Julie McCredden

How Many Variables Can Humans Process

The conceptual complexity of problems was manipulated to probe the limits of human information processing capacity. Participants were asked to interpret graphically displayed statistical interactions. In such problems, all independent variables need to be considered together, so that decomposition into smaller subtasks is constrained, and thus the order of the interaction directly determines conceptual complexity. As the order of the interaction increases, the number of variables increases. Results showed a significant decline in accuracy and speed of solution from three-way to four-way interactions. Furthermore, performance on a five-way interaction was at chance level. These findings suggest that a structure defined on four variables is at the limit of human processing capacity.

What to do with a Threshold Concept

At a general level we would argue that programmes [of study] should be designed and systematically reviewed according to … the processes through which learners are made ready for, approach, recognise, and internalise threshold concepts.

Designing an Active Learning Environment Architecture Within a Flipped Classroom for Developing First Year Student Engineers

This case study presents the flipped classroom (FC) as a framework for a large first-year fundamental engineering practice course (ENGG1200). The aim was to develop student engineers who would leave the course with both the required academic knowledge of materials engineering and the practitioner skills required to apply this knowledge to real-world practices including design, problem-solving, modelling, and professional skills. Using a design approach and drawing on relevant research, a learning environment was constructed whose architecture comprised an integrated set of learning components that would develop within our students the internal mechanisms required for demonstrating these skills. A central component of the learning environment was an authentic open-ended design project that was completed by multidisciplinary teams. Implementation of the course using a FC framework allowed contact time with students to be used for hands-on workshops that developed and scaffolded many of the practitioner skills necessary for the design project. Out-of-class hours were used by students for acquiring the necessary academic knowledge required for the projects, supported by the online learning environment that included modules and quizzes, an organisational tool (the Learning Pathway), reflections, and extensive additional resources. The course design process, the design solution, and the evaluation of the course architecture are described in this chapter along with the characteristics that enabled the learning goals to be achieved. Evaluation revealed two main clusters of associated activities: one around the online learning activities and the other around the hands-on teamwork activities. These clusters were consistent with the design aim of using the course activities to develop a set of internal mechanisms within students such as materials knowledge, self-management, teamwork, and hands-on skills. Furthermore, evaluation of student reflections indicates that students did indeed develop knowledge and skills in these areas as well as modelling, problem-solving, and communication and that they linked concepts with practice. Many aspects of the course design process described here are transferrable to other disciplines aiming to facilitate authentic learning activities using FC approaches.