LIVE MULTIPOINT FORMAT

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DESCRIPTION OF THE LIVE MULTIPOINT FORMAT

 

The R-I-M-S Method

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, 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 MULTIPOINT 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