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`Federal and provincial governments have expressed the concern that
higher education is not equipping students with the skills which will
help build the economy when they enter the job market' UBC Canada
CWSEI web site 2007.
Months later upon administration of a widely approved concept test to
UBC science students holding subject end of year grades in April of A
or B, Dr. Wieman announced tested students could only satisfy 30% of
the content of the approved subject concept test applicable to a
science subject just recently completed at UBC Vancouver [36].
In a 2007 report, the Canadian government announced, pertaining to
Canadian national skill development [17]:
`More than 80 Canadian universities develop research and innovation
talent and perform research. Scientists, clinical investigators, and
other researchers are involved in health research at teaching hospitals
and research institutes of regional health authorities. In addition,
many of Canada's 1 50 community colleges and polytechnics located in
over 1,000 communities across the country work with local business
organizations to develop and adopt new scientific developments and
technologies. In all cases, their greatest contribution lies in their
important contribution toward training students in essential S&T skills'
[171.
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This response to this interest in national skill development, improved
laboratory research and engineering salable skill husbanding through
Bloom Cognitive and Action, [Affective and Psychomotor] Domains
could become an undertaking for undergraduate Science, Engineering,
Technology and High School Sciences in United States and Canadian
institutions.
In conjunction with the impetus to reform, the report of the US
National Academies, Advisors to the Nation on Science, Engineering
and Medicine, in the report entitled America's Lab Report [9],
Investigations in High School Science 2007, also came to some
startling related conclusions. The most vivid of which is:
`Unfortunately, the quality of laboratory experience for most students
in U.S. high schools is poor'.
Coupled with this is the fact that the teachers of such labs are
graduates of U.S. Science undergraduate institutions and that most of
the points of weakness in the report are equally transferrable to U.S.
and Canadian undergraduate programs in Science. No surprise then,
when the high schools are suffering the same illness as the parent
institutions providing them with teachers.
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The Laboratory Situation
Conventional science and engineering laboratories are seen as a story
in reverse progress. Instead of supporting a policy of expansion and
improvement, they have followed instead a policy of studied
diminishment and oversimplification, particularly in labs refashioned
for the expressed purpose of simplicity in everyday operation. This is
mostly true in the use of `modular' lab equipment designs commonly
used for their advantage of quick setup and take-down. Modular labs
are all inclusive collections of discrete simple hardware [pulleys
weights, string, springs, thermometers, and metal containers], or
cabinets and carts with connections to services [electric power, water
and drain, pressurized air, heating elements mounted on pipes or
tanks etc.] all with push buttons to start and stop and all with
readouts for data display included.
Good labs are messy compared to lectures, textbooks and paper, and
require a large amount of time to administrate and in typical university
setting usually lab activities are not blessed with experienced hands-
on supervision nor taught by permanent faculty, nor are they
apparently institutionally `championed'. As a result they default to
supervision and delivery by `teaching assistants' [TAs or in cases of
lab assistants, LAs], who are graduate students seeking an advanced
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degree and are paid for this part time work and the balance of the
TAs/LAs time being consumed by their personal graduate courses.
Hence there is pressure to develop labs that are not in need of
extensive care and attention, a perhaps inadvertent movement to
`distance' the department from the reality of labs. Some believe that
in part this is to accommodate the lack of acumen on the part of the
`N' learner turned graduate student who has all too suddenly turned
into a University Teaching Assistant or Laboratory Assistant. Good labs
are those that are real mirror images of actual lab and/or industrial
experience, not a simplified mock-up of surroundings, using vendor
supplied apparatus, and cook-books, expressly built to produce
`numbers' that support what some faculty decry is the real purpose;
support of theory. This vendor modular apparatus is produced by to
provide quick numerical results, and genuine lab research and
engineering salable skills are never seen to be a worthy objective in
this mix.
If Boyer emphasis on Inquiry learning is to be an objective these types
of labs represent the most extreme distancing imaginable. It is
impossible to conceive of any reform proponents postulating
improved Inquiry learning and creating the Boyer recommended
scientific research salable skills accepting this situation or believing it
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as representative of any suitable emphasis. The current operational
behavior in labs employs the three g's also known as; `get setup, get
readings, get out'.
The current assessment by the reformists about labs is that, as Redish
[19] asserts; their improper teaching content. Redish [19] persistently
decries in his book: Teaching Physics with the Physics Suite Throw
away the lab manual', as provided by the vendor and which are also
often referred to within universities as `cook books'.
There are many good reasons to revisit the setting up of lab services
for every science, engineering, technology and high school program in
the light of these current cited criticisms and the simple observation
that they can be done much better. Labs are typically operated by the
institutions with a motive to get numbers to support student
mathematic problem solving and creating graphed displays of
numerical lab results. Some reform advocates suggest this action is
too often to the student's despair and the `S' student is likely being
the most severely disenfranchised. Another argument is that there
exists within MBTI strong momentum for the conclusion that the `S'
students, without the opportunity to grapple with real situations are
educationally disenfranchised and rings alarm bells of the US `No child
left behind' initiative creating a:
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`Too many aspiring engineers left behind' atmosphere.[4]
Scrutiny of the current laboratory situation will uncover the entire
process is setup to provide minimum student-to-hardware contact to
protect the lab hardware. Lab equipment is built by commercial
vendors for a basis of nearly non-contact. Except for the humiliation
of it, they are often no better than taping a set of experimental results
outside a locked lab door and encouraging students to copy them
down and return to their dorms and write the lab up for hand-in. As
Redish [19] pointed out:
`Take away the lab manual. Having a step-by-step procedure may
guarantee that most students complete the lab but undermines
important learning goals. Pat Cooney at Millersville University has had
success with simply writing the task on the board and having students
figure out what they have to do'. Teaching Physics with the Physics
Suite; Page: 163, Edward F. Redish, Department of Physics, University
of Maryland.
In the same extreme, the Canadian University of Toronto, Aerospace
engineering department, in Canada's largest university already
advertises in their calendar that their engineer trainees can do their
labs from their dorms over the Internet. Impressive, but assuming they
are also attempting to graduate the type of engineer who can also
build the apparatus and develop the control systems to enable these
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remote control labs when will these dorm bound students learn to do
that, which most engineering professionals would judge to be real
engineering?
This minimum hardware contact lab venue insures that equipment will
not be unduly damaged or tinkered with and this of course is a major
disadvantage of the entire process as students that are at university to
learn to do this very thing are in effect treated like pre-school children
and not allowed to extend their experimentation and learn, `lest they
damage something'. If the Boyer Capstone experiences including
research skill development are a recommended reasonable goal then
the undergraduate years of non-contact, non-inquiry labs culminating
in no-Capstones -- seem an unusual approach.
Despite the chronic low student body numbers and massively high
drop-out or failure in sciences, most notably physics, faculty
dissatisfaction attention inevitably challenges the unacceptable quality
of the incoming freshmen. High school preparation is normally
diagnosed as the blame for this unfortunate circumstance. With this
diagnosis, the status quo blames their own victim dropouts, even
before they arrive and issue rallying cries to `raise entry standards'.
Such a move, of course, would ideally net them larger numbers of
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incoming high grade carrying `N' students allowing the cycle to start
over again.
The recent expansion of increased focus on promising laboratory
computers, computation and display aids such as the animation
incorporated in `Physlets' [13] is a futuristic wave and a promising and
valuable pathway as an added insight to physical phenomena, but
does not replace appropriate teaching and not bothering to create the
valuable research salable skills that can be effectively included in
practical lab work [Boyer 24].
Such appropriate research and engineering salable skill inclusion has
benefits that many critics and those who have assumed it to be of no
value when they have never had such experiences themselves. Most
have yet to imagine the value and virtue of appropriate and discipline
dedicated salable skill development, and have obviously never
personally experienced such a happening. Among the benefits is the
ability to include a Cognitive Bloom sliding scale learning with the
teaching of each new discipline oriented hardware item. At that time
Cognitive Bloom #3, #4, #5, and #6 [See Appendix A] and the Action
domain using what could be termed `world popular hardware and
salable skill awareness' can be featured and strengthened.
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Attendance to developing research and engineering salable skills via
student eye skills in labs fashioned for this result, was vividly pointed
out by the famous psychoanalyst Carl Jung [59] who made an issue of
the value of vision which translates into a simpler term `getting good
eyes', a saying engendered to point student attention to `learning to
look, while looking to learn' as Jung put it. By continual visual
inspection and analysis of appropriately important key discipline
hardware both theory and related science and engineering hardware
skills are advanced.
Improvement by better planning for inclusion of the student `S' learner
personality that need hands-on with hardware, and group setting as a
student support, just to `make sense' of the issues being dealt with
improves student satisfaction for potentially 70% of students in some
classes. Those who learn best with hands-on opportunity are
obviously the most concerned and satisfied with improved salable
engineering and research appearing more prominently in labs. Along
with this their increasingly larger numbers are of important value to
society in science, engineering and technology disciplines [42]. They
are in fact part of the skills workforce the Canadian Federal
government [1 7] and the Boyer report [24] are making reference to in
concern for appropriate national research skills and their criticisms of
the continental status quo.
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The opportunity to deal more effectively with hardware and real
practical physical lab situations speaks to an elevation of institutional
willingness to address the `skills needs' and build in salable
engineering and research skills Boyer called for in the Capstone
experiences everyone will agree would support future student careers.
Prior to becoming endangered, many potential dropouts and failures
will thusly be allowed to experience and appreciate the value of;
`actually doing laboratory experiments in groups from scratch', and
having many such experiments being made into examples of Inquiry
based micro-Capstones.
A recent Canadian Globe and Mail [2 May 2009] special report on
Canada's best young high school science minds as they approach
graduation and in completing their newspaper report was the finding
that only about 50% of those who competed senior subject sin science
in high school anticipated science careers. In comparison other
Canadian working science researchers reported the single reason for
their becoming researchers was 'a teacher' who had built a special
relationship with the now researcher when he or she was in high
school. Thus the 2008-09 version of Canadian high school science
delivery had failed to captivate interest as many were convinced as
scientists they would spend their days in a lab coat literally `behind
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closed doors, isolated from other humans and begging for funding'. In
other words the excitement of science, usually found in discovery, was
not evident to them as they departed high school. As a result of the
working scientists citing a specific teacher as their motivation they
have at the same time implied not endorsing the high school program
they came through to get them where they currently are, in scientific
research.
Assessment of this in the light of the following comment is even more
meaningful, a comment by Dr. John Sams, PhD [16], Associate Dean of
Science University of British Columbia commenting on a survey taken
at UBC in 1991. 'We found there are less than 1 5% of our science
graduates working in science'. If fewer than half the graduates of high
school will pursue science and only 1 5% of science degree holders
work in science do we have a problem?
Although not normally considered so by educators it happens that the
elimination of substantial hands-on laboratory experience is seen as
exactly the issue that has resulted in the identified need for extended
training time requirement of engineers and science graduates in
industry or on the other hand simply makes science graduates almost
unemployable [4,7, 24, 30, 33]. Extended training times imply lack of
suitable research and engineering salable skills at job entry.
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Many educators further profess awareness that science undergraduate
training is designed as an entry to a Masters or PhD program [29], and
not for Boyer; Inquiry, Capstones, Communication skills or creation of
groups of buddies.
As such, the Globe & Mail results show that half of the best science
high school graduates were uninterested in science. UBC
demonstrated of those that did and graduated successfully from a
major Canadian University, only one fifth [fewer than 20%] either had
insufficient skills to capture employment or were not enamored of the
field of science enough to pursue the effort to obtain employment, or
some combination of these two effects.
The University of Washington Physics Education Research [PER] group
ably lead by Lillian McDermott [6,7], has admitted repeatedly over the
past fifteen years that half the students completing a first course in
Geometric Optics at U Washington with successful A or B standing
were unable to answer simple verbal lens/image questions in an
interview. The A or B grades speak to student ability to `do the
problems' and that about 80-90 % of course grades are earned with
this singular skill. This inability to communicate meaningfully verbally
is a Bloom Cognitive and Action disability skill that remains
undeveloped in too many instances in science and engineering thus
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stands as a major identified weakness. Dr. McDermott also went on to
conclude;
`Everyone who teaches physics thinks that being able to make
connections to the real world is important. Many instructors assume
that while students are studying the formalism of physics [as in
concentrating on computations] they are also learning to make those
connections. There is considerable evidence, however, that this is not
the case'.
The temptation is to whole heartedly agree that a revision of teaching
as needed will dramatically renew this situation whereby in the future
students, year after year, may be heard to say on leaving at the end of
every lab session;
`I can't believe how much I learn every time in this lab'.
In his book, Teaching Physics with the Physics Suite, Edward F. Redish
Ph.D [19], concludes further that the finest tactic any lab instructor
could use is to `throw away the lab manual', which consists of a step-
by-step no fail instruction set provided by the equipment vendor to
guaranty success in garnering experimental numbers. With his fine
track-record and years of service and intense research into physics
teaching it would seem that Redish has a point. This perspective is not
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widely accepted by his large cohort of status quo peers [about 90% of
total players] in schools of thought about university science delivery.
Dr. Redish also suggested, as a conclusion of his own, but reflecting
McDermott, regarding flaws and their repercussions.. .students do not
`really understand' the relationships and fundamental concepts of
Physics. Now there exists the conundrum of a curriculum, lacking in
scientific salable skills, not serving a major visible component of the
student body and having students that McDermott claims are
completing courses with an A or B grade are `unable to answer simple
questions' and Redish claims they `do not really understand
fundamental concepts in Physics'. It appears few have heard these
clarion calls despite Redish's position as a major reform advocate and
highly respected professor at the University of Maryland and a PhD
graduate in Physics from MIT, one of America's premier universities by
ratings year after year.
On the other hand, some pragmatists among physics proponents in
engineering faculties have another version. In a study of North
Carolina freshman engineers Spurlin et al [8], quoting `The Creative
Brain ` as asserting that rote problem-solving orientation of the
current engineering curricula [a parallel with physics one might add]
made the observation that engineering curricula does not foster the
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skills employers need in engineers [8]. Dr. Richard Felder at North
Carolina State Chemical Engineering simply made the observation that
traditional lecture oriented teaching that is the platform for the
`problems curricula' leads to `lower performance, negative attitudes
toward engineering, and decreased self-confidence of some students'.
In their initial attraction to engineering it can be proposed that such
students create a mental image that engineering, as opposed to
science, will give them a personal practical orientation to reality as one
might imagine important in a discipline such as engineering. Even in
senior years current university lab arrangements such as the
mentioned University of Toronto students doing engineering labs from
their dorms, creates a student emotional situation where without
regard for their need for the physical presence of practical salable skill
featured hardware and laboratory experience students are left
continually doing paperwork and mathematics. This leads not only to
insufficiency in discussion of technical physics but in dropouts and
failure levels unwarranted in any institution. A personal experience on
this matter was in a conversation with a young lady who was a Harvard
Biomedical Engineering graduate student in her Master's program
when she commented rather sadly; `I wish we could handle and learn
more about all the prosthetic devices we only study mathematically'
[68].
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Most reform proponents still argue rather successfully that the age
old science and engineering concentration of the teaching conceptual
theory and mathematical problem solving is mostly about intuitive
thinker's preferences, and the lecture format is mostly about
introverts, and hence curricula is said, in both sciences and general
schooling, to be biased in their favor. Many argue that, outside of
MBTI, common sense has held for years that the introverted intuitive
`N' learners, also referred to as introverted book readers, academically
flourish from middle school onwards. It is also successfully proven
that theory concentration is NOT teaching that which is assumed
learned as reported by McDermott and Redish, and more importantly
that which is known to be important in the real world [McDermott,
Redish, and Felder]. The research work of Ebbinghaus [1 ] also
predicted that the forgetting rate for any material that was initially
mastered will deteriorate to about 35% of the peak value in 21 days
without further memory recall in between. The antidote is ongoing
strategic memory refreshment which is further enabled by the initial
use of diagrams and animation serving as `memory hooks' in the
material first being mastered. Some intuitive approval of these
criticisms is visible when the defense that should be forthcoming from
the status quo institutions is only silence.
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Comparing the McDermott, Redish, Wieman, and Felder conclusions
the action of ignoring the failures of substantive practical laboratory
work in omitting much of the world's popular, widely used, dominant
hardware, materials, and components, is a disservice. Indeed the issue
is oftener more severe in that students, in some cases, will withdraw
from learning the theory because of this omission, becoming
candidates for complete withdrawal unless they become aware of and
accept the value of practical but real research in science and
engineering their applications [4].
Even more crippling for those who do go ahead and learn the theory
material, McDermott, Redish, Felder, Gerace & Beatty[14] also contend
that students mostly forget much of theory as it is not `pegged' to
more meaningful entities that readily support long term memory
development a desirable situation that Christina and Borjk [40] refer to
as Semantic learning.
The utilization of more and varied actual hardware as a companion to
theory teaching becomes a valuable case in point with regard to
memory recall, long term memory and hence Mastery Learning. Initial
learning having suitable recallable [Semantic] `memory hooks'
facilitates development of memory that will provide superior long term
recall service if it is initially formatted with the support of the actual
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hardware's meaningful reality. This contention will improve further if
supported by the appearance of continuous carefully selected
quantities, types and forms of hardware and physical entities in
educational undertakings as more meaningful when they are chosen
from the popular and common version in each specific discipline than
unlinked and unrelated theory alone.
Semantic memory is the term used by Christina and Borjk, as being an
aspect of improving recall and long term memory that shows
increased preservation of the `gist, the general significance', of a
readily recallable learning experience. For Christina & Borjk it is
important that the initial mental formatting be in Semantic meaning to
best service any Long Term Memory storage [401.
In another vein, the argument goes on:
`The field of Physics Education Research has seen considerable growth
over the last thirty years or so. Its practitioners have amassed a
convincing array of evidence that traditional physics instruction,
emphasizing derivations and problem solving, is widely held to be
inefficient at achieving the desired objectives. The approach does help
some students learn most of what we'd like as well as we'd like, and
helps many students learn some of what we'd like to some degree, but
in general it serves our students poorly and is not well matched to our
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avowed goals' [14]. It is worth mention that these unachievable
avowed goals are far less than those the Boyer Commission envisages.
Now, after the contribution of the above experts, reconsideration of
the mentioned `canned laboratory' and its crippling effect on the
desired outcome of Bloom comprehension, Bloom awareness that is
crippled by the student `get in, get readings, get out' lab mentality
that status quo labs invoke, all without available science and
engineering salable skill preparation with common and popular
hardware and techniques in research and industry brings a clear and
sweeping `lack of Boyer status' to the current state of the art and its
shortcomings.
What is most laden with potential is that a premium lab structure with
full three Domain Bloom infrastructure and using world popular,
common, valuable and important hardware to develop undergraduate
research experience in some fashion in every semester so research
and engineering salable skills can also act as a key ingredient to
understanding physics in the terms of Gerace & Beatty [14]. The
opposite of the conventional method, where `canned lab instructions'
are stripped away and natural curiosity, with Capstone and Inquiry
based learning skills can and should consistently appear in lab
formatting . Day after day this can drive awakening and improved
----------- ------------- ------
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development of applied mental abstracts in the setting of actual
practical, important and popular world-wide hardware, materials,
subcomponents and software. More open extensive and reality rated
lab activity will also function well as research based skills as they
imply the student can function in research.
Gerace & Beatty [14] contend that the current method of almost total
emphasis on problem solving in Physics is almost dysfunctional, in
that learning occurs among those who thrive in it BUT it is short lived
without some opportunity for real memory re-enforcement. What
remained unstated was what occurred for those alternate students, the
`sensors'. Reality labs serve as a major mental resource for the student
cohort who prefer learning that is more concrete, more visible in
reality, more touchable, while at the same time both theory and
salable skills are more readily retainable and usable while having the
virtue of representing the most common popular hardware in each
specific discipline. As a point in passing; traditional Electronics
Engineering programs do NOT have Radio, TV or VCR/DVD
player/recorders, conventional telephones or functioning Cell phones
as lab activities.
All of this is demonstrating unwarranted lack of awareness and
inappropriate academic administrative jurisprudence by the said 90%
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conventional institutions and disciplines regarding unwanted,
unwarranted and unproductive tactics, inhibiting laboratory delivery
and scientific salable skill development in status quo science,
engineering, and technology.
Those who do not agree with Myers Briggs cite the lack of survey
repeatability, a scientific no-no. Using this as an excuse to annually
retrench in the status quo and thus fail to respond in anything other
than token awareness to the cohort of `others' seeking more concrete
learning situations is unacceptable. It further serves notice of failing
to satisfy the earnest wishes of scholars such as Wieman, McDermott,
Redish, Felder & Silverman, Stipek, Gerace, Arnold Arons, and the US
and Canadian federal authorities cited as well.
More up to date assessments in Canada
In a 23 October 2008 publication of a Canadian publication by the
Globe and Mail [Canada's national newspaper], in an annual report
entitled `Canadian University Report', showed the following student
assessed grades on key issues among Canada's top 16 institutions
with the following BEST GRADES in a system being: A+, A, A- ,
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followed by B+, B, B- etc. Four very significant results are pertinent for
the largest Canadian universities:
Quality of Education .....................A
Quality of Teaching .......................A-
Student Faculty Interaction............B+
Career Preparation ........................B+
In other words, career preparation and the apparent willingness of
faculty to make their time available had failed to finish in the top three
grading categories; A+, A, A- among the highest rated universities. It
is also notable that in Career preparation the only B+ was assigned to
the University of Waterloo which has for decades been the pioneer of
co-op education in Canada and has received suited repeated Kudos on
this accomplishment. Removal of this single B+ in career preparation
from the list leaves the balance of 15 Canadian premier institutions at
no better than an average B for Career Preparation in student minds,
four notches from the top, by the testimony of their own students. It is
also a safe bet that the polled students were being generous.
The result of a `B', or under, grading in career preparation speaks to
an institutional disregard for Mastery Learning in all of the aspects
beyond that required to secure conventional theory perhaps due to the
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singular purpose of focus upon theory, [Felder[4], McDermott [6,7],
Spurlin et al [8] , National Academies (US) [9], Stipek [111, Gerace &
Beatty [14], Government of Canada [1 7], Redish[l 9], Forest Mims III
[32], Silverman & Felder [33] ].
As a result the regarding of labs as quaint experiments to deliver
results as numbers primarily to `support theory' puts an unnecessary
handicap on research and engineering salable skill career preparation
and is said to simultaneously increase the drop-out count especially
among the 'S' student cohort. [Tobias, Sheila. They're Not Dumb,
They're Just Different: Stalking the Second Tier; Research Corporation
Tucson].
We have even seen engineering labs whereby the lab Teaching
Assistants actually `do the lab' and the students witnessed the process,
and copied down the results on their clip boards, standing as a group
in their hard hats. With the institution willingly thereby to leap-frog
the available research and engineering salable skill laboratory
expertise in a rush to complete the experimental data gathering is
seen as a key flaw in the conduct of university science, engineering
and technology labs, and an off-the-rails version flying without
Bloom, Ebbinghaus, MBTI, and the obvious Boyer available benefits.
Hence the omission of a superior educational delivery stands clearly in
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the path of a better Career Preparation grade for all the premier
Canadian universities.
What is required is a research and engineering salable skill laden
Mastery Learning laboratory setting for the future, with complete
integration of research and engineering experiences and theory
fundamentals. True quality lab experience complete with a mosaic of
add-on world popular hardware and key discipline software,
components and materials would stand as a superior contributor to
education, salable skills and Mastery Learning.
It is impossible not to conclude that the BSc exists mostly as a run-up
to graduate schools with its focus on theory preparation for post-
graduate studies is robbing too many students of the type of teaching
they require, admire, and desire. Also for that matter they are joined
by their tax and fee paying parents. A clear change to a full use of an
improved method of educational delivery would not only be a major
gratification and welcome outcome but under better educational
leadership will improve the available pool of research salable skills in
any nation. We refer again to the comments of Dr. John Sams
University of British Columbia [16] discovery that only 1 5% of UBC
science graduates work in science. Why ?
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Few deny that a Mastery Learning [10,1 5,18] focus makes a MASSIVE
improvement in instructional effectiveness, [3,4,6,7,8,10,12,13,14]
and [15,19,23,27,32,33,34,and 36]. It does however call for additional
laboratory time for many students, but this is easily obtained by
simply extending each traditional three hour lab session by one hour
[which are often abbreviated anyway, and in too many instances the
lab is normally empty by half time, just about 2 hours]. Also splitting
into two labs twice each week of two hour duration is more than twice
the value of a single three hour lab, especially when the three hour lab
is empty in two hours. University administrators will reply that there is
no further time available without raising fees, already seen as too high.
It will however be lower than the cost of losing half the entering
student body before graduation. The situation may readily and cost
effectively be resolved by the use of a very few additional hours of LAB
time which only requires reversal of the recent trend of cutting down
on LAB time.
Despite the Canadian large universities having the most lavish
university financial resources, money has not purchased an excellent
rating in delivery driven capability toward occupational readiness.
Decades of this being so have proven that the status quo being the
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only avenue may well insure their continuance perhaps simply due to
no visible delivery alternative being available.
A further issue evident that is apparently not seen as a 'do-able' in
undergraduate programs is a missing ability to handle setup and
operation of widely differing but ever increasing capability of
electronic based data logging apparatus that can economically
produce massive amounts of automated data for research and
industry but currently only does so in rare cases, simply because of
lack of expertise in current researchers.
Any improved educational delivery should create a suitable reparation
of this issue in accord with ALL the interested parties including Boyer,
and the National Academies [9] 2007 publication America's Lab Report,
and said status quo and reform proponents by insuring acceptable
and productive integration of PRACTICAL electronic hardware skills
training via inclusion of test equipment, use and calibration,
appropriate discipline based sensor technology and simple electronic
based desktop and field type data logger applications.
Our Appendix B includes over 100 different applicable sensors. This
teaching delivery is designed not to become bogged down in
electronic network theory, and endless dysfunctional design
calculations. As an example on this point one data logger company
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offers a four sensor channel data logger that can attach directly to a
computer and log data on a typical desktop or laptop computer in real
time, collecting up to four different sensor readings continuously, 24
hours a day. Amazingly this item is a mere $25 US [51,52, 53, and 66].
As examples of the wider electronics need, which has remained
substantially unaddressed throughout North America, despite the
steady emergence of commonly used traffic engineering hardware,
systems and research advances the two copied recently appearing
newspaper ads for technical personnel in Civil Technology, featuring
electronics media which are NOT covered in Civil Technology or Civil
Engineering. The two items are from the rapidly growing area of the
Vancouver Regional District BC Canada, but are modern needs.
Coquitlam: City of Coquitlam, 3000 Guilford Way, Coquitlam.
`you are equipped with relevant experience/education in
Transportation/Civil Engineering Technology ....considerable
knowledge of the practices, methods and equipment used in
traffic engineering operations'....
District of Maple Ridge 17 995 Haney Place, Maple Ridge BC V2X
6A9
`/n addition to a Civil Technology certificate... collect,
summarize, analyze, and interpret data......You are adept at
monitoring traffic operations, overseeing the maintenance,
repair, and installation of traffic data collection systems, and
inspecting the work of contractors for compliance...'.
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Beyond the laboratory... the skills issue.
The wider electronics need in post secondary, which has remained
substantially un-addressed is related to the 1 12 Billion dollar a year
[2008] in USA sales, down slightly from 129 Billion in 2007 for
consumer electronics. This level of technology annual spent dollar
value and the lack of any appropriate match in post secondary
education of student hours per year of electronics instruction should
have some common sense relationship. With a closely estimated
teaching contact of 5% in all North American post secondary as a
fraction of science, engineering and technology totals it is evident that
commercial action is outdistancing any educational response.
Critical but modern electronic training such as is required to attend to
these above two advertisements and much of the practical needs as
expressed by Dr. Smol of Queens University [below], is reasonably
straight forward, and can readily be taken even further with the
mentioned data logger and Internet retrieval of research and
engineering data, all at cost effective levels. This is also true for data
logger applications in most fields of science and engineering endeavor.
Dr. John Smol, PhD, Queen's University Biology Professor, on his
remarks at receiving a Killam Science award in Canada, one of the five
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awarded and announced in the Canadian Globe and Mail newspaper,l2
May 2009. As a biologist Dr. Small made the comment that:
`One of the biggest problems in environmental research is we don't
have long term monitoring data'.
This research and engineering salable skill electronics must be
concerned primarily with sensors. The data logger advantage is to be
able to make direct connections between the senor and he data logger.
In many cases this requires some additional software know as `curve
fitting' software. It has the properties of being able to create a linear,
or non-linear equation for calibrating any sensor with an appropriate
data logger. To allow this needed data creating technology to grow
one as part of the key ELEMENTs is very relevant in all science,
engineering, technology and high school science curricula [See
Appendix B]. The current available spectrum of miniature low power
consumption electronic data loggers, with battery power sources and
solar panel recharge capability have been a recent landslide of
development for aid to researchers and engineering measurements.
They offer the provision of data that hitherto was not available in
current massive quantities except by costly field party manual data
gathering trips usually only frequented in the `off', or summer
academic season because of the need to remain on site due to the
manual data gathering methods being employed. Hence to date only
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scattered bits of gathered data have been the norm in much scientific
research, often leading to researcher hesitation about making
appropriately cautious conclusions resulting from the limited data.
Other similar effective data logging hardware can monitor eight
sensors simultaneously at a field location and transfer all eight
readings wirelessly to a desktop or laptop computer at a distance of
up to 1000 meters, as fast as one reading per second. This enables
research in plots supervised by agriculture, forestry, and botany
scientific researchers to monitor most field plots for about $800 per
installation inclusive of most sensors [48]. Many desk top computers
will accommodate up to three such systems simultaneously allowing
24 sensor readings at 60 readings per minute if desired and placed in
the main computer memory each minute.
Expansion of scientific research databases in this way is critical in the
decades ahead, and the exciting part is they are able to inject
motivating and educational scientific research data gathering in
institutional science, engineering and technology labs night and day.
In the search for research data and scientific experience recommended
by the Boyer Commission for undergraduates such equipment would
be a boon in a wide variety of diverse low cost data accumulation of
bench-top and small apparatus including outdoors on campuses
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everywhere. As sensors have never been in more wide availability and
in very reasonable costs such research activity undertakings are able
to be undertaken in a suitably rigorous research fashion in each and
every semester for each and every undergraduate year. This allows
micro, mini, and full Capstone projects to be embedded all the way in
every undergraduate semester.
Other examples are available in weather research, medical applications,
and geophysical prospecting needs. Most researchers without the
skills to implement this type of data gathering have failed to acquire
the needed expertise after graduation. Despite their recent
appearance, cost-effective remote operating data logging is an almost
legendary practical research resource for those seeking mastery this
prominently rewarding research and engineering skill, unfortunately
still limited in use by the practical electronic limitations found
amongst most researchers. This limitation has nothing to do with
electronics circuit design and is usually created by lack of practical
electronic expertise among conventional disciplines; physics,
chemistry, biology, agriculture, botany, forestry, and in engineering;
civil, mechanical, chemical, biological, petroleum, robotics, electric
power, aerospace, biomedical, mechatronics, and automotive etc.
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The intention is to engage this and similar practical electronics science
and engineering skills advantage [51,52,and 53] in early
undergraduate years and complement traditional programs with this
research and engineering data logger hardware computer linked
capability in a wide knowledge of discipline centered sensors as one
major keynote in any improved method of educational delivery.
Compared to the current equivalent post secondary program coverage
this wider science and engineering research skill in data logging is
offered by fewer than five percent of the undergraduate science and
engineering programs on the continent.
Research and engineering salable skills in data logging can jump start
massive improvements in engineering, technology and science by
availing, on a cost effective basis, MASSIVE VOLUMES of DATA
RECORDS. In the future it will protect against lack of pertinent data
about aquifer degeneration, pine beetle scourges, bridge and building
impeding failures, and awareness of such things as the hair-raising
decline of our ocean cod and salmon resources.
This contribution may be made for every science, engineering,
technology and high school science program to remedy the defect that
is referred to as electronic based underachievement. It will serve to
allow introduction of science research and engineering data
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monitoring in a vast array of applications that currently are almost
completely ignored in science, engineering, technology and high
school science programs.
This proposition stands as a sentinel amidst the stunning oversight in
American and Canadian high schools whereby biology, chemistry and
physics are commonplace but no electronics expertise is available.
Electronics, humankind's premier sophisticated technology deserves
better representation, and early and competent scientific research
capability with such powerful electronics expertise is a sufficient
justification to immediate action.
Powerful support regarding the issue of electronics was received from
an American electronics icon, Mr. Forrest Mims III [32], who has
demonstrated a lifelong dedication to electronics, its exposition and
its practical teaching, including US Presidential citation. So vivid and
suitable for beginners to master were some of his early writings they
were carried in the Radio Shack monograms entitled Engineer's Mini-
Notebooks which were widely popular among practitioners in
electronics and high school students. Now they have recently fallen
from the sales shelf. This disappearance is a signal of the lack of
popular interest in electronics mostly because of reduced the reduced
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high school opportunity to gain any background. We also have no
more of Electronics Today, and Popular Electronics, two, street-wise
USA electronics magazine publications; Snowboarding and Quilting
have taken their place. We shared a combined concern about the
apparent disappearance of electronics from the popular domain in the
American landscape agreeing that this specialty alone ranks as
number one in training in a world full of potential for international
wars of different sizes, and international health or other national
security crises that may require a sudden huge increase in the number
of available practically trained electronic personnel.
One of the most curious issues is the needed re-positioning of
electronic expertise in those educational program locations whereby
such omission is judged a serious mistake. One obvious issue here is
the mentioned example on traffic engineering; another is about the
electronics issue and national security. As the increase in electronics
expertise is ever widening in third world countries among those
manufacturing nations where North American labor costs make out-
sourcing of electronics an attractive danger that may result by causing
or contributing to the issue of a `national vanishing electronics
expertise' has reared its head.
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One must agree that electronics, simply stated, is the most dominant
and powerful technology in the world, is normally supportive of
medical, civilian and business activity, military and emergency
communication, and the communications and computing worlds. Rare
is the continental Electronics Engineering undergraduate institution
that has intention to offer courses in applied applications other than
the current fashionable computer design. No radio, no television, no
telecommunications, no military, no radar, no instrumentation and
control for heavy industry; steel making, pulp and paper, refining,
chemical production, no electric power generation by fossil or nuclear
fuels, no mining automation, limited automotive engineering, and
equally little aerospace engineering, no biomedical instrumentation.
Despite electronics sitting alone at the top in world appropriate
coverage in current education is a near also ran.
It is common knowledge that high schools, who can comfortably offer
Biology, Chemistry, and Physics are largely unable to offer practical
electronics, thereby robbing those young learners yearning for
`something of value', in perhaps the single most critical
entrepreneurial technology imaginable. Participating in a subject
whose national street economic value may dwarf that of any other
single commodity in the world would itself be a satisfaction and a
motivating factor. Imagine a high school student who has taken grade
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12 chemistry developing an ability to balance chemical formulas
afterwards turning their back on science would do if she/he could
have taken a background in more lasting practical electronics in place
of the chemistry theory that is proven as soon forgotten [Wieman,
McDermott]. By practical electronics, we do not mean electronics for
design, which takes years to bring to fruition, but electronics to `get
things done' in the realm of electronic apparatus. When looking to
our universities for leadership, we note the fashionable route is to
ignore this issue.
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DESCRIPTION
The Improved Method of Optimized Educational Delivery [IMOED]
defines six ELEMENTS that constitute the method structure; Socratic
Discourses, World Popular Hardware and Key Discipline Software add-
ons, Draw & Explain student study files, Research and Engineering
Salable Skill Electronics, Compound Research and Engineering
Assignments, and Computer Based Long Term Memory Support each
crafted with its own structure with features for group and individual
learning.
Each of Bloom's Cognitive and Action hierarchy constructs are a major
feature of every IMOED ELEMENT learning, which all include both
theory and hardware, and the goal of restoring science, engineering
technology and high school sciences to a newfound respectable status
including as yet undiscovered and unused improvements in research
and engineering salable skill inclusion, with full Ebbinghaus[1 ] based
Long Term Memory Support and there after creating delivery quality
culminating in Mastery Learning [10,1 5,18,40].
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The innovative issues within the method.
The Improved Method of Optimized Educational Delivery [IMOED] is an
excellent delivery method providing all of Boyer [24] and The National
Academies America's Lab Report [9] and beyond those
recommendations capable of injection of inquiry learning and
accommodating to creation of semester by semester Capstone
research experiences through all EIGHT undergraduate semesters.
The Improved Method of Optimized Educational Delivery also contains
full Bloom Cognitive and Action benefit factors for full delivery
integrity and the aspiration of teaching methods of thinking about
engineering and science and methods of behavior compatible with
successful research and/or engineering in solitary or group
environments. The Method further provides secondary benefits by
elevation of student enthusiasm, and creating very substantial
research and engineering salable skills that improve employability
while also increasing student interest, increasing student enrolment,
raising mastery learning achievement, while changing institutional
delivery effectiveness and consequent reputation, all in positive
directions.
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All these benefits arrive as substitutes to the currently assessed and
widely recognized inadequate programs in science, engineering,
technology and high schools. It is the only method known that
combines and enhances the benefits from the leaders in current
educational delivery research; Bloom [2, 3], Ebbinghaus [1 ], Felder
[4,33], McDermott [6] Carroll [10], Redish [19], Gerace et al [22],
Wieman [36,37], Christina & Borjk [40], Hockemeyer & Mori [41 ],
Chang & Chang, [42], and concerns of the National Science Foundation
[9] and Boyer Commission [24].
The Improved Method of Optimized Educational Delivery featuring
Bloom, Ebbinghaus, continuous group learning and superior student
retention, with Capstone research in every semester thereby provides
the most innovative and comprehensive delivery program laden with
student approval, research and engineering salable skills, and higher
employability than ever before established, in a Mastery Learning
[10,1 5,18,40] content and providing maximum increased Long Term
Learning Memory extension using the six action ELEMENTS [38,40,41 ].
The Improved Method of Optimized Educational Delivery establishes
the six teaching ELEMENTS each effectively solidifying both theory and
research and engineering salable skill offerings while supporting
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theory in a unique and complementary partnership with research and
engineering salable skill levels of Mastery Learning. The addition of
the feature, Long Term Memory extension and security, and
consequent gratification for everyone involved as a result of the
cumulative six ELEMENTS operating simultaneously becomes the only
existing composite method that may function effectively to revitalize
the status quo university programs in science, engineering technology
and high school sciences.
Socratic questioning [Sod] are discourses led by faculty or
teaching assistants for lectures but most successfully conducted in
labs, is the first of the six ELEMENTS where questions are prepared by
use of all six Bloom cognitive items and the Action Bloom (where the
term Action Bloom is a composite of Affective and Psychomotor
domains). The Bloom cognitive items initially employ simple basics in
the beginning of the initial semester using Cognitive Bloom #1, #2,
but later widening to include more advanced Bloom Cognitives #3, #4,
#5 and #6. This Socratic delivery process also contains the Bloom
Action items regarding student; awareness, alertness, personal
response quality, reporting quality, interaction with peers, task
completion, resourcefulness, team contribution, and leadership.
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World Popular Hardware and Key Discipline Software [WPH&KDS],
see Appendix C, is the second of the six ELEMENTS containing
hardware and software with apparatus, conducted in labs, employed
and supported with Socratics, and tested in normal testing and
examination. It is also within Draw and Explain, Research and
Engineering Salable Skill Electronics, Compound Research and
Engineering Assignments, and Computer Based Long Term Memory
Support, all below. The introduction of this with the required coupled
Socratic discourses is a huge add-on element of popular and
important hardware and software in science, engineering, technology,
and high school laboratories.
Draw and Explain [D&Es Example Figures 1 & 2] created by
students out of class, tested in class in normal testing and
examination. The third novel IMOED ELEMENT with amazing power is
a collective of structured student prepared files describing subject
theory and related hardware supporting drawings, separately
maintained by each student in each subject. The file subject content
topics are initially identified by the instructor[s], approved by
departments and usually assigned in lectures, as the semester
progresses, following their departmental identification and approval
as appropriate D&E topics. The student prepared Draw and Explains
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on any one topic include Cognitive Bloom construction initially using
theory topic content names for Recall and a description for
Comprehension. In more advanced stages Application, Analysis,
judgment and Creative Inventiveness are added as thinking matures.
In essence it is itself a cognitive Bloom #1, #2, #3, #4, #5 rolled into
the analysis of D&E topics.
Research and Engineering Salable Skill Electronics [ R&E SSE
See Appendix C], is the skill building electronics fourth of the six
ELEMENTs, conducted in labs, having sources in Socratics, World
Popular Hardware and Key Discipline Software, and Draw & Explain
supports Inquiry learning and Capstone research and engineering with
the assistance of the above mentioned other ELEMENTS as an activity
for building two additional benefits; the development of electronic
expertise at the operational level and the ability to create and become
the platform for a large number of cost effective research projects that
can be shown to yield massive quantities of appropriate scientific and
engineering data. R&E SSEs are sensor/test meter/data logger laden
lab arrangements later included in Compound Research Assignments
[below], tested in normal testing and examination and in Draw and
Explain, and Computer Based Long Term Memory Support [CB LTMS,
below]. In the Improved Method of Optimized Educational Delivery
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[IMOED] this is the fourth of the six ELEMENTS as another add-on
emphasis particularly to allow early semester introduction of inquiry
learning in science and engineering research and also to deliver
volumes of data thereby illustrating the power inherent in data logging
activities for researchers in all disciplines of science, engineering and
technology. Entitled Research and Engineering Salable Skill Electronics
[R&E SSEs] it has the task of teaching skills in research and
engineering while also making science, engineering, technology and
high school science students aware and competent in specifically
chosen discipline oriented inquiry and research data generating
projects while also demonstrating and delivering experiential hands-
on time with data logging in these very research endeavors. Low cost
sensor and data logging will be activated in such areas as; force,
distance, diameter, stress, forestry growth, forest fire heat
propagation (air-to-air, air-to-water, air-to-soil), soil temperature,
water temperature, air temperature, solids temperature, fluid
temperature, soil moisture, soil pH, humidity, wind speed, wind
direction, wind velocity, boundary layer studies, tree growing girth,
agricultural product growth (plant stalk growing girth, harvest crop
growth girth, subsoil growth), building material moisture monitoring,
highway and street road ripple monitoring, highway traffic counting by
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Infrared, liquid pressure, liquid flows, etc,...all employed separately or
in conjunction with Compound Research Assignments [below].
Compound Research and Engineering Assignments; [R&E
CAs Appendix D], is a creation for Capstone insertion in each and
every semester, in each and every year, growing in complexity as years
progress while building expertise in salable skill research skills. R&E
CAs are conducted in student time, a practical research and inquiry
undertaking where one or more topics are investigated and in many
cases compound investigations are undertaken or prepared for
undertaking such as the water quality study herein outlined.
Compound Research and Engineering Assignments [R&E CAs] with
built-in salable research skills can be readily created demonstrating
that skills and research can readily be taught and demonstrated in the
same compound activity within a Research and Engineering Compound
Assignment. Research skill emphasis mimicking major research
undertakings can be as complex as pilot scale real projects and deliver
much needed motivating real experience. Compound Research and
Engineering Assignments imitate tasks new employees in science and
engineering may be asked to perform making liberal use of vendor
catalogs as an excellent science and engineering reference source is
the fifth of the six ELEMENTS, with testing in normal testing and post
assignment completion interview examinations [alone as a single
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student] and again in Computer Based Long Term Memory Support
[CB LTMS]. Compound Research Assignments are strategic discipline
assignments containing salable research and engineering skills
allowing normally traditional separate teaching topics such as heat
and flow, pressure and temperature, flow and pressure, to be
`compounded' or combined together in the creation of a practical
assignment supporting both research and engineering within Mastery
Learning.
Computer Based Long Term Memory Support [CB LTMS],
conducted in student time, executed on institutional or personal
computers using special delivery software [Appendix E] . This sixth
and final element installment of the six ELEMENTS in the Improved
Method of Optimized Educational Delivery based upon the scientific
memory studies available from Ebbinghaus and modernized recently
to introduce Semantic `memory hooks' to improve long term memory
retention by strategic repetition. CB LTMS is not an attempt to serve
grade production, but a testing strategy based on the Ebbinghaus
research to service, enable and insure Long Term Memory retention
[38, 40, and 411. It is also created with an inherent FULL Bloom
cognitive question base, as well as having the natural group activity
student gains that are available with the spontaneous formation of
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study buddy groups. Employing Bloom Cognitive question methods
the ELEMENT is a superstar in retention and student Mastery Learning.
Bloom Action items surface readily, especially in regard to group
membership interaction, discussion and reporting levels of
understanding, usually about Draw & Explains which become a chief
source of CB LTMS questions. The `study buddy' group will become a
big CB LTMS student strategy and the natural Bloom Action dynamics
will play out around this key ELEMENT and its student responding to
faculty test requests.
Combined together the six ELEMENTS have the capability to maximize
institutional effectiveness by the securing or permanence of superior
cognitive long term theory capability, impressive knowledge of
research and engineering salable skills featuring popular real world
hardware, software and materials, and having consequent positive
Bloom personal Action improvement of students not featured in other
academic schemes. The IMOED extensive use of Bloom Cognitive and
Action delivery strategy further enhances by the inclusion of the
traditionally ignored or at best ad hoc institutional position regarding
advanced behavioral Bloom Action, [Affective and Psychomotor
Domains].
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Student consequent behavior enhancement can and will help solve the
poignant appeal raised by Felder [4] about the `engineers left behind'
and McDermott [6,7] whose concern is about her extensively
researched issues of minimal real learning in Physics and other
sciences, recently repeated in Canada by Wieman [36,37].
Conventional science, engineering and technology delivery primarily
limit Cognitive Bloom to the basic three items of the six item Bloom
cognitive steps; #1) Knowledge, #2) Comprehension, and #3)
Application, via limitation to theory and associated mathematical
problem solving. Only on rare occasions do institutions consciously
extend their efforts into Bloom #4) Analysis, Bloom #5) Judgment and
Bloom #6) Creative inventiveness, a pathway to entrepreneur nurturing.
The Improved Method of Optimized Educational Delivery [IMOED] has
integrated the FULL Bloom cognitive items; #1) Knowledge, #2)
Comprehension, #3) Application, #4) Analysis, #5) Judgment and #6)
Creativity in each and every of the six IMOED action ELEMENTS as
appropriate to the ELEMENT and position in the undergraduate year(s);
Socratics, World Popular Hardware and Key Departmental Software,
Draw and Explain, Research and Engineering Salable Skill Electronics,
Compound Research and Engineering Assignments, and Computer
Based Long Term Memory Support.
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IMOED also addresses the Action life skills (referring to Affective and
Psychomotor as `Action') primarily by a new focus on refreshing and
upgrading lab experiences toward a maximization of research and
engineering skill building.
A resulting gratification in science, engineering, technology and high
schools will appear by an additional initial move to obey the Redish cry
of `throw away the lab instructions', thus allowing learners more
personal responsibility toward team work and personal independence,
and success with reliance upon developing `good eyes' where the
motto is; `if you don't see, you don't understand'.
IMOED further adds learning memory extension support and research
and engineering salable skills as major gratification for students such
as knowing they know and; `what they are learning is of obvious
practical value' satisfying the mentioned need to understand what the
theory they are learning supports and how it is achieved in practical
situations.
Simultaneously with the IMOED suggestion herein to create
unparalleled combining of Ebbinghaus and Bloom reinforcement by
use of Socratics, World Popular Hardware and Key Departmental
Software, Draw & Explain, Research and Engineering Salable Skill
Electronics and Compound Research and Engineering Assignments,
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long term memory strategies are applied in all of the six IMOED
ELEMENTS, especially the memory superstar Computer Based Long
Term Memory Support. The Improved Method of Optimized
Educational Delivery stands as the only clearly defined, concrete and
method based, Long Term Memory enhanced Mastery Learning
capable of reaching and performing with science and engineering
salable skills far beyond the conventional methods. IMOED is THE
improved version of educational delivery available in science,
engineering, technology and high school sciences, which excels with
the creation of remarkable long term memory support where the final
touch is applied by utilization of the IMOED ELEMENT; Computer Based
Long Term Memory Support, [CB LTMS]. What better final act than one
fashioned to provide the best possible end point to improved
learning... extended future memory of that very learning? This
emphasis upon long-term memory development and subsequent
Mastery Learning positioning also makes the observation that no one
can use learned theory or practical expertise they can no longer
effectively recall.
Programs without such memory refreshing methodology are already
proven as deficient in recent research [6, 7, 33, 36, 40] as current
status quo memory security is a limited art as research has discovered
and reported in the prior undisputed research of Ebbinghaus, and the
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dismal recall and mastery findings of more recent research of
McDermott and Wieman.
The Ebbinghaus research not only delimited the horrifying rate of
memory decline in learning [over 50% in a period of 21 days based
upon 100% mastery in first time learning research] but IMOED
establishes the herein disclosed benefit of built-in and time-tabled
refreshment creating a reduction in retentive material rate of decline
each time a memory refreshment is re-enacted. CB LTMS has an
indefinite capacity for such improvement, limited by time and student
tolerances for repetition.
Robust integration of salable research and engineering skills as called
for by Boyer and the NSF Report on America's Labs, are initially
encouraged by Socratics followed methodically by tactical inclusion
and positioning within World Popular Hardware and Key Departmental
Software, Research and Engineering Salable Skill Electronics, and
Compound Research and Engineering Assignments. ELEMENTS of
IMOED ever combined with subject discipline traditional theory serves
to better support Long Term Memory and consequently Mastery
Learning by the addition of the above and including Semantic `memory
hooks' by planned appearance in the combined IMOED curriculum of
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massive quantities of the `Semantic meaning'[41 in the form of
associated diagrams and animation as available as sought for memory
securing tools and also provided by obvious inclusion of popular and
important subject discipline items in the terms of Christina and Borjk
[40] and Albert et al, Memory, knowledge and e-learning(2006) [41 ].
This repeated emphasis upon Socratics in the coupling with Bloom
Cognitive domain and the Action behavioral domain enables
substantial personal development in student awareness, alertness,
research and engineering apparatus use, assembly, and dismantling
along with the additional learning of extracting creating and
extracting research data thus reaping the larger benefits of data
analysis in conjunction with an experiential recall of the entire data
gathering process at Bloom levels well beyond that which `cook book'
lab experiences can possibly deliver, and are planned and expected to
be continually enabled, week after week, semester after semester and
year after year in near relentless routine.
The Improved Method of Optimized Educational Delivery collection of
the six separate but complementary and interlocked action ELEMENTS
arranges the six separate ELEMENTS to be combined and executed for
each subject taught within any science, engineering, technology or
high school science program, week after week, semester after
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semester, and year after year, thereby qualifying as `best practices in
research and engineering skills preparation ' for each and every
subject discipline and program. The insistence of suitable rigorous
practical, supporting and motivating laboratory activity including
reinforcement through Socratics and World Popular Hardware and Key
Discipline Software, is to be maintained in force along with the
traditional conventional theory already in place in each conventional
discipline subject, providing a collective of strong enhancements the
IMOED planned program can activate.
The Improved Method of Optimized Educational Delivery shows
unparallel superiority in educational delivery with the combination of
the six separate elements as a major innovation; Socratic discourses
[Soc], with Bloom cognitive, affective, and psychomotor constructs
presented with World Popular Hardware and Key Discipline Software
Add-ons [WPH&KDS], itself with Socratic discourses, with Draw and
Explain [D&E] and its obvious retentive memory improvement as
established by the research of Ebbinghaus [1 ] and Chandler & Sweller
[38].
Inclusive FULL Bloom Cognitive items and Action monitoring of
student behavior within occasions of Socratics coverage of theory,
hardware and materials all combined, are also combined within
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Research and Engineering Salable Skill Electronics [R&E SSE] where
each ELEMENT is delivered with Bloom; Full Cognitive [#1 to #6], and
Action watchdog items such as; participation, awareness, working in
groups but each having a solitary responsibility for mastery of
assembly and dismantling of apparatus.
IMOED strives to elevate personal organization in the realm of
practical electronics, sensors and data logging for enabling practical
science and engineering research capability especially to gather data is
featured by planned inclusion and having a departmental discipline
subject emphasis approval.
The important inclusion of Compound Research and Engineering
Assignments [R&E CAs], which is a departmentally approved series of
research/industry equivalent assignments appropriately fashioned for
the week and semester of a program is included in IMOED creating
deliberate practical impact by having these assignments mirror the
tasks similar to those assignments newly hired junior researchers or
junior industrial personnel would be assigned. Compound Research
and Engineering Assignments stand as Capstone initial student
expertise development using; micro, mini, and full research projects
embedded in all semesters which mature in complexity and scope as
the undergraduate year's progress.
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Computer Based Long Term Memory Support [CB LTMS] completes the
IMOED delivery process by use of remedial computer test questions
designed for memory repetition to extend long term memory and NOT
designed simply to produce grades. Used in each and every semester
the CB LTMS can operate effectively at any level of complexity and
must support static diagrams and animation as institutional delivery
technology progresses.
The Improved Method of Optimized Educational Delivery creates and
sustains superior delivery by maintaining and securing long term
memory, building increased memory retention and science and
engineering salable skills by the existence of discipline oriented
hardware in IMOED with use of ELEMENTs; Soc, WPH&KDS, D&E, R&E
SSE, and CREAs, and Computer Based Long Term Memory Support [CB
LTMS], all supportive of discipline core theory while simultaneously
importing improved Bloom Cognitive, and Action factors with practical
and appropriate research and engineering salable skill training all
connected by the six IMOED action ELEMENTS within the delivery
package that has adjustment for solitary and group learning
preferences and produces a superior graduate in all sciences,
engineering, technology and high school sciences.
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Teaching both Sensing [S] and Intuitive [N] students, and nurturing
entrepreneurship;
Sensing students want detailed information to build their
understanding, especially with visual contact provided by such lab
oriented ELEMENTS as R&E SSE, with WPH hardware, material and
components that allows and promotes advanced Bloom behavioral
perception and awareness, better valuation of hardware advantages,
will show enhanced problem solving ability as semesters progress,
that allows them a `visually portraying' way to grasp and learn, and
the opportunity to `handle' the objects and improve analysis of
advantages and disadvantages of the accompanying hardware issues.
Sensor people look to concrete experiences to provide information,
mostly by visual inspection. They want data and enough of it that
guesswork is eliminated. They like tinkering, experimenting, and they
do better without detailed step-by-step directions as it challenges
them to think about what is happening and what they are doing,
moment by moment .... a good basis for learning science and
engineering salable skills ? They like to look toward creating a real
world `vision version' of what they have chosen to do in their lives, to
be compared with the preference of intuitive people who prefer theory
concepts, symbols and mathematics.
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Intuitive student learners like the central theme; `tell me the theory,
and I will put it into motion' is a motto. Intuitive students bore at
details often including research data. They also like to guess or make
conceptual leaps to conclusions, are not particularly interested in
`apparatus or things', as they are seen as harboring annoying details.
They like ideas, and new concepts about them that expose the clarity
and inner meaning to their mind. IMOED which includes Bloom
Cognitives in the six action ELEMENTS and also contains the valuable
Bloom Action behavioral skills which are of particular value to them as
they are allowed to stretch their experiences by eye contact, followed
by hands-on contact and much of the discomfort of real apparatus
begins to fade if the advanced Bloom Action behavior skills are being
mastered. This all adds to their cognitive and behavioral competence
perhaps not previously well developed, and perhaps not previously
perceived as valuable, all done in a supportive and developmental
atmosphere.
IMOED wishes to avail the required delivery ELEMENTS and their
beneficial components equally to both types; sensing and intuition
individuals, along with introverted and extroverted types. For the
intuitive individuals the challenge is to expose them to hardware to
develop `good eyes' and foster an improved ability to take better
quality mental faculties into the street, and the workday world.
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IMOED also wishes to allow the sensing student the same rightful
access to good grades as the intuitors already own. This means they
must be given marks and credit in subjects for their almost innate
ability to use and facilitate hardware experimental setups and take
downs, and understanding obtained by their visual awareness and
their ability to obtain appropriate research and engineering results as
a result of their ability, in timely fashion (another Bloom Action
parameter).
The critical need for committed instruction aimed at creating more
opportunity to experiment in laboratories has added benefits. One is
that it is an entrepreneurial nurturing bonus. Most entrepreneurs are
'E' and `S' MBTI patterned and this level of IMOED support planned has
an innate focus upon raising entrepreneurial curiosity [70], particularly
with the Bloom Inventive curiosity, item [#6], use in Socratics, WHP
and Research and Engineering Salable Skill Electronics and Compound
Research and Engineering Assignments. In support of such a
commitment institutional teaching and delivery creating the suggested
improved added facilities works for the students, and the future of any
nation.
Teaching of sensor people and extravert people usually requires good
group activity for the extraverts who thrive on discussion where they
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both talk and listen to others, preferably peers. Sensing extraverts
want and need real apparatus and hardware that clearly and
realistically portrays the issues at hand. Using real hardware,
components and systems are mandatory as compared to the
traditional stripped down and crudely oversimplified `mock' lab
apparatus which is already demonstrated as both inadequate and void
of salable skills but curiously even our enthusiastic science reformists
are not evidently offering any other suggestions beyond more
software to `view' the phenomena at hand usually in the form of
Physlets, (animated computer drawings), in lab situations.
A good look at a real lab demonstration is often acceptable but lacks
the real Bloom behavioral impact of the Action Bloom domain for both
Sensors (who must) and Intuitors who should want to experience as
much as possible for themselves, the Sensor motto is; `let me do
it...please', and additionally the extroverts cry is; `and let's talk it over
while we do it all'.
Thus the Improved Method of Optimized Educational Delivery [IMOED]
goes further by elevating learning delivery to a more physical 3-D
basis and creates far better Bloom delivery throughout all the IMOED
recommended inclusions and categories, including handling theory
combined with Bloom experiential experimental research and
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engineering hardware, material and component capability, all the
while building further salable skills.
IMOED's commitment to Mastery Learning activated by the correctly
combined effect of all the six action ELEMENTS are deliverable in a
laboratory setting and add experiences with FULL Bloom Cognitive
AND Bloom Action items contained within each and every;
1) Soc, 2) WPH&KDS, 3) D&Es, 4) R&E SSEs, 5) R&E CAs and 6) CB LTMS.
The combined effect of an increase of a real hardware/equipment
orientation tightly linked with traditional theory becomes a key
innovation of The Improved Method of Optimized Educational
Delivery's future improvement to education. The Improved Method of
Optimized Educational Delivery develops learning expansion, memory
retention improvement, AND research and engineering salable skills
enhancement, which is a major foundation for all Bloom's Domains;
cognitive, affective and psychomotor and is more satisfying and less
boring to students than current practices due to the inclusion of a
high quantity of popular and common real world hardware and
software. It is also interesting, by virtue of the inclusion of so much
common [hence important] and popular world hardware, that above all,
the Improved Method of Optimized Educational Delivery will engender
improved pride in knowledge of research and engineering skills
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gained instead of frustration at learning sets of academic principles
that too often appear useless to students and by no means serve as a
confidence builder for their futures [54].
Mastery Learning, Long Term Memory Development,
and Research and Engineering Skills.
Practical, popular, widely valued components and hardware.
The Improved Method of Optimized Educational Delivery [IMOED] is an
excellent and innovative method for raising learning achievement in
part by increasing student gratification, by adding readily identified
student practical research and engineering salable skills and elevating
Long Term Memory retention and `Semantic memory hooks'[38],
improving Mastery Learning [10,15,1 8].
This is accomplished by introducing a much higher content of
research and engineering skills all functioning to the maximum Bloom
expertise in all Bloom domains as time allows, and there after
extending recallable memory by the creation of Semantic [38]
combinations of ideas and salable skill realities among science and
engineering theory and the important and key physical objects in each
discipline. IMOED furthers the improvement using the six interactive
but separate ELEMENTS such that each contains strategic Ebbinghaus
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memory refreshment interval exercises, and hence creates better
memory retention with the combination being called Mastery Learning.
The Improved Method of Optimized Educational Delivery will elevate
student enthusiasm, increase student enrolment and employer appeal,
reduce student dropouts and failures caused by lack of interest in
program disciplines employing as the feature delivery what
approximately half the students view as reality free theory. With the
use of included Bloom Cognitive, and Action (Affective and
Psychomotor) aspects the curriculum strengthens especially with the
important advantages of strong research and engineering salable skill
inclusions. IMOED is evidently the only method with such superior
defined, planned and comprehensive inclusions, with interlocked
productive ELEMENTS, and superior memory retention husbandry.
The Improved Method of Optimized Educational Delivery with Long
Term Memory [LTM] extension via inclusion of Ebbinghaus repetitive
strategic re-test intervals within all six ELEMENTS but most
pronounced in Draw & Explain and Computer Based Long Term
Memory Support. By relying on and obtaining further improvement
from the memory Semantic inclusions Mastery Learning [ML] is
optimized by use of the composite and complete six IMOED action
ELEMENTS interactively working in combination.
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Mastery Learning emphasis wit FULL Cognitive Bloom [#1 to#6] and
further additions from Action [ #a to #j] Bloom items (Affective and
Psychomotor domains) such support will be both a student success
and gratification in one. This gratification increases the numbers of
positive students now with improved enthusiasm, and in time,
improved faculty willingness to persevere with more Mastery Learning
thereby creating an increase in willingness of both parties to work at it
with added enthusiasm. Soon almost all the students are a `success in
their own terms' as opposed to those at UBC, Canada who had suitably
passed physics courses with A and B grades in 2008 but were
diagnosed after traditional end of year testing when surveyed that
showed proficiency at the 30% level in the concepts taught. Professor
Wieman [37,38] a Nobel Prize winner in Physics at Colorado now at
UBC Vancouver Canada, determined this in his science teaching
research on teaching and learning in science [CWSEI Web, UBC
Vancouverjune 2008].
On this point we note that in Bloom's terms Professor Wieman's
testing of `conceptual learning' was evidently limited at cognitive
comprehension, or thereabouts, [Bloom category #21. This means the
survey reported amazingly substantial defects at a point at or below
Bloom's THIRD level of the FULL Bloom Cognitive six item structure,
said structure being, in increasing order of mental complexities;
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#1) Knowledge #2) Comprehension, #3) Application, #4) Analysis, #5)
judgment and #6) Creating.
The six ELEMENTS of the Improved Method of Optimized Educational
Delivery [IMOED] inclusions are consistently embedded with all six
BLOOM Cognitive and ten Bloom Action items as appropriate without
negatively impacting traditional progress. The inclusion of the world's
most popular and useful hardware in sufficient quantity and diversity,
materials, sensors and components is a major guaranty that the
Mastery Learning, with focused collection of salable research and
engineering skills added to the traditional comprehensive theory of
any discipline with full Bloom support is both personal success and
gratification on one hand and an improvement in any science and
engineering disciplines on the other.
Conclusions of a National Research Council report on U.S. high school
science labs read [9]:
`Researchers and educators do not agree on how to define high
school science laboratories or on what their purpose is,
hampering the accumulation of research on how to improve labs'.
IMOED Says: the mentioned definition should not only support
theory but support the building of a wide range of practical
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salable research and engineering skills many being personal
behavior skills drawn from Bloom's domains, an important one
being the ability to start and complete assignments in
appropriate time in labs or otherwise without excessive `leading'
instructions.
The National Research Council report goes on;
`Labs should be designed with clear outcomes in mind and
sequenced into the flow of class instruction. They should cover
science content and process, and foster student discussion'.
IMOED says: the number one ELEMENT for creating purposeful
and effective research and engineering salable skill labs is
Socratic student/faculty and discussion in a single or group
arrangement. We agree strongly on the process item, especially
one whereby the ability to conduct experimental activity in the
future, or repeat formerly completed labs with fewer detailed
written instructions, must be part of the Mastery Learning
process, not a readily forgotten sidebar. Without attention to the
Bloom Cognitive and Action items (Dual Bloom), continuous
skillfully delivered Socratic discourse structures, and an
admonition to abandon the `cook book' lab processes, or the
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additions of WPH and KDS, available within the Bloom Action item
benefits, lab processes have little capability of improving.
'The quality of lab experiences is poor for most students'.
IMOED says: as the proponent of the most active salable research
and engineering skill Mastery Learning ELEMENT'S laboratory
refashioning package known.. .yes sir!
'Improving high school teachers' capacity to lead labs is essential.
This would require major changes in undergraduate science
education and more comprehensive support for teachers'.
IMOED says: Little else need be said about the need to act, and it
is believed that the IMOED six ELEMENTS more than satisfy all
aspects of the expressed need. What else may one expect from
those who graduate from a flawed science curriculum, such as
the North American B.Sc. A curriculum such as IMOED with real
labs that support research and engineering salable skills, injects
real life and excitement beginning and maintaining Dual Bloom
fashioned Socratics with world popular and commonly used
hardware and materials and then adding on fully developed
experiences in Research and Engineering Salable Skill Electronics
and appropriately crafted Compound Research and Engineering
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Assignments, and securing the package with Computer Based
Long Term Memory Support.
`State science standards are often interpreted as requiring
teachers to cover an extensive list of topics, which discourages
them from devoting time on effective lab lessons'.
IMOED says: The integrated six ELEMENTs will support both
teaching and learning on an improved plateau that will, once
perfected by the teacher/instructor, support teaching better than
ever to a level of mastery also better than ever by building into
any program `effective lab sessions' with Bloom Cognitive and
Action add-ons and effecting Long Term Memory Support and
subsequent Mastery Learning. The test can simply be Ask high
school exam candidates to produce full D&E of one or more
laboratory exercises with probable results on a self made
included graph(s).
`State science tests are often not designed to measure skills
learned during labs'.
IMOED Says: the six ELEMENTS combine the conventional
discipline theory subject content with the applied research and
engineering salable skills applied teaching as dual parts of
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students learning themselves how to conduct labs and what
problems are encountered in experimental and engineering
activities. The mastery of lab activity as an applied subject
teaching topic can be achieved by the removal of false support
crutches commonly called `cook book' labs where the cook-book
is prepared by the lab hardware vendor or an appointee. Crafted
without cook book instructions lab skills shine brightly often
ending at nothing less than Bloom #6, Inventiveness, about new
and better ways to complete lab and research tasks. With
experience many high school teachers see the relative waste of
time in labs and with the demands cited focus on better theory as
the final assessment of student development will be on paper...
The Improved Method of Optimal Educational Delivery ELEMENTS, each
designed to include the Dual Blooms, each item of the 16 total
appropriately crafted for level of student expertise, and discipline
content and semester, and thereby stands as an example of `best
practice' in combining both discipline theory and science and industry
salable research and engineering skills distributed appropriately
throughout; Socratics, World Popular Hardware and Key Discipline
Software, additionally including Draw and Explain, Research and
Engineering Salable Skill Electronics, Compound Research and
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Engineering Assignments and Computer Based Long Term Memory
Support weekly as a weekly or bi-weekly test refreshment strategy.
The entire six action ELEMENTS are embedded, throughout all
semesters and in every year with appropriate adjustment to specific
disciplines, in science, engineering, technology and high school
sciences, again adjusted for both solitary and group basis learning to
create a learning comfort zone for both learner types and individual
learner achievement and overall learning delivery success.
As Isaac Newton sat alone and developed calculus as a full cognitive
Bloom, so later did Albert Einstein develop the theory of relativity, in
similar full cognitive Bloom.
A short time later when the US was in the hunt for space development
as WWII concluded they reached out for help and, passing by the
opportunity to seek a cognitive Bloomer, they tapped the man who
became the kingpin of the US Space efforts, German rocket scientist
Wernher von Braun, clearly a combined Cognitive and Action Bloomer,
or in IMOED terms a product of Salable Research and Engineering Skill
Mastery Learning. The recent experience gained on the A Bomb
Manhattan project at the close of WWII was case in point as to what
critical timing issues can and do exist in the domain of brilliant
theorists as compared to the correctly estimated and later proven
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value of the composite salable skill research and engineering Mastery
Learning skill set of Von Braun.
This portrays the simple issue that there are times and circumstances
that create situations wherein the conventional is by-passed and the
unconventional is `grabbed by the horns'. In this case selection of a
`can do individual' was warranted, clearly from the Bloom Action
domain, not a limited cognitive theorist.
Another Bloom Action result appeared in the US National Research
Council 2008 Research on Future Skill Demands [71]. One of the
conclusions was almost stunning: a BLOOM ACTION item;
communication.
The initial description of the SIX Methods of Optimized
Delivery Elements.
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All Blooms are referred to as Dual Blooms (Cognitive and Action). Each
and every ELEMENT of the six ELEMENTS is supported by Bloom
Cognitive, and Action (a contraction of Affective, and Psychomotor)
domain activity. The latter two domains, or Action domain referred to
here as the singular IMOED Action Bloom primarily active within the
lab sessions where cognitive discussions can be crafted and where
behavioral issues are more prevalent and much easier to gently
influence and amend. Cognitive items are most visible in topic context
whereas behavioral Action Bloom issues (from the Affective and
Psychomotor domains) are more prevalent as behavior in lab activity,
tutorial sessions and student work groups and everywhere science and
engineering salable skill issues abound. In such student work groups
there will be encouragement to; be aware, work alone or in groups,
assist, provide explanations, ask questions of others doing the same
task, provide answers to others, assign themselves personal
responsibility and to experience skill improvement and improve their
own scientific and engineering theory awareness by taking
responsibility for apparatus assembly and data taking without excess
written directions. All these encouraging personal development
advantages are available and thusly of impact value for instructional
delivery with positive learner behavior modification and subsequent
student development. Current post secondary awaits graduate school
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or lengthy career apprenticeships to include such science and
engineering behavioral salable skills.
The lists of skills to be developed in the Action Bloom (Affective and
Psychomotor Domain cases) are ten in number as below shown by
letter designation. They are a list of personal attributes that will be
improved by participation in any and all the IMOED envisioned six
ELEMENTS and with new and enhanced laboratory fashioning and
delivery, and enhanced software assignment improvements. All Bloom
items are with a view to increasing student personal cognitive and
behavioral expertise while also improving salable research and
engineering skill task handling capability as program weeks,
semesters and years progress.
To appropriately nurture Bloom behavioral growth in the Bloom Action
realm [a combining of the original Bloom Affective and Psychomotor
Domains re-fashioned for teaching and learning purposes] the host
instructor must come to identify and support development and growth
of some or all of the following behaviors [re-aligned for
learning/teaching] and supportively provide corrective personal or
group coaching to individuals and groups within instructional
processes. Items #a to #d are elementary, and #e to #j are advanced
skills.
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a) Increase attention, awareness and cognitive content harvesting.
b) Improve responsiveness to peers and instructors.
c) Confer effectively.
d) Improve Reporting.
e) Improve task completion quality and timing.
f) Display effective group participation.
g) Respect and safeguard apparatus and equipment.
h) Extend self-reliance, personal team skills and responsibility.
i) Improve readiness to react.
j) Respond well to unexpected occurrences.
The Bloom Cognitive [#1 to #6] and Action [#a to #j above] skills
(where the term Action Bloom is a composite of the original Bloom
Affective and Psychomotor domains) and combined Action and
Cognitive are referred to as the `Dual Blooms', are encouraged by
group participation initially within IMOED Socratic supervision of lab
hardware and software. Salable research and engineering skills are
held to be required as prominent with the inclusion and use of both
ample and diverse hardware inventory and software of world popular
common usage will show continuous student improvement all with
increasing expertise and confidence as weeks, semesters and years of
program progress.
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All the following ELEMENTS are prepared with FULL Bloom Cognitive
items and with a mind to Action behavioral issues. ELEMENT topics are
also subject to appropriate testing at `repetitive interval spacing' for
improving the extension of long-term memory as in Ebbinghaus [I].
It is safer for the delivery effort to faze higher Bloom cognitive and
behavioral issues in slowly, than to jeopardize the delivery by hurried
pressures.
The Bloom [ #]to #6] and [#a to #j] items are goals to be present in
all Socratics and Socratically included in: World Popular Hardware and
Key Discipline Software, Draw & Explain file preparation, Research and
Engineering Salable Skill Electronics and Compound Research and
Engineering Assignments all discipline and semester adjusted.
1. Socratic [Soc] questioning discourses led by faculty or
teaching assistants for lectures but most successfully conducted
in labs. Socratic leader questions are prepared by use of all six
Bloom cognitive items, and a comfortable awareness of the Action
Bloom. The cognitive items would initially employ simple basics in
the beginning weeks, using Cognitive Bloom #1, and #2 and
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rudimentary #3 in the early delivery process. Active Bloom items
similarly begin limited to basic issues such as in; #a, #b, #c, and #d.
The instructor must also be ready to encourage student
improvement with support in both cognitive improvement and
other aspects of behavior delivered in such a way as to develop a
comfort zone for incoming students unused to this process. The
extension to higher Blooms in both cases is to be done in the first
semester, maturing as appropriate in each discipline, semester and
year but creating a FULL spectrum by the end of 2nd semester.
Combined cognitive knowledge, improvement in behavior, and a
research and engineering salable skill emphasis must be achieved
with a combined merging within Socratics in the World Popular
Hardware and Key Discipline Software. Socratic questioning
proffered by either or both professors and lab instructors, with
FULL Cognitive Bloom questioning complexity are to be further
enabled in higher Bloom [#3,#4,#5,#6] cognitive items as soon as
students adjust to the innovative method delivery presented herein.
Socratic support is achieved in the format of instructional `walk-
arounds' and initialization of discourses. Such walk-arounds take
the form of going from person to person OR group to group in lab
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mply a non-walk around presentation of Socratic
stion(s) to entire classes in lectures or labs. In the
.,I true walk-arounds it is suggested employing the use
of two readily answerable introductory Cognitive Bloom #1,#2,
questions leading to later, in following week(s), expanded
discussion to Cognitive Bloom #3,#4,#5 and #6. Questions are
fashioned with the key words included in the specific six ELEMENT
section (below) as composition aids, initially the Socratic leader
inquires about theory but also later supporting laboratory content
by use of IMOED included popular, widely used and cost effective
discipline hardware and software, and as students adapt more
discourse effort may be shifted to include Bloom Action items.
Walk-round frequency depends on the topic(s) and the group
sizing and the experience of the Socratic deliverer, but at least
once per lab session with the minimum two or more questions at
each stop is initially appropriate. A simple two question walk-
around may take but a few minutes of the Socratic deliverer's time
at each stop in a lab of 20 students working in groups of two. One
tactic for delivery is to `leave uncertainty behind'. This refers to the
process of leaving an individual or group when he/she or they are
floundering so they can rethink and regenerate their grasp on the
issue of the moment. This saves Socratic down-time as one must
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simply wait so moving on and returning later is more productive.
The Socratic leader MUST remember to return and make sure that
uncertainty has now become certainty.
Introductory Socratic walk-arounds may be more frequent and
employ near trivial questions in the beginning of a subject until
students develop a comfort zone and acclimatize to the activity, at
which time the length of stop-time, the time where the Socratic
deliverer remains in a discussion, will increase with movement
toward higher order of any cognitive Bloom discourse topics. At
this point Action Bloom encouragement should mature by
suggestions such as; `talk things over better among your group'.
Continually moving Socratics up the Bloom cognitive ladder is done
by an increased use of the higher cognitive numbers in the Bloom
spectrum, a step or two a week. Similarly Action items may be
taken from the following examples: to finish on time, get higher
accuracy of readings in lab sessions, and talk over issue with other
groups, as opposed to being limited to their own group, can also
be bolstered with gently increasing persuasion. It is in effect
building a `work ethic'.
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Folding the above recommendations into the Socratics builds
improved instructional superiority in developing a combined
ELEMENT synthesis of discipline theory and action provides in-
depth understanding related to the available laboratory and said
practical add-on of popular, widely used and cost effective
discipline hardware and software. An eye to the Bloom Action
(Affective plus Psychomotor) domain is also accomplished initially
by the Socratic leader pointing out visual hardware features, thus
building awareness and simultaneously recommending same to
her/his listeners, and leads to heightened personal student
alertness and improves the substance of Socratic questions in latter
stages of salable research and engineering skill development with
hardware items. Also any Socratic attendance to student personal
behavior as arising by student attempts; to not answer, interrupt
fellow students, or become argumentative, are important skills to
gently extinguish with positive intervention within IMOED. Such
Socratics, with hardware and software, also result in the furthering
of research and engineering salable skills and thus improving
Mastery Learning. Repeated use of review Socratic questions is
needed in later continuing sessions to support improved memory
retention. This action is also to be embedded in other of the
Improved Method of Optimal Delivery ELEMENTS, particularly in the
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Draw and Explain, Research and Engineering Salable Skill
Electronics , Compound Research and Engineering Assignments,
and Computer Based Long Term Memory Support [all below]
improving the IMOED combined and interlocking of the ELEMENTs.
Use of Socratics will, through careful application, create improved
memory recall using the recommended tactic of planned `repetitive
interval spacing' for improving the known available extension of
long term memory as in Ebbinghaus [I] and Semantic memory
rescue tactics [40, 41 ]. All these memory improvements by
Socratics need be composed of limited but present review
questions. At maturity a typical Socratic in a walk-around would
offer one review question with two or three new questions per stop.
Neither conventional post secondary programs including the said
currently emerging reform groups cited has such Bloom supported
ELEMENT with an improvement objective and inclusive salable
research and engineering skill Socratic momentum.
2. World Popular Hardware and Key Discipline Software
[WPH&KDS], hardware and apparatus obtained from appropriate
suppliers as lab add-on components or pieces, or connective
assemblies, software included as connected to discipline
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specialization but all students expected to master, beyond the
current norms, Microsoft Word, Excel, Visio, Power Point, E-mail
and, Microsoft Word One Note study file organization.
Sensor curve fitting software and engineering drawing software
programs are to be conducted in labs, employed and supported
with Socratics, and tested in normal testing and examination, and
also within Draw and Explain and Research and Engineering Salable
Skill Electronics as appropriate and Computer Based Long Term
Memory Support [CB LTMS below].
The introduction of this substantial practical add-on element of
continuously heretofore under-represented popular and important
hardware and software in science, engineering, technology and
high school laboratories where `popular' implies the hardware is
conventionally important and selected for presentation on the basis
of its connectivity to the prime subject discipline theory of the
moment. Physics would take one version of WPH & KDS,
Mechanical Engineering a similar but different one, and Civil
Engineering again being specifically modified. Both Chemistry and
Biology would also be departure versions of their own construct
version.
Pa
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This hardware importance and popularity is soon evident to
students and assures an excellent transfer of learning as the World
Popular Hardware and Key Discipline Software [WPH&KDS] is about
carry-over of theory-enabling obvious connections with the
mainstream of software application packages, materials,
components, sensors and small hardware assemblies within each
academic discipline. All of these applied hardware and software
additions contribute to strengthening theory by virtue of a visible
and tangible three-dimensional real object, hands-on hardware
and software use and further provides the simultaneous elevation
of research and engineering salable skills, and commensurate
student gratification and satisfaction with their program of studies.
As an example of the extent of the add-on software science and
engineering students should have no other student superiors in use
of Microsoft Excel operation with the introductions of basic
spreadsheet operation achieved in first year, with fully decorative
graphing, and macros and pivot tables can become achieved
objectives in second year. Such hardware and software coupled
with research and engineering salable skills is supportive of
entrepreneurial students among the undergraduate class.
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3. Draw and Explain [D&Es] a student library created out of
class, tested in class in normal testing and examination and
further tested using `surprise quizzes' is a major Bloom cognitive
ELEMENT with a combined Ebbinghaus [1 ] and Semantic boost
[38,40,41 ]. Draw and Explain is almost all repeated by inclusion in
another fashion in the ELEMENT Computer Based Long Term
Memory Support [CB LTMS below].
This third novel IMOED ELEMENT again with amazing power is a
collective of departmentally approved and recommended student
prepared file topics, separately maintained by each student in each
subject discipline the file subject content of is initially identified by
the instructor[s], approved by departments, and usually assigned in
lectures, as the semester progresses. In essence Draw and Explain
is itself a cognitive Bloom #1, #2, #3, #4, #5, and # 6 rolled into
single departmentally approved bundle of D&E topics that improve
other behavioral Bloom factors, such as student independent
personal organization, group awareness of their own weaknesses
and strengths, while working together (or singly) with D&E
preparation for any specific topic. Student group development can
be anticipated due to D&E work schedule demands and hence will
create suitable group growth and cooperative development
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behavior showing both content gains and the ever welcome
emergence of effective teamwork.
Draw and Explain is a very big issue for long term memory
development as well as its initial intention mastery of theory and
hardware in combination.
The use of Draw and Explain is another impacting innovation with
the advantage of unifying the various aspects of any given topic.
The unification includes the Bloom elements #1,#2,#3,#4,#5 and
#6, with the added feature of demanding creation of annotated
diagram(s) providing superior Ebbinghaus memory hooks as
appropriate to the D&E topic. This carefully prepared library
creation known as Draw and Explain [D&Es] presents theory but
also couples the key subject theory with its congruent salable
research and engineering skill hardware understanding and
awareness and sensors including suitable drawings and narrative
for each topic item including such expanded operating restrictions
as; temperature, pressure, corrosion etc. and accuracy
considerations. Each D&E library topic item is one or two pages in
length, containing a representative drawing or drawings, and a
suitable attached Bloom constructed narrative created by students
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recounting the basic theory and use of the topic item with
advantages and disadvantages suitably noted. [See Appendix F, G].
The Draw and Explain [D&E] is a focus for student study and
learning, and it becomes an approved departmental mainstream
resource for teaching both qualitative and quantitative theory and
associated hardware and apparatus, including sensors and data
logger usage.
D&Es may well become a departmental byword and folklore in each
discipline. Being so identified and prepared with FULL Bloom
cognitive and with natural group formation of `study buddy groups'
Bloom Action benefits appear as well. The Draw and Explains are
scheduled for testing at intervals and also as `pop quizzes' building
consequent memory refreshment and improvement, as per
Ebbinghaus [1 ], and as a result of the substantial D&E diagram use
within each topic D&E assigned item adds further Semantic memory
improvement advantages [38,40,41].
The D&E ELEMENT operated in said fashion also merges with other
Improved Optimized Educational Delivery ELEMENTS; World Popular
Hardware and Software, [above] and Research and Engineering
Salable Skill Electronics [below], to create a continuous theme of
Bloom structure, such test and re--test emphasis also supports
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improved Long Term Memory and Mastery Learning. The D&E
increasingly remains as a key ELEMENT to support long term
memory development by the repeated review required for student
preparation of scheduled and unscheduled [surprise] tests. Draw &
Explain repeated inclusion of important subject matter reappears
when merging the D&E with other elements in the Improved
Optimized Educational Delivery [IMOED] and particularly with the
ELEMENTs known as Research and Engineering Salable Skill
Electronics and Compound Research and Engineering Assignments
[below], and the Computer Based Long Term Memory Support
[below].
With the deliberate emphasis on research and engineering salable
research and engineering skill components, the IMOED uses D&E
and Bloom to support the strong move toward an effective Mastery
Learning platform not otherwise available. The idea of an effective
Mastery Learning of `theory only' as a platform is unimaginable in
subjects other than perhaps theoretical mathematics and
theoretical physics. The D&E test administrations serve as a
complement to conventional problem tests, which are the norm in
science, and engineering. The D&Es are obliged to include the key
`concept theory diagrams', also often referred to in Physics and
Engineering as free body diagrams. In future years as computer
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software advances many or all such D&E diagrams will be available
as `Physlets' with encouraging cognitive and memory supporting
animation as important features [13,38, 40,411.
Complete with the Bloom cognition theory steps and Action
behavioral development, D&Es become linked with factors in the
Bloom behavioral domains such as; awareness, listening carefully
to other's D&E presentations in group study sessions, responding
and maturing while mastering D&E file creation and organization.
D&E represents an amazingly powerful backbone ELEMENT of
subject content which when coupled with said planned applied
salable skill hardware and software [see WPH&KDS, above] being
used with D&Es the created student prepared file resources provide
students with a vehicle supporting superior effectiveness in
conventional pretest study and equally superior refreshment study
efficiency.
Chandler and Sweller, Christina and Borjk, and Albert et al, [38,40,
41 ] found through empirical study that the integration of text and
diagrams reduces cognitive memory recall stress by virtue of the
combined text and inclusion of diagrammatic accompaniment and,
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thereby facilitates long-term memory security, which they refer to
as Semantic memory action. It is an incredible research finding that
enhanced details with diagrams elevate total memory recall and
IMOED includes this process as a full and extensive inclusion of the
Draw and Explain ELEMENT for optimal delivery.
Neither conventional university programs nor either of the said
currently emerging reform groups; [Colorado/Washington,
Maryland/South Carolina St/Massachusetts, and UBC Canada] has
such a category.
4. Research and Engineering Salable Skill Electronics
[R&E SSE] conducted in labs, using support initially from
Socratics, World Popular Hardware and Software and Draw &
Explain, and later in Compound Research and Engineering
Assignments these latter two developing during the semester and
expanding during years of articulation. Computer Based Long
Term Memory Support [below] is a final wrap and reassurance of
memory solidarity. Research and Engineering Salable Skill
Electronics are tested in normal testing, D&E tests, Compound
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Research and Engineering Assignments, and Computer Based Long
Term Memory Support [below] and labs.
Research and Engineering Salable Skill Electronics in the Improved
Method of Optimized Educational Delivery [IMOED] is another add-
on emphasis ELEMENT to make science, engineering, technology
and high school students aware and competent in specifically
chosen electronics topics key to the practical research and
engineering conduct in each specific discipline but not expressly
related to electronic design engineering, with the exception of
some electronic engineering and physics groups. Research and
Engineering Salable Skill Electronics [R&E SSE] includes important
basics, which are NOT deemed to require support by circuit design.
Many of the R&E SSE delivered basics are preplanned and seeded in
World Popular Hardware and Key Discipline Software ELEMENTs.
The goal is to enable science, engineering and technology
graduates to work with superior effectiveness on (as in activating)
and with (as in harvesting data) by use of electronics apparatus and
test equipment and including a myriad of sensing devices
(including a large specialty section of medical instruments) that
have undergone increased growth in numbers and sophistication in
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each discipline in previous decades and have the capability to
service literally hundreds of science and engineering sensor based
application needs with improved data production, via data logging.
Sensors and appropriate electronic facets of technology are the
single most ignored aspect of engineering, science and technology
in post secondary education. Like a hockey team without a goalie,
gathering adequate volume and locations of data in science and
engineering is in an undisclosed near crises state in too many
disciplines [48, 51, 52, 53, 66].
Today's market of available sensors [See Appendix B] and data
logging technology has outstripped conventional science and
engineering institution's provision of needed pedagogical
instruction for massive data mining suitable for use by their own
graduates: the future science and engineering research practioners.
The Improved Method of Optimized Educational Delivery [IMOED]
Research and Engineering Salable Skill Electronics [R&E SSE] is a
solution to the problem using this discipline centered technique.
Cable-to-computer [direct contact] and wireless-to-computer
[non-contact] or a wireless-to-Internet [non-contact] basis for data
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logging already done inside some educational institutions and in
research and industry can be offered in early years of
undergraduate programs at very cost effective levels.
Also intended for inclusion in Research and Engineering Salable
Skill Electronics [R&E SSE] are topics from appropriate academic
linked and discipline discriminated subject disciplines. There are
current topics of interest to students for disciplines within; robotics,
environmental monitoring, medical electronics equipment and
methods, surveillance electronics techniques, fiber optics hardware,
examples of basic devices for industrial monitoring and control of
electric generating stations, pulp mills, mining and smelters, steel
making, oil refinery operation and control, nuclear power
generation and automotive manufacturing, and AM, FM and digital
earth and space communications, and medical monitoring
electronics.
The [R&E SSE] will enable superior student empowerment for
science, engineering and technology each in her/his own discipline
showing improved high end Dual Bloom with the end point of
`getting things done' capability in any of; agriculture, aerodynamics,
aerospace, biology, botany, forestry, medical, entomology, civil
engineering, mechanical engineering, petroleum engineering,
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chemical engineering, geophysical engineering, electrical
engineering, aeronautics and aerospace engineering, robotics
engineering, medical prosthesis engineering, electronics
engineering, engineering physics, and medical instrumentation.
Each of the employed sensors and related [R&E SSE] items would
initially be identified by discipline departments, separated as to the
discipline semester requirements, purchased as budgets allow, and
the add-on data logging and sensor software interfacing
technology would be completed and deployed in laboratory
sessions divested of `cook book' usage [19] each such appearance
then assigned semester locations such that some form of the [R&E
SSE] undertaking is appearing in ALL of the undergraduate
semesters and Mastery Learning can proceed in development from
introductory to vastly improved expert status in four
undergraduate years. The Research and Engineering Salable Skill
Electronics ELEMENT allows each and every graduate (and often
summer students) to proceed to employment able to function much
more effectively in their discipline's need to utilize electronic test
and measurement apparatus and create impressive amounts of
precise data in employment circumstances.
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Because of Research and Engineering Salable Skill Electronics each
science, engineering or technology graduate becomes more
practical, productive, and result oriented in applied electronics with
the Research and Engineering Salable Skill Electronics element
built-in early in each semester of a four-year program and
proceeding unabated to success upon graduation.
Electronics in all disciplines except electrical engineering is almost
amazingly under-represented in modern university science and
engineering programs. Compare this with the simple fact that while
both science and engineering are rapidly enveloping themselves in
the use of computer technology the area in which they are most
seriously remiss in science, engineering, technology and high
schools is the addition of computer based monitoring and control
and data logging that is reaching into every realm of data
acquisition in science, engineering and technology disciplines
[51 ,52, 531.
Regardless of the total number of science and engineering
graduates produced nationally in any year an estimated maximum
of 5% of continental institutions attempt to teach any substantial
knowledge of this single valuable sensor and data harvesting
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technology that may be the foundation for use in 90% of future
careers in science data gathering and engineering monitoring.
The Research and Engineering Salable Skill Electronics [R&E SSE]
ELEMENT will take up appropriate residence(s) in science,
engineering and technology in theory and laboratory reality
showing improved capability in; agriculture, aerodynamics,
aerospace, biology, botany, forestry, medical, entomology, civil
engineering, mechanical engineering, petroleum engineering,
chemical engineering, geophysical engineering, electrical
engineering, aeronautics and aerospace engineering, robotics
engineering, medical engineering, and electronics engineering and
engineering physics.
Neither conventional university programs nor either of the said
currently emerging reform groups cited has such a superbly
productive category. [Colorado/Washington, Maryland/South
Carolina St. Massachusetts, and UBC Canada].
5. Compound Research and Engineering Assignments, [R&E
CAs], are conducted in student group time, tested in normal
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testing and a post assignment completion [solitary] interview
examination and again in Computer Based Long Term Memory
Support [CB LTMS below] are strategic discipline assignments
allowing previously traditional separated teaching topics to be
`compounded' or combined together in the creation of a series of
practical assignments. By such the ELEMENT supports Mastery
Learning much the same as a conventional project or a term
research tasks tend to do. Within the IMOED they are to be
embedded carefully through all eight semesters ever progressing
from simple to more complex assignments. The IMOED Compound
Research and Engineering Assignments are an ELEMENT that
further improves the delivery in the Improved Method of Optimized
Educational Delivery by the inclusion of FULL Bloom #1,#2,#3,#4,#5,
and #6 cognitive item categories. Entrepreneurial and project
management oriented students will respond with particular relish
to this ELEMENT.
Compound Research and Engineering Assignments contain
substantial Bloom Cognitive and key Action item opportunities with
the required collaboration and group organizing required of these
Capstone embryonic and semester maturing assignments.
Categories for both mental skill improvement (Bloom Cognitive)
and superior student team behavior and improved personal
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performance (Bloom Action) by virtue of the group assignment and
peer pressure for completion all contribute to substantial research
and engineering skill development.
Compound Research and Engineering Assignments [R&E CAs] must
begin by having various separate introductory projects starting in
an appropriate simple fashion in the first semester and continuing
with new and more complex and comprehensive assignments until
graduation. Compound Research Assignments [IMOED Capstones]
are similarly adjusted for Ebbinghaus and the newer Semantic static
and animated visual displays with repetitive interval memory
refreshment by inclusion of new items and strategic re-inclusion of
discipline items covered previously in other compound
assignments or other ELEMENTs.
An example of a Compound Research and Engineering
Assignments [R&E CAs] appropriate to second year is in the
requirement to prepare a plan to conduct a freshwater sampling
project with about 50 sample locations each visited weekly over the
full summer with a mythical survey team of two or three workers
assigned to complete the project, and some 15 or more chemical,
biological and physical compound tests to conduct at each
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sampling location. A selected field location students can visit
personally or by institutional field trip is recommended to raise
student motivation and excitement.
The R&E CA calls for semester team groupings, each team to
handle the full assignment including organization and preparation
of the logistics of the full Compound Research and Engineering
Assignments and each group is to assume they will be doing the
assignment in the summer. The assignment stipulates the need to
create a map of sampling location and determine proposed
sampling visitation times and routes with a prepared list of all
required hardware and test equipment needed with an
accompanying rational for each selection. A hand-in computer
printed listing of selected equipment, and the rational and
justification for project selections and cost amounts are part of the
required tasks, also being a KDS inclusive exercise. An upgraded
and refashioned discipline the R&E CA suitable in the senior year
would be to request student team investigation and proposal for a
complete automated data logging system with two competing
design versions to accomplish the previously assigned water quality
survey. Bench-top models may be mocked up in the lab for added
salable skill stimulus.
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The Compound Research and Engineering Assignments must also
include a list of required chemical materials to effect the
monitoring calibration, pH meter calibration capsules being an
example. Sample bottles in appropriate number must be indicated
for purchase by size, quantity, and with bottle mouth as
appropriate, including any need to effect solar shielding of samples.
Also needed would be the number and size of sample bottle
coolers needed for refrigeration in transport, vehicle needs,
transportation and lockers to move measurement samples, test
equipment selection and justification and safety kits must also be
addressed. Students must research and list meter names, model
number and price, along with appropriate battery replacement
supplies, and re-chargers and safety kits with justification for each
line item in the report. All these are project engineering and
entrepreneurial skill developing tasks.
Looking up the needed project item selections required in actual
manufacturer's catalogs with costs supplied is the best assignment
completion methodology otherwise too much time is wasted with
emails and telephone calls and obvious student stalling tactics are
available to them. The skill of reading and becoming comfortable
with manufacturer's catalogs is a key Dual Bloom domain
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(Cognitive and Action) salable research and engineering skill
assignment objectives.
Current situations in post secondary institutions show that about
90% of the graduates in science and engineering barely realize that
high quality vendor catalog resources exist, to the extent and
quality available. Their skill in navigating is also questionable.
Compound Research and Engineering Assignments bring another
important opportunity for Bloom Action improvement and
development. The very process of a group pouring through vendor
catalogs, and realizing the scope of science and engineering
equipment development is an impressive venture in itself with
vendor produced resources being certain proof of the validity of
the Research and Engineering Compound Assignments.
Some form of reasonable budget limits within Research and
Engineering Compound Assignments should be stipulated in
advance by the instructor. It should not be exceeded otherwise
some students will select only the finest and most expensive
equipment and requisition supplies enough to last 50 years making
a mockery of the assignment!
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Making decisions on selection and required quantities based upon
equipment cost (and a need to keep costs under control, without
resorting to the purchase of the absolute finest on every occasion,
make appropriate accuracy and apparent reliability decisions and
deciding how to `mold the package together' for field party
execution improves this Dual Bloom item. These assignments are
in the best tradition of a truly effective example of a `research and
engineering compound assignment' and as well are project
engineering and entrepreneurial skill developing tasks.
This assignment's very practicality has substantial student support
because of the obvious opportunity for both salable research and
engineering skill learning and the natural gratification of research
and engineering salable skill acquisitions and group collaboration.
The topic applicability in this worthy environmental discipline
project and gratification arises from the usefulness of the
compound assignment topic itself. Its applied nature shouts it out
to the students. Alternate Compound Research and Engineering
Assignments to exhibit and undergo the need to do prior
calculations and feasibility predictions going beyond this example's
complexity are recommended in mid to senior year semester
subjects.
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The Compound Research and Engineering Assignments [R&E CAs]
commonly include the short and long-term goals of developing the
salable research and engineering skill ability to select and defend
specific hardware and equipment from vendor catalogs in the
completion of any assignment. The assignment stands as an
excellent Dual Bloom exercise. Working in groups with such open-
ended mandate, students may clearly have differing opinions worth
hearing for most or all the group. The assignment
supervisor/leader must assume responsibility for monitoring Bloom
Action items within the confines of the Compound Research and
Engineering Assignments and mandating some improvements in
behavioral response for ALL students, regardless of their
positioning win the group.
The more real the task the better the assignment and the more
motivated the students. By their practical Compound Research and
Engineering Assignments incorporate combinations of theory
initially taught in separate confines of a single topic such as; heat
and light, flow and pressure, motion and energy, chemical reaction
and heat generated, biological growth and monitoring of heat of
formation, chemical water quality and wastewater treatment with
student practical needs to organize and specify hardware and
theory requirements to unify these topics in single projects.
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A planned one-on-one [no groups] interview is required at the
closure of the assignment where students must bring or have
access to their own hand-in material and to vendor catalogs (not
their own or they will put selection tags in and gain an unfair
advantage in the test to find out who really mastered the vendor
catalogs) should be asked Bloom based high end penetrating
questions in a limited [about 20-30 minutes] session by
supervising faculty to wrap up the assignment, grading and
assessment. A clever tactic by the examiner is to announce that
such-and-such a supplier the candidate originally selected has
gone out of business and hence cannot supply the needed
equipment. The student [to excel in grading] must then respond
effectively and rapidly in this sudden Bloom Action request, being
able to replace it or them with a defensible replacement selection
by use of available catalogs in the examining room. In this way the
instructor discovers if any students have borrowed assignment
report `line items' from associates and hence evaded fulfilling the
required assignment and its mandate to be familiar with specific
vendor catalogs being demonstrated by the poise with which
she/he recovers from the Bloom surprise.
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Such CREA practical assignments with a high salable research and
engineering skill factor could combine many such traditionally
separate topics. This is a particularly good opportunity to introduce
and further sensor technology, each according to the discipline of
the subject under development and the point of progress in the
semester(s). Sensors are the forgotten children in most disciplines
with sensors for pH, time and temperature in Biology, Chemistry
and Physics being the only common types the traditional
universities teach in their labs. There are hundreds of sensors,
important in some disciplines and all available for industrial and
research use with their own special advantages and disadvantages.
The simple introduction of elementary discipline sensors and
associated test calibration equipment and support from Research
and Engineering Salable Skill Electronics [R&E SSE], in Compound
Research and Engineering Assignments in early semesters brings
such a high research and engineering salable skill factor that their
current omission in university programs is surprising.
Neither conventional university programs nor either of the said
currently emerging reform groups cited has such a category,
except as a personal contribution by motivated faculty.
[Colorado/Washington, Maryland/South Carolina
St/Massachusetts, and UBC Canada].
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6. Computer Based Long Term Memory Support [CB LTMS,
are conducted in student time, executed on computers using
special delivery software. This final element installment of the six
ELEMENTS in the Improved Method of Optimized Educational
Delivery based upon the valued scientific memory studies available
from Ebbinghaus introduces a significant attempt not to serve
grade production, but testing to service and enable long-term
memory [LTM] retention. It is also created with an inherent FULL
Bloom cognitive question base. Student preparation for such
independent tests creates natural `study buddy' or `laptop parties'
being groups that enhance almost all aspects of IMOED and
especially Dual bloom skills.
The use of Computer Based Long Term Memory Support [CB LTMS]
delivery requires creation of a large and comprehensive computer
test base of all conventional theory plus all the key discipline
Socratics, World Popular Hardware and Key Discipline Software
add-ons, Draw and Explain, Research and Engineering Salable Skill
Electronics and Compound Research and Engineering Assignments
topics in computer based tests. CB LTMS is an effective support for
all the other five IMOED elements. This computer INET or
institutional computer served IMOED ELEMENT introduces further
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repetition and learning with the goal to improve both subject
mastery and memory retention by planned repetition of the
discipline subject matter in the Improved Method of Optimized
Educational Delivery, again in FULL Bloom #1 to #6 question
complexity levels. After D&E creation and additional Socratic Bloom
layering in WPH and R&E SSE, and CREAs such cognitive mind and
memory in Bloom based Socratics CB LTMS prepared items are used
again as computer served questions for students in off hours. The
presented questions are not specifically for the creation of marks.
The questions are for reinforcing Long Term Memory enhancement
such that learning improves and moves the IMOED suggested
delivery method further forward in Mastery Learning.
Many faculty have reservations about any `testing' conducted in an
atmosphere less than perfectly secure from student interaction.
This is a reflection of a `marks orientation' that is not the issue with
Computer Based Long Term Memory Support, [CB LTMS]. The same
faculty is often unaware of the shocking destructive effect reported
by Ebbinghaus when memory refreshment of important theory and
research and engineering salable skills is not sufficiently
compensated by continual educational practices [6,7].
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The fact that students will do and will hopefully continue to do is
go to the computer room in their personal `study buddy' and
`laptop party' groups to do computer quizzes and also teach each
other when needed thereby creating more of peer teaching benefits.
At the same time, students are extending their long term memory
capability and polishing their own personal Bloom Action skills
rather than generating marks and this student development facility
will be evident in other aspects of every discipline subject, in every
semester.
Semester repetition of CB LTMS selected tests are not to be held to
the end of semester. It is highly recommended but must be done
with restraint. Once the computer Quiz creations are a `fait
accompli' and sitting in their electronic computer files it is all too
tempting and easy for faculty demands to bury students in work
demanding ever more repetition and student time. However, more
repetition provides more lengthy and successful Long Term
Memory solidification and subsequent improvement in Mastery
Learning.
The recommended Socratic, World Popular Hardware and Key
Discipline Software and key discipline software, D&E material,
Research and Engineering Salable Skill Electronics content,
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Compound Research and Engineering Assignments and Computer
Based Long Term Memory Support each should show, as required,
an appropriate concentration in all the Bloom constructs, of
Cognitive and Action relevance, and linkage to all of the other five
discussed ELEMENTs are brought together and revisited in [CB
LTMS]. Computer based topic question banks should consist of
about 50 questions, most with diagrams, where test software
randomly selects questions and serves them in question batches of
20 or 25 at a time. Question banks may be refreshed and expanded
yearly by simply adding to the appropriate computer file(s) in
existence or creating totally new ones. Using random selection and
serving 20 questions at a time from a bank of 50 questions will
result in almost insignificant chance of duplication of the identical
question on nearby terminals at any one moment. Question
diagram resources may be located by searching the supplied
hardware list included, by discipline, in Appendix B & C.
The activity of Computer Based Long Term Memory Support is
maintained throughout each applicable developed subject for the
entire eight semesters with questions reflecting the semester the
student user is in, some content may be repeated in senior subjects
[with or without modification] as further support to learning and
long term memory training for Mastery Learning superiority.
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Another benefit is that the [CB LTMS] drawings may be used over
and over including paper reproduction for tests and exams and
question content varied with many drawings used in early
semesters being of value for reference in different question
complexity in more senior semesters. Needed question banks are
to be created for each of the program subjects in all of the years of
each discipline's program subjects. The future expanded use of
Physlets in CB LTMS is eagerly anticipated. Conventional university
departments in science, and engineering and the currently
emerging experimental educational research groups, while many
are active with Physlets, have no such comprehensive innovative
strategy for long term memory security administration.
[Colorado/Washington, Maryland/South Carolina St/Massachusetts,
and UBC Canada].
The Improved Method of Optimized Educational Delivery is dedicated
to the full support of traditional theory while also to the creation of
delivery that contains MAJOR concentration of discipline selected
practical components of important hardware, a disciple centered set of
appropriate software, and using these resources the development of
discipline oriented research and engineering salable skills. The
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method features automated logger data gathering as a teaching
research skill or Capstone tactic device or devices that may begin is
some intellectually honest form in first semester in any discipline
program.
Conventional academic pre-occupation is primarily with theory often
with the reasonable justification that it is the most difficult to teach
on-the-job. With only such a single minded emphasis during entire
undergraduate programs at the end of the traditional four year degree
period little of practical salable research and engineering skill value
can be realized and without the accompanying hardware and
appropriate research and skill building activity surprisingly too much
theory can be forgotten [6,7,27,36,37].
Detailed Implementation of the Six ELEMENTS.
All the six ELEMENTS are adjusted for the following issues and all are
appropriately integrated. Each is Bloom adjusted first with the
Cognitive Bloom Domain items [referenced as #1 to #6], followed by
adjustment usually on a person to person informal coaching basis
regarding the Action Bloom (the Affective Domain and Psychomotor or
so called behavioral) domains items [referenced as #a to #j]. Further
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each of the six ELEMENTS is adjusted to be delivered on a solitary
student basis and a group student basis thereby enabling those
students who thrive most effectively in each of theses to opt for their
preference. Thus with the exception of tests and examinations
students may opt to work in a group or alternately do their work on a
solitary basis which has been the norm for generations.
The six ELEMENTS are also adjusted for Ebbinghaus teachings to
secure the maximum possible long-term memory status for learned
materials. In the extension of this Ebbinghaus memory improvement
each of the ELEMENTS is taught as far as possible with combined
theory, world popular hardware, software, and other salable research
and engineering skills as mentioned, thereby also gaining a further
margin of quality in memory retention by realizing the theory and
combined salable skill hardware and software create a superior
Semantic backdrop for claimed improvements in memory, Chandler &
Sweller [38]. The Improved Method of Optimized Educational Delivery
stresses that each of the six ELEMENTS must be interactively arranged
such that the combined effect of the interaction and the resulting
inter-ELEMENT support is being achieved and the full benefits are
available to the discipline students.
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1. Socratic questioning [Soc] in lectures but mostly
conducted in labs, with ideally FULL Bloom
[#1,#2,#3,#4,#5,#6] cognitive questions. Starting with simple
Bloom #1,#2,# 3 theory items with first year students to begin
but maturing the questions and discussions during the semester
and increasing the inclusion of higher end Bloom cognitive skills
[#3,#4,#5,#6] in a planned strategy from week-to-week,
semester-to-semester and year-to-year as students advance in
a degree or diploma program. In the earliest posed question
versions each year and semester within the year, restrictions to
simple Bloom Recall and Comprehension may be most
appropriate.
Socratics are a mainstream in enabling theory learning and
improve when combined with salable skills. Socratics further
create improved Bloom Action personal student ability with
technical communication, and interpersonal interaction in
science, engineering and technology. Socratics are most usable
in lab sessions, and within each and all of the subsequent five
other elements in the Method of Optimal Educational Delivery.
Introduction of both theory and hardware Socratic questions
eliciting advantages and disadvantages supports invoking FULL
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Bloom #1 Knowledge, #2 Comprehension, #3 Application, #4
Analysis and #5 Judgment and are especially pertinent to #6
Creative Inventiveness by identifying of advantages and
disadvantages and seeking to isolate those Bloom items that
may be of major interest to the entrepreneur oriented student
instinct. The Socratic formula is each time seeking to
Socratically engage students through search for the most recent
solid topic cognitive recall foundation, when such solid
foundation is encountered the Socratic leader expands it and
moves forward to another Bloom item level. In the event that
initial engagement is of low quality the task immediately
becomes to effect repairs as long as that will not seriously
disrupt the current session in process. Once an upgrade of the
impaired former understanding is affected the Socratic activity
can then move forward. If not so, then an office or after-hours
appointment is recommended. Socratic leaders are trusted to
keep students at [or near] a minimum state of material recall
and comprehension, as the basic initial student accomplishment.
Student failure to respond adequately to the Socratic leader
should cause the leader to reduce the question complexity or
move backward in time until he/she again establishes solid
ground. Many Socratic leaders require substantial training and a
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period of experience to overcome problems encountered in their
own leadership capabilities as the types of student problems
typically may have an awkward on-the-spot property.
1.1 Socratic Bloom: Knowledge (#1) Recall: Socratic Recall may
be an adequate initial goal on the introduction of Optimized
Educational Methods until students become comfortable with
the process. Asking for recall of the last items discussed, in
lecture, tutorial or lab is appropriate. Moving students further
forward one then may ask what `more' may be said. Questions
such as; `Name the two elementary Newtonian equilibrium
forces'. [Ans: applied and reactive] is an appropriate starter
question. Questions also beginning with: Label, List, and
Recognize, are all trustworthy recall activity constructs.
1.2 Socratic Bloom: Comprehension (#2) [Explain in your own
words]. Socratic Comprehension questions may be added as
students improve their acceptance and ability to respond and
discuss within the Socratic umbrella, as they become
comfortable with the process. Under Comprehension students
are asked to explain in ever expanding depth some subject topic
from the recent labs, or other assignments relative to the
subject in question and theory classes. A beginner
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comprehension question is for equilibrium conditions of a body
`Why must the forces all sum to ZERO' ? Or `Describe the
properties of a resolved force vector rendering of the forces on
a traditional physics force table in a balance condition'.
Questions also beginning with: Describe, Discuss, Explain, Select,
are all are all typical comprehension activity constructs.
1.3 Socratic Bloom : Application (#3) [Use]: Socratic Application
exploration may begin by asking initially for recall of
comprehension [one Bloom backwards] of a theory and/or lab
hardware item . After this has been established students may be
asked to cite possible applications then further the maturing of
student thinking by asking student's to compare descriptions of
the theory for one application with another similar application
known to the student, as an example of a Socratic leader's
application question. Questions beginning like; Choose a rope
material for sudden applied snap forces such as cattle roping,-
(ANS., Nylon, as it has the highest resilience to snap forces].
Other lead words: Demonstrate, Illustrate, Operate, Sketch,
Solve, Calculate, Use this apparatus to, Write a narrative
explaining the use of this diagram [a D&E below see 3.3], are all
typical solid application activity Socratic questioning constructs.
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1.4 Socratic Bloom: Analysis (#4) [Picking apart]: Socratic
Analysis can commence by asking for a descriptive response on
some theory and/or lab hardware item whereby a sought after
cognitive skill will next be to take apart the various sub-
component items or describe problematic test equipment device
issues offered by a student in response to an initial question on
a theory topic question, looking for obvious strong and weak
responses and maturing the weaker ones. A question for Civil
and Mechanical engineers, Categorize in order of minimum
required safe diameter of; hemp, nylon and polyester ropes
needed to support a dead [motionless] weight, of 300 Kg, [-
660 Lb]'. [Answer; Smallest diameter 5/8 In Nylon, @ 935 lb. see
Grainger Industry USA, alternate Polyester is critical as it has no
safety margin at 5/8 In Polyester @ 675 Ib]. Other key question
words; Analyze, Appraise, Calculate, Categorize, Compare,
Contrast, Criticize, Determine, Differentiate, Discriminate,
Distinguish, Examine, Experiment, are all typical worthy
analysis activity Socratic questioning constructs.
1.5 Socratic Bloom: Evaluation (#5) [judgment]: Socratic
Evaluation may be to request further expansion of advantages
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and disadvantages of a theory and/or lab hardware item or
again by asking student's to compare descriptions of two
previous related teaching items sharing the same common
theory base but having some other explicit advantages and
disadvantages. For example, argue for the changeover to obtain
increased load capacity with pulley operation from; a %2 inch
round poly rope to a) equivalent diameter poly braid or, b) nylon
round twist. [ANS; Round twist shape is superior for pulley
operation with nylon having a superior impulse strength
capability. Braid is not normally recommended for pulley
service due to its flattened cross-section]. Another valuable
tactic is to name a device or theory and ask how it `fits' a
particular application. Questions beginning; Appraise, Argue,
Assess, Attach, Choose, Compare, Defend, Estimate, Judge,
Predict, Rate, Core, Select, Support, Value, Evaluate, are all
typical solid judgment activity Socratic questioning constructs.
1.6 Socratic Bloom : Creativity (#6) [Inventiveness]: Socratic
exploration of Creativity may be done by asking about some
comments on a new use of some theory and/or lab hardware
item and anticipating an answer that assesses advantages, is
appropriate. Alternately, ask a `best method' of combining more
than one element in a system, as in a fluid flow train one unit
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behind the other or both in parallel. Another approach is to ask
about the possibility of adding a second complementary item to
a previously discussed major item. An example question with
rigging strap is to request a write-up on use of a strap ratchet
for tightening on logging trucks. [ANS: See Crosby Catalog ].
Questions beginning with: Arrange, Assemble, Collect, Compose,
Construct, Create, Design, Develop, Formulate, Manage,
Organize, Plan, Prepare, Propose, Set up, Write, are all typical
good inventiveness activity Socratic questioning constructs.
2. World Popular Hardware and Key Discipline Software [WPH&KDS]
conducted in labs, with FULL cognitive Bloom #1,#2,#3,#4,#5,#6 and
making use of; Socratic, Draw & Explain, Research and Engineering
Salable Skill Electronics Compound Research and Engineering
Assignments and Computer Based Long Term Memory Support
processes. World popular hardware and key discipline software add-
ons the second of the six IMOED ELEMENTS consisting of examples of
the world's most popular and cost effective hardware and software
displayed and discussed in laboratory sessions where these add-on
hardware pieces are appropriate to the specific discipline's theory, lab
topic, semester, and year of study, selected from hardware of useful,
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world-wide popular applications that build-in real world relevance and
research and engineering salable skill subject breadth and depth by
inclusion in any science, engineering, technology and high school
science program developing the Bloom Action research and
engineering salable skill behavior content of the Methods of Optimal
Educational Delivery.
The Socratic formula aspect is to engage a Bloom hardware
perspective looking for the students' recall ability then furthering
cognitive comprehension foundation regarding the hardware
mentioned by moving up to the next Bloom groups, one at a time;
comprehension, application, analysis, judgment, and creative
inventiveness and so onward increasing complexity and Mastery
Learning. In the event that initial Socratic engagement is of low
quality the task immediately becomes to effect repairs if that will not
totally disrupt the current teaching process. Once an upgrade of
impaired former understanding is affected the Socratic activity can
then move forward. If not so, then an office or after-hours
appointment is recommended. WPH Socratics are trusted to keep
students at a common level [or nearly so] of material recall in
introductory World Popular Hardware and Key Discipline Software and
key discipline software add-ons.
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The World Popular Hardware and Key Discipline Software primarily
conducted in labs and on field trips category among the SIX ELEMENTS
of IMOED is one of the major upgrades to the discipline connection of
real-world issues and the said mentioned benefits of Bloom Action
domain in Mastery Learning. WPH&KDS is supportive of a huge
upgrade in salable research and engineering skills while at the same
time increases relevance [56] and student personal motivation and
consequent student gratification. Many institutions have already
adopted part of this intended innovation especially engineering with
their uptake of the use of AutoCAD, and physical geography with
Geographic Information Systems [GIS] Software both professional
engineering drawing packages. IMOED envisages a complete review of
software with many key data logging types to be added such as
Microsoft Excel and Curve-Expert, and the conventional `everyone
uses this' appearing as such being Microsoft Word, Outlook, OneNote,
Microsoft Visio, data base Access, MATLAB, and Dadisp.
2.1 WPH&KDS Bloom: Knowledge (#1) Recall: World Popular
Hardware and Key Discipline Software recall of basic hardware
and software names and purpose may be adequate in the
introduction of Optimized Educational Methods until students
become comfortable with the process. Simple hardware items
and software perspectives would be introduced in early weeks,
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and then moved on to more complex items and their linked
theory. Questions containing the words; Name.., Label.., List..,
Recognize.., are all typical recall activity constructs that may be
effectively used with WPH&KDS items. A good introductory
question for Mechanical Engineers is `What type of belts are
used in today's auto engines'? [Ans: Trapezoidal V-belts or
Cogged belts]. Industrial software for belt sizing is available on
Internet. Also `What is the name of the Microsoft product
commonly used for graphing', OR engineering drawings? [Ans:
Excel for graphing, and Visio for drawings].
2.2. WPH&KDS Bloom: Comprehension (#2) [Explain in your own
words]. World Popular Hardware and Key Discipline Software
comprehension questions may be added on any and all of
previously introduced hardware as students improve their
acceptance and ability to respond and discuss as they become
comfortable with the process. Students are asked to rephrase
prior descriptions of hardware. `Tell me in your own words' is a
useful approach. Questions beginning or containing the words;
Describe, Discuss, Explain, Select, are all are all typical
comprehension activity constructs for Bloom instruction with
WPH items. A typical advanced software issue is to ask for a
discussion of Microsoft XL's curve generation precision
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compared with Curve Expert. [Ans: Curve Expert has higher
accuracy in polynomial and several other non-linear functions].
2.3 WPH&KDS Bloom : Application (#3) [Use]: World Popular
Hardware and Key Discipline Software application questions
may begin by asking initially for recall of use on any one
previously introduced hardware. Alternatively a Socratic leader
may ask students to solve a selected theory problem that
verifies recall, comprehension, and application, Bloom #1,#2,#3.
After this has been established students may be asked to cite
one or more added applications, then the Socratic WPH process
matures by comparing the description and differences of one
hardware application with another similar one known to the
student. Citing similarity and differences of two hardware items'
key advantages is very appropriate. Questions containing or
beginning with the words; Choose, Demonstrate, Illustrate,
Operate, Sketch, Solve, Calculate, Use, this apparatus to, Write a
narrative explaining the use of a designated diagram, are all
typical application activity constructs. In software ask how to
use Microsoft Word to track cut and paste and activate the
thumbnail document views in 2007 and upwards. [Ans:
Clipboard left screen panel click tiny arrow to activate. Clipboard
pastes each cut into the column below it. Thumbnails are
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activated creating a panel on the left from `VIEW' and click on
Thumbnails, both may be mouse cursor sized horizontally].
2.4 WPH&KDS Bloom: Analysis (#4) [Picking apart]: World
Popular Hardware and Key Discipline Software Analysis may
again commence by asking for a descriptive response on some
past or current hardware item or theory whereby a sought
after questioning response skill is to mentally take apart the
various items or issues in a topic on any and all previously
introduced hardware such choices being made on instructor
judgment of the hardware's importance and student or class
readiness. More important key items merit such review more
frequently. This question line may then mature into prediction
of problem issues that may arise when shifting between
scientific or engineering lab or field service conditions and the
predictable effects of weather conditions as examples of
cognitive analysis of situational complexity. Questions
containing words such as: Analyze, Appraise, Calculate,
Categorize, Compare, Contrast, Criticize, Differentiate,
Discriminate, Distinguish, Examine, Experiment, Question...
are all typical good analysis activity constructs. A good
question is to ask for an assessment of PVC tubing compared
to copper and steel tubing for an industrial process. [Ans: PVC
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has low temperature and pressure limits all metals exceed,
steel has far higher pressure accommodation than copper but
copper resists rust, the metals are far more expensive].
2.5 WPH&KDS Bloom: Evaluation (#5) [Judgment]: World Popular
Hardware and Key Discipline Software evaluation questioning
may be to request further expansion of advantages and
disadvantages on any one or two of all previously introduced
hardware under a suggested service change in conditions
requiring judgment such as effects due to vibration, military
(severe environmental situations), or extended service reliability
where no nearby technical service or supply assistance may be
possible. Requests for a student ranking of advantages and
disadvantages are also important aspects among choices for
instructors to cover. Questions beginning with; Appraise, Argue,
Assess, Attach, Choose, Compare, Defend, Estimate, Judge,
Predict, Rate, Select, Support, Value, Evaluate are all typical
worthy judgment activity constructs. One question is to ask
which fitting types are most suitable to a vibration environment.
[Ans: Flare fittings are preferred in this application]. Another
suitable question here is `What metal tubing should be used in
natural gas processing with low to moderate sulphur
components'? [Ans; Stainless steel preferably 316 grade]. In
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software what issues would a new software have to
accommodate if it were to service an RS232 or USB port data
logging task. [Ans: Data output rates of the data logger can be
higher, hence faster data transfer appears with USB usage].
2.6 WPH&KDS Bloom : Creativity (#6) [Inventiveness]: World
Popular Hardware and Key Discipline Software exploration
questioning on creativity may be done by asking about some
comments on where a new use of some particular WPH item may
be envisaged. Vague or poor responses in the first semester are
expected and tolerable but less so in later semesters.
Alternately, ask a `best method' of assessing two options in
hardware elements in an arrangement. Other questions may
arise on issues of redundancy (backup arrangements and costs),
and relative ease of use. One useful formatting here is: `Name a
XXXXX that will provide YYYYY but will not be affected by ZZZZZ'.
OR `Will variation in ZZZZZ affect both XXXX and YYYY equally'?
Beyond this, request a suggestion for a single change or
upgrade to a previously taught item arrangement may prove
stimulating. Students failing the Socratic of the moment need
not be penalized. Serious repetitive student answer failures call
for intervention and Bloom based coaching with some remedial
action beyond Socratics. Questions beginning; Arrange,
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Assemble, Collect, Compose Construct, Create, Design, Develop,
Formulate, Manage, Organize, Plan, Prepare, Propose, Set up,
and Write are all typical worthy inventiveness activity constructs.
Disciplined attention to inventiveness is very stimulating to an
entrepreneur-oriented student in science, engineering,
technology and high school sciences. A setup software question
may be to ask for Microsoft Word to be setup to display two
different views of a the same Word document that differ in date
of creation to be able to view, on a page by page scroll basis
with word or topic highlighting how the two documents
compare from the old to the new.
3. Draw and Explain [D&Es] created out of class, tested in class, FULL
Bloom #1,#2,#3,#4,#5, and #6 and make use of Socratic processes.
This student prepared study file based ELEMENT has far reaching
impact in that it isolates and energizes all the key theory narratives
coupled with drawings of theory and full identification of congruent
widely used hardware, and delivers the ability to improve student Long
Term Memory effectively by paper testing in short quizzes [40,41 ]. In
essence, it is itself a Bloom #6 in that it often draws all the other
Bloom factors together for any specific topic or discipline subject.
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Hence, use of Draw and Explain is a very powerful innovation in IMOED
with the single advantage of unifying the various aspects of any given
topic. This unification includes the Bloom elements #1,#2,#3,#4, and
#5 and the features of annotated diagram(s) as appropriate to the
topic are continually refreshed in student memory by executing D & E
tests frequently enough to convince students they are real, and
important issues, whereby memory recall is continually created for the
FULL Bloom cognitive inclusive of supporting hardware, material,
components and software. D & E materials are also capable of being
duplicated in narrative and diagram format in electronic storage and
re-used in the Computer Based Long Term Memory Support [CB LTMS
below]. Since D & Es encompass Socratics and WPH and key discipline
software usage they stimulate both relevance [54, 55] and personal
student research and engineering salable skill development. Draw and
Explain formatting is also an exact replica of the format of materials
best fitted to long term memory retention [40, 41 ].
3.1. Draw and Explain Bloom: Knowledge (#1) Recall: Draw and
Explain direct recall questioning is adequate on the initial
introduction of Improved Optimized Educational Delivery
Methods each year until students become comfortable with the
process. A suitable question is to provide a name of a D&E in a
normal class or laboratory setting and have a student quickly
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prepare on scrap paper or the blackboard the appropriate but
accurate attached D&E topic item sketch and its companion
theory and Bloom [limited in this case to Bloom fl, recall ]
based theory and diagram recall narrative. The Socratic formula
is again and continually remains to engage students while
looking for recent solid foundation, when such a solid
foundation is encountered expand as seen appropriate then
move on to another Bloom item [below]. In the event that initial
engagement is of low quality the task immediately becomes to
effect repairs if that will not totally disrupt the current teaching
laboratory walk-around process. Once an upgrade of suitable
quality is affected the Socratic activity can then move forward
one Bloom category at a time. If on the spot clarification is not
possible, then an office or after-hours appointment is
recommended. Socratics are trusted to keep students at a
common level [or nearly so] regarding hardware and theory in D
& Es of study material understanding and recall. Failure by
students to respond adequately to the Socratic leader should
cause him/her to reduce the question complexity or move
backward in time until he/she establishes solid ground. Many
Socratic leaders require substantial training and a period of
experience to overcome problems encountered, as they have an
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awkward on-the-spot property. Naming and sketching are
adequate at the introductory level [Bloom I]. Questions
containing the words; Name, Label, List, Recognize, are all
typical good recall activity constructs.
3.2 Draw and Explain Bloom: Comprehension (#2) [Explain in
your own words]. Draw and Explain comprehension questions
may be introduced as students improve their acceptance and
ability to respond and discuss. Question the intent of any D&E
topic and what its most important limitations may be. `Tell me
in your own words' (about a departmental assigned D&E item) is
a pertinent beginning approach phrase. Questions beginning or
containing the words; Describe, Discuss, Explain, Select, are all
are all typical good comprehension activity constructs. Naming
and sketching with theory annotation are preferred at this
Bloom level where Bloom level should not exceed #2,
Comprehension.
3.3 Draw and Explain Bloom : Application (#3) [Use]: Draw and
Explain application exploration questioning may begin by asking
initially for recall of use of a D&E teaching item; alternatively
asking for a suitable departmentally assigned D&E to match a
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needed task is advantageous. After this has been established
students may be asked to cite alternate applications, then
maturing to providing a description of one D&E application with
another equivalent application version model or type known to
the student. Concentrating on advantages and disadvantages is
also valuable as they call for usage application conclusions.
Questions using words such as: Apply, Choose, Demonstrate,
Dramatize, Employ, Illustrate, Interpret, Operate, Practice,
Schedule, Sketch, Solve, Use, and Write are all typical good
application activity constructs. Naming, sketching, and provision
of theory annotation which by nature of D&Es contain
applications and citing some [or all] appropriate major
applications are preferred at this Bloom level. See Appendix
[F&G] as example questions and note the Bloom numbering at
the bottom.
3.4 Draw and Explain Bloom: Analysis (#4) [Picking apart]:
Draw and Explain Analysis questioning can commence by
asking for further descriptive response of something contained
in a Bloom analysis topic in a D&E or on some item or theory
whereby the now sought after skill is to cognitively take apart a
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D&E item or theory issue then provide cognitive Bloom analytical
commentary. Concentrating on comparative advantages and
disadvantages is also valuable as is the issue of not being able
to enumerate all major disadvantages that may directly
contribute to application failures. Questions beginning; Analyze,
Appraise, Calculate, Categorize, Compare, Contrast, Criticize,
Differentiate, Discriminate, Distinguish, Examine, Experiment,
Question, are all typical good analysis activity question lead-ins.
Naming, sketching, theory annotation and citing appropriate
major applications and describing key advantages and
disadvantages that are most suitable in an application are
preferred at this Bloom level. See Appendix F.
3.5 Draw and Explain Bloom: Evaluation (#5) [Judgment]: Draw
and Explain Evaluation questioning may be to request further
expansion of advantages and disadvantages between two
similar D&E items, and rank ordering them from best to worst;
in each category good or bad. Questions beginning; Appraise,
Argue, Assess, Attach, Choose, Compare, Defend, Estimate,
Judge, Predict, Rate, Core, Select, Support, Value, Evaluate are all
typical good judgment activity constructs. As D&Es are
composites of theory, drawing(s) and narrative, Bloom
[#1,#2,#3,#4,#5,#6] should all be included in the D&E narrative
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itself prominently featuring the basic advantages and
disadvantages along with a judgment of potential pitfalls in
normal usage and citing abnormal situation response
expectations for issues such as bad weather conditions,
excessive temperature situations, and dangerous operating
pressure fluctuations. See Appendix F.
3.6 Draw and Explain Bloom : Creativity (#6) [Inventiveness]:
Draw and Explain exploration of creativity questioning may be
done by asking about some comments on where a potential new
use of how some learning engendered in a D&E assigned item
may be considered. Alternately, ask a `best method' of
combining elements of two D&E subsystems in a composite
drawing. Questions beginning; Arrange, Assemble, Collect,
Compose, Construct, Create, Design, Develop, Formulate,
Manage, Organize, Plan, Prepare, Propose, Set up and Write are
all typical inventiveness activity constructs. Continual
perseverance with Bloom #6 Inventiveness may stimulate
entrepreneurship among students about a new way in using
items or product, or some fresh idea in distribution and
marketing. See Appendix F.
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4. Research and Engineering Salable Skill Electronics [R&E SSE]
conducted in labs and Compound Research Assignments and having
backup from WPH&KDS, and makes use of Socratic processes, and
FULL Bloom #1,#2,#3,#4,#5, and #6. Research and Engineering
Salable Skill Electronics [R&E SSE] is a unique inclusion for each and
every separate discipline in science, engineering, technology and high
school programs to the extent of selection and inclusion of practical
electronics topics as supportive of each discipline subject content and
executed in the service of practical, and operationally oriented [as
opposed to design oriented] research and engineering salable skill
development with regard to; science, engineering, technology and
high school sciences in; test meter use, as appropriate to the level of
these programs, basic common electrical /electronic discipline skills
such as; cable stripping, soldering, connector crimping, component
testing, elementary circuit building such as used for sensor powering,
and battery husbandry for field operations with solar or electric power
re-charging in all science, engineering, and technology disciplines. In
upper years emphasis is increasingly on the most useful and
appropriate discipline sensors, their behavior and their stylization
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particularly in the use of computer based data logging by cable or
remote wireless and INTERNET connection and by use of advanced but
teachable methods for software polynomial calibration equation
development for discipline sensors. This simple software sensor
application skill eliminates much unnecessary electronics interfacing
normally found between sensors and readouts, and is badly under
used in science and engineering as well as high schools.
The Improved Method of Optimized Educational Delivery presents
sharply contrasting salable research and engineering skill support
topics and training under the Research and Engineering Salable Skill
Electronics IMOED ELEMENT by inserting objectives not covered by
status quo curricula and teaching items. Included are all the day-to-
day nuts-and-bolts of operating and calibrating of highly useful
meters, and test instruments in chemistry, biology, physics,
engineering, technology and high school sciences and also any
required support issues pointed at data logging and the computer
interfacing of sensors and data loggers required to make high
volumes of practical data monitoring available on a cost effective basis
in science and industry. Also included are a collage of very modern
teaching topic items for lab demonstration of currently relevant
interest; robotics, environmental monitoring, medical electronics
equipment and methods, surveillance electronics techniques, fibre
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optics hardware, control and monitoring in heavy industry, and AM,
FM and digital earth and space communications;.
4.1 Research and Engineering Salable Skill Electronics Bloom:
Knowledge (#1) Recall: Research and Engineering Salable Skill
Electronics; Recall Socratic questions may be from simple to
more complex and are matched to the semesters with semester
one having the simplistic questions within the introduction of
Optimized Educational Delivery Methods until students become
comfortable with the FULL Bloom process [Bloom #1 to #6]. In
SSE recalling prior items known to a student or lab group such
as `name all the temperature sensors or the small standard
battery types', [Ans: AAA, AA, C,D in increasing sizes; all 1.5
volt] or describe available electric multi-meter measurements
[Volts, Ohms, Amps etc.]. Also added for Socratic emphasis are
the `problem children' in electronics; mechanical switches, fuses
and alarms, electrical connectors and the skills of elementary
meter based troubleshooting of key passive components that
lend themselves to simple operational assessment. Questions
containing the words; Name, Label, List, Recognize, are all
typical worthy recall activity constructs. Recall of relevant prior
applicable WPH is also of added convenient and productive
cognitive responding.
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4.2 Research and Engineering Salable Skill Electronics Bloom:
Comprehension (#2) [Explain in your own words]. Research and
Engineering Salable Skill Electronics; Sample comprehension
questions are then introduced as students improve their
acceptance and ability to respond and discuss as is created
with Socratics. Questions invoking recall of use and advantages
and disadvantages of specific meters, devices or hardware are
most suitable under this Bloom category. `Tell me in your own
words' is a helpful beginning question approach. A good
question is `Which of the common small battery sizes, all 1.5
volt, have the highest rated current delivery'? [Ans: the
physically largest]. Questions beginning or containing the
words; Choose, Demonstrate, Illustrate, Operate, Sketch, Solve,
Calculate, Use this apparatus to, Write a narrative explaining
the use of a given presented technical diagram, are all typical
solid comprehension activity constructs. Recall of relevant prior
applicable WPH, electrical and electronic items is also
convenient and productive cognitive responding.
4.3 Research and Engineering Salable Skill Electronics Bloom
Application (#3) [Use]: Research and Engineering Salable Skill
Electronics ; Application exploration questioning may begin by
asking initially for recall of use thus pointing toward salable
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research and engineering skill issues. After this has been
established students must cite how specific applications might
be arranged, many times requiring a circuit diagram, perhaps a
D&E. Introduction of the discipline's own test meters is also a
major help, as are added calibration skills [e.g. soil moisture
readings for agriculture, construction lumber moisture readings
for civil engineering and so on]. Then more mature questions
may be used by asking for critical comparison of one item's
application uses to a second application item's uses. There
must be prepared lists for; biology test instruments for
biologists, chemical test instruments for chemists, civil test
devices for civil engineers, and so on. Continuing with the small
battery issue above: `Which of the common small battery sizes,
all 1.5 volt, has the highest rated current delivery AND what
does it imply'? [Ans; the largest, and current drains being equal
the smallest sizes will be dead the soonest]. Questions
containing or beginning with the words; Analyze, Appraise,
Calculate, Categorize, Compare, Contrast, Criticize,
Differentiate, Discriminate, Distinguish, Examine, Experiment,
Question, are all typical good application activity question lead
constructs.
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4.4 Research and Engineering Salable Skill Electronics Bloom:
Analysis (#4) [Mentally picking apart]: Research and
Engineering Salable Skill Electronics; Analysis questioning can
commence by asking for a descriptive response on some
hardware or test meter item and supporting theory whereby a
sought after skill is to mentally take apart the various items or
issues, or advantages and disadvantages and make a ranking of
the importance of each on a topic item as a preparation for
decision making e.g. `Why can we not measure a pH electrode's
output voltage with a digital multi-meter? . [Ans: the internal
electrode resistance is too high and the output voltage goes
done to zero due to the meter's low resistance and draws too
much electrode current for it to support].Another; What
limitations on tiny voltages will be typical'? [Ans: low cost
meters will not usually be accurate under about 50 millivolts
DC]. The more expensive meters do best for low voltage
monitoring. Also many meters will not support both AC and DC
voltages equally well and one must know the difference when
making a meter selection]. Questions beginning; Analyze,
Appraise, Calculate, Categorize, Compare, Contrast, Criticize,
Differentiate, Discriminate, Distinguish, Examine, Experiment,
Question, are all typical good analysis activity constructs.
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4.5 Research and Engineering Salable Skill Electronics Bloom:
Evaluation (#5) [Judgment and conclusions]: Research and
Engineering Salable Skill Electronics Evaluation questioning
may be to request further expansion of advantages and
disadvantages, such as one or the other will be the deciding
factor for use or rejection or alternately the instructor's
sudden demo introduction of a unusual feature of a suddenly
appearing with an unexpected meter [held in hand], calibration
process, or alternate issue such as remote operation, vibration,
or severe weather conditions and requesting student
comments on them. As another example some more elaborate
question may involve selection of 8,10, or 12 bit data logger
specification and what those various bit values do to a
monitoring project's measured resolution and consequent
accuracy. Another field of questioning for chemists may be to
inquire about what types of ion selective electrodes are on the
market and what cost ranges and low threshold of
measurement would be experienced. [Ans; See Cole Parmer Ion
Selective Electrodes in tabular form 2008/09 Cat pg
1296].Questions beginning with; Appraise, Argue, Assess,
Attach, Choose Compare, Defend, Estimate, Judge, Predict,
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Rate, Select, Support, Value, Evaluate are all typical good
judgment activity constructs.
4.6 Research and Engineering Salable Skill Electronics Bloom
Creativity (#6) [Inventiveness]; Research and Engineering
Salable Skill Electronics exploration of creativity and part of
the entrepreneur skill set may be done by asking about some
comments on where a new use of some item under discussion
may be realized. Alternately ask a `best method' of combining
elements of two separate items as a new system. Questions
beginning; Arrange, Assemble, Collect, Compose Construct,
Create, Design, Develop, Formulate, Manage, Organize, Plan,
Prepare, Propose, Set up, and Write are all typical appropriate
inventiveness activity constructs. One challenging question for
agriculture, forestry, physics and electrical engineering
students may be to suggest the development of a cost
effective sensor for heat transfer in forest fire applications of
heat transfer sensing from air-air, air-soil and air-water.
5. Compound Research and Engineering Assignments [R&E CAs]
conducted in student time, FULL Cognitive Bloom [#1,#2,#3,#4,#5,#6],
examined by two interview usually oral exams one at the half-way, the
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other on closure using Socratic methods and having students follow
the format on their reporting process. This is done by requiring
`justification lines' on the final report, often an 81 /2 by 14 inch paper
format, for each action taken, wherein high Bloom numbers must be
addressed in the answers. Use of Socratic processes during the
interviews is also required in the interim or final interview examination,
or both, where the student is allowed access to her/his hand-in and
the question responses must range through nearly a complete Action
Bloom list [#a to #j] must arise. Compound Research and Engineering
Assignments Improve Mastery Learning [10,1 5,18] through the
creation of more targeted and intense additional salable research and
engineering skills and emphasis on Mastery Learning [ML]
development is furthered by pushing the subject theory content into
creative and increasingly complex research and engineering salable
skills, as semesters advance, using real world equivalent assignments
of a focused discipline project nature. Compound Research
Assignments are also useful in enriching learning by breaking down
the traditional boundary between learning topics such as the required
need for both biology and chemistry items in the same project.
Students benefit by virtue of combining them in a single composite
assignment. As example of these subject topic dislocations,
traditionally separately taught discipline theory topics such as; heat
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and light, flow and pressure, motion and energy, chemical reaction
and heat generated, biological growth and measurement of heat of
formation, chemical fresh water quality and wastewater quality, are
traditionally separately covered, in different text chapters, and in
different weeks, even semesters in some cases. The required source
Compound Research and Engineering Assignments must be available
that are designed to capture and unite such initial unintentional
teaching dislocations, and have them now re-assessed and dealt with
by students in practical situations illustrating the Bloom Action
mechanics of appropriately seeing through to completion such
complexities as arise in Compound Research Assignments.
Compound Research Assignments are an effective up to cognitive
Bloom #4, #5 and #6 cognitive and advanced category implementation
of the Method of Optimal Educational Delivery for the opportunity to
feature, create and assess mental lists of `Advantages and
Disadvantages', and the choices to be made therein are a cornerstone
to the real world situation graduates of programs will find valuable in
their future.
Many Compound Research and Engineering Assignments begin with a
simple assignment such as select the type, size and identify the model
number of sample bottles for a water quality survey. Or, given a list of
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chemical parameters, indicate which samples must undergo
refrigeration until analysis may be completed and make any needed
recommendations for required changes in sample gathering, sample
size, and/or bottle selection on this behalf. Compound Research and
Engineering Assignments are superb for introducing research and
engineering salable skills and at the same time motivating students by
the appearance in their program of obvious practicality that convinces
them they have indeed chosen a subject or discipline with real merit,
obvious salable research and engineering skills, and interesting
challenges. One such compound assignment that should really work
well is one of a Freshwater Lake Survey [571 of several connected lakes
suspected of being overly turbid, high in phosphates and nitrates and
having the potential to dip below recommended dissolved oxygen
levels during the summer months. The water survey had 59
monitoring sites that were tested over two day periods every second
week beginning in early May and completing by the end of August.
The data showed that the peak phosphates were ten times the value of
the Ministry of Environment recommendations, nitrates reached
double the Ministry recommendations and dissolved oxygen was lower
than all other comparative regional lakes. The south most section of
the lakes was a coliform concentration camp by mid-summer with
both fecal and total coliforms (commercial laboratory analyzed) being
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high especially along the shallow shoreline. The scientific apparatus
ranged from a Hach DR2000 Spectrophotometer for Nitrates and
Phosphates, dissolved oxygen was read with Omega Dissolved Oxygen
(+/- 0.1 mg/L resolution) meter and turbidity and a Turner
Nephelometer (0.01 NTU resolution) and a rugged Secchi disk for
backup turbidity [57]. The whole survey was a mastery learning
experience for the two actual assisting co-op students and
subsequently became very nearly one for CA students in following
years.
5.1 Compound Research and Engineering Assignments [R&E
CAs] Bloom: Knowledge (#1) Recall: Compound Research and
Engineering Assignments questioning on Recall may be
introduced on an elementary basis in the initial semester of a
discipline on the introduction of Optimized Educational Methods
to allow students to become comfortable with the compound
assignment process. As an example the assignment can identify
several chemicals to be analyzed for as in the mentioned
Freshwater Lake Survey [571 fieldwork exercise. A Compound
Assignment recall would be to ask for a recall of the compounds
and parameters that the students felt should be measured. Also
one may enquire as to how many sampling stations must be
checked and which samples must NOT allow a sample bottle air
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space to develop. Or alternately which samples may need a
special mouth size, or light blocking bottle material. Students
must respond with some knowledge of which common chemical
parameters are suitable for the survey. Questions containing
the words; Arrange, Define, Duplicate, Label, List, Memorize,
Name, Order, Recognize, Relate, Recall, Repeat, Reproduce or
State all convey the meaning to the student that she/he must
reply concerning information having supposedly been previously
learned.
5.2 Compound Research and Engineering Assignments [R&E
CAs] Bloom: Comprehension (#2) [Explain in your own words].
Compound Research and Engineering Assignments
Comprehension questions may be introduced from simple to
more complex as students improve their acceptance and ability
to respond and discuss increasingly complex topics. Such topics
as what manner of logistics may be suitable or unsuitable for
particular chemical test requirements. In the Freshwater Lakes
Survey cited one may ask students to prepare a list of
equipment that may needed and additional supplies. The list
should be freely chosen from available vendor catalogs with a
budget limitation for the project. Sample bottles must
requisitioned and in adequate supply. Carrying cases must also
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be seen to. Refrigerated samples must have a transporting
container(s). The need, or not need for sample refrigeration,
must be considered based on the scientific and field apparatus
purchased. The accuracy and cost of scientific apparatus should
be discussed, and defended in a hand-in as also with the costs
of sending out some critical analyses to commercial labs. A map
and proposed sampling locations should be prepared and depth
of sampling clearly denoted on a make-up spreadsheet. The
need for test meter calibration chemicals or any other standards
must also be included, with quantity and type indicated in the
final assignment report. Compound Research Assignments such
as this emphasize comprehension of the overall process and
time and execution of sampling logistics is very pertinent as this
salable research and engineering skill introduction has little or
no appearance in traditional separated academic teaching and
the traditional limited time lines of normal lab exercises.
Questions beginning or containing the words; Classify, Describe,
Discuss, Explain, Express, Identify, Indicate, Locate, Recognize,
Report, Restate, Review, Translate, are all are all typical and
useful comprehension activity constructs.
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5.3 Compound Research and Engineering Assignments [R&E
CAs] Bloom : Application (#3) [Use]: Compound Research and
Engineering Assignments ; Application exploration may begin by
asking initially for recall of use of some item needed in the
Freshwater Sampling Project. After this has been established
students must be asked to cite applications, [which in most
Compound Research Assignments appear obvious] for the
various procedural, equipment selection, calibration methods
and choice of number and frequency of calibrations, and
specification tasks as included in the example Freshwater Lake
Survey project. Then questioning may mature to comparison of
the description of one selected piece of test apparatus required
by the assignments with another known (or looked up on the
spot) to the student that commonly are for water analysis.
Questions containing or beginning with the words; Apply,
Choose, Demonstrate, Dramatize, Employ, Illustrate Interpret,
Operate, Practice, Schedule, Sketch, Solve, Use, Write are all
typical good application recall activity constructs.
5.4 Compound Research and Engineering Assignments [R&E
CAs] Bloom: Analysis (#4) [Picking apart]: Compound Research
and Engineering Assignments Analysis questioning can
commence by asking for a descriptive response on some item or
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theory whereby a sought after skill is to take apart the various
items or issues in a topic or project such as the Freshwater Lake
Survey project. Such cognitive issues in Compound Research
Assignments may relate to strategic lists of which procedures
must be completed and in which order. Equipment initially
selected may be unsuitable for field service and alternately
which equipment may be unwelcome due to too high a percent
error. One common technique with this project is to allege the
preferred analysis test equipment is known to be too
troublesome and an alternate must be selected for replacement
again using available vendor catalogs. Also such issues as the
assumed use of multi-parameter test equipment [for example a
combination meter for temperature, dissolved oxygen, pH and
oxidation reduction potential, ORP], may initially look
wonderfully attractive but may not suffice with feared failures or
several field personnel having to compete for equipment as
many more temperature measurements may need to be made as
compared to ORP, thus introducing the idea that getting all in
one would be seem an equipment budget advantage but when
thought through becomes a disadvantage as the need for many
temperature measurements by companion project personnel
would likely create some personnel standing around [and
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wasting production time] until the mentioned multi-parameter
meter can be free-up by the current user. Questions beginning;
Analyze, Appraise, Calculate, Categorize, Compare, Contrast,
Criticize, Differentiate, Discriminate, Distinguish, Examine,
Experiment, Question, and Test are all typical and helpful
analysis activity question lead constructs.
5.5 Compound Research and Engineering Assignments [R&E
CAs] Bloom: Evaluation (#5) Uudgment]: Compound Research
and Engineering Assignments ; Evaluation questioning may be
to request further expansion of advantages and disadvantages
with regard to any aspect of the Compound Research and
Engineering Assignments requirements. Another avenue of
questioning from our example Freshwater Lake Survey project
may be to evaluate the difference between two selected items on
a number of criteria, either given to the student, or in case of
exceptionally talented (or senior) students, not given. Further
this aspect of Compound Research and Engineering
Assignments is again both a research and engineering salable
research and engineering skill and an item that would only
rarely appear in traditional curricula. The Improved Method of
Optimized Educational Delivery recommends starting
embrionically in about the middle weeks of first semester and
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going strong in the last weeks of the final semester in the final
year. Questions beginning; Appraise, Argue, Assess, Attach,
Choose Compare, Defend Estimate, Judge, Predict, Rate, Select,
Support, Value, Evaluate are all typical judgment activity
constructs.
5.6 Compound Research and Engineering Assignments [R&E
CAs] Bloom : Creativity (#6) [Inventiveness]: Compound
Research and Engineering Assignments Exploration of Creativity
questioning may be done by asking about some comments on
where a new use of some item may be seen. Alternately ask a
`better method' of combining elements of two subsystems or
`better method' of achieving overall objectives in the described
chemical water survey project by more 'judicial' perception of
which procedures are most critical in the assigned project and
hence need the most acute back-checking on methods and
measurement vetting by comparison with the previously
anticipated outcomes of such readings. For example in the
Freshwater Lake Survey project perfect temperature readings
and botched dissolved oxygen reading values may be far worse
than the other way around. The Improved Method of Optimized
Educational Delivery wants this type of cognitive perspective
starting at a suitable base level in the early weeks of first
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semester and going strong in the last weeks of the final
semester in the final year. Questions beginning; Arrange,
Assemble, Collect, Compose, Construct, Create, Design, Develop,
Formulate, Manage, Organize, Plan, Prepare, Propose, Set up,
Write, are all typical valuable and entrepreneur stimulating
inventiveness activity constructs. A suitable question in this high
Bloom category may be again with the Freshwater Lake Survey
project to request a re-design of the overall sampling procedure
and the suggestion by the assignment supervisor that some
more advanced equipment may be assessed for use upon the
announcement by the supervising instructor of a sudden
increase in the project budget being available.
6. Computer Based Long Term Memory Support [CB LTMS],
conducted during student time, Full Bloom range; #1,#2,#3,#4,#5,
and #6 and Socratic mechanisms are employed in computer
question banks where all of the above Bloom Cognitives arise
sooner or later in each question bank, 50 question total, 20 to 25
asked on each sitting. This is a collection of one or more of; right
answer, fill in the blanks, true-false, and multiple choice, [five
choices] of questions normally with an accompanying diagram
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served over institutional computer facilities or INET in bmp or jpeg
format. Multiple choice is the traditional favorite, having stood the
test of time but equal gains may be had from other choices of
question formatting. Questions are stored in computer memory for
delivery over institutional [including lab] computers or over
distance education facilities. The questions are recommended as
being in topic groups of 50 or more questions, with diagrams as
needed, in multiple-choice, fill-in-the-blanks, or true false format
with multiple choice generally preferred for this application as the
goal is the securing of long term memory development and
suggestion of a right answer within answer choices may be more
beneficial in this than otherwise. Of the 50 or so total of questions
in the question bank, between 20 and 25 should be randomly
served at any quiz sitting. This will mean that about three
repetitions of any one quiz by any one student may be done with a
`good' mix of old and new questions each time. The Computer
Based Long Term Memory Support introduces a very significant and
novel element redirected not to serve marking and testing as much
as serve Long Term Memory [LTM] development and its furtherance
and improved memory time extension creation as in Ebbinghaus [I],
Christine and Borjk [40] and Albert, D., et al [42]. Graphics
[drawings] and narrative already designated for use in Draw &
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Explain may be transported directly to the Computer Based Long
Term Memory Support. The key issue is to obtain as much
repetition as students will tolerate without rebellion, and of course
boredom.
6.1 Computer Based Long Term Memory Support Bloom:
Knowledge (#1) Recall: Computer Based Long Term Memory
Support [CB LTMS] Recall may be assessed by asking, with
multiple choice, for a selection of a correct name fitting a theory
definition, or a definition fitting a name. At the initial
introduction of Optimized Educational Delivery Methods until
students become comfortable with the process [generally first
year and first semester] simplicity is the best policy. In later
weeks, semesters and years, more question complexity will be
expected and higher order, more complex responses demanded.
Recall on any prior Socratic, World Popular Hardware and Key
Discipline Software, Draw and Explain, Compound Research and
Engineering Assignments and Research and Engineering Salable
Skill Electronics topic, including the visual selection of a suitable
or alternately unsuitable drawing and its attached narrative are
good and hopefully seen as mandatory to cover. Questions
containing the words; Arrange, Define, Duplicate, Label, List,
Memorize, Name, Order, Recognize, Relate, Recall, Repeat,
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Reproduce or State are all typical solid recall activity constructs.
As an example in our Freshwater Lake Survey project for water
quality ask for a probable appropriate value of required percent
accuracy for measurement of each of temperature, pH and
dissolved oxygen. Expected chemical concentrations in the lake
water are also very pertinent questions to ask as they establish
benchmarks that may serve as alarm values in their future if
remembered.
6.2 Computer Based Long Term Memory Support Bloom:
Comprehension (#2) [Explain in your own words]. Computer
Based Long Term Memory Support Comprehension MC
questions may be created again from simple to more complex
as students improve their acceptance and ability to respond and
deal with the new method more maturely. Multiple Choice on all
items from any prior Socratic, World popular hardware and key
discipline software item, Draw and Explain, Research and
Engineering Salable Skill Electronics, and Compound Research
and Engineering Assignments topic, including the visual
disclosure of a suitable or alternately unsuitable drawing and its
attached narrative. Questions beginning or containing the
words; classify, explain, express, identify, indicate, locate,
recognize, report, restate, review, select, translate, are all are all
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typical solid comprehension activity constructs. In the former
described Freshwater Lake Survey project ask for confirmation
of the ranking of needed recalibration intervals for several
measurements; temperature, dissolved oxygen, turbidity etc.
6.3 Computer Based Long Term Memory Support Bloom :
Application (#3) [Use]: Computer Based Long Term Memory
Support [CB LTMS] Application exploration may begin by asking
initially for recall of use of items. Simply naming the item and
posing several MC answers [five answer selections is best]. After
this has been established students may be asked to cite suitable
hardware for applications then respond to more mature
questioning such as comparing description of one application
with another known to the student on some aspect of the topic
issue. Questions containing or beginning with the words; Apply,
Choose, Demonstrate, Dramatize, Employ, Illustrate, Interpret,
Operate, Practice, Schedule, Sketch, Solve, Use, and Write are all
typical solid application recall activity constructs. Again using
the Freshwater Lake Survey project ask about the choice of a
data logging meter for one, or more analyzed parameters and
request suggestions on how they may be powered without
attracting attention.
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6.4 Computer Based Long Term Memory Support Bloom:
Analysis (#4) [Picking apart]: Computer Based Long Term
Memory Support Analysis can commence by a CB LTMS question
asking students to identify the correct served descriptive
response on several items or theory whereby a sought after skill
is to differentiate between the various advantages and
disadvantages of theoretical analysis, items, aspects or issues,
in a CB LTMS topic question. Questions beginning; Analyze,
Appraise, Calculate, Categorize, Compare, Contrast, Criticize,
Differentiate, Discriminate, Distinguish, Examine, Experiment,
question, test are all typical solid analysis activity constructs. In
the chemical Freshwater Lake Survey project ask about the
appraisal of dissolved oxygen readings by listing a number of
readings at various temperatures [DO rises with lowering
temperature] and question which sequence may indicate some
bad readings.
6.5 Computer Based Long Term Memory Support Bloom:
Evaluation (#5) [Judgment]: Computer Based Long Term
Memory Support evaluation may be to request further expansion
of advantages and disadvantages. Judgment is prompted for and
assessed by CB LTMS questions asking students to identify the
correct served descriptive response on an issue by evaluating
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the best hardware or principle of operation for a task, to meet
criteria such as accuracy, or judgment of the most cost effective
method for a posed project. Questions beginning; Appraise,
Argue, Assess, Attach, Choose Compare, Defend Estimate, Judge,
Predict, Rate, Core, Select, Support, Value, Evaluate are all
typical solid judgment activity constructs.
6.6 Computer Based Long Term Memory Support Bloom :
Creativity (#6) [Inventiveness]: Computer Based Long Term
Memory Support exploration of Creativity may be done by a CB
LTMS question asking students to correctly identify correct
computer served comments on a new situation where a new use
of some item may be made. Alternately, one may ask students
to identify the `best method' of combining two or more items.
Questions beginning; Arrange, Assemble, Collect, Compose,
Construct, Create, Design, Develop, Formulate, Manage,
Organize, Plan, Prepare, Propose, Set up, and Write are all
typical solid inventiveness activity constructs. An interesting
method is to have the students in groups replace the entire
initial equipment list with alternatives as they may go to Africa
or some such and need to have a larger supply of backup
equipment and hence must reduce the costs of any one type to
fit the overall budget cap.
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Throughout the cognitive and action discharge of all the six
ELEMENTS the issue of Action and Cognitive Bloom remains alive,
and ever improving the student ability to cope, and get things done.
Students are immersed in composite, and complex interlocking tasks
that require action and cognitive responding rolled into a medium of
theory, research and engineering salable skills, and ever improving
personal action development and improving as they go the ability to
complete, cooperate, interact, and finish tasks in suitable time
frames, all the time improving and backstopping their long term
memory as they go on living and learning, ever improving their own
personal Mastery Learning with the simultaneous values of individual
and group support and the contiguous consequences of the
Improved Method of Optimized Educational Delivery and its
nurturing towards self corroboration and coming adult expertise.
Expanding the case for Mastery Learning.
Full activation of Mastery Learning [10,1 5, 18] in science, engineering
technology, and high school sciences is bound up in the issue of
available time for re-enforcement for memory solidification which is
appropriately covered by; Socratics, World Popular Hardware and Key
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Discipline Software, and Draw and Explain ELEMENTS of IMOED with
their propensity for cognitive probing each having the innate capacity
to effectively cycle through Bloom #1,#2,#3,#4,#5,and #6 and Action
Bloom; #a, #b, #c, #d, #e, #f, and #j in combination further Mastery
Learning which peaks with Draw & Explain, Research and Engineering
Salable Skill Electronics and Compound Research and Engineering
Assignments . Socratics of course with the ability to move person-to-
person discourses backward in time or forward has wide applicability,
the ELEMENT World Popular Hardware and Key Discipline Software
with its charming but appropriate motivational appeal and with Draw
and Explain capability of continually pounding at memory recall and
refreshment and Research and Engineering Salable Skill Electronics
moving every discipline into modern electronics applications, and
Computer Based Long Term Memory Support on institutional
computing facilities all building expertise in production for research
and industrial productivity and having CB LTMS capable of relentlessly
pursuing long term excellence with increasing firming up of long term
memory in all active IMOED aspects of each and every discipline in
science, engineering, technology and high school sciences.
IMOED also notes the following cases of traditionally `missing parts' in
both the status quo institutions and the reformist institutions;
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1. Bloom cognitive hierarchy through the FULL spectrum of Bloom
items; #1,#2,#3,#4,#5, and #6 in all needed aspects [as is
included in the IMOED ELEMENTS] for science, engineering,
technology, and high school sciences. Estimates in most
institutions show Bloom #1, #2, #3 in full array but declining in #4,
#5, and #6. Some limited redress of the latter three Blooms is
found in senior year `projects' or honors theses. IMOED proposes
inclusion of all Bloom through; Socratics, World Popular Hardware
and Key Discipline Software, Draw and Explain, Research and
Engineering Salable Skill Electronics, early phasing in of appropriate
Compound Research and Engineering Assignments in first
semester, and full hosting of all Blooms in Computer Based Long
Term Memory Support.
2. Extensive lab work directed at salable research and engineering
skill development; including World Popular Hardware and Key
Discipline Software, Research and Engineering Salable Skill
Electronics, and the required improved laboratory inventory and
services to host them, and creation and incorporation at all
semester levels, of effective Compound Research and Engineering
Assignments for further research salable skill emphasis resulting
in superior IMOED undertakings, particularly in the non-electronics
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aligned sciences (biology, chemistry, botany, geology, agriculture,
and forestry), engineering, technology, and high school science
programs.
3. Advanced capability to effectively handle and support student
personal learning needs be it group learning husbandry or
conversion of the traditionally solitary but academically talented
students to evolve `better eyes' and improve their salable research
and engineering skills by due reinforcement of an overall increased
inventory in hardware creating an improved personal skills facility
and a research and engineering salable skill outlook that is fully
complementary in its practical virtues to any and all of the theory in
any selected academic discipline.
Incubation for entrepreneur development by the careful but
widespread use of Cognitive Bloom, especially #6: Creative
Inventiveness, and Action Blooms; e) Show readiness to react to
sudden task requirements, f) Confers with others effectively and
as necessary, g) Shows respect and concern for apparatus and
equipment, h) Responds well to unexpected changes, I) Displays
self reliance, j) complete tasks in reasonable time;
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imbedded in World Popular Hardware and Key Discipline
Software and both Research and Engineering Salable Skill
Electronics and Compound Research and Engineering
Assignments is also a concerning missed feature, with
substantial evidence that the entrepreneur personality is not
well served in sciences but perhaps more seriously not in
adequate evidence in engineering [8,42].
4. Attentiveness to the coupled issues of Ebbinghaus Long Term
Memory [LTM] building and the desired steps toward improved
memory security and the concomitant issue of the development of
Mastery Learning in conventional institutions is clearly
happenstance. There can be no Mastery Learning without long-
term memory or one would be faced with concluding that
individuals can work at, and think about, things they are unable to
recall.
The Bloom reference springs from the issue that most university
programs are designed primarily around knowledge (#1),
comprehension (#2), and limited application (#3). The senior Bloom
cognitive skills analysis (#4), judgment (#5) and creativity (#6) are but
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minimally show cased in science, engineering, technology, and high
school sciences. The lack of such is often what prompts some faculty
to support `final projects' or senior honors theses, and quite rightly so
but are seen as an emergency measure stimulated by oncoming
graduation. These high end Bloom, analysis, judgment, creativity,
cognitive skills are occasionally offered for senior years and are often
represented by spotty examples factored into conventional
assignments representing faculty personal interests rather than
standing as fully developed, resident in all semester, departmentally
approved action items well illustrated and effectively discharged by
the Improved Method of Optimized Educational Delivery.
The Improved Method of Optimized Educational Delivery contained
ELEMENTS function as a host for all the Bloom Cognitive and Bloom
Action items, with specifically designated intense representation
appropriately within the six ELEMENTS and the Socratic umbrella under
which all of the ELEMENTS operate delivery with both group and/or
individual settings.
Another point at issue here is the fact that entrepreneur character
formatting is rather solidly connected with extroverts, as common
sense would imply. About 72% of small business owners and 50% of
founders of the fastest growing businesses have been shown
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themselves to demonstrate `Sensing' as their personal cognitive style'
[45]. As a result, entrepreneurism potential may then be rising with
the change in the increase in numbers of `sensing' preferences
among the said incoming freshman numbers in more diverse cohort
groups, Chang & Chang [42] and is especially well nurtured with the
strong salable research and engineering skills, extensive World
Popular Hardware, and Key Departmental Software orientation in
IMOED. Traditional institutional lack of support of group bonding and
the stimulus of sensing educational hardware and research and
engineering salable research and engineering skill infrastructure is in
opposition to the improvement that IMOED recommends as a better
host than the current conventional situation in post secondary
education and high school sciences. A recent Globe and Mail [April
2009] advertisement from the University of Alberta in Edmonton
Canada, calling for applications for a position for a prestigious `Chair
in Management for Engineers' cites the following "The Chair will have
the specific responsibility for development and offering of courses
that deal in an integrated way with entrepreneurship and project
management'.....in Engineering. This outreach is a phenomenal
tribute to the goals of the Improved Method for Educational Delivery
as a support of entrepreneurship development in Bloom Active
personal development in all ELEMENTS with the IMOED push toward
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more concern and support for `Sensing' personalities and educational
delivery is a major emphasis for future science, engineering,
technology and high school sciences.
This suggested departmental building of student group support is a
key phase of creating needed strength that vividly supports both
student gratification and the Improved Method of Optimized
Educational Delivery with Mastery Learning being aided through
components of peer instructional support which contributes to group
cohesion and is an outlet for the extrovert personality who crave the
opportunity to gain further cognitive development through group
discussion [50,58].
With the use of the lab instructions from the `cook book' students are
fully aware in most cases after a lab is completed they would be
unable to do the lab again without the aid of such instructions. In
other words the Research and Engineering Salable Skill levels of
Mastery Learning content are crippled, with long term memory in this
situation lasting no longer than it takes students to exit the lab
building when the lab is finished.... and it is not the student's fault.
Compare this with the closely estimated MBTI science personality
profiles within institutions said as about 95% of faculty being `Intuitor'
(N) oriented. This may well mean a meager 5% of the faculties
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attending departmental meetings are available to `speak to' applied
salable research and engineering skill issues that are pertinent to at
least half the student body in science and engineering. This certainly
must ring a bell for both concern and opportunity at the prospect of
larger graduating cohorts in science, engineering, technology and high
school science looking forward to creating their own businesses,
rather than looking for a spot in `corporate' America. Small wonder
then that science, engineering, technology and high school science
programs are not currently seen as incubators for research and
engineering salable skills or entrepreneur development.
The six basic ELEMENTS of the Improved Method of Optimized
Educational Delivery can function as a base of all Mastery Learning
especially compared to that which `is presented' in current
conventional status quo practice in science, engineering and
technology. The mentioned omissions may readily be observed as a
key to the inability to create a true salable research and engineering
skill Mastery Learning institutional profile. Taken together the repair
of the five mentioned omissions of which we are here concerned will
allow `delivering a bigger payload' in educational delivery.
The six educational delivery `missing parts' as in the cited
underachieving status quo institutional practices;
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a) the failure of effective Bloom Cognitive structure consistently
beyond #3,
b) the failure of effective Bloom Active structure and support for
many of the more unusual student growing cohort,
c) the unnecessarily shallow water of salable skills in the status
quo institutions known as `traditional lab',
d) lack of departmental student group bonding support,
e) insufficient support of our creative entrepreneur personalities,
f) lack of success in any respectable assault on Mastery Learning.
What better way to spark interest than in Salable Research and
Engineering Skill Mastery Learning combining learning with friendship
groups and delivery with both group and/or individual settings by use
of the available built-in teaching asset known as group peer
instruction in a program effectively combining theory and a vast
popular hardware application orientation?
Optimized Educational Delivery [IMOED] implies that the goal of each
and every lab undertaking is to master the activity itself, in its entirety,
especially when the mandate of salable research and engineering
research and engineering skills is to be respected. IMOED goes even
further with the additional introduction of full Socratic support and
World popular hardware and key discipline software add-ons in all
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labs, and the further specialized add-ons in Research and Engineering
Salable Skill Electronics. Without the full cognitive and action results
where students master the experimental process in the area of
scientific, engineering, technology and high school sciences arena
while working through the complete Bloom `categories of knowledge';
Recall, Comprehension, Application, Analysis, Judgment and Creative
re-engineering, are all learning benefits that, without IMOED, become
the unfortunate victims of the process of oversimplifying labs.
In any Mastery Learning undertakings any failure to identify, plan and
bring to the students within World Popular Hardware and Key
Discipline Software, Research and Engineering Salable Skill Electronics,
a determined salable research and engineering skill laboratory focus, a
supply of an adequate stock of the world's most effective, popular and
commonly relied upon hardware, materials and components in science,
engineering, technology and high school sciences within an
executable lab facility and program, would immediately be diagnosed
as unworkable by Mastery Learning principles and its devotees and
certainly institutions without such determination cannot be described
as presenting `best practices in teaching of science, engineering,
technology and high school sciences'. Any institutional undertakings
without due regard to these modern research and engineering salable
skill aspects of Mastery Learning is easily and readily diagnosed as
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being derelict in its duties and the very type of institution of skeptical
concern to the herein cited US Boyer Commission[24].
The Improved Method of Optimized Educational Delivery and the use
of Socratics [Soc], World Popular Hardware and Key Departmental
Software [WPH&KDS], Draw & Explain [D&Es], Research and
Engineering Salable Skill Electronics [R&E SSE], Compound Research
and Engineering Assignments [R&E CAs], and Computer Based Long
Term Memory Support [CB LTMS] both individually and collectively
represent a massive support infrastructure in any curriculum, or
subject, for the enabling of the full Bloom cognitive discharge of
Mastery Learning and the extension of Long Term learned Memory, in
science, engineering, technology and high school sciences.
The addition of sensory education by inclusion of widely developed
salable research and engineering skills and a group infrastructure to
support both marginalized and extravert learners who must discuss
their cognitive beliefs to fully secure their understanding and when
joined with the encouraging support by Bloom Creative Inventiveness
of our entrepreneurial students can be the most innovative
contribution in educational delivery in the past 100 years.
In his book Nobody Left to Hate Dr. Elliot Aronson [31 ] discussing the
1999 Columbine school shooting issue states as a result of his
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professional credentials and years of research `I would suggest that it
is highly likely that the perpetrators were reacting in an extreme and
pathological manner to a general atmosphere of exclusion'. Does it
take much more than a simple mental review of all the shootings that
recently appear not in gas stations, theaters, restaurants, but...a
majority in schools, that the issue of group building creating a place
of comfortable learning for every student under delivery with both
group and/or individual settings should and must be addressed even
if there were no local concern for better educational delivery. Too
many must accept less personal fulfillment in their post secondary and
high school lives because of the unwillingness of many academics to
heed the professional criticisms, and that of government funding
agencies. As a matter of fact evidence exists whereby the pervasive
departmental preference as expressed by one Physicist in Canada at
the University of Alberta who espoused as a Physics department
philosophy was to; `Isolate you [the students] and make you compete
with each other' [44].
This suggested departmental student group building support is a key
phase of building needed delivery strength that vividly supports both
student gratification and the Improved Method of Optimized
Educational Delivery with Mastery Learning being aided through
components of peer instructional support which contributes to group
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cohesion and is an outlet for the extrovert personality who crave the
opportunity to gain further cognitive development through group
discussion [50,58].
Ebbinghaus [I] in a quote regarding the ability to extend memory and
shorten time to `uptake' refresh material advanced the observation:
`Sensorial perception, for example, certainly occurs with greater or
less accuracy according to the degree of interest'.
The above mentioned omissions are too large a price to pay for the
meager gain of simplicity in laboratory administration.
Ebbinghaus curves [1] which first showed mankind alarming depletion
of stored information in the brain with time has been verified over and
over since his discovery, and startlingly repeated in its omission in
more concrete terms by the research in the learning of Physics by
McDermott [6,7], University of Washington, and again in Canada by
Wieman [36]. This decline in memory recall is vastly reduced by the
Improved Method of Optimized Educational Delivery through the use
one, more, or ideally all six separate IMOED ELEMENTS which fold-in
long term memory superiority due to repetition with particular
strength from Draw & Explain, Compound Research Assignments and
Computer Based Long Term Memory Support. The Improved Method of
Optimized Educational Delivery plays a strong role in overall student
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Long Term Memory development [LTM] by the strong linkage of theory,
much improved and inventory laden labs and research enriched
research and engineering salable skills, [40, Christina & Borjk].
Learning that does not approach a solid long term memory basis in
the student's mind is of little value to Mastery Learning. Clearly
Mastery Learning cannot be considered as being in force when
teaching items can no longer be recalled by learners. Memory may
not be highly regarded as a facet of intelligence but it is mandatory for
a high Mastery Learning effectiveness rating. Who among us can think
about issues and ideas they cannot recall?
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A summary status of the Method of Optimal
Educational Delivery in Science, Engineering,
Technology and High School Sciences.
Socratic discourses [Soc] delivered by faculty and/or teaching staff as
a student Bloom Cognitive and Action based verbal and hardware
oriented engagement, singularly or in groups will establish quality
theory and hardware linked foundations early. When further reinforced
in laboratory settings with WPH and KDS, improves the theory
understanding by continual and comprehensive connection to
discipline based laboratory and world popular hardware and key
discipline software and this diverse theory-with-hardware and
software inclusion is directed towards salable research and
engineering skill development for both cognitive and action based
student ability improvement.
Socratics are capable of bridging the gap to hardware mastery for
those students who prefer theory to hardware, materials and
components and also those who prefer hardware can become better
able to cope with connected theory and the valuable abstractions of
science, engineering and high school sciences through more
theoretical perspectives. In this way the MBTI `N' learner adapts to
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hardware and the MBTI 'S' leaner adapts to theory by first considering
the complexities of hardware then connecting theory with this
exposure. The same is operational with Key Discipline Software.
Socratics also fill the needs of those `extravert' individuals who need
to talk many things through rather than mentally sort the issues out
alone as talented `introverts habitually have been shown to do.
Taken together Cognitive and Active Bloom theory-hardware based
Socratics with the surrounding being one of theory inclusion of
hardware Socratically presented in Bloom cognitive formatting then
supported in Bloom action monitoring and coaching. Bloom Action
and Cognitive expansion stands as a very superior Mastery Learning
program, with attentive Bloom action items being the key for personal
salable skill attitude development. Add extended Long Term Memory
features to this superb, theory plus salable research and engineering
skills development in science, engineering, technology, and high
schools is suitable of being described as a best practices educational
delivery undertaking and a major Mastery Learning platform.
The World Popular Hardware and Discipline Key Hardware add-ons
[WPH&KDS] further support and enlarge the Socratic effectiveness and
will simultaneously improve the attraction of the discipline research
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and engineering salable skills feature of the curricula to those
students, widely pointed out by the reformists Felder and Redish. They
point out they are the forgotten students who, most of all, came to the
institution to get such a salable research and engineering skills
background. Felder and Redish say that these so identified students
are startled and some are shocked to the point of dropping out of
programs when they encounter theory, theory, and more theory as a
dominant cognitive teaching method.
The Draw and Explain [D&E] category which further solidifies the
above combination of Socratic and World Popular Hardware unites
theory with a spectrum of practical hardware creating an enhanced
long term theory and hardware combined memory resident within the
Draw and Explains which become; `salable research and engineering
skill nuggets of combined theory and application'.
These D&Es are ultimately FULL Cognitive Bloom based creations of
student prepared file notes of faculty designated topics assigned to
students as Draw and Explain items. When prepared by students [who
may do so in groups] they stand and serve students as `study and
review' student files. These prepared files then serve well for
preparation of administered tests, or `surprise tests'. They also form
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an important base of long-term memory development by virtue of the
D&E `quickie quiz' test mechanism. The later ELEMENT, Computer
Based Long Term Memory Support [CB LTMS] picks up from here and
moves learning further to better Long Term Memory and Mastery
Learning. The D&Es must be formatted in the Full Bloom status as
soon as students are judged to handle the task. Introductory weeks in
each subject may be limited to the Bloom #1, #2, and #3 items. This
melding of Bloom cognition for combined theory and coupled
hardware items is to be used for every such developed Draw and
Explain discipline assigned topic. Individual D&Es establish cognitive
rigor with; similarities and differences, and advantages and
disadvantages of combined theory and become the frame from which
the Bloom cognitive; recall, comprehension, application, analysis,
judgment and inventive creativity may emerge more fully developed.
Each group cooperating with the D&Es contribute to student action
Bloom development by virtue of their; group cooperation, positive
personal interaction, and getting the tasks competed, all
improvements in personal development that improves steadily with
the DE driving ELEMENT. The Draw and Explain preparation soon
becomes a group participation issue and such things as `D&E Pizza
Nights' may be common with laptops at the ready for everyone to
upgrade and participate in the editing of the D&Es. This of course
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introduces group supervised Bloom Action learning and even more
student growth.
Research and Engineering Salable Skill Electronics [R&E SSE] is a
special element included to improve on-the-job Cognitive and Action
performance for engineers, technologists, and scientists as well as
high school graduates. Research and Engineering Salable Skill
Electronics is intended as an extremely modernizing venue in the
development of discipline oriented technology enhanced, salable skills.
Research and Engineering Salable Skill Electronics is based upon the
simple observation that electronics is the world's most amazing,
popular, complex, effective and dynamic single technology. This
inclusion in IMOED the topic list for instruction is especially strong on
test meters, device and equipment tests for operational status, and
the coupling of sensors and data logging. When prepared Research
and Engineering Salable Skill Electronics is specific to each discipline
in science, engineering, technology and high school sciences which
then stand as a huge enabler for future research and scientific data
gathering, be it in lab, industry or field conditions.
The Research and Engineering Salable Skill Electronics is also a venture
to stem the tide of electronic illiteracy in North America. Electronics
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instruction is maintained in electrical engineering but barely a whisper
of it in any other discipline. Despite the avalanche of available
electronic computers, and hand-held INET cell phones with remote
download capability of research data, for use in science and
engineering other disciplines largely ignore Research and Engineering
Salable Skill Electronics.
Such intended Research and Engineering Salable Skill Electronics must
include superior capabilities at data gathering that is growing in
availability and research value almost daily in all engineering, and
science research in industrial countries. Currently all disciplines suffer
clear inhibition by the lack of electronics capability by rank and file
scientists and engineers [51,52, 53]. This inclusion alone can start at
least a mini-stampede of regeneration in electronics applications and
the delivery of increasing volumes of research data in any country so
equipped.
Already North American high schools have given electronics teaching
up. In Canada electronics programs in high schools have shrunk to
15% of the 1965 level which was initially about 85% of the total
operating Canadian high schools. The two major US publications
Popular Electronics and Electronics Today were withdrawn from
publication in the last decade and are now gone from grocery store
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magazine racks. Quilting and Snowboarding survive. The American
electronics icon, Forrest Mims III [32], has decried this spectacular but
disappearing technology he believes is caused by the rush of American
companies to out-source electronics manufacturing and engineering
design to those nations with lower labor costs, hence reducing the
national job requirements and creating the subsequent immediate
negative reaction of youth seeking training.
Compound Research and Engineering Assignments [R&E CAs], are the
collection usually two such assignments each semester of practical
undertakings such as those each junior employee in science,
engineering and technology is given in their early training years.
Compound Research Assignments may stand as each discipline
department's flag ship of research and engineering salable research
and engineering skill laden teaching and learning issues that allows
each discipline of science, engineering, technology and high school to
showcase to their students and their employers their discipline valued
salable research and engineering skills. This ELEMENT also allows
departments to change with the times while keeping teaching and
learning modern, alive and obviously relevant. These faculty developed
projects traditionally only appear once in a four year curriculum in
what are called `capstone' projects or `final year projects.' The
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Improved Method of Optimized Educational Delivery requires them
included in some worthwhile fashion in every semester becoming
gradually more complex and comprehensive as semesters and years
progress. At least two such assignments are recommended each
semester perhaps one junior and one senior assignment. Compound
Research Assignments can benefit by being vendor oriented. Such
orientation requires vendor catalogs to be introduced to students. In
chemistry, for example, a 2000 page catalog of chemical hardware,
sensors, pumps, test instruments, and their technical specifications
will be a shock for them, it is also very productive as a Research and
Engineering salable skill mastery learning instrument. It is a wise step
to have smaller Compound Research and Engineering Assignments
versions in early years as these types of catalogs are usually
intimidating, see Appendix D for sources.
In crafting the more senior Compound Research and Engineering
Assignments [R&E CAs] for a subject the professor may make early
semesters may limited to cognitive Bloom #1, #2 and #3. Later
semesters must be expanded to FULL cognitive Bloom #1, #2, #3 and
#4,#5,#6.
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Inclusion of Action Bloom will develop if the Compound Research
Assignments are designed to adapt to group undertakings, especially
if the groups are student selected. The Action Bloom development
can be a special `best practices' task and laden with salable research
and engineering skills as is the intent are capable of becoming
dynamic and gratifying undertakings. This is especially so in the
senior subjects (last 4 semesters) striking a bold stride of excellence
in the reach toward more Mastery Learning especially if all the
Compound Research and Engineering Assignments are seen as a
semester by semester continuum. Introductory appropriate `phase-in'
Compound Research and Engineering Assignments in the initial year
can play a very important practical and motivational role.
The Improved Method of Optimal Educational Delivery use of the
concept of a series of integrated, semester-by-semester Compound
Assignments, can close the lid and seal the wrapping on the finest
package of combined theory and research and engineering salable
skill educational delivery known, with judicious planning best done on
a departmental basis. The skillful creations of R&E CAs used
strategically through the entire eight academic baccalaureate
semesters can provide a departmental signature on the entire program
so outstanding and thorough it will draw the attention of a surprising
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increase in employer interest as well as growing student enrolment in
the discipline, driven by word of mouth inside the institution. These
senior R&E CAs are perfect opportunities to support and encourage
Bloom Action parameters within the specific research capabilities of
institutional research undertakings of their leading scientists, through
linking the R&E CAs to the faculty research projects.
The final ELEMENT in the Improved Method of Optimized Educational
Delivery six ELEMENTS is known as Computer Based Long Term
Memory Support [CB LTMS]. This name derives from the ELEMENT
objective of support for long-term memory solidification and
increasing memory extension. As taught by Ebbinghaus, and further
elaborated by studies in cognitive load by Christina and Borjk [40] and
Chandler & Sweller [38], memory erosion, without institutional [or
personal] intervention, is near catastrophic in its decline. As a result
the CB LTMS, a computer based testing regime is created not for
grades but for memory extension and security hence improved
Mastery Learning.
With the use of both Bloom Cognitive and Action features equivalent
to that included in Socratics, Draw & Explain, Research and
Engineering Salable Skill Electronics , and Compound Research and
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Engineering Assignments all embedded within Computer Based Long
Term Memory Support [CB LTMS] the Ebbinghaus research findings
that strategic refreshment intervals of testing with CB LTMS definitely
combat the loss of memory in both subject content and salable
research and engineering skills. The CB LTMS computer test banks are
recommended to be sized at 50 questions, serving 20 to 25 at one
sitting of the from the total 50, and questions served being chosen by
the computer delivery software on a random basis. The software must
deliver text questions, supporting diagrams and also create a data
base to report names, times and dates of testing, scores, right or
wrong answers and a log of the time taken for completion of each test
sitting. Tests are designed to allow re-runs and selecting 25 of a
question source of 50 provides a credible second [or third] test with
better memory solidification. The execution of CB LTMS in the
institution requires computers available for running the delivery
software and also to allow s student laptops to sign on and execute
INTERNET service to home or elsewhere. Each student's personal file
can be password protected.
Combined with Draw & Explain, CB LTMS will ease the learning and
improve the achievement in the direct ELEMENTS; Socratics, World
Popular Hardware, Research and Engineering Salable Skill Electronics
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and Compound Research and Engineering Assignments . The Bloom
Action personal development resides in the `study sessions' before a
CB LTMS quiz or quizzes are to be completed. Considering this in
conjunction with the known memory improvements caused by the any
one ELEMENT, the effort to create and maintain such a large and
comprehensive undertaking as CB LTMS is most worthwhile.
Mastery Learning is to be considered as that at or near the learning
base demonstrated by one `skilled in the art' in any discipline.
Education can move boldly forward toward Mastery Learning without
the burden of showing or expecting total perfection. In this instance
the Improved Method of Optimized Educational Delivery, through all of
the six ELEMENTS employing cognitive theory linked always with
Bloom cognitive and action oriented salable research and engineering
skill hardware and software, and moving forward by adding more
extensive theory with more mature salable research and engineering
research and engineering skills as in the Research and Engineering
Salable Skill Electronics and Compound Research and Engineering
Assignments . The Improved Method of Optimized Educational
Delivery by virtue of this careful, planned, comprehensive integration
of the six ELEMENTS, with FULL Bloom Cognitive and Action
infrastructure on a sliding scale of complexity from beginners to
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seniors, and with added Action improvements that mature salable
research and engineering skills consistently and relentlessly provide
all in a suitable setting to serve both the sentinel learner, and the
effusive group learners stands as the state-of-the-art best practice
known in science, engineering, technology and high school sciences
educational delivery.
The term "best practices" is meant to imply an aspect of finality,
perhaps where there will never be an absolute finality or universality.
The term `best practices' implies that the practice bearing the term
has a superior answer to a matter in both objective and subjective flux,
in this case educational delivery. Despite carrying the apparently `buzz
word' character, the term maintains respect by always seeking more
improved and effective ways. The suggestion is that all of us together
can come up with a better method. In summary the `best practices'
term suggests the one method with superiority in accomplishing
predefined goals and having the most modern and superior collection
of formulated means and appropriate innovations.
Mastery Learning peaks with the full execution of all IMOED six
ELEMENTS acting in unison in each subject wherein inter-ELEMENT
support with the planned continual smooth shifting from theory to
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salable research and engineering skills using important hardware
(popular, useful, and effective) with theory, hardware and research and
engineering salable skills harmonized. In this way important theory is
anchored in the learner's mind by the double effect of using popular
hardware that builds student loyalty and also builds pride in the
discipline program with its new `can-do' atmosphere, and continual
reliance on all six ELEMENTS elevates the Method of Optimal
Educational Delivery to a productive `best learning practices method'.
The Improved Method of Optimized Educational Delivery can become
every institution's premier best practice in Mastery Learning, with long
term memory security for the use in everyday `best delivery practice
teaching' in science, engineering, technology and high school sciences.
The Method of Optimal Educational Delivery and the drive toward
Mastery Learning falters most severely when theory content and Bloom
Cognitive emphasis fails to connect solidly with Bloom Action
parameters and the needed salable research and engineering skills
with hardware, software and personal performance. The Method of
Optimal Educational Delivery experiences a complete turn-around with
the appropriate melding of theory and additionally motivating salable
research and engineering skills within the six ELEMENTS, in Bloom
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Cognitive and Action construct, and readied for delivery to individuals
and groups.
In their quiet comfortable world incumbent professors hold sway over
the lives of millions of young people in the USA, Canada and the world.
Despite the huge mass of criticism on educational failures recurring
increasingly frequently, esteemed professors largely ignore the issues
with their youthful millions of minions being denied their fair day in
the Mastery Learning court.
What is required is a milieu where students are being inspired and
educated in interpersonal and group harmony combining ageless
theory with current and modern world-wide hardware and techniques
in a milieu of exciting Mastery Learning and improved Long Term
Memory retention providing self-generating gratification laden with
enthusiasm. In this new educational environment amidst mounting
student and parent approval will be notable sighs of relief from
institutional financial backers.
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Explanation of: Figure 1 .
Bloom Breakdown of 100 lb Weight in Equilibrium. Draw & Explain of a simple
block suspended in air on a rope. The weight is pulled downward by gravity,
the
rope counters that force by establishing an upward acting tension equal in
magnitude to the weight force of 100 lbs.
Bloom 1. NAME: Free body diagram of a rope holding a suspended weight in
equilibrium.
Bloom 2. COMPREHENSION: Force downward, called Weight created by Earth's mass
and known as Gravity. To prevent motion [called being in equilibrium] the rope
must create an equal and EXACTLY OPPOSITE force upward. Shown beside the rope
and block are the two forces opposing forces, rope support tension and gravity
weight on the block are equal and exactly opposite direction a requirement of
equilibrium.
Bloom 3. ANALYSIS: Apparatus such as a rope holding a block having weight
shows
how objects may be suspended and that the rope in this case must tolerate a
force
of TENSION equal to the weight of the block.
Bloom 4. ANALYSIS: The weight of the block creates a needed equilibrium force
in
the rope of exactly the same weight as a force and 180 degrees opposite in
direction so the vector sum of these two opposite acting forces is ZERO
leading to
the condition of equilibrium.
Bloom S. JUDGMENT: It would be prudent if the breaking force on the rope
exceeded the weight [100 Ibs] of the block so as not to endanger breaking the
rope and watching the block fall free.
Bloom 6. CREATIVE INVENTIVENESS: The use of two ropes of less than 50 lb
breaking force each if tied together vertically forming an inverted 'V' would
not
hold the block. Arranged at any such supporting angle they will break away if
each
rope has a 50 lb maximum breaking strength, because ant an angle each would
then have a tension of greater than 50 Ib, leading to failure in suspension.
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Figure 1. Equilibrium of 100 lb weight by single rope
suspension.
Draw & Explain of 100 lb weight suspended from rope, with vector
diagram (4) & (5).
1. Upward rope tension to suspend the weight.
2. Downward weight of gravity force of block in pounds (Ibs).
3. Vector of weight by gravity acting downwards.
4. Two acting forces combined in opposition in a vertical line.
Upward is the working tension in rope of EXACTLY 100 lbs.
5. Force of gravity vector acting downwards exactly equal in
magnitude (100 Ibs), the two equalities acting directly opposite
neutralize each other thus the weight net force is ZERO or as
said in equilibrium and hence motionless.
1
4
2
rTOS
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Explanation of: Figure 1.
Bloom Breakdown of 100 lb Weight in Equilibrium. Draw & Explain of a simple
block suspended in air on a rope. The weight is pulled downward by gravity,
the
rope counters that force by establishing an upward acting tension equal in
magnitude to the weight force of 100 lbs.
Bloom 1. NAME: Free body diagram of a rope holding a suspended weight in
equilibrium.
Bloom 2. COMPREHENSION: Force downward, called Weight created by Earth's mass
and known as Gravity. To prevent motion [called being in equilibrium] the rope
must create an equal and EXACTLY OPPOSITE force upward. Shown beside the rope
and block are the two forces opposing forces, rope support tension and gravity
weight on the block are equal and exactly opposite direction a requirement of
equilibrium.
Bloom 3. ANALYSIS: Apparatus such as a rope holding a block having weight
shows
how objects may be suspended and that the rope in this case must tolerate a
force
of TENSION equal to the weight of the block.
Bloom 4. ANALYSIS: The weight of the block creates a needed equilibrium force
in
the rope of exactly the same weight as a force and 180 degrees opposite in
direction so the vector sum of these two opposite acting forces is ZERO
leading to
the condition of equilibrium.
Bloom 5. JUDGMENT: It would be prudent if the breaking force on the rope
exceeded the weight [100 Ibs] of the block so as not to endanger breaking the
rope and watching the block fall free.
Bloom 6. CREATIVE INVENTIVENESS: The use of two ropes of less than 50 lb
breaking force each if tied together vertically forming an inverted 'V' would
not
hold the block. Arranged at any such supporting angle they will break away if
each
rope has a 50 lb maximum breaking strength, because ant an angle each would
then have a tension of greater than 50 Ib, leading to failure in suspension.
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Figure 2, Draw and Explain Flow Meter.
Figure 2:
1. Outlet Flow leaving device.
2. Tapered Glass Flow Tube
3. Float Three Positions, zero
medium and high flow.
4. Inlet Flow entering device.
5. Metal frame for mounting.
- i. ---rte 1
2
3
r, ~3
4
EEE
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Explanation of Figure 2: Draw & Explain: Flow meter.
Bloom explanation. RECALL: The Rotameter (Figure 2) is a flow sensing
indicator and other more advanced models with additional parts are
able to send electric flow signals. COMPREHENSION: Flow may be gas
or liquid with low tolerance for bubbles in liquid or particles in liquid
or gasses. The flow proceeds from bottom to top with the widest part
of the tapered rotameter float (Figure 2(3)) being the marker for the
scale on the flow tube to indicate the flow. When flow is zero, the
`float' (made of stainless steel) sits at the lower stop, as showing. At
maximum flow the float engages the upper stop, limiting readings.
APPLICATION: The principle of operation is that the upwards flow
drags on the heavy float which does not float but the shape creates an
upward drag proportional to velocity which adjusts as the tapered flow
tube enlarges toward the top. The velocity is highest at bottom to
`unseat' the float. As the taper widens toward the top the flow velocity
slows due to the annular area about the `float' increasing, and due to
the equation of continuity Q=A1 Vl =A2V2, where Q=the flow, A the
annular variable passage area past the float which increases as the
tube widens toward the top and V the velocity in the tube at any float
setting. Higher flows force the float upwards showing higher readings
and stabilizing the float at a location of greater annular area for flow
passage. Connecting threads are either male or female pipe threads
to deter leaks. In Figure 2, (1) and (4) are the female thread version.
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ANALYSIS: Rotameters are available in two accuracy classes, utility with
+/- 5% accuracy and under, and precision with +/- 2% accuracy and
under. Rotameter flow meters have a tendency to plug by fluids that
can foul the inlet and outlet passages and the float edges. The units
are available in armor cases for high pressure service. JUDGMENT:
High quality flow meters are made with borosilicate glass (shatter
resistant glass good for elevated pressures). The rotameter body is
available to fit line sizes of 1/8 inch to about 3 inch diameters. Floats
are made from weighted plastic for air flow, glass or metals for liquid
flow. The device is optionally available with a throttling manual needle
valve (not shown) in the base to adjust flows, NOT to calibrate the
device. Upright mounting is critical, as reading accuracy is affected by
off-vertical. CREATIVE INVENTIVENESS: The industry has an electronic
version whereby a metal coil core on the upper end of a rod attached
to the normal `float'. It moves upwards with increasing flow in the coil
such as to create a voltage change proportional to the instantaneous
flow rate. Such electronic outputs are important when the flow being
measured must be employed as a control measurement for a system
fully automated. Another innovation is in development of a `horizontal'
installed version using a spring instead of gravitational float re-
positioning. Such meters are usually vey handy but normally only
provided in relatively inaccurate +/- 5% error versions.
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1. Ebbinghaus; http://en.wikipedia.org/wiki/Hermann_Ebbinghaus.
German Psychologist 1850-1909.
2. Bloom, Benjamin( 1913-1999), et al. Taxonomy of Educational Objectives:
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25. Creating School Climates That Prevent School Violence.
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30. Mr. Laurie Gregg, Chief Instrumentation Engineer, Falconbridge Nickel
Mines, Sudbury Ontario, Canada, Personal communication, 1988.
Commenting on his new hire a Waterloo Engineering graduate when asked
how long before he would be self-sufficient. The answer was `About 10
years depending on how hard he will work'.
31. Elliot Aronson Nobody Left to Hate;_A Columbine reassessment.
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