Expo-Based Learning (EBL): Augmenting Project-Based Learning with large Public Presentations Björn Thuresson VIC director KTH Mario Romero Associate Professor

Expo-Based Learning (EBL):Augmenting Project-Based Learning with large Public Presentations

Björn ThuressonVIC director

KTH

Mario RomeroAssociate Professor

KTH

Christopher PetersAssociate Professor

KTH

Natalia LandázuriAssistant Professor

KI

EBL

EBL - Romero et al. 3

EBL:1. Deep learning by wide teaching2. Self motivation by public event3. Professionalism by

1. Accountabiliy2. Timeliness3. Priorization


Outline

DefinitionGoalContextExperimentResultsDiscussion


Outline



EBL

Project-Based Learning augmented with constructively aligned public expos.

IVIS14 final demo in VIC


Outline



GOALStudy the pedagogical effects of requiring public expos of projects in PBL.

IVIS14 students @ C-Awards


Outline



Outline

DefinitionGoal

ContextExperimentResultsDiscussion

Course SyllabusPBLStudioExpo


Outline

DefinitionGoal



Advanced(Graphic + Interaction) = Project

Two Group Projects

Grades: A - E

Project 1

Sep 3

Proposals

Sep 10

Fors

karF

reda

gSep 26

Analysis of

ForskarFredag

Prototype 2.0

Com

ic Co

n Gamex Oct 30

Analysis of

Comic Con

Project 2

Proposal

Nov 11

Ope

n Ho

use

Dec 5

Timeline


Outline

DefinitionGoal




PBL• Learn through building• Research as group• Present frequently• Rapid Development• Constructive Criticism


Outline

DefinitionGoal




• Research

• Learning

• Outreach

Visualization Studio VIC


• High-resolution 4K wall with stereoscopy

• Oculus Rift

• Epson Moverio

• Cinema quality audio

• Holographic display

• Multi-touch surfaces

• Eye tracking

• GPU-based computing cluster

• Supercomputing

• Haptic Devices

• 3D printer

• Motion Capture

Technologies in


VisualizationStudio


Outline

DefinitionGoal


Course SylabusPBLStudioExpo


SolarSense


DangeRoads


FaceUp


Outline



Experiment• Measure: impact of EXPOs on ILOs• Instruments:– Self-evidence of participation at GAMEX– Focus group reflection– Exit survey– Exit interview


Outline



Q1Q2Q3Q4Q5Q6Q7A

VG

NaN

NaN

NaN

NaN

NaN

NaN

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1.5

2.5

3.5

Avg

. Res

pons

e

1 2 3 4 5 60

3

6

9

12

Frequency

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 61 2 3 4 5 61 2 3 4 5 6

ContentsUseful

BSCcollab

P1Dev

P1Expo

P2Dev

P2OpenH.

In-classDisc

* *


“You have to be confident to explain to people this is what I have done, this is how it works, be able to answer questions and be in a public environment. At KTH all the lab assignments are in front of the computers which you know that things will work on. The code will run smoothly. And the person you are presenting to is always someone you have presented to before and knows what you are doing. What we do in this course is present to people who don’t have the same understanding of what you are doing. So you have to explain to people in a different way. Also, it is much more likely to break if you are presenting for a long time to a lot of people. You have to be sure that your code doesn’t break and know what to do when your code breaks. I think that part is very good. It is most definitely worth the extra effort.”


EBL:1. Deep learning by wide teaching2. Self motivation by public event3. Professionalism by

1. Accountabiliy2. Timeliness3. Priorization


Outline



Discussion• Other teachers / Institutions• Quantitative/Individual Grading• Larger Courses• Other Subject Areas• Contexts without public events• Cost• Scheduling with course• Different socio/economic/cultural contexts• Resources

– Time– Space– Equipment– Coordination


[email protected]

Thank you!Questions?

Documents

Expo-Based Learning (EBL): Augmenting Project-Based Learning with large Public Presentations Björn Thuresson VIC director KTH Mario Romero Associate Professor