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

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 journal › Conference article › peer-review

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 language	English (US)
Pages (from-to)	13343-13367
Number of pages	25
Journal	ASEE Annual Conference Proceedings
State	Published - Dec 1 2002
Event	2002 ASEE Annual Conference and Exposition: Vive L'ingenieur - Montreal, Que., Canada Duration: Jun 16 2002 → Jun 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)

Cite this

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

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.",

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",

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journal = "ASEE Annual Conference Proceedings",

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AU - Riesbeck, Christopher K

AU - Walsh, Jay

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N2 - 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.

AB - 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.

KW - Advanced Classroom Technologies

KW - Authoring Tools

KW - Human-Computer Interaction

KW - Improving Classroom Teaching

KW - Inquiry-Based Education

KW - Interactive Learning Environments

KW - Learning Technologies

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

Abstract

Keywords

ASJC Scopus subject areas

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