Redesign to support transfer of knowledge
Conference Tracks
Assessment and SoTL - Research
Abstract
Technical courses (e.g. GIS) often teach a laundry list of analysis techniques, but students may feel unprepared to then select and combine the individual techniques in a cumulative problem-solving project. This session describes a course design intervention that embeds individual analysis techniques in problem-focused loops to better prepare students to make decisions in their own projects. This study investigates the effect of this course redesign on student success in applying technical knowledge and problem-solving steps to new problems, student success in selecting efficient and effective choices while problem solving, and student self-reported confidence and comfort in their problem-solving abilities.
Session Format
Research Brief and Reflection Panels
1
Location
Scarbrough Five
Recommended Citation
Simpson, Elizabeth and Robinson, Sarah, "Redesign to support transfer of knowledge" (2020). SoTL Commons Conference. 49.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2020/49
Redesign to support transfer of knowledge
Scarbrough Five
Technical courses (e.g. GIS) often teach a laundry list of analysis techniques, but students may feel unprepared to then select and combine the individual techniques in a cumulative problem-solving project. This session describes a course design intervention that embeds individual analysis techniques in problem-focused loops to better prepare students to make decisions in their own projects. This study investigates the effect of this course redesign on student success in applying technical knowledge and problem-solving steps to new problems, student success in selecting efficient and effective choices while problem solving, and student self-reported confidence and comfort in their problem-solving abilities.
