Impact of plp on student learning

Initial results

Rebecca L. Damron, Sohum A. Sohoni, YoonJung Cho, Kerri S. Kearney

Research output: Chapter in Book/Report/Conference proceedingConference contribution

4 Citations (Scopus)

Abstract

The Progressive Learning Platform (PLP) is a System on a Chip design with accompanying tools reflecting a contemporary CPU architecture. This pilot study examines the impact of PLP on student learning in an introductory microprocessors class. To examine the impact on learning, students were required to write reflections about their learning every week after their lab experience. Reflections were then analyzed from a corpus-based discourse analytic perspective for what kind of knowledge the students gained in the PLP experience, procedural or declarative. Additionally, the language in the reflections was analyzed for stance-the students' perspectives on what they claimed they had learned. Results showed that students were gaining procedural knowledge throughout the semester. In this PLP experience, which follows a trajectory of research, implementation and integration, the procedural knowledge was articulated with less evaluation than later when students showed more stance, I.e. expression of attitude toward the knowledge, and integration of their learning.

Original languageEnglish (US)
Title of host publicationASEE Annual Conference and Exposition, Conference Proceedings
StatePublished - 2013
Event120th ASEE Annual Conference and Exposition - Atlanta, GA, United States
Duration: Jun 23 2013Jun 26 2013

Other

Other120th ASEE Annual Conference and Exposition
CountryUnited States
CityAtlanta, GA
Period6/23/136/26/13

Fingerprint

Students
Program processors
Microprocessor chips
Trajectories

ASJC Scopus subject areas

  • Engineering(all)

Cite this

Damron, R. L., Sohoni, S. A., Cho, Y., & Kearney, K. S. (2013). Impact of plp on student learning: Initial results. In ASEE Annual Conference and Exposition, Conference Proceedings

Impact of plp on student learning : Initial results. / Damron, Rebecca L.; Sohoni, Sohum A.; Cho, YoonJung; Kearney, Kerri S.

ASEE Annual Conference and Exposition, Conference Proceedings. 2013.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Damron, RL, Sohoni, SA, Cho, Y & Kearney, KS 2013, Impact of plp on student learning: Initial results. in ASEE Annual Conference and Exposition, Conference Proceedings. 120th ASEE Annual Conference and Exposition, Atlanta, GA, United States, 6/23/13.
Damron RL, Sohoni SA, Cho Y, Kearney KS. Impact of plp on student learning: Initial results. In ASEE Annual Conference and Exposition, Conference Proceedings. 2013
Damron, Rebecca L. ; Sohoni, Sohum A. ; Cho, YoonJung ; Kearney, Kerri S. / Impact of plp on student learning : Initial results. ASEE Annual Conference and Exposition, Conference Proceedings. 2013.
@inproceedings{56fd717987c04744b51b086327f3de96,
title = "Impact of plp on student learning: Initial results",
abstract = "The Progressive Learning Platform (PLP) is a System on a Chip design with accompanying tools reflecting a contemporary CPU architecture. This pilot study examines the impact of PLP on student learning in an introductory microprocessors class. To examine the impact on learning, students were required to write reflections about their learning every week after their lab experience. Reflections were then analyzed from a corpus-based discourse analytic perspective for what kind of knowledge the students gained in the PLP experience, procedural or declarative. Additionally, the language in the reflections was analyzed for stance-the students' perspectives on what they claimed they had learned. Results showed that students were gaining procedural knowledge throughout the semester. In this PLP experience, which follows a trajectory of research, implementation and integration, the procedural knowledge was articulated with less evaluation than later when students showed more stance, I.e. expression of attitude toward the knowledge, and integration of their learning.",
author = "Damron, {Rebecca L.} and Sohoni, {Sohum A.} and YoonJung Cho and Kearney, {Kerri S.}",
year = "2013",
language = "English (US)",
booktitle = "ASEE Annual Conference and Exposition, Conference Proceedings",

}

TY - GEN

T1 - Impact of plp on student learning

T2 - Initial results

AU - Damron, Rebecca L.

AU - Sohoni, Sohum A.

AU - Cho, YoonJung

AU - Kearney, Kerri S.

PY - 2013

Y1 - 2013

N2 - The Progressive Learning Platform (PLP) is a System on a Chip design with accompanying tools reflecting a contemporary CPU architecture. This pilot study examines the impact of PLP on student learning in an introductory microprocessors class. To examine the impact on learning, students were required to write reflections about their learning every week after their lab experience. Reflections were then analyzed from a corpus-based discourse analytic perspective for what kind of knowledge the students gained in the PLP experience, procedural or declarative. Additionally, the language in the reflections was analyzed for stance-the students' perspectives on what they claimed they had learned. Results showed that students were gaining procedural knowledge throughout the semester. In this PLP experience, which follows a trajectory of research, implementation and integration, the procedural knowledge was articulated with less evaluation than later when students showed more stance, I.e. expression of attitude toward the knowledge, and integration of their learning.

AB - The Progressive Learning Platform (PLP) is a System on a Chip design with accompanying tools reflecting a contemporary CPU architecture. This pilot study examines the impact of PLP on student learning in an introductory microprocessors class. To examine the impact on learning, students were required to write reflections about their learning every week after their lab experience. Reflections were then analyzed from a corpus-based discourse analytic perspective for what kind of knowledge the students gained in the PLP experience, procedural or declarative. Additionally, the language in the reflections was analyzed for stance-the students' perspectives on what they claimed they had learned. Results showed that students were gaining procedural knowledge throughout the semester. In this PLP experience, which follows a trajectory of research, implementation and integration, the procedural knowledge was articulated with less evaluation than later when students showed more stance, I.e. expression of attitude toward the knowledge, and integration of their learning.

UR - http://www.scopus.com/inward/record.url?scp=84884318885&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84884318885&partnerID=8YFLogxK

M3 - Conference contribution

BT - ASEE Annual Conference and Exposition, Conference Proceedings

ER -