Enriching students' laboratory experience: Using software and Socratic methods to foster reflective thought in an engineering laboratory

Baba Kofi Weusijana, Christopher K Riesbeck, Jay Walsh

Research output: Contribution to journalConference articlepeer-review

1 Scopus citations

Abstract

We have developed SASK (Socratic ASK*), a domain-independent and rule-based architecture for implementing Socratic dialogs to foster better learning in well defined tasks by encouraging deeper reflections by the student. We have used SASK to build the Dialysis Mentor, a program that uses Socratic questioning to improve student performance and learning in an undergraduate biomedical engineering lab. Small usability tests and a pilot run in a dialysis lab suggests that Dialysis Mentor and SASK systems in general can improve the value of pre-defined learn-by-doing task experiences. We are now working on improving our SASK Mentors 1 and building authoring tools for them.

Original languageEnglish (US)
Pages (from-to)13343-13367
Number of pages25
JournalASEE Annual Conference Proceedings
StatePublished - Dec 1 2002
Event2002 ASEE Annual Conference and Exposition: Vive L'ingenieur - Montreal, Que., Canada
Duration: Jun 16 2002Jun 19 2002

Keywords

  • Advanced Classroom Technologies
  • Authoring Tools
  • Human-Computer Interaction
  • Improving Classroom Teaching
  • Inquiry-Based Education
  • Interactive Learning Environments
  • Learning Technologies
  • Rule-Based Intelligent Tutoring Systems
  • Socratic Tutoring

ASJC Scopus subject areas

  • Engineering(all)

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