The UC-WISE Project (UC-WISE)
Michael J. Clancy, Nate Titterton1 and Andy Carle
The UC-WISE project (University of California Web-based Instruction for Science and Engineering) aims:
- to provide technology and curricula for laboratory-based higher education courses that incorporate online facilities for collaboration, inquiry learning, and assessment, and to investigate the most effective ways of integrating this technology into our courses; and
- to allow instructors to customize courses, prototype new course elements, and collect review comments from experienced course developers.
The UC-WISE system includes a database of annotated learning objects, served by linking to the WISE learning environment developed in the School of Education, plus portals into the database for students, instructors, and master curriculum developers. Activities provided by WISE and used in a UC-WISE curriculum include online discussions, programming exercises, reading of Web-delivered text, reflection notes, journal entries, quizzes, scripted assessments, and "gated collaborations" where students critique their peers' responses to a seed topic. Instructors may view some student work (e.g., quiz responses and collaboration activities) in real time.
Project efforts fall into three categories: curriculum design and refinement, pedagogical research, and system and tool development.
Initial support for the project came from CITRIS; we have also received support from Hewlett-Packard. In 2005 we were awarded an NSF grant (DUE-0443121) to design and evaluate UC-WISE curricula for Java-based introductory and data structures courses. We also received an NSF CPATH grant in 2007 (CNS-0722339) to build a community around lab-centric instruction.
- A. Carle, J. Canny, and M. Clancy, "PACT: A Pattern-Annotated Course Tool," Proc. 2006 World Conf. Educational Multimedia, Hypermedia, and Telecommunications, P. Kommers and G. Richards, eds., Chesapeake, VA, AACE, 2006.
- M. Clancy, N. Titterton, C. Ryan, J. Slotta, and M. Linn, "New Roles for Students, Instructors, and Computers in a Lab-based Introductory Programming Course," SIGCSE Bulletin, Vol. 35, No. 1, February 2003, pp. 132-136.
- C. Ryan, "Analogies Are Like Bowling Balls, or Why Analogies to English Need Some Explanation to Help Students Learn Scheme," master's thesis, http://www.eecs.berkeley.edu/Pubs/TechRpts/2006/EECS-2006-75.html.
- A. Carle, M. Clancy, and J. Canny, "Working with Pedagogical Patterns in PACT: Initial Applications and Observations," SIGCSE Bulletin, Vol. 39, No. 1, February 2007, pp. 238-242.
- N. Titterton and M. Clancy, "Adding Some Lab Time is Good, Adding More Must Be Better: The Benefits and Barriers to Lab-Centric Courses," Proceedings of the 2007 International Conference on Frontiers in Education, Las Vegas, NV, June 2007.