Active Learning

"Sommaire:
1. Introduction : le choix des méthodes, le thème, les aspects à comparer. (p. 2- 3)
2. Présentation factuelle des deux manuels.Quelques nuances, remarques, critiques et observations subjectives. (p. 3-6)
3. L’approche actionnelle et la notion de tâche dans les deux manuels.Analyse de la mise en œuvre : tâtonnement ou réussite ? (p. 6-11)
3.1 L’apprenant comme acteur social et la classe comme microsociété : à la recherche des allures d’une dimension collective dans les deux méthodes. (p. 11-12)
4. Autoévaluation de l’apprenant versus autocorrection : de l’intention non factuelle à l’atteinte. (p. 12-13)
5. L’autonomie chez l’apprenant : autoévaluation et stratégies d’apprentissage. (p. 14-15)
6. Conclusion (p. 15-16)
7. Bibliographie (p. 17)"

Professeure de FLE depuis 2005 à l’Alliance française de La Havane et ayant utilisé Tout Va Bien ! 1 et 2 en classe, je considère m’être appropriée ce manuel par l’usage et être en mesure de l’examiner aussi du point de vue théorique. Cinq ans après de son arrivée en cours, la direction de l’Alliance a décidé de le remplacer par un autre manuel. Plusieurs en ont été testés et certains nous ont été présentés par des maisons d’édition dont Latitudes 1. Intéressée par la perspective actionnelle, j’ai voulu étudier son évolution à travers l’analyse comparative de sa mise en œuvre dans ces deux manuels de FLE. D’autre part, captivée par l’autonomisation de l’apprentissage, je n’ai pas pu m’empêcher d’observer le traitement de l’autonomie chez l’apprenant comme une zone d’intersection de l’approche actionnelle.

Statistical machine translation (SMT) models require bilingual corpora for training, and these corpora are often multilingual with parallel text in multiple languages simultaneously. We introduce an active learning task of adding a new language to an existing multilingual set of parallel text and constructing high quality MT systems, from each language in the collection into this new target language. We show that adding a new language using active learning to the EuroParl corpus provides a significant improvement compared to a random sentence selection baseline. We also provide new highly effective sentence selection methods that improve AL for phrase-based SMT in the multilingual and single language pair setting. * Thanks to James Peltier for systems support for our experiments.

Project Lead the Way (PLTW) is a hands-on, project-based engineering curriculum for high school and middle school students, which has quadrupled annual enrollment in Texas in five years to over 23,000 students. The diversity of students participating has also increased dramatically. Using six years of longitudinally-linked student data, the academic outcomes of cohorts of PLTW students were compared to matched cohorts of non-PLTW students. Matching was based on Grade 8 state math assessment scores and demographic and program participation variables. Findings show that PLTW students scored significantly higher on the state's Grade 11 mathematics assessment, a higher percentage met the college-ready criterion, a higher percentage enrolled in Texas higher education institutions, and the non-college-bound PLTW students earned higher wages.

Massively multiuser online games such as World of Warcraft employ computer controlled non-player characters and quest activities extensively in training/tutoring capacities. This approach is very effective and popular, incorporating active learning, incremental progress, and creative repetition. This paper explores ways to exploit this model in educational virtual environments. Non-player characters in such environments require a knowledge model, a dialogue model, and a user performance model, in addition to any physical and behavioral traits necessary to make them interesting and credible members of the environment.

Accurate image classification is crucial in many robotics and surveillance applications -for example, a vision system on a robot needs to accurately recognize the objects seen by its camera. Object recognition systems typically need a large amount of training data for satisfactory performance. The problem is particularly acute when many object categories are present. In this paper we present a batch-mode active learning framework for multi-class image classification systems. In active learning, images are to be chosen for interactive labeling, instead of passively accepting training data. Our framework addresses two important issues: i) it handles redundancy between images which is crucial when batch-mode selection is performed; and ii) we pose batch selection as a submodular function optimization problem that makes an inherently intractable problem efficient to solve, while having approximation guarantees. We show results on image classification data in which our approach substantially reduces the amount of training required over the baseline.

Abstract In this paper, we introduce a new approach to learn dissimilarity for interactive search in content based image retrieval. In literature, dissimilarity is often learned via the feature space by feature selection, feature weighting or a parameterized function of the ...

We investigate the following data mining problem from computeraided drug design: From a large collection of compounds, find those that bind to a target molecule in as few iterations of biochemical testing as possible. In each iteration a comparatively small batch of compounds is screened for binding activity towards this target. We employed the so-called "active learning paradigm" from Machine Learning for selecting the successive batches. Our main selection strategy is based on the maximum margin hyperplane -generated by "Support Vector Machines". This hyperplane separates the current set of active from the inactive compounds and has the largest possible distance from any labeled compound.

Theory of a weakly non-ideal Bose gas in the canonical ensemble is developed without assumption of the C-number representation of the creation and annihilation operators with zero momentum. It is shown that the pole of the "density-density" Green's function exactly coincides with the Bogolybov's phonon-roton spectrum of excitations. At the same time, a gap exists in the one-particle excitation spectrum. This gap is related to the density of particles in the "condensate".

This article investigates the role of the arts in enabling prisoners to engage with learning and improve their literacy, and the impact this has on their rehabilitation and desistance from crime. It draws on data collected from prisoners who participated in arts interventions in three different Scottish prisons. It argues that participating in the arts projects built an active learning culture and encouraged the improvement of verbal and written literacy skills through the use of positive pedagogical approaches. In addition participants learned to work together more effectively, developed self-confidence and were more trusting and supportive because they were working together on intensive projects that they had co-devised. For many prisoners participation in the arts projects constructively challenged and disrupted the negative identities that they had internalised. Their public successes in performances before audiences of significant others opened up new personal and social identities (as artists or performers) that helped them to begin to envision an alternative self that in turn motivated them towards future desistance from crime.

Growing up in an era of video games and Web-based applications has primed current medical students to expect rapid, interactive feedback. To address this need, the A.T. Still University-School of Osteopathic Medicine in Arizona (Mesa) has developed and integrated a variety of approaches using technology-enhanced active learning for medical education (TEAL-MEd) into its curriculum. Over the course of 3 years (2010-2013), the authors facilitated more than 80 implementations of games and virtual patient simulations into the education of 550 osteopathic medical students. The authors report on 4 key aspects of the TEAL-MEd initiative, including purpose, portfolio of tools, progress to date regarding challenges and solutions, and future directions. Lessons learned may be of benefit to medical educators at academic and clinical training sites who wish to implement TEAL-MEd activities.

formative and summative assessment. Assessment is more likely to lead to valued learning if some of the judgement employed belongs to students, and not just the academic-teachers (Boud, 1990; Nicol and McFarlane-Dick, 2006). Through two case studies, we illustrate how the development of students' skills in assessment and especially self-assessment can become more prominent in our curriculum and learning objectives. Our experiences suggest not only that student learning can be enhanced in this fashion, but that there are efficiency gains for teaching academics too: outcomes that become especially important as we seek ways to overcome the challenging expectations experienced by modern-day academia.

Victims of road traffic accidents face severe health problems on-site or after the event when they arrive at hospital lately in their emergency cycle. Road traffic accident has negative effect on the physical, social and emotional security of human lives which often lead to mortality, illness, pain, grief and even disability. This paper proposes a scheme that reduces the severity of road traffic accidents given its inevitable occurrence. The rational is to search for nearest hospitals to the accident location using Dijkstra algorithm and Fuzzy logic to recommend suitable hospitals out of list of nearest hospitals to timely attend to the emergency situation considering factors such as distance, severity of the accident, available facilities in the hospitals and other factors. The obtained results showed the practicability of the system to recommendation of quick solution to accident emergencies.

This paper presents an extension of existing cooperative control algorithms that have been developed for multi-UAV applications to utilize real-time observations and/or performance metric(s) in conjunction with learning methods to generate a more intelligent planner response. We approach this issue from a decentralized cooperative control perspective and embed elements of feedback control and active learning, resulting in an new intelligent Cooperative Control Architecture (iCCA). We describe this architecture, discuss some of the issues that must be addressed, and present illustrative examples of cooperative control problems where iCCA can be applied effectively.

Abstract: A large literature has established the benefits of discussions for stimulating student engagement and critical thinking skills. However, we know considerably less about the effect of the discussion environment on student learning. In this study, we assess student perceptions concerning the benefits of discussions in an upper-level political theory class. We compare how students evaluated discussions in the large class environment, in small discussion face-to-face discussion groups, and in online discussion groups. Overall, small ...

A multi-fidelity (MF) active learning method is presented for design optimization problems characterized by noisy evaluations of the performance metrics. Namely, a generalized MF surrogate model is used for design-space exploration, exploiting an arbitrary number of hierarchical fidelity levels, i.e., performance evaluations coming from different models, solvers, or discretizations, characterized by different accuracy. The method is intended to accurately predict the design performance while reducing the computational effort required by simulation-driven design (SDD) to achieve the global optimum. The overall MF prediction is evaluated as a low-fidelity trained surrogate corrected with the surrogates of the errors between consecutive fidelity levels. Surrogates are based on stochastic radial basis functions (SRBF) with least squares regression and inthe-loop optimization of hyperparameters to deal with noisy training data. The method adaptively queries new training data, selecting b...

This paper reports on the impact of the implementation of active and collaborative practices in ICT (information and communication technologies) classrooms. Both of these approaches convey a lot of responsibility from the teacher to the students and the hoping, as backed up by the literature, is to promote deeper learning and reasoning skills at a higher level. The question is: how do you do all that? This research describes a specific environment that makes use of collaborative tools, like wikis and forums within an e-learning platform and of specific CRM (customer relationship management) software. In order to analyze how this learning environment gets learners actively involved in learning and working together in productive ways, students were surveyed by responding to questionnaires. Several cause-effect relations underlying the teaching-learning methodology and the students ’ performance are discussed. 1.

This is one of six innovative sessions proposed for the AHRD Scholar-Practitioner Track and coordinated by the AHRD Scholar-Practitioner Committee. It examines a suite of novel e-learning design options and how to implement an action-based approach to online learning. Participants have the opportunity to hear about these innovative approaches to HRD practice and examine the potential for it impacting their own organizations.

Students engaged in systems engineering education typically lack experience and understanding of the multidisciplinary complexity of systems engineering projects. Consequently, students struggle to understand the value, rationale, and usefulness of established systems engineering methods, often perceiving them as banal or trivial. The paper presents a learning activity based on a three-stage reverse engineering role-play developed to increase students' awareness of the importance of correctly using systems engineering methods. The activity was developed and integrated in the Systems Engineering course given at Blekinge Institute of Technology. Its effectiveness was analyzed through semistructured self-reflection reports along with two editions of the course. The results showed the development of students' understanding of how to use systems engineering methods. In particular, the students realized the need to deliver detailed and easy-to-read models to the decision makers. This result was in line with the achievement of some of the intended learning outcomes of the course.

The academic staff is an important pillar in achieving good pedagogical results in any university in the world. The role of teachers in the process of transforming educational systems on all levels should be underlined. It should be considered as an important strength of any educational institution. On the other hand lack of motivation and commitment can have a negative impact on the students' learning effects and overall performance of institutions. Teachers' contribution in development and implementation of new pedagogy in significant extent depends on their motivation and willingness for taking initiatives. There are many factors which affect the academician's motivation which includes rewards, incentives, reduced workload, professional career opportunities etc. The standard of educational institutions can be improved through knowledgeable, committed and motivated staff. The important challenge for universities is to get the teachers have the work done willingly and efficiently. The research on factors that could motivate academic teachers are discussed in the manuscript. The evaluation is made on the basis of survey carried out in several technical universities. The results could be treated as a founding for change of policy towards teachers in order to make progress in modern pedagogical tools implementation in teaching process in different engineering courses.

Our short-term longitudinal study explored undergraduate students' experiences with performing authentic science practices in the classroom in relation to their science achievement and course grades. In addition, classroom experiences (felt recognition as a scientist and perceived classroom climate) and changes over a 10-week academic term in STEM (science, technology, engineering, and mathematics) identity and motivation were tested as mediators. The sample comprised 1,079 undergraduate students from introductory biology classrooms (65.4% women, 37.6% Asian, 30.2% White, 25.1% Latinx). Using structural equation modeling (SEM), our hypothesized model was confirmed while controlling for class size and GPA. Performing science practices (e.g., hypothesizing or explaining results) positively predicted students' felt recognition as a scientist; and felt recognition positively predicted perceived classroom climate. In turn, felt recognition and classroom climate predicted increases over time in students' STEM motivation (expectancy-value beliefs), STEM identity, and STEM career aspirations. Finally, these factors predicted students' course grade. Both recognition as a scientist and positive classroom climate were more strongly related to outcomes among underrepresented minority (URM) students. Findings have implications for

In this paper we are giving an example of how Information and Communication Technologies (ICT) can enhance the process of Teacher training, and how this can be used for Lifelong Competence Development of teachers. We show how one particular methodology for teaching and training soft skills can be further enhanced by the use of ICT. We show how the use of Learning Design centred software platform for lifelong competence development can enhance the in-service training of teachers.

In a flexible language learning system, developed at a French university and gradually improved through Action Research, different elements are combined: individual work on a virtual learning environment (VLE), pair-work and counselling appointments. One of the objectives of the system is to help the students involved progress towards autonomy-defined as "the ability to take charge of one's own learning" (Holec 1981: 3) or "as the capacity to take control over one's own learning" (Benson 2001: 2)-in their learning of English. The implementation of the system involves a new conception of the different actors' roles. Teachers become tutors, or counsellors, as defined by CRAPEL (Gremmo, 1995; Ciekanski, 2005) with new specific pedagogical goals (Bertin, Gravé & Narcy-Combes, 2010) and the learners have a new role to play. The introduction of two new guidance tools over the last years-a logbook, and specific sections in the existing forum of the VLE-were meant to help the students develop a reflexive approach and thus enhance autonomization, or developing learners' capacity to learn (Holec 1990: 77), and, in a second time, to promote the development of collaborative learning strategies and encourage the students to use strategies which they would not primarily have thought of. The guidance tools used in this specific language learning environment such as the counselling appointments, the logbook, and the forum, may influence the roles played by the different actors, but also the representations they have of their own roles, which may have an impact on their motivation and thus on the autonomization process (Dickinson, 1995). From the creation of the flexible system five years ago, the research has studied a population of 610 students through quantitative and qualitative analyses (Chateau, 2008; Chateau & Zumbihl, 2010). Focusing on the results obtained with the last population of students, the paper discusses the differences between them and the previous populations, and in particular whether the evolution of the roles played by the different actors, as compared with traditional language teaching/learning situations, has been enhanced.

Rational drug use has increasingly received public policy attention in efforts to maintain quality health care at lower costs. Prescribing habits are developed during residency training, and education regarding rational drug use should be an integral part of the residency curricula. Considering that many medical errors in family medicine are related to incorrect medication management, there is need for a focused education in pharmacotherapy. This paper outlines suggested guidelines for pharmacotherapy curricula in family medicine residency training, as recommended by the Society of Teachers of Family Medicine Group on Pharmacotherapy. A pharmacotherapy curriculum should include common conditions managed in family medicine, as well as general principles of pharmacotherapy. This should allow for repeated exposure to core topics over a 3-year cycle and be delivered in various settings (didactic teaching, longitudinal active learning, point-of-care education, and rotations). The curricu...

This paper contrasts two types of ''autodidact'' located in the UK in different historical periods, which utilised different learning/research technologies to different ends. From the 1920s to the 1960s some working-class activists committed to the Communist Party of Great Britain became ''educated'' in Marxism (and more) through the processes intrinsic to their politics. This radical acculturation was undertaken outside the universities in consequence of both an absence of access to higher education and because of the relatively enclosed social world of British Communism. The widening of educational opportunities and the decline of political Marxism effectively extinguished this kind of autodidact. New technologies have meant that the 21st century is witnessing individuals and cyber-communities that are creating knowledge-based challenges to professional and institutional power in the face of personal/family ''medical'' crises. The paper outlines the characteristics of these two categories of autodidact and a new terrain of counter-hegemonic learning.

Flipped classroom is a teaching method that has been used by many teachers all over the world . Thanks to its efficiency in improving the quality of teaching and learning , some Moroccan teachers think that it represents the best alternative to the traditional teaching methods we are following in our schools. This teaching method has many advantages since it fosters learners' autonomy , collaboration and independance . Technology has done a lot in order to implement the flipped classroom . Videos , Learning Management Systems and wiki spaces have contributed in making the flipped classroom experience a real success. So it's time to give it a try and adopt it, so that we provide equal opportunities for Moroccan students and help them enjoy their right to education and open the horizon for them to succeed and be active citizens in the future !

Stand-up Comedy has more to do with teaching than you might think. Is there more to Stand-up Comedy than just 'being funny'? what can teachers learn from interactive performance? How does the experience of Stand-up Comedy relate to: Oracy, Formative assessment and Dialogic learning?

Context: Networks are seen as important vehicles for educators' professional development because they provide opportunities for educators to develop their teaching and leadership capacities and establish forums for educator resistance. Networks that also function as intermediary organizations provide spaces in which educators and network leaders can bridge and buffer the external demands of accountability policies. Focus of Study: This article considers how the Internationals Network for Public Schools (Internationals Network) contends with the often incompatible external demands of current accountability policies, and the internal professional and pedagogical practices of their schools. First, this article explores the challenges that the International schools encounter as they negotiate commitments to inquiry-based learning and local decision making in the context of top-down mandates. Second, it discusses the history, practices, and internal challenges of the network. Finally, it provides examples of how the network acts as a bridge and buffer for the schools as it negotiates current external accountability pressures. Setting: The International High Schools serve a population of recently arrived immigrant youth from over 90 countries, who speak over 50 languages and come from socioeconomic backgrounds that qualify most for free lunch. The International High Schools constitute a network of nine public high schools throughout New York City and one newly opened school in Oakland, California. The term network is used here to refer to both the nonprofit intermediary organization, Internationals Network, and the community of Internationals educators across schools. Research Design: This case study engages approach to the anthropology of policy that involves exploring policies through various sites to understand how the discourses, provisions, and technologies of education policies are encountered, experienced, and negotiated by different members of a community. This article is based on par-

The content of information security curricula spans a wide array of topics. Because of this variety, a program needs to focus on some particular aspect and provide appropriate depth of education. Active learning theory provides insight into methods of increasing skill development and retention through specific instructional methods.

Capstone is defined by the American Heritage Dictionary (2009) as a “crowning achievement or final stroke, the culmination or acme”. As the pinnacle of a student’s academic experience they mark a unique opportunity for students to showcase their knowledge, skills, and abilities acquired during their time in an academic program through a comprehensive, intensive, and integrative individualized experience. In a capstone experience, students synthesize, integrate, and/or apply their previous knowledge, in a way that demonstrates mastery while building a deeper level of understanding.The student created products generated from the capstone experience should be designed to help assess crucial learning outcomes of the BMF completer program in which the student is enrolled. Additionally, demonstration of general education and/or interdisciplinary outcomes should also be evident in the capstone such as effective written and oral communication, critical thinking, information accessing and information processing, and problem solving (Buzzetto-More and Pinhey, 2007).

A capstone course is a transformative educational experience predicated on student-centered constructivist pedagogy. In a capstone course, the tutor is not the foci of erudition, rather there is a shift of responsibility as the instructor becomes a facilitator who guides the tutee on their self-charted scholarly expedition (Buzzetto-More, 2013).

Various incarnations of student capstone courses can be found in higher education, most commonly within undergraduate and graduate nursing, education, computing, engineering, and/or or business programs. While still considered an unusual occurrence in K-12 teaching and learning in the United States, recognition of the benefits of capstone experiences has been growing steadily, albeit slowly, during the past fifteen years.

The pioneer of public K-12 capstone experiences is the State of Rhode Island. Under the Rhode Island Diploma System, students demonstrate proficiency through multiple sources of evidence gathered over time. State assessment results count for no more than 10 percent of this evidence. Other factors considered include: portfolios, capstone projects, public exhibitions, and the State's Certificate of Initial Mastery. As the culminating achievement of a student’s K-12 studies, the Rhode Island Capstone Project requires students to focus in-depth on a core question, the product of which plays an essential part in demonstrating that a student can meet applied learning standards, RI Grade Span Expectations, and other content standards (Rhode Island Skills Commission, 2012).

There are many different models for capstone course delivery and conducting these courses is a complex task. Clear, Goldweber, Young, Ledwig, and Scott (2001) addressed the complexity of creating, implementing and delivering a successful capstone experience. They explained that there are a number of important issues that need to be addressed. These questions include: Goals of the Course; Characteristics of Projects; Project Deliverables;Prerequisites and Preparation; Grading and Assessment; Administration and Supervision; and Reflection, Analysis and Review.

Capstone experiences are highly constructivist and almost always project based whereas project, or problem based learning, it is a constructivist form of instruction where students engage in critical thinking, synthesis, evaluation, multilayered decision making, goal setting, problem solving, and collaboration (Page, 2006). Further, the exploratory and inquiry oriented nature of project based learning activities helps to build and/or reinforce information literacy skills (Buzzetto-More, 2009; Kuhlthau and Todd, 2007) where students demonstrate the ability to: plan, select sources, find and locate information, engage in critical analysis, apply multilayered decision making, and generate meaning (Page, 2006).

Teaching a capstone course is an exciting and ever changing experience. It requires an ongoing and
meaningful dialogue to occur between tutor and tutee, the unique nature of which stimulates learning in
a way that is without parallel. As such, an enthusiastic and supporting attitude is paramount.

The paper is concerned with two-class active learning. While the common approach for collecting data in active learning is to select samples close to the classification boundary, better performance can be achieved by taking into account the prior data distribution. The main contribution of the paper is a formal framework that incorporates clustering into active learning. The algorithm first constructs a classifier on the set of the cluster representatives, and then propagates the classification decision to the other samples via a local noise model. The proposed model allows to select the most representative samples as well as to avoid repeatedly labeling samples in the same cluster. During the active learning process, the clustering is adjusted using the coarse-to-fine strategy in order to balance between the advantage of large clusters and the accuracy of the data representation. The results of experiments in image databases show a better performance of our algorithm compared to the current methods. § © $ ) © ©

Modern engineering curricula have started to emphasize design, mostly in the form of design-build experiences. Apart from instilling important problem-solving skills, such pedagogical frameworks address the critical social skill aspects of engineering education due to their team-based, project-based nature. However, it is required of the twentyfirst century engineer to be not only technically competent and socially and culturally aware, but also innovative and entrepreneurial. This paper discusses a reformulated firstyear engineering course at the University of Pretoria, which was adopted 6 years ago to better address the required innovation skills of engineering students. This design-buildinnovate course employs a unique creative problem-solving strategy in designing and building solutions to set technological problems. The students further investigate the provisional patenting of their design concepts. Mini business plans are developed and the students participate in a university-and in a national innovation competition. This introductory engineering course has been successful as measured by overwhelmingly positive student feedback, several provisional patents, and a number of small start-up companies that emanated from the students' work.

The Bologna Declaration and the implementation of the European Higher Education Area are promoting the use of active learning methodologies such as cooperative learning and project based learning. This study was motivated by the comparison of the results obtained after applying Cooperative Learning (CL) and Project Based Learning (PBL) to a subject of Computer Engineering. The fundamental hypothesis tested was whether the academic success achieved by the students of the first years was higher when CL was applied than in those cases to which PBL was applied.

Interest is increasingly being recognized as an effective motivator for learning, however neither the constructivist learning environment design literature nor the motivation research literature directly address the challenges of designing interest-driven learning activities. In this paper, we present a design framework for the creation of learning activities that draw on interest as their primary source of motivation. This Interest-Driven Learning design framework is the embodiment of a theory that addresses two challenges to the large-scale implementation of interest-driven learning. These challenges are coverage, the difficulty of motivating the wide range of learning objectives valued by our educational system with interest, and strength, the variation over time and across learners of the motivational strength of interest in a particular topic or activity. The Interest-Driven Learning framework is based on a novel categorization of motivational constructs into interest and conte...

1 Res. Assist., Çukurova University, Faculty of Education, Dept. of Primary Education, Adana-TURKEY 2 Assist.Prof.Dr., Çukurova University, Faculty of Education, Dept. of Primary Education, Adana-TURKEY ... The original language of article is Turkish (v.6, n.1, April ...

Prevailing modes of instruction, often passive in nature, do not address crucial issues for student success in science: the need for students to become part of an intellectual community, the differences in the ways students learn, and the powerful role that mentoring can play in involving students in science. Furthermore, students who spend most of their instructional time listening to lectures seldom learn to communicate scientific ideas and to become part of a problem-solving team, skills that industry tells us are crucial to success in the workplace. Workshop Chemistry is a peer-led team-learning model of instruction that provides an active learning experience for students, creates new leadership roles for those who have done well, and involves faculty in the process of reform. A modest reduction in lecture or recitation time is replaced by a two-hour student-directed small group roblem-solving and model-building workshop. The Workshop Chemistry Project is a coalition of faculty, learning specialists, and students from a variety of institutions organized around the theme of developing the workship model as an integral part of the course structure. Several brief descriptions of the workshop courses offered in the Fall of 1995 are provided, along with some sample workshop problems. Surveys, focus groups, student logs, faculty interviews, and actual course results provide insight into the enhanced learning in the workshop and the progress of the project towards its goals.

This paper reports on the implementation of a Just in Time Teaching (JiTT) approach at Humboldt State University (HSU) to teach Introduction to Environmental Resources Engineering and Science. Just-in-Time Teaching (JiTT) is a Web-based classroom strategy that combines active learning classroom activities and World Wide Web resources that are used to enhance the classroom component. At HSU, students complete Blackboard® quizzes that are due by electronic transmission a short time before class begins. Instructors review the responses "Just in Time" and adjust and organize lessons based on those student responses. Feedback from the students after one semester indicated that 93% thought the JiTT approach improved their learning. The students come to class prepared and already engaged with the material. The instructor has already assessed the students' acquired knowledge, as well as misconceptions, and, can better judge how classroom time should be spent. This effort is funded by an NSF CCLI grant.