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LITRE: Learning In A Technologically-Rich Environment Banner NC State University
Welcome to LITRE

LITRE Second Phase Projects

In the second phase of LITRE, three projects will conduct an in-depth investigation into the incorporation of technology into the learning environment. A brief synopsis of each project is presented below. Click on the link to see details.

Computer Based Modeling for Engineering Project

This project is based on development of curricula to educate students to model problems, solve these problems using modeling tools, and then to analyze the solutions through decision support (i.e., become “power users” not programmers). A series of “in-class labs” integrate the traditional lab and lecture sessions into one, and in-class activities are completed on student-owned laptops. The instructors use tablet PCs to facilitate and guide student learning as they work on problems in class.

Thoroughly Modern MILLIE (Methods of Incorporating the Latest Learning Innovations in Education)
Robert Beichner, Physics

This project seeks to update the traditional lecture/lab-based university course and take advantage of recent advances in instructional technology and pedagogies. Course materials will be provided through available on-demand video and/or podcasts. Embedded web assign questions will provide feedback. Faculty freed from three hours of lecturing would hold three, one-hour seminar sessions with a third of the class at a time.

Virtual Online Learning and Teaching (VOLT)

The goal of the project is to immerse students in rich, photorealistic environments where they can actively participate in online courses through synchronous communication. There are a number of student learning outcomes in this project as each course will have unique student learning outcomes.  The crux of this project is to investigate the use of immersive 3D multiuser environments as a distance teaching and learning platform. Specifically, we propose to investigate effect on student learning, online social presence, student attitudes toward synchronous communication and peer interaction, instructor attitudes toward using these platforms for teaching synchronous, online courses, and gender effects within the environment. 

Overall Research Questions