| 词条 | WisCEL |
| 释义 |
The Wisconsin Collaboratory for Enhanced Learning, WisCEL, is a new program at the University of Wisconsin-Madison, USA, initiated by faculty from various departments. WisCEL’s goal is use classroom innovation to lead all students to academic success. There are currently two WisCEL Centers located on UW-Madion's campus, at Helen C. White College Library and in Kurt F. Wendt Commons. WisCEL Pedagogy and Course DesignThe educators involved in the WisCEL program are encouraged to use non-traditional methods of teaching and a course design built around technology and collaboration-friendly learning spaces. (See WisCEL Center Layout and Usage for technology examples). In a WisCEL class, emphasis is placed on individualized learning even while class sizes continue to increase. WisCEL doesn't specify any particular course design, but supports faculty in their use of teaching strategies such as flipped classroom Flip teaching, problem based learning, students working together spontaneously, instructor-as-coach models, self-paced learning opportunities, immediate learning progress feedback, and increased instructor time with students. Traditional lecture is replaced with reading and online materials such as short video lectures watched outside of class time. With the lecture material delivered, students can spend class time doing practical activities with the instructor to apply their knowledge of the course material. Computerized homework and exams free up instructor and teaching assistant time to spend directly with the students to help them learn. Digital signs allow the students to easily access the schedule so that they are aware of which seats they can use, when, and for how long. Other universities have also adopted similar programs, such as SCALE-UP at North Carolina State,[1] and the University of Minnesota's Active Learning Classrooms.[2] WisCEL Center Layout and UsageRecent research has shown that learning environments have a statistically significant effect on students' level of success in the classroom.[3] Because of this, an important part of the WisCEL Centers approach is to use multi-use space that students already embrace as "their own" place to encourage informal learning, and to combine this with state-of-the-art classroom technologies and formal classroom instruction. The resulting collaboration-friendly Centers provide environments conducive to active learning and student success. Each WisCEL Center contains a large active learning lab, consultations room(s), breakout rooms, staff office, and student lounge area. Food and drinks are welcome at the WisCEL Centers and students are encouraged to feel comfortable and to think of the space as theirs. Active Learning Labs Consultation Rooms Breakout Rooms Staff Office Student Lounge Learning Outcome ImprovementEarly evaluation results show that students in WisCEL sections consistently achieve grade outcomes of A, AB, and B and fewer grade outcomes of D, and F than in non-WisCEL sections of the same course and students feel more engaged in WisCEL courses. Research shows that 'flipping' allows instructors to make the traditional lecture model more productive.[4][5][6] WisCEL TodayFall of 2012 was the first non pilot semester for WisCEL, where the program included involvement from Colleges and departments across the University. A proposal process is used to schedule space in the Centers and a goal is to use all seats at all times for instruction. It is common for more than one class to be occurring in the same space at the same time when there are no lectures given during class time. Additional Links featuring WisCELhttp://www.news.wisc.edu/20349/ http://edinnovation.wisc.edu/innovations/wiscel-classes-create-unique-learning-commons/ http://discovery.wisc.edu/home/discovery/recorded-lectures/carl-wieman-32012/ http://badgerherald.com/news/2012/02/27/uw_launches_improved.php References1. ^{{cite web|last=North Carolina State University|title=SCALE-UP Project|url=http://www.ncsu.edu/per/scaleup.html|accessdate=2012-10-16}} .2. ^{{cite web|last=University of Minnesota|title=Active Learning Classrooms|url=http://www.classroom.umn.edu/projects/alc.html|accessdate=2012-10-16}} 3. ^{{cite news|title=Making the Case for Space: Three Years of Empirical Research on Learning Environments|url=http://www.oit.umn.edu/prod/groups/oit/@pub/@oit/@web/@evaluationresearch/documents/article/oit_article_248302.pdf|accessdate=5 February 2013|date=Summer 2010|author=Aimee Whiteside|author2=Christopher Brooks|author3=J.D. Walker}} 4. ^{{cite news|last=Berrett|first=Dan|title=How 'Flipping' the Classroom Can Improve Traditional Lecture|url=http://chronicle.com/article/How-Flipping-the-Classroom/130857/?sid=at|accessdate=2012-10-16|newspaper=The Chronicle of Higher Education|date=2012-02-19}} 5. ^{{cite news|last=de Vise|first=Daniel|title=The Last Lecture? Colleges Look for a Better Way to Teach|url=https://www.washingtonpost.com/todays_paper/A%20Section/2012-02-16/A/1/34.2.525536314_epaper.html|accessdate=2012-10-16|newspaper=The Washington Post|date=2012-02-16}} 6. ^{{cite news|last=Tapscott|first=Don|title=Rethinking How We Teach the 'Net Generation'|url=https://www.npr.org/2011/07/14/137853462/rethinking-how-we-teach-the-net-generation|accessdate=2012-10-18|newspaper=NPR|date=2011-07-14}} 1 : University of Wisconsin–Madison |
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