Starting at the beginning - Educational Goals

What should a geologist know about geophysics?

More to the point - Should I teach a geologist and a geophysicist

the same material and in the same way?

F = ma

g = Gm/r

2

Instructivist Model - Teaching using 19th Century Tools

Instructivist Model: Example Exploration Using Gravity

A Reductionist program taught through Reductionism

•Describe Mathematical Foundations

•Describe Physical Foundations

•Derive Equations for Particular Examples

•Discuss Practical Consequences

•Apply Results

Gen

eral

Par

ticu

lar

What Are We Teaching?

Emphasizes underlying connections to, and descriptions based on, fundamental mathematics and physics.

Procedural implementation stressing derivations and linear decision structures.

Inculcates students into reductionist modes of thinking.

Implicit Goals - Instructivist Model

How Are We Teaching?

Learn from general to particular. Learning accomplished primarily through

memorization and mathematical descriptions, physical/intuitive insight downplayed.

Sequential access to information as dictated by reductionist/constructivist needs.

Strategies – Instructivist Model

Can Technology Support Other Models?

Constructivist Model - Look at How Kids Play Baseball

Constructivist Model: Example Exploration Using Gravity

An inquiry-based program taught through active exploration •Explore Specific and Relevant

Problems

•Develop Intuitive Understanding of Physical Foundations

• Through Examination of Multiple Problems Develop

Generalizations Gen

eral

Par

ticu

lar

• Gain Mastery of Background Material as Needed

What Are We Teaching?

Conceptual understanding of physical principles.

Mathematical development not emphasized in building intuitive understanding.

Decision-making processes emphasized that

are inherently nonlinear in implementation.

Inculcates students into a system-oriented

mode of thinking.

Implicit Goals – Constructivist Model

How Are We Teaching?

Learn from particular to general. Learning accomplished primarily by

solving problems of interest (learning by doing).

Just-in-time access to a wide variety of information as needed by students in a nonlinear way.

Strategies – Constructivist Model

Intro GP Implementation Guidelines

Inquiry Based– Students placed in the role of geophysical

contractors. They must bid on jobs, design surveys, collect data, and interpret observations

Interactive Case Study Approach– Students control all relevant decisions regarding

outcome of case

Simulated Observations– Allows for quantitative error analysis, ground

truthing, and assessment of cost/benefit tradeoff associated with survey design issues

Introduction to Exploration Geophysics – The Course

Implementation Components and Skills

• Content Knowledge - Duh!!

• Technical Expertise Instructional Design

– K. Ginger designed interface and workflow

Component Implementation

– HTML, Java, and JSP

Application Server Requirements

– JDK, Tomcat

GP311 Data Example

-0.12

-0.07

-0.02

0.03

0.08

0.13

0 50 100 150 200

Gravity Data Sample 1

Distance (m)

x = 10 mt = 120 minBid = $13,950Cost = $6320

GP311 Data Example

-0.15

-0.1

-0.05

0

0.05

0.1

0 50 100 150 200 250

Gravity Sample 2

Distance (m)

x = 3 mt = 180 minBid = $25,000Cost = $16,800

GP311 Data Example

-0.12

-0.1

-0.08

-0.06

-0.04

-0.02

0

0.02

0.04

0.06

0.08

0 50 100 150 200

Gravity Sample 3

Distance (m)

x = 3 mt = 120 minBid = $11,660Cost = $22,320

Lessons from GP311: Changing roles

Not only how students learn, but ...

how instructors teach.

Lessons from GP311: Implementation

20 - 30 students 12 hours/week contact time No formal lectures!

Written assignments due weekly (project reports)

Respond to client questions weekly

Ask questions!

Lessons from GP311: Limitations

Limited exposure to real, hands-on experiences

Students tend to focus too tightly on specific problems, thereby missing the big picture

No direct exposure to the predictive power of mathematical descriptions

Perception that technology makes learning easy