Computer Methods in EDG Education


  • Robert L. Mabrey Tennessee Technological University


This paper presents several computer related techniques that encourage EDG students to develop knowledge at levels 4 and 5 of Bloom's taxonomy.  These knowledge levels are associated with generalized problem solving in undergraduates and research capabilities in graduate students.  The approach presented is intended to extend the educational process in contrast to the development of training skills at knowledge levers 2 and 3 that are often the sole basis for EDG instruction.


In the decade since "The Seven Principles for Good Practice in Undergraduate Education" appeared in the American ASsociation of Higher Education Bulletin, it has served as an important guidepost in defining and evaluating "good teaching."  One of these seven principles is to encourage active learning.  It was suggested that this be accomplished through team projects, challenging discussions, independent study and other similar means.  While most educators use some or all of these methods in their classes, it should be remembered that these suggestions predated the widespread use of modern techniques, such as computer driven presentations and the World Wide Web (WWW).


Today's EDG education can be enhanced by such things as adding an animation to a normally static computer drive lecture, or using the WWW to actively explore topics such as the optical illusions of M.C. Escher and the camera obscura art of the 17th century Dutch artist Vermeer.  This paper presents several methods and topics similar to those mentioned above.  It is intended to support the concept that there are many facets of an EDG education and that, while fundamentals and required skills must remain at the center of our curriculum, the student can benefit greatly by discovering directly how those principles relate to a broader scope than normally presented.




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