cdio2019: aarhus, denmark the cdio approach to foster ... ... cdio2019: aarhus, denmark the cdio...

Download CDIO2019: Aarhus, Denmark The CDIO Approach to Foster ... ... CDIO2019: Aarhus, Denmark The CDIO Approach

Post on 17-Oct-2020

2 views

Category:

Documents

0 download

Embed Size (px)

TRANSCRIPT

  • CDIO2019: Aarhus, Denmark The CDIO Approach to Foster the State of Flow Experience a workshop

    Riadh Habash, PhD, P.Eng

    focused with attention: the power of brain, the force of muscles, the feel of complete immersion in the moment, absorbed in the activity, tired without notice, that is: the state of flow experience!

  • involve me i learn (deep learning)

    tell me i forget teach me i may remember

    (content mastery) ancient Chinese proverb

    what, why, how

    topics rather than subjects whole system

    problem solving

    choice

    problem finding

    personalization studio

    Think Feel Act

  • Workspaces for

    Conceive, Design,

    Implement, Operate,

    and for Design-Build Experience

  • engineering is about discovering,

    integrating,

    experiencing,

    collaborating,

    failing and succeeding

    across functions,

    disciplines,

    and people https://jessiejacobs.co.uk/2015/03/03/failure/

    https://jessiejacobs.co.uk/2015/03/03/failure/

  •  State of flow is important in education since it encourages long-term interest in the activity of learning. One of the main conditions for flow, according to Csikszentmihalyi (who first coined the term in 1975), is that an activity be challenging at a level just above learner’s current abilities.

     The question: how can teachers encourage flow and how can students achieve flow?

     To put the art at the start, a case of teaching “the knowing-about and the knowing-to” related to CDIO context (design-build experience and workspaces) will be presented in this workshop.

  • Teach as taught! While looking back over my about 35 years as an educator, I have witnessed significant change on many things but few basic things still remain unchanged.

    In technology, we have progressed from slide rules to calculators to computers and the Internet. Just notice; what that entails?

    As we are witnessing an exciting times for engineering! The challenge is how to teach 21st century skills and competencies. Shall we focus on the traditional curriculum content or on the environment in which they learn?

  • The “what” and “why” What are the pedagogies that make-up engineering education?

    How are they related to engineering professional practice?

    When students leave the school, what they should know?

    What types of knowledge are currently taught? Why they are taught?

    How do students understand their experience during their study?

    Are pedagogical practises driven by what the students do in class or

    by what the instructor does?

    How do we integrate new approaches with a minimum student resistance?

  • Learning for life-long professional practice

  • The “bucket theory of knowledge”

    Course content should not be used as an end in itself, but as a means of helping students learn how to learn.

    Teaching should shift from covering all required content to guiding principles of the learning process.

    Grading should not be based on reciting back lecture notes. Sometimes, grading is very degrading for students.

  • Information Consumption (Basic use of technology)

    Practice skills and procedures; take test or turn in homework; find information in the

    Internet; write reports, etc.

    Knowledge Creation (High-level use of technology)

    Analyze data; collaborate with peers and teachers; develop and use simulations, build products; create presentations.

    Thinking literacy Foundational, content level, structures, top-down.

    Thinking competency Applications, guided, semi-structures, top-down bottom-up.

    Thinking proficiency Synthesis, project-based, bottom-up, open-ended.

  • Personalized learning is to get

    away from the concept of

    “lesson” by designing topic-

    case- project- learner-centred

    education.

    Digital tools have transformed

    learning to collaborative

    environments.

  • Toward state of flow experience

  • Lectures and Exams: 60% Concepts and Analysis

    Design

    Reflection: 10%++ Project Portfolio

    Class Presentation Virtual Lab

    g9toengineering.com Greenengineers.ca

    Lab: 10% Hands-on

    Structured Tasks

    Project: 20% ++ Whole System

    Own Choice CDIO Based

    Mechatronics course for state of flow

    Knowledge Personalization and Creation Applying, Analyzing, Evaluating, Creating

    Knowledge Acquisition Remembering and Understanding

    Project Exhibition Sharing

    Project Competition Teams Selecting

  • A typical “whole” mechatronics system

    as a “topic- case- reflection-project-

    based” platform for teaching mechatronics.

  • “g9toengineering.com” was developed by the author in

    2007 and maintained by students from an undergraduate

    mechatronics class to enable knowledge creation and sharing.

  • “Greenengineers.com” is a complementary

    virtual community of practice hub developed

    by the author in 2010 to strengthen student

    competition teams and clubs.

  • State of flow experience is a learning journey from routine and unfeeling to

    enlightenment, empowerment, emancipation, entrepreneurial mindset

    uOttawa SAE Aerospace

View more >