Assessing Adaptive Expertise in Undergraduate Biomechanics

Abstract

This paper describes the design, development, implementation, and assessment of a multimedia-based learning module focused on biomechanics. The module is comprised of three challenges and is based on a model of learning and instruction known as the How People Learn (HPL) framework. Classroom assessment of the first challenge was undertaken to test the hypothesis that the HPL approach increases adaptive expertise in movement biomechanics. Student achievement was quantified using pre-and post-test questionnaires designed to measure changes in three facets of adaptive expertise: factual and conceptual knowledge and transfer. The results showed that the HPL approach increased students' conceptual knowledge as well as their ability to transfer knowledge to new situations. These findings indicate that challenge-based instruction, when combined with an intellectually engaging curriculum and principled instructional design, can accelerate the trajectory of novice to expert development in bioengineering education.

Problem-based learning in photonics technology education: assessing student learning

“…The PHOTON PBL approach for assessing student learning in PBL was informed by research conducted by the Vanderbilt-Northwestern-Texas-Harvard-MIT (VaNTH) Research Center for Bioengineering Educational Technologies on assessing adaptive expertise 12 . Research on the development of expertise shows that in contrast to novices, experts rely on a readily accessible foundation of factual knowledge organized into a conceptual schema centered on core principles or concepts.…”

“…Adaptive experts are able to apply this knowledge in solving problems in a variety of situations and contexts by recognizing similar features and underlying principles. Based on this research, the VaNTH model for assessing adaptive expertise consists of three weighted measures: content knowledge, conceptual knowledge, and transfer (the ability to apply factual and conceptual knowledge in new and novel situations) 12,13,14 . Similarly, the PHOTON PBL assessment model shown in Figure 1 includes three measures: content knowledge, conceptual knowledge, and problemsolving ability in which specific weights are assigned by the instructor depending on the course format.…”

“…Experts' rich interrelated framework of concepts and principles allows them to understand and give meaning to new information by seeing patterns and relationships that are not apparent to novices, allowing them to access relevant information more efficiently. As expertise in a particular domain of knowledge increases through experience and practice, however, an individual's conceptual framework becomes more complex and interrelated, improving their ability to transfer learning to new situations and domains 12,13,14 .…”

“…In the VaNTH model for assess students recognized the relationship between what had been taught and the new situation presented in the problem 12 ." In the PHOTON PBL Challenges, we depart somewhat from the VaNTH model in how we define the transfer variable.…”

An Analysis of Engaged Thought Through the Lens of Undergraduate Research

“…The optimal techniques used to develop these skills have been widely researched, but a definitive solution remains elusive. 14,20,23,[28][29][30]34,[43][44][45][46][47][48][49][50][51][52] While utilization of a variety of approaches will likely produce optimal development of these skills, active, student-centered, and inquirybased learning appear to be common themes amongst the critical thinking literature. 4 One such activity that promotes active, student-centered, and inquiry-based learning for undergraduate students is the undergraduate research experience.…”