Acquiring the 21st Century Competencies Through Design ... · PDF...
Transcript of Acquiring the 21st Century Competencies Through Design ... · PDF...
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Acquiring the 21st Century Competencies Through Design Based Learning In Engineering Education
Facilitated by
Dr Siva Chandrasekaran & Dr John M LongSchool of Engineering, Deakin University
Australia
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INTRODUCTION - DESIGN PROJECTS
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OUR BACKYARD
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§ Established in 1974 as one of the new generation of Australian universities
§ Australia’s ninth largest university with 50,644 students of whom 32% are international students from 112 countries
§ Deakin combines a university's traditional focus on excellent teaching and research with a desire to seek new ways of developing and delivering courses
§ Four campuses
§ Four Faculties
Geelong Waterfront
Geelong Waurn Ponds
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Faculty of Science, Engineering & Built EnvironmentØ School of Architecture and BuildingØ School of Engineering
Ø Center for Advanced Design in Engineering Training (CADET)Ø School of Information TechnologyØ School of Life and Environmental Sciences
CADET, Waurn Ponds campus
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WORKSHOP FLOW
Sharing Question &
Answer
PracticePresent
Feedback
SummaryTakeaway
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CONTENTS
ü Structured Discussion 1 (15 Mins)
ü Structured Discussion 2 (15 Mins)
ü Activity 1 – Mapping (20 Mins)
ü Activity 2 – Designing a Project (25 Mins)
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STRUCTURED DISCUSSION
v Survey of participants – what are 21st Century engineering competenciesstudents need to acquire?
• Table 1– -------------
– -------------
• Table 2– -------------
– -------------
• Table 3– -------------
– -------------
• Table 4– -------------
– -------------
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STUDENT PERCEPTIONS
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
COMMUNICATION
WORK IN DIVERSE TEAMS
SELF-MANAGEMENT
PROFESSIONALISM
CREATIVITY/PROBLEM SOLVING
MANAGEMENT/LEADERSHIP
ENGINEERING BUSINESS
PRACTICAL ENGINEERING
INNOVATION
CONTEXT RESPONSIBILITIES
APPLYING TECHNICAL THEORY
4.5
4.3
4.3
4.2
3.8
3.6
3.5
3.2
3.2
3.2
2.8
0 - Not needed, 5 - Critically needed
Com
pete
ncie
s
Figure 1. Importance ratings of competency factors required by engineers(Sally Male et al)
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STRUCTURED DISCUSSION
v Survey of participants – Teaching practice/activities in classroom
• Table 4– -------------
– -------------
• Table 3– -------------
– -------------
• Table 2– -------------
– -------------
• Table 1– -------------
– -------------
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ACTIVITY 1 - MAPPING
v Mapping the engineering competencies with current teaching practices
• Competencies Vs Teaching practices
Competency 1
Competency 3
Competency 5
Competency 2
Practice 1
Practice 2
Practice 3
Mapping not Matching
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MOTIVATION FOR DESIGN
Engineers Australia (EA)
Engineering application ability is “application of systematic engineering
synthesis and design processes”
Engineering Design is “the ability to apply their knowledge and understanding to develop and realise designs to meet defined and specified requirements”
Accreditation Board for Engineering and Technology(ABET)
Engineering Design is “an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability”
European Accreditation of Engineering Programmes (EUR-ACE)
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WORLD ACCREDITATION BODIES’ FOCUS ON DESIGN
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INDUSTRY VIEWS ON DESIGN
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DIFFERENT LEARNING APPROACHES
Problem Based Learning (PBL) Project Based Learning (PbL)• Learning is around problems• Problem solving is a component• Teacher supervises the learning
process• Focus is on problem analysis• A case or a problem given• End product is in the form of
solution (results)
• Learning is around projects• Student centred approach• Teacher directing the learning
process• Focus is on problem analysis and
solution• Facilitator set the project• End product is in the form of reports
Design Based Learning (DBL)• Combination of both problem based learning and project based learning
approaches• Learning by designing creative and practical solution• Focus is on design activities• Integrating design and technology in to engineering • In addition to problem solving skills, it is engaging students in working in team
work, learning actively, engage with real world projects
(PBL, Anette Kolmos & Erik de Graaff, DBL, Doreen Nelson)
Emphasize learning
instead of teaching
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DESIGN BASED LEARNING (DBL)
Innovation
Creativity
Design Based Learning 21st century skills
ü Hands-on Workü Problem solvingü Collaborative team workü Active learningü Engage real-world
assignments
EA
ABET
EUR-ACE
Design
Academic focus
Industrial Expectations
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DESIGN BASED LEARNING PROCESS
InnovationCreativity
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CONSTRUCTIVE ALIGNMENT
Learner does
Alignment
Teacher does
Learning environment
Learning activitiesLearning outcomes
Teaching methods
Assessment
Components of teaching system
Learning activities
Constructive
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DESIGNING A PEDAGOGY
• Designing at an individual level
Curriculum Development G
radu
ate
Com
pete
ncy
prof
ile School Level
Institutional Level
Individual Level
Des
ign
of st
udy
prog
ram
Design of 1st
Semester
Design of 2nd
Semester
Design of 3rd
Semester
Design of 5th
Semester
Design of 6th
Semester
Study activity 1
Study activity 2
Study activity 3
Study activity 4
Xiangyun Du et al
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SEMESTER OVERVIEW OF TEACHING – DBLWeek No.
Activity Deliverable On-Campus students Off-campus students
Week 1 Project Presentation Campus based Cloud based (Bb Collaborate sessions)
Week 2 Problem Identification Campus based Cloud based (Bb Collaborate sessions)
Week 3 Problem Identification / Concept Research Campus based Cloud based (Bb Collaborate sessions)
Week 4 Concept Research / Design Brief Development Design Brief Campus based Cloud based (Bb Collaborate sessions)
Week 5 Concept Selection / Design Development Campus based Cloud based (Bb Collaborate sessions)
Week 6 Design Development / Modelling and building / Testing and evaluation
Campus based Campus based (intensive week)
Week 7 Design Development / Modelling and building / Testing and evaluation
Campus based Campus based (intensive week)
Week 8 Design Development / Modelling and building / Testing and evaluation
Campus based Campus based (intensive week)
Week 9 Design Development / Modelling and building / Testing and evaluation
Design Presentation Campus based Campus based (intensive week)
Week 10 Design Development / Modelling and building / Testing and evaluation
Campus based Campus based (intensive week)
Week 11 Product Delivery ePortfolio Campus based Cloud based (Bb Collaborate sessions)
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COMPARISON OF DBL MODELCommon first yearunit
Traditional Model DBL Model
Assessment § Assignment 20%§ Laboratory report 20%§ Examination 60%
§ Design brief 25%§ Design Presentation 25%§ ePortfolio 50%
Contact § 2x1 hour Lectures§ 1x1 hour Tutorial§ 2 hour Laboratory per fortnight
§ 1 hour project meetings with each group team perweek
§ elive sessions§ Online cloud concepts
Teaching § Content driven, focused more ontheory than practice
§ Teacher driven§ Assessment based on recollection
rather than application.
§ Cloud concepts§ Research papers§ Design Briefs§ Webinars§ You Tube clips
Project § Minor/major projects § Project should help students achieve the learningoutcomes
§ The content is aligned to the Project§ The project should be able to drive the learning
Teams § Only for some cases § 5 to 6 members§ Team is determined by students§ Combination and fraternisation of on and off
campus students§ Teams decide the roles assigned to each member§ The staff member plays dual roles- facilitator and
clientTeam Meetings § Not Available § Agenda set by students
§ Minutes of the meeting recorded§ Elive sessions§ Assigned roles for each team member for the
meeting
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CASE STUDY - 1 Full DBL Assessment *Design project 1 (50%) *Design project 2 (50%) Contact *1 x 2 hour Class per week *1 x 2 hour Design studio per week Teaching *More on practice *Design work *Design Briefs *Assessment based on Group work & individual work Project Activities *For a multi storey office building (students have to carry out)
Report 1 Group Task – 20% Individual Task – 80% *Conceptual design for columns *Structural analysis for columns
*Detailed design for five columns in a selected floor
Report 2 Group Task 20% Individual Task -80% *Conceptual design for shear walls & footings *Structural analysis for shear walls & footings
*Detailed design for a selected shear walls & footings
Partial DBL Assessment *One Design project (30%) + One laboratory project – Concrete lab (15%) *Final examination (55%) Contact *3x1 hour Class per week *1x1 hour Seminar per week *3 x 3 hour Laboratory Teaching *Content driven, focused more on Fundamental &Theory Student driven design work *Assessment based on group work & individual work Project Activities *For a multi storey residential Building (students have to carry out)
Group Task – 20% Individual Task – 80% *Conceptual design report *Structural analysis
*Work on detailed design for continuous beams
Comparison of partial DBL and full DBL
(Al-ameri and Siva, 2016)
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ADVANTAGES /ASSESSMENT – GROUP PROJECTS• Group Projects
“The main advantage in using group work seems to be that students learn more and retain it longer when involved in“Active Learning”. The student outcomes could be; students become better at being active and tolerant listeners; studentshelp each other master content; and students gives and receive constructive criticism and manage disagreement”
(B. G. Davis,1993)
The learning outcomes associated with group work assessment are
Learning outcomes Assessment
Oral and written communication skills Design brief, project proposal
Teamwork skills Project progress (weekly)
Designing and problem solving skills Demonstration (E-portfolio)
Peer-peer learning and feedback Peer Assessment (Spark Plus tools)
Collaborative skills Online/face to face meetings – weekly reports/emails
Outcome based research Prototype/Report/ Presentation (individual/teamwork)
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CASE STUDY - 2Putting up a Shelter Box tent
Junior et al
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D
PROJECT GROUP OBJECTIVE• Design a Sustainable Shelterbox kit to be deployed in
a disaster stricken region.– Detailing Box inventory
– Design of the housing, detailing design includes detail in floor/planning layout.
– Generation of a CAD drawing of the housing
– Sustainable design features incorporated somewhere in the aspect of the design.
Your ShelterBox must include at least 3 sustainabledesign features
You will be given a Disaster Case Study Scenario
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D
PROJECT GROUP OBJECTIVE
CAD Model
Interactive Visualisation Technology – THE CAVE
Junior et al
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D
CHOOSE YOUR DISASTER
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BEHAVIOUR CHANGE
Initial interest
Professional Development (training)
Readiness of Staff
Existing experience
Constructive Alignment
Peer to peer learning
CHAMPION
Mentor
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OUTCOMES ACQUIRED
• Explored about 21st Century competencies.• Current teaching/assessment practices for those competencies.• Identified the gap between the competencies and current teaching/assessment
practices.• Design based learning approach• Designing a pedagogy• Behaviour change as a facilitator
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