Author:
Robin T. Bye
Affiliation:
Norwegian University of Science and Technology, Norway
Keyword(s):
Flipped Classroom, E-Learning, Active Learning, Constructive Alignment, Problem-Solving, CodinGame, edX, C-4 Dynamite for Learning.
Related
Ontology
Subjects/Areas/Topics:
Active Learning
;
Blended Learning
;
Computer-Supported Education
;
Course Design and e-Learning Curriculae
;
e-Learning
;
e-Learning in Engineering Education
;
e-Learning Platforms
;
e-Learning Success Cases
;
Game-Based and Simulation-Based Learning
;
Higher Order Thinking Skills
;
Instructional Design
;
Learning/Teaching Methodologies and Assessment
;
Pattern Recognition
;
Project Based Learning and Engineering Education
;
Simulation and Modeling
;
Simulation Tools and Platforms
;
Social Context and Learning Environments
;
Theory and Methods
Abstract:
In this paper, I present a flipped classroom approach for teaching a master’s course on artificial intelligence.
Traditional lectures in the classroom are outsourced to an open online course to free up valuable time for active,
in-class learning activities. In addition, students design and implement intelligent algorithms for solving
a variety of relevant problems cherrypicked from online game-like code development platforms. Learning
activities are carefully chosen to align with intended learning outcomes, course curriculum, and assessment to
allow for learning to be constructed by the students themselves under guidance by the teacher, much in accord
with the theory of constructive alignment. Thus, the teacher acts as a facilitator for learning, much similar
to that of a personal trainer or a coach. I present an overview of relevant literature, the course content and
teaching methods, and a recent course evaluation, before I discuss some limiting frame factors and challenges
with th
e approach and point to future work.
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