Transcript Engineering Engineering Education

use active learning
Best Practices II
Engineering Engineering Education
1
Engineering Engineering
Education
Best Practices II
Brian Hoyt & Timothy Raymond
Best Practices--Outcomes
Participants will be able to:
 Identify several “best practices” in
engineering education. (write good
objectives, teach through Kolb cycle)
 Apply learning style theory in the design of
course material. (applied Kolb to learning
outcomes)
 Define the differences between active,
collaborative, cooperative and problem based
learning.
 Apply “best practices” in the design of their
courses.
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Engineering Engineering Education
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The Active Learning
Continuum
Informal
Make the
Group
lecture active Activities
Structured
Team
Activities
Instructor
Centered
Active
Learning
Best Practices II
Problems
Drive the
Course
Student
Centered
Collaborative
Learning
Cooperative
Learning
Engineering Engineering Education
ProblemBased
Learning
4
Best Practices
Outcomes
Learning Style Theory
Active Learning
Collaborative Learning
Cooperative Learning
Problem-Based
Learning
Best Practices II
Engineering Engineering Education
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Active Learning
 Any
learning activity that engages
students in doing something other than
listening to lectures and taking notes.
These activities may involve students
interacting with each other, writing,
reading or reflecting individually.
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Goals of Active Learning
 Greater
(and deeper) learning
 Knowledge is constructed, discovered,
transferred and extended by students
 Learning is a social enterprise in which
students need to interact with the
instructor and classmates
 Keep things interesting (pace change)
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Active Learning Activity
 Jot
down a list of 5 ways you could add
active components to your lectures
(Think)
 Turn to your neighbor and share your
list (Pair)
 Share with the large group (Share)
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Making Lectures Active

Change activities at least every 20 minutes
 Think-Pair-Share
 1-Minute Paper
 Brainstorm
 Cooperative NoteTaking Pairs
 Start a Problem
 Work out next step
 Others…
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Possible Problems?
 Identify
the person who traveled the
farthest to get to Bucknell.
 That person will be Note-Taker
 Brainstorm a list of any possible
problems you might think will occur
when you try to incorporate active
learning into your lectures. (3 minutes)
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Best Practices
Outcomes
Learning Style Theory
Active Learning
Collaborative Learning
Cooperative Learning
Problem-Based
Learning
Best Practices II
Engineering Engineering Education
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Collaborative Learning

Students interact with one another as they
learn and apply course material
 Focus on student’s exploration of course
material not on instructor’s presentations of it
 Typified by “group” work—students work
together, generally rewarded and evaluated
as individuals not as group members
 Interactions are generally unstructured
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Engineering Engineering Education
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Best Practices
Outcomes
Learning Style Theory
Active Learning
Collaborative Learning
Cooperative Learning
Problem-Based
Learning
Best Practices II
Engineering Engineering Education
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Cooperative Learning
 “The
most operationally well-defined
and procedurally-structured form of
collaboration among students … [and it]
has been the most researched and
empirically well-documented form of
collaborative learning in terms of its
positive impact on multiple outcome
measures” --Cueso 1992
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Cooperative Learning

CL has a rich history of theory, research and
practice
 The research on CL has a validity and
generalizability rarely found in the education
literature
 CL affects many different instructional
outcomes simultaneously
 Quite a bit is known about the essential
components that make it work
 CL creates learning opportunities that do not
exist when students work competitively or
individually
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Cooperative Learning
-The Structure (5 Tenets)
1.
2.
3.
4.
5.
Positive Interdependence
Individual Accountability
Face-to-Face Interaction
Appropriate Use of
Interpersonal Skills
Regular Self-Assessment
of Group Functioning
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Cooperative Learning
 Is
NOT
 Students
sitting around a table studying
 Group projects with 1 or 2 students doing all
the work
 Has
Three Levels (Felder, 2004)
 Informal
- uses short-term ad-hoc groups
 Formal - use long-term structured teams
 Cooperative Base Groups – provide mutual
academic and personal support for years
(advising)
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Informal Cooperative Learning
Strategies Exercise (Jigsaw)
 Break
into your shape groups
 Become an expert on a tenet





Positive Interdependence (Circles with Prince in Lobby)
Individual Accountability (Squares with Mastascusa Next Door)
Face-to-Face Interaction
Appropriate Use of Interpersonal Skills (Stars with Hanyak in Back)
Regular Self-Assessment of Group Functioning

(15 minutes) (TRIANGLES – YOU CHOOSE TENET)
 Return
to your color groups
 Make them experts on your tenet

(10 minutes)
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Teams

Instructors should form them


Aim for mixed ability & common availability
Early in curriculum - don’t have at-risk populations
(e.g. women in engineering) be outnumbered

Teams of 3-4 work best
 Students need structured instruction on how
to function in teams




Giving and receiving feedback
Decision making
Conflict resolution
Grade should reflect both team and individual
performance
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Teams
The faculty role changes:
 Spend an increasing
amount of time
developing learning
situations
 Spend an increasing
amount of time
coaching the teams
 Less time lecturing
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Best Practices
Outcomes
Learning Style Theory
Active Learning
Collaborative Learning
Cooperative Learning
Problem-Based
Learning
Best Practices II
Engineering Engineering Education
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Problem-Based Learning
 Uses
a problem situation to drive the
learning activities on a need-to-know
basis
 Working in teams, students figure out
what they need to know, determine how
to acquire the needed knowledge, apply
the knowledge to solve the problem and
assess the solution and the process
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PBL—Good Problems are the
Key
 Motivate
1. Engage
students’ interest and motivate
them to probe for deeper understanding
of the concepts being introduced
2. Relate the subject to the real world
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PBL—Good Problems are the
Key
Require Decisions
1. Require students to make decisions or
judgments based on facts, logic or
rationalization from principles being learned
2. Require students to define what assumptions
are needed
3. Require students to define what information is
relevant
4. Require students to define steps/procedures
to solve them

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PBL—Good Problems are the
Key

1.
2.
3.
Require Cooperation
Require positive mutual
interdependence
Not possible by divide and conquer
strategies
Appropriate complexity and length
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PBL—Good Problems are the
Key

1.
2.
3.
4.
Encourage Interaction
Opened ended (options about path)
Not limited to one correct answer
Connected to previously learned
knowledge
Involves a controversial issue or
decision
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PBL—Good Problems are the
Key

1.
2.
3.
4.
Achieve Objectives
Incorporate content objectives
Connect previous knowledge to new
concepts
Connect new knowledge to concepts
in other courses
Connect new knowledge to concepts
in other disciplines
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PBL—Completes the
Transition in Faculty Role
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The Active Learning
Continuum
Informal
Make the
Group
lecture active Activities
Structured
Team
Activities
Instructor
Centered
Active
Learning
Best Practices II
Problems
Drive the
Course
Student
Centered
Collaborative
Learning
Cooperative
Learning
Engineering Engineering Education
ProblemBased
Learning
29
Best Practices--Outcomes
Participants will be able to:
 Identify several “best practices” in
engineering education. (objectives, use Kolb
cycle, active, cooperative, collaborative, PBL)
 Apply learning style theory in the design of
course material. (applied Kolb to learning
outcomes – teach thru cycle to all learners)
 Define the differences between active,
collaborative, cooperative and problem based
learning. (√)
 Apply “best practices” in the design of their
courses. (remains to be done)
Best Practices II
Engineering Engineering Education
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