The UC-WISE Project (UC-WISE)
Michael J. Clancy, Nate Titterton1 and Andy Carle
National Science Foundation DUE-0443121 and National Science Foundation CNS-0722339
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, plus portals into the database for students, instructors, and master curriculum developers. Activities 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.