Flexible pacing: Aiding students to adapt to the complexities

of multidisciplinary Higher Education

Karin Wolff October 2010

Overview

• Mechatronics Program – Complexity & Diversity

• The Day per Subject system - evaluation

• Framing of pace & control: Analysis

• Key findings: Conceptual vs Contextual pacing

Context Complexity

Curriculum Design

Multidisciplinary

Knowledge

StudentDiversity

Resources & Time

The Day per Subject System8-hour day

Lecturer Contact Hours

• Dedicated, equipped venue• Lecturer’s prerogative to apportion time

according to subject/student needs

Student Survey

15.4

15.4

9.260

% Subject types requested more than once a week

Maths Physics Applied No requests

Question

Given the flexibility to design their curricula and pedagogies based on the complex needs of a multidisciplinary knowledge region and those of a diverse student body, how do lecturers interpret these needs and what measures are implemented to facilitate them?

Focus: How do lecturers frame their pedagogic practice with respect to Pace & Control?

Framing AnalysisSubject-type Theoretical Mixed Applied

Subject name Mathematics Strength of Materials

Computer Aided Manufacturing

Knowledge Structure/ Classification

↑↔ C++ ↑ C+ ↔ C--

Curriculum approach

Conceptual Mixed Contextual

FRAMING

Lecturer/ Student perception

L S L S L S

CONTROL F-- F --/0 F+ F+ F+ F+

PACE F+ F --/0 F- F- F- F-

Student perception of Structure

Input

•Theoretical input, eg. lecture

•Support material availability (texts/ handouts)

Analysis

•Lecturer/student interaction in analysis of typical examples

•Analysis exercises with lecturer present

Application

•Equipment/Opportunity for application of theory, eg. lab practicals/ tutorials

•Support staff availability, eg. lab assistants, tutors

•Follow-up practices, eg. assessment/feedback

Extension

•Opportunity to extend knowledge to independent/group projects

•Availability of support staff/peers

Flexible pacing

Benefits

• PJBL induction

• Independence

• Cooperative Learning

• Peer mentorship

• Learning Styles accommodation

Challenges

• Perception of Structure seems limited to stages in learning continuum

• Hierarchical knowledge structures not explicitly perceived

• Multidisciplinarity requires pedagogies designed to cope with complexity