#274 Poster

Monday 16 April 15:00 - 17:15 Bar/Conservatory

Rapid Course Development using OCW Resources: applying the inverted classroom model in an Electrical Engineering course

Daniel Carchidi, University of New Hampshire, US

Conference Theme: Impact

Summary: Examines use of OCW content to rapidly develop, customize, and teach Linear Algebra for Electrical Engineers.

Abstract: Linear Algebra for Electrical Engineers was developed in response to a need identified by Electrical Engineering students and instructors at the University of New Hampshire for an applied approach to linear algebra. Using MIT Professor Gil Strang’s OCW Linear Algebra course, Professor Kent Chamberlin was able to quickly adapt Professor Strang’s course content and modify the instructional method for the course, allowing the students to take an independent study course shortly after it was developed. The pedagogical approach selected for the course, “inverted classroom,” is an instructional method in which video lectures are viewed prior to the class session permitting the students and instructor to focus on clarifying concepts, problem solving, and discussion during the class period rather than the lecture. The use of OCW video lectures enabled the “inverted classroom” method for this course.
Linear Algebra for Electrical Engineers was a seminar course targeted to the needs of advanced undergraduates who had little familiarity with linear algebra and expressed a need for a customized version that addressed specific application. In the past, engineering students interested in linear algebra might take a course in the mathematics department, which was typically a more general treatment of the concepts. Several students sought applications of linear algebra specific not merely for engineering, but electrical engineering in particular. For the instructor, development of an electrical engineering-specific version of linear algebra would be very difficult as the time required to develop such a course, for what might be limited student enrolment, was not very efficient. Using OCW video lectures, the course development cycle was made more efficient because the course lectures would not need to be developed. Instead, the instructor spent his time developing electrical engineering-specific problems, assignments, and discussion questions that met the needs of the students and reinforced his own expertise in electrical engineering applications of the content. The course was developed in addition to the faculty member’s regular teaching and research load, which allowed the students to have the immediate benefit of the course without providing an undue burden on the faculty member.
This presentation will address the identification of student need for linear algebra; the customization of content for the specific needs of electric engineering students; the course structure; and the use of OCW content to create an “inverted classroom” experience that included more problem solving and discussion opportunities for the students. The presentation will also provide a forum for instructors and others interested in course development using OCW materials to address potential challenges and concerns, as well as approaches for streamlining course development.