|
|
The ENSYS Training Programs use a teaching method called: R-I-M-S:
|
|
| REALTIME
- INTERACTIVE - MONITORED
- PROBLEMSOLVING |
|
|
| RIMS
is an alternative method to learn engineering science, pioneered and developed
by ENSYS |
|
RIMS has been succesfully implemented by ENSYS for over 45,000 hours to train
thousands of engineering students and professionals. RIMS has shown dramatic
improvements in the acquisition, comprehension and retention of engineering
knowledge. |
|
|
| In
the RIMS-method, MORE is learned in
LESS time |
|
|
| One
hour of RIMS session time equals 5 to 10 hours of self-study by the users |
|
RIMS is implemented as a time-management tool in engineering coursework with
dramatically improved understanding, comprehension and retention. The
objective of RIMS is to facilitate faster learning with greater understanding,
comprehension and retention. In this format, users meet for regularly
scheduled sessions by attending the Orlando Conference room, or via MultiPoint
Conferencing with login from anywhere worldwide. |
|
|
| RIMS
integrates problem-solving, feedback and interactioN |
| into a highly structured
time-management program. |
|
|
| All
topics are first presented as a step-by-step procedure |
| followed by problems which are solved
simultaneously by users and by the instructor. The user receives his tasks in
the form of an array of problems, sequenced in increasing difficulty-levels.
Technical information is strategically presented and constantly displayed on
information screens. |
|
|
| Predetermined
time periods are then given to work on problems |
| Users hand-solve all problems during
the session thus retaining control of their skill-development, which now
proceeds in a managed interactive format. While users hand-solve the problems,
the solution is simultaneously presented live, in real-time on the computer
screen. |
|
|
| While
the user is working on the problem |
| his work is monitored and feedback on
algebraic errors, conceptual errors, solution-procedures and problem-solving
methodology is presented. Users can get instant feedback while solving
problems by discussing solution strategies with the instructor or with other
conference members. Now when the user encounters difficulties, he has
available to him a hierarchy of help-levels. The user can select the level and
number of help-levels depending on the severity of his difficulties: technical
information screens, the solution screen and communication channels with the
instructor and other users are available. The user obtains instant
clarification of concepts, equations, procedures and mistakes. |
|
|
| Problem-solving
is followed by |
| a detailed discussion of solution
strategies. After the preset time-period has expired, the problem is
carefully analyzed in a group discussion where additional clarification is
given. The cycle then repeats in the next problem. |
|
|
| In
the RIMS format, users hand solve ALL problems |
| users gain confidence, practice and
skill and are provided with feedback, reinforcement, repetition and discussion
in every phase of the Training program. |
|
|
| Users
are organized |
| with a comprehensive course kit, with
color-coded sheets for quick access to material.
|
|
|
| RIMS
is a revolutionary new method to learn engineering. |
|
|
| In
the RIMS-method, MORE
IS LEARNED IN LESS
TIME |
| with dramatically improved
understanding, comprehension and retention.
|
|
|
| RIMS
is implemented as a time-management tool in engineering coursework |
|
|
| RIMS
targets the problems, inefficiencies, duplication and delays of the old method
of learning engineering science |
|
|
| RIMS
has shown dramatic improvements in the performance of engineering students |
|
|
| The
objective of RIMS is to facilitate faster learning |
| with greater understanding,
comprehension and retention by engineering knowledge workers: students,
technicians, engineering professionals.
|
|
|
| In
the RIMS format, users meet for regularly scheduled sessions |
| by attending the Orlando
session room, or via MultiPoint Conferencing from anywhere worldwide.
|
|
|
| RIMS
integrates all traditional information-sources |
| with problem-solving,
feedback and interaction into a highly structured time-management program. |
|
|
| In
each RIMS session the user receives his tasks in the form of an array of
problems |
| sequenced in increasing
difficulty-levels. Technical information is strategically presented and
constantly displayed on information screens. Predetermined time periods are
then given to work on problems in which the user retains control of his
skill-development, which now proceeds in a managed interactive format.
Concurrently, the problem solution is presented on solution screens. |
|
|
| WHILE
the user
solves the problem |
| his work is monitored and
feedback on algebraic errors, conceptual errors, solution-procedures and
problem-solving methodology is presented. Now when the user encounters
difficulties, he has available to him a hierarchy of help-levels. The user can
select the level and number of help-levels depending on the severity of his
difficulties: technical information screens, the solution screen and
communication channels with the instructor and other users are available. The
user obtains instant clarification of concepts, equations, procedures and
mistakes. |
|
|
| After
the preset time-period has expired |
| the problem is carefully
analyzed in a group discussion where additional clarification is given. The
cycle then repeats in the next problem.
|
|
|
| |
|
STEPS IN THE
INHOUSE PROBLEM-SOLVING SESSION
|
| |
|
|
|
|
| STEP 1
|
THE SESSION PROGRAM
|
TASKS
|
| STEP
2
|
THE PINK SHEET
|
TOPIC
SUMMARY SHEET
|
| STEP 3
|
THE YELLOW SHEET
|
CHAPTER
FLOWCHART
|
| STEP 4
|
THE WHITE SHEET
|
PROBLEM
|
| STEP 5
|
DIFFICULTY
LEVELS |
|
| STEP
6
|
HELP – LEVELS
|
FEEDBACK
|
| STEP
7
|
THE GREEN SHEET
|
CALCULATOR
ROUTINE
|
| STEP
8
|
THE GROUP DISCUSSION
|
REINFORCEMENT
|
| STEP
9
|
SESSION MATERIAL
|
ORGANIZATION
|
| STEP
10
|
THE COURSE MANUAL
|
ORGANIZATION
|
| STEP
11 |
IN-BETWEEN SESSIONS
|
REINFORCEMENT
|
| STEP
12 |
SUPPORT
|
|
| |
| |
|
|
| STEP 1 : THE SESSION PROGRAM
|
| The session program outlines the tasks to be performed in the
session. It presents the structure of the chapter broken down into topics and
subtopics. Next to each topic is shown an array of problems which is carefully
sequenced in level of difficulty. This array of problems is compiled from the
class textbook, other textbooks and old exams, and includes assigned homework
problems
|
|
|
| STEP 2 : THE PINK SHEET = SUMMARY SHEET
|
| The first topic is discussed. The user may have been exposed
to the material in his lectures. The session does not duplicate the lectures.
The emphasis is on methodology, not on theory. All theory and concepts from
lectures and textbooks is presented in step-by-step outline form with the
important aspects heavily emphasized. Problem-solving, “how-to” procedures
are presented. Careful attention should be paid to the information.
|
|
|
| STEP 3 : THE YELLOW SHEET = CHAPTER
FLOWCHART
|
| The Chapter Flowchart integrated and summarizes all the
pink-sheets of a chapter. It represents all equations, procedures and methods
of a chapter in diagram form. The chapter flowchart is presented when
sufficient material in a chapter has been covered.
|
|
|
| STEP 4 : THE WHITE SHEET = PROBLEM
|
| The Pink-Sheet is followed up by problems worked by users.
Users reinforce and practice with the information presented in the Pink Sheet.
The problems are sequenced in increasing difficulty-levels.
STEP
5 : DIFFICULTY LEVELS
|
| DIFFICULTY-LEVELS |
|
| |
|
| DIFFICULTY-LEVEL
1 |
Straightforward application
of equations.
Designed to familiarize the user with the equations and problem-solving
procedures.
|
| DIFFICULTY-LEVEL
2 |
More challenging problems.
Requires more reasoning skills and interpretation.
Representative of exam problems. |
| DIFFICULTY-LEVEL
3 |
Challenging problems.
Requires a comprehensive understanding of the theory.
Designed to test competence in the material. |
| DIFFICULTY-LEVEL
4 |
Very
challenging problems. Requires a comprehensive and thorough understanding
of the theory.
Designed to test mastery of the material. Users are given a pre-determined
amount of time to work on the problem depending on the difficulty level.
It is important to work fast and to be accurate. Quiet work is essential.
It is recommended to work each problem on a separate sheet. |
| |
|
STEP
6 : HELP LEVELS
|
| HELP-LEVELS |
When mistakes are made or difficulties are encountered, a hierarchy of
help-levels is available.
|
| |
|
| HELP-LEVEL
1 |
Problem Solution presented simultaneously by the instructor |
| HELP-LEVEL
2 |
Pink Sheet |
| HELP-LEVEL
3 |
Yellow Sheet
|
| HELP-LEVEL
4 |
Other users
|
| HELP-LEVEL
5 |
Questions to Instructor
|
| HELP-LEVEL
6 |
Group Discussion: long,
involved discussions can be deferred to the group discussion
|
|
The ground-rule is that the user should exhaust all help-levels first to
resolve his situation before asking questions. This will greatly increase the
efficiency of the session. The problem-solving course uses a group format and
should not be interpreted as private instruction. Other training programs such
as Private Instruction and Group Instruction are available for users who
require excessive assistance and support. The time allowed for questions has
to be distributed evenly over all users and cannot be devoted constantly to
one user only.
The user is expected to make serious attempts at resolving his difficulties on
his own, using all available help-levels. It may be very tempting to ask
questions in rapid-fire succession as soon as the slightest difficulty is
encountered. Other training programs such as Private Instruction and Group
Instruction are available for users who require excessive assistance and
support.
|
|
|
When asking questions, thoughtfully construct the question, verbalize
carefully and be specific. The better the question is worded the better the
response will be. The user should keep comparing his solution provided as he
works the problem. This will aid early detection of any mistakes.
|
|
|
Users should first look at the solution screen to find numerical results of
calculations before asking for the answers. This will prevent unnecessary
repetition and will save session resources.
|
|
|
Users who arrive late in the session will not be offered assistance for missed
material. Questions dealing with missed material will not be taken. It is
important that the user does not compromise the flow of the session. The user
can make up missed material on his own time.
|
|
|
| STEP
7 : THE GREEN SHEET = CALCULATOR
ROUTINES
|
|
Relevant TI-89 calculator routines are explained and implemented in the
sessions. Users are expected to be familiar with the TI-89 basics such as data
input, syntax, data editing
|
|
|
| STEP
8 : THE GROUP DISCUSSION
|
|
| After
the time-period has expired |
| the entire group stops
working on the problem and the solution is carefully analyzed. Please pay
careful attention here because the problem-discussion is used to reinforce and
to amplify the aspects of the theory discussed earlier in the Pink-Sheet.
|
| Information
is presented in Layered form |
1. Information is first
introduced in the Pink-Sheet
2. Users interpret and apply the information when working the problem
3. The information is reinforced in the group-discussion
After the goup-discussion, users will have been exposed to the information
three times.
Additional layers of reinforcement, amplification and extension of the topic
information are given when users
continue with solving additional problems, which are aequenced in increasing
difficulty-levels.
|
| Each
problem is carefully selected to reinforce and explain a specific aspect of
the theory |
| Not paying attention in the
group discussion will mean unnecessary questions later. The problem-solving
procedure is reinforced, alternate solutions are discussed and additional
questions are answered. Principles are reinforced and repeated.
|
| FINSHING
THE PROBLEM EARLY |
If you finish the problem
early, use the remaining time to review your solution, review the solution on
your
computer screen. It is important not to distract or disrupt other users. If
you need to discuss or compare your solution with another user please be
discreet.
|
| NOT
FINISHED WITH THE PROBLEM |
If you have not finished
the problem when the group-discussion starts it is recommended that you stop
working on the problem and that you participate in the discussion. The
information provided will be helpful in correcting any mistakes made. To
complete your solution you can:
1. ask questions or
2. skip the next problem and use that time to finish your solution or
3. complete your solution after the session
|
|
|
| STEP
9 : SESSION MATERIAL
|
It is recommended that users handcopy the Pink-Sheets during the sessions. All
other sheets are made available to users via email. The entire whiteboard will
be emailed to users after the session. This enables users to concentrate on
their own work during the session instead of handcopying from the
solution-screen.
Only material displayed during the session will be made available to users.
Session-material not displayed in the session can be made available in extra
sessions under Private Instruction or Group Instruction. These extra sessions
are billed separately.
The following sheets are displayed in the sessions:
1. Session Program
2. Pink Sheet: problem-solving procedures
3. Yellow Sheet: chapter flowchart
4. Green Sheet: calculator routines
5. White Sheet: problem solution
6. Blue Sheet: proofs
|
|
|
| STEP
10 : THE COURSE MANUAL
|
|
Organization is the key element of the problem-solving course. It is
recommended that users organize all session-material in a
three inch, 3-ring binder. At the end of the session, the entire
whiteboard will be emailed to users. Users can print out the entire session
and file in the binder.
|
|
|
| STEP
11 : IN-BETWEEN SESSIONS - FEEDBACK
|
1. Users should rework the problems in-between sessions.
First work the problems which presented difficulties in the session or which
were not completely worked out in the session. Reworking the problems will
increase problem-solving speed and will reinforce principles and procedures.
2. Review the Pink-Sheets
3. Review the Yellow Sheets
STEP
12 : SUPPORT
|
ensyscorp@ensys2.net
Live 24/7 1.800.499.5941
