cseet09 tutorial presentation

Enriching th C lt fthe Culture of

Software Engineering Education through

Theories of Knowledge and Learning

Sanjay Goelhttp://www.linkedin.com/in/sgoel

LinkedIn Group Computing EducationLinkedIn Group - Computing Education

Jaypee Institute of Information Technology University, IndiaJaypee Institute of Information Technology University, Indiasanjay.goel AT jiit.ac.in, goelsan AT yahoo.com

S. Goel, CSEET' 09

My Papers on Engineering EducationMy Papers on Engineering Education

1. Arora Ritu and Goel Sanjay (2009), Software Engineering Approach for teaching development of scalable enterprise applications CSEET ’09 IEEEdevelopment of scalable enterprise applications, CSEET 09, IEEE.

2. Goel Sanjay (2008), Successful Teaching methods for engineering education with reference to the Indian IT industry, Accepted, Journal of STEME, USA.

3. Goel Sanjay and Kathuria Vanshi (2008), A Novel approach for pair programming, Accepted, Journal of IT Education, USA.

4. Goel Sanjay (2006), Do Engineering Faculty Know What’s Broken? The National Teaching & Learning Forum, Vol 15 Number 2, USA

5. Goel Sanjay (2006), Competency Focused Engineering Education with Reference to IT Related Disciplines: Is Indian System Ready for Transformation? Journal of Information Technology Education USAInformation Technology Education, USA

6. Goel Sanjay (2006), Investigations on required core competencies for engineering graduates with reference to the Indian IT industry, European Journal of Engineering Education, Vol 31 Issue 5, October, Taylor & Francis, UK.

7. Goel Sanjay and Sharda Nalin (2004), What do engineers want? Examining i i d ti th h Bl ’ t C f f A t l iengineering education through Bloom’s taxonomy, Conference of Australasian

Association of Engineering Education, September, 2004, Australia. 8. Goel Sanjay (2004), What is high about higher education : Examining Engineering

Education Through Bloom’s Taxonomy, The National Teaching & Learning Forum, Vol. 13 Number 4, pp 1-5, USA. pp

9. Goel Sanjay (2003), Activity based flexible credit definition, Tomorrow’s Professor, Stanford University, USA

S. Goel, CSEET' 09

Abraham Lincoln's Letter to his son's Teacher

He will have to learn, I know,that all men are not just, all men are not true.

But teach him also thatBut teach him also thatfor every scoundrel there is a hero;that for every selfish Politician, there is a dedicated leader...

Teach him for every enemy there is a friendTeach him for every enemy there is a friend,It will take time, I know;but teach him if you can,that a dollar earned is of far more value than five found...

Teach him to learn to lose...and also to enjoy winning.

Steer him away from envy,if you can teach him the secret of quiet laughterif you can, teach him the secret of quiet laughter.

Let him learn early thatthe bullies are the easiest to lick...

S. Goel, CSEET' 09


Teach him, if you can,the wonder of books...But also give him quiet timeto ponder the eternal mystery of birds in the sky,bees in the sunbees in the sun,and the flowers on a green hillside.

In the school teach himit is far honorable to fail than to cheatit is far honorable to fail than to cheat...

Teach him to have faith in his own ideas,even if everyone tells him they are wrong...Teach him to be gentlegwith gentle people, and tough with the tough.

Try to give my sonthe strength not to follow the crowd when everyone is getting on the band wagon...

Teach him to listen to all men... but teach him also to filter all he hears on a screen of truth,and take only the good that comes through.

S. Goel, CSEET' 09


Teach him if you can,how to laugh when he is sad...Teach him there is no shame in tearsTeach him there is no shame in tears,

Teach him to scoff at cynicsand to beware of too much sweetness... Teach him to sell his brawn and brain to the highest biddersbut never to put a price tag on his heart and soulbut never to put a price-tag on his heart and soul.

Teach him to close his ears to a howling moband to stand and fight if he thinks he's right.

T hi l b d ddl hiTreat him gently, but do not cuddle him,because only the test of fire makes fine steel.

Let him have the courage to be impatient...let him have the patience to be brave.p

Teach him always to have sublime faith in himself,because then he will have sublime faith in mankind.

This is a big order, but see what you can do...g , yHe is such a fine fellow,my son!

S. Goel, CSEET' 09

ConcernConcern

• Motivation question: How to address theMotivation question: How to address the gap between the desired objectives and current quality of software engineeringcurrent quality of software engineering education ?

• Our question: What is the gap?

S. Goel, CSEET' 09

‘Graduateness’John Henry Newman (1852), UKdistinguished such attributes as being able, 'to see things as they are, to go right to the point, to disentangle a skein of thought, to detect what is sophistical, and to discard what is irrelevant . . . to fill any post

i h di d bj i h f ili 'with credit and to master any subject with facility.'

These, equipped a graduate to'accommodate himself to others to throw himself into their state of mind how'accommodate himself to others . . . to throw himself into their state of mind, how to bring before them his own, how to influence them, how to come to an understanding with them, how to bear with them'; ' . . . to be at home in any society

[to have] common ground with every class [to know] when to speak and. . . [to have] common ground with every class . . . [to know] when to speak and when to be silent . . . to ask a question pertinently . . . [to] be able to converse and gain a lesson seasonably . . . [and to enjoy] the repose of a mind that lives in itself, while it lives in the world'

S. Goel, CSEET' 09

‘Graduateness’

Robbins Report, 1963, UKf hi h d tipurposes of higher education

not simplyp ythe 'instruction of skills suitable to play a part in the general division of labour' and 'the advancement of learning‘,

but also as,'to promote the general powers of the mind . . . and transmit . . . a common culture and common standards of citizenship'

S. Goel, CSEET' 09

Curriculum of Modern Education,J.F. Bobbitt, 1941

• emphasis on the importance of general education, • inability to predetermine future lives and roles of students, • the necessity for schools to develop individuals’ intellect rather than

to train them for work, • a respect for many of the classic authors of “great books”

S. Goel, CSEET' 09

Dissecting practical intelligence theory:Its claims and evidence

Linda S. Gottfredson (Intelligence ,2003)

S. Goel, CSEET' 09

Four Perspectives on Professional Expertise, Kennedy, 1987y,

• [specialized] Skill: specific tasks that the professional must perform. overlooks the decisions about whether and when to use specific skills, the theory and principles relevant to the profession and analytic capacityrelevant to the profession, and analytic capacity.

• Application of theory or general principles: how practitioners will handle situations using theory and principles by treating particular cases as examples of known categories. overlooks the decisions about whether and when to apply theory and general principlesgeneral principles.

• Critical analysis: prescribes how practitioners will examine and interpret situations using their critical analysis skills. overlooks codified knowledge, can narrow practitioners’ perspective so that they cannot embrace alternative perspectives, and d i di h h i i h ld hi h l idoes not indicate how the practitioner should act on his or her analysis.

• Deliberate action: how practitioners will analyze situations in the context of action, emphasizing the interaction between analysis and action and how ideas and goals are altered by context. requires a highly developed sense of purpose, which is the y q g y p p p ,criterion for judging both ideas and action. Suffers from the biases in human judgment

Kennedy, M. M. (1987). Inexact sciences: Professional education and the development of expertise. Review of Educational Research

S. Goel, CSEET' 09

Professional Competencies Expected of College Graduates

• A. Traditional Professional Competencies1. Conceptual Competence: Understanding the theoretical foundations.

h i l f i i d kill2. Technical Competence: Performing required skills. 3. Integrative Competence: Melding multiple competences to make informed judgments

about appropriate professional strategies to be employed in practice.

4. Career Marketability: Marketable through education and training

• B. Liberal Professional Competencies1. Communication (Interpersonal) Competence: 2. Contextual Competence: examining the context from a variety of view points – e.g.

hi i l i h l i l li i l hil hi lhistorical, economic, psychological, political, philosophical etc. 3. Adaptive Competence: extension of integrative competence: propensity of modify,

alter, or change elements of professional practice. 4. Critical Thinking5. Leadership Capacity p p y

• C. Attitudes1. Professional Identity 2. Professional Ethics 3. Scholarly Concern for Improvement4. Motivation for Continued Learning5. Aesthetic Sensibility

Stark, Joan and Malcolm A. Lowther. 1989. "Exploring Common Ground in Liberal and Professional Education."

S. Goel, CSEET' 09

SPINE: Successful Practices in International Engineering Education, Bodmer, Leu, Mira, & Rütter, H., 2002

• 10 universities (MIT CMU ETH Zurich Ecole Centrale Paris Imperial college etc ) and 34• 10 universities (MIT, CMU, ETH Zurich, Ecole Centrale Paris, Imperial college etc.) and 34 companies (IBM, ABB, Philips, Schumburger, Siemens, UBS AG, etc.) of Europe and USA.

• 543 professors, 1372 engineers and 145 managers.

Th hi h t t d i i t i b th b f d i– The highest rated engineering competencies, both by professors and engineers were analysis/methodological skills, basic engineering proficiency, and problem solving skills.

– Engineers and Professors also agree on the lowest rated competencies: development know-how and practical engineering experience.

– Very important general professional competencies include communication skills, EnglishVery important general professional competencies include communication skills, English language skills, teamwork abilities, presentation skills, and leadership skills.

– Medium importance was assigned to general professional competencies of social skills, ability to maintain and develop a broad general education, and management of business processes and administration.G l f i l t i f k ti fi d th l kill t d– General professional competencies of marketing, finance, and other language skills were rated as lesser important.

– All three groups regarded law as least important general professional competency.

– Engineers rated specialized engineering proficiency and research know-how as lesser important– Engineers rated specialized engineering proficiency and research know-how as lesser importantengineering competencies.

S. Goel, CSEET' 09

ABET, 2001-02

Abilities each engineering graduate must have

a. Ability to apply knowledge of math, science, and engineeringb Abilit t d i d d t i t ll l d i t tb. Ability to design and conduct experiments, as well as analyze and interpret

data.c. Ability to design a system, component or process to meet desired needs.d. Ability to function in multidisciplinary teamse. Ability to identify, formulate and solve engineering problemsf. Understanding professional and ethical responsibilitiesg. Ability to communicate effectivelyh Understanding the impact of engineering solutions in a global and societalh. Understanding the impact of engineering solutions in a global and societal

contexti. Recognition of need and ability to engage in life-long learningj. Knowledge of contemporary issuesk Ability to use the techniques skills and modern engineering tools necessary fork. Ability to use the techniques, skills and modern engineering tools necessary for

engineering practice.

S. Goel, CSEET' 09

Comparative analysis of some common competencies

identified by some accreditation agenciesy gCompetency Position in the respective list

ABET ’01

UK-SPEC, ‘03

IES, ’04

EA, ‘05

JABEE, ‘04

Avg

1 Ability to apply knowledge 1 2 1 1 3 1.6

2 Design skills. 3 2 3 5 5 3.6

3 Problem solving skills. 5 - 4 4 4 4.25

4 Technical competence. 11 1 5 3 4 4.8

5 Ability to work in multidisciplinary teams. 4 4 9 6 1 4.8

6 Communication skills. 7 4 6 2 6 5

7 S iti it t d l b l i t l d 8 5 8 7 2 67 Sensitivity towards global, societal, and environmental issues.

8 5 8 7 2 6

8 Sensitivity towards ethical and professional issues.

6 5 10 9 2 6.4

9 Readiness for life-long learning. 9 5 7 10 7 7.6S. Goel, CSEET' 09

NBA, India – Oct, 2008Generally, the engineering programmes must demonstrate their graduates have following

bili icapabilities:

a. Graduates will demonstrate knowledge of mathematics, science and engineering.b. Graduates will demonstrate an ability to identify, formulate and solve engineeringb. Graduates will demonstrate an ability to identify, formulate and solve engineering

problems.c. Graduate will demonstrate an ability to design and conduct experiments, analyze and

interpret data.d Graduates will demonstrate an ability to design a system component or process asd. Graduates will demonstrate an ability to design a system, component or process as

per needs and specifications.e. Graduates will demonstrate an ability to visualize and work on laboratory and multi-

disciplinary tasks.f G d t ill d t t kill t d i i t l ft df. Graduate will demonstrate skills to use modern engineering tools, software and

equipment to analyze problems.g. Graduates will demonstrate a knowledge of professional and ethical responsibilities.h. Graduate will be able to communicate effectively in both verbal and written form.yi. Graduate will show the understanding of impact of engineering solutions on the

society and also will be aware of contemporary issues.j. Graduate will develop confidence for self education and ability for life-long

learninglearning.k. Graduate who can participate and succeed in competitive examinations.

S. Goel, CSEET' 09

What Competencies Should Undergraduate Engineering Programs Emphasize?

PhD Thesis, Honor J. Passow, The University of Michigan, ‘08

2008

S. Goel, CSEET' 09

IEEE-CS & ACM, 2001-02

Abilities each computer science graduate must have

• System level perspective• System-level perspective.• Appreciation of the interplay between theory and practice.• Familiarity with common themes.• Significant project experience.• Adaptability.

• Communication.• Teamwork.• Numeracy• Numeracy.• Self-management.• Professional development.

S. Goel, CSEET' 09

IEEE-CS & ACM, 2004

Abilities each software engineering graduate must have

– show mastery of the software engineering knowledge and skills, and professionalshow mastery of the software engineering knowledge and skills, and professional issues necessary to begin practice as a software engineer;

– work as an individual and as part of a team to develop and deliver quality software artifacts;

– reconcile conflicting project objectives, finding acceptable compromises within limitations of cost time knowledge existing systems and organizations;limitations of cost, time, knowledge, existing systems, and organizations;

– design appropriate solutions in one or more application domains using software engineering approaches that integrate ethical, social, legal, and economic concerns;

– demonstrate an understanding of and apply current theories, models, anddemonstrate an understanding of and apply current theories, models, and techniques that provide a basis for problem identification and analysis, software design, development, implementation, verification, and documentation;

– demonstrate an understanding and appreciation for the importance of negotiation, effective work habits, leadership, and good communication with stakeholders in a typical software development environment; andstakeholders in a typical software development environment; and

– learn new models, techniques, and technologies as they emerge and appreciate the necessity of such continuing professional development.

S. Goel, CSEET' 09

IEEE-CS, ACM, & AITP: 2004

Abilities each IS graduate must have

• Analytical and critical thinking: organizational problem solving, ethics and professionalism and creativity.

• Business fundamentals.• Interpersonal, communication and team skills. • Technology.

S. Goel, CSEET' 09

Computing Accreditation commission, ABET, 2004Abilities each computing graduate must havep g g

a. use and apply current technical concepts and practices in the core information technologies;

b the ability to analyze identify and define the requirements that must beb. the ability to analyze, identify and define the requirements that must be satisfied to address problems or opportunities faced by organizations or individuals;

c. design effective and usable IT-based solutions and integrate them into the user environment;user environment;

d. assist in the creation of an effective project plan;e. identify and evaluate current and emerging technologies and assess their

applicability to address the users’ needs;f analyze the impact of technology on individuals organizations and societyf. analyze the impact of technology on individuals, organizations and society,

including ethical, legal, security and global policy issues;g. demonstrate an understanding of best practices and standards and their

application;h demonstrate independent critical thinking and problem solving skills;h. demonstrate independent critical thinking and problem solving skills;i. collaborate in teams to accomplish a common goal by integrating personal

initiative and group cooperation;j. communicate effectively and efficiently with clients, users and peers both

verbally and in writing using appropriate terminology; andverbally and in writing, using appropriate terminology; and k. recognize the need for continued learning throughout their career.

S. Goel, CSEET' 09

How Bell Labs creates star performers. Kelley R. and Caplan J. Harvard Business Review,

• Comparative study of star and average performer at Bell labs which showed

y p ,July-August 1993.

that

– taking initiative was ranked as the most important strategy by star performers, g p gy y pwhile it was least important for average performers.

– ability to give good presentations was a core strategy for average performers, while it was peripheral for the top engineers.

S. Goel, CSEET' 09

Competencies of Exceptional and Non-Exceptional Software Engineers Turley and Bieman, Journal of Systems and Software, Jan 1995

SEs at HP, Common/NO or v. small difference/ > in Expert/ > in Non expertTask Accomplishment Competencies • Leverages/Reuses Code• Uses Methodical Problem Solving• Mastery of Skills & Techniques (4)

Personal Attributes• Driven by Desire to Contribute (3)• Pride in Quality and Productivity• Enjoys challenge of assignment - sense of fun

• Writes/Automates Tests with Code• Prior Experience• Obtains Necessary Training/Learning• Uses Code Reading

Enjoys challenge of assignment sense of fun • Lack of Ego• Perseverance • Desire to Improve Things• Pro-active/Initiator/Driver

• Use of New Methods or Tools• Schedules and Estimates Well• Use of Prototypes to Asses Design• Possesses Unique Domain Knowledge

Pro active/Initiator/Driver• Maintains “big picture" View (5)• Desire to Do/Bias for Action• Thoroughness - Methodical , Organized,

Cautious• Uses Structured Techniques for Communication

Situational Skills Competencies• Concern for Reliability & Quality

Cau ous• Driven by a Sense of Mission • Exhibits & Articulates Strong Convictions (3)• Mixes Personal and Work Goals• Pro-active Role with Management (2)

• Focus on User or Customer Needs• Thinking - Strong Analytic Skills• Emphasizes Elegant and Simple Solutions• Innovation

g ( )

Interpersonal Skills Competencies• Seeks Help (1) • Team Oriented

• Attention to Detail• Design Style• Responds to Schedule Pressure by Sacrificing

Parts of the Design Process (2)

• Helps Others (1)• Willingness to Confront Others (4)S. Goel, CSEET' 09

Investigations on required core competencies for engineering graduates with reference to the Indian IT industry,

Sanjay Goel, European journal of engineering education, Vol 31, 200654 i d ki ith i f 7 554 engineers and managers working with an average experience of 7.5 years.

No Competency Figure of Merit

1 Problem solving 10.0

2 A l i / M th d l i l kill 8 82 Analysis / Methodological skills 8.8

3 Basic engineering proficiency 8.5

4 Development know-how 8.2

5 Teamwork skills 8.2

6 English Language skills 7.6

7 Presentation skills 7.5

8 Practical engineering experience 7.3

9 Leadership skills 7.3

10 Communication skills 7.2

11 Ability to develop own engineering expertise 6.5

12 Research know-how 6.2

13 Ability to develop a broad general education 5.9

14 Awareness of environmental issues 5.7

15 Social skills 5.3

16 Specialized engineering proficiency 5.1S. Goel, CSEET' 09

Investigations on required core competencies for engineering graduates with reference to the Indian IT industry,

Sanjay Goel, European journal of engineering education, Vol 31, 2006

54 engineers and managers working with an average experience of 7.5 years.

No Competency Figure of Merit

17 Project management skills 4.918 Management of business process and administration skills 4.619 Sensitivity towards socio-economic aspects for sustainable

technological development4.2

20 Finance 3.821 Marketing 3.222 Law 2.623 Other language skills 2.4g g

S. Goel, CSEET' 09

Competency Focused Engineering Education withReference to IT Related Disciplines: Is the Indian System Ready for Transformation?

Sanjay Goel, Journal of Information Technology Education Volume 5, 2006j y , gy ,

Attitudes and perceptions Productive habits of mind

Meaningful usage, extension, and acquisition of knowledge

minda. System-level perspective (including Knowledge integration, consideration for multilateral viewpoint, and User centeredness).b Ability to work in homogeneous

a. Attention to detail.b. Critical thinking.c. Creativity and idea initiation

a. Ability to apply knowledge.b. Design skills.c. Problem solving skills.d T h i l tb. Ability to work in homogeneous,

multidisciplinary, multi-locational and multicultural teams.c. Sensitivity towards global, societal, environmental, moral, ethical and professional

initiation.d. Numerical ability.

d. Technical competence.e. Decision making skillsf. Analytical skills.g. Research skills.

issues and sustainability.d. “Be the customer” Mentalitye. Listening.f. Readiness for lifelong learning.

h. Constructive criticismi. Experimentation skills.j. Communication skills.k. Project planning and management.

g. Entrepreneurship.h. Ability to assist others through mentoring and philanthropic donations.i. Perseverance.

l. Organizational skillsm. Persuasion skills.n. Mentoring skills.o. Knowledge of contemporary

j. Sense of urgency and stress management.k. Adaptability and ability to multi-task.

g p yissues.p. Wealth creation skills.

S. Goel, CSEET' 09

IT professionals wrt Software services workservices work

Importance of Competency as Perceived by software engineers (71 engrs in 33 companies with exp 1-22 yrs, avg exp = 5.4 yrs)

1 Ability to work in teams. Existential(>90/100)

2 Perseverance, commitment, and hardwork. Critical(70-80)

3 Listening skills. Obligatory(60-70)

Unpublished research by Sanjay Goel, 2007S. Goel, CSEET' 09

IT professionals wrt Research or product development work in large or midsize companiesp g p

Importance of Competency as Perceived by software engineers

1 Abilit to ork in teams1 Ability to work in teams. Existential(>90/100)2 Ability to apply knowledge.

3Perseverance, commitment, and hardwork. Pivotal

(80 90)3 (80-90)

4 Accountability and responsibility.

Critical5 Analytical skills. (70-80)6 Problem solving skills.

7 Research skills.8 Integrity and authenticity.8 Integrity and authenticity.

Obligatory(60-70)

9 Critical thinking.10 Design skills.11 T h i l11 Technical competence.


IT professionals wrt Research or product development work in small companiesp p

Sno. Competencies

1Perseverance, commitment, and hardwork. Existential

(>90/100)A bili d ibili2 Accountability and responsibility.

Pivotal(80-90)

3 Ability to apply knowledge.

4 Problem solving skills.

5 Research skills.

6 Attention to detail.

Critical7 Analytical skills.

Critical(70-80)8 Integrity and authenticity.

9 Readiness for lifelong learning.

10 Technical competence.

11 Quality consciousness and pursuit of excellence.Obligatory

(60-70)12 Critical thinking.

13 Design skills.13 Design skills.


Endorsements of software engineers

Attitudes & Values Habits of mind Knowledge & SkillsCheerful, Hard working, Integrity, Team spirit,

Creative, Detail Oriented, Inquisitive,

Technical Knowledge, Versatile, g y, p ,

Cooperative, Punctual, Flexible.

, q ,Ambitious, Meticulous, Problem Solving

,

Passionate, Dedicated, S i l l d

Efficiency Team Building and Player, C i i killSocial, Balanced,

Commitment, Personable, Challenge Seeker, Result Oriented

Communication skills

See e , esu O e edResponsiveness Self Motivated,

MotivatorUnderstanding of business Processes

Ethics, Trustworthy, Quick Learner, Managerial skillsyCustomer Oriented, Take Something in one’s stride,

g

Risk Taker Tenacious Analytical Skills Presentation Skills

Unpublished research by Sanjay Goel, 2009

Risk Taker, Tenacious, Analytical Skills Presentation Skills

S. Goel, CSEET' 09

Taxonomy of Knowledge TypesAnderson et al, 2001

• Factual knowledge: terminology and detailsg gy

• Conceptual knowledge: classifications, principles, theories, models

• Procedural knowledge: knowing both how and when to use specific kill d M th dskills and Methods

• Meta-cognitive knowledge: self-knowledge and both how and whenMeta cognitive knowledge: self knowledge and both how and when to use cognitive strategies for learning and problem-solving

S. Goel, CSEET' 09

Metacognition, Huitt, W. (1997)

Knowledge about one's own cognitive system;

thinking about one's own thinking;thinking about one s own thinking;

Includes thoughts about hat e kno or don't kno and• what we know or don't know and

• regulating how we go about learning

S. Goel, CSEET' 09

Metacognition, NCREL, 1995METACOGNITION consists of three basic elements:METACOGNITION consists of three basic elements: Before - When you are developing the plan of action, ask yourself:

• What in my prior knowledge will help me with this particular task? • In what direction do I want my thinking to take me? • What should I do first?• What should I do first? • Why am I reading this selection? • How much time do I have to complete the task?

During When you are maintaining/monitoring the plan of action ask yourself:During - When you are maintaining/monitoring the plan of action, ask yourself: • How am I doing? Am I on the right track? • How should I proceed? • What information is important to remember?

Sho ld I mo e in a different direction?• Should I move in a different direction? • Should I adjust the pace depending on the difficulty? • What do I need to do if I do not understand?

Aft Wh l ti th l f ti k lfAfter - When you are evaluating the plan of action ask yourself: • How well did I do? • Did my particular course of thinking produce more or less than I had expected? • What could I have done differently?

H i ht I l thi li f thi ki t th bl ?• How might I apply this line of thinking to other problems? • Do I need to go back through the task to fill in any "blanks" in my understanding?

S. Goel, CSEET' 09

Taxonomy of Knowledge TypesCarson 2004Carson, 2004

• Empirical Knowledge: of physical environment through senses. Experience memory (pattern) uses symbolic representation

• Rational Knowledge: of proportional relationship between parts of something. Abstract, relational and quantitative. Content and process. Maths, Logic.

• Conventional Knowledge: of creations of human imagination agreed by a culture. g g g ylanguage, notations, protocols, rules, law, procedures.acquired through social induction. Do not depend upon empirical observation or logic for validity.

• Conceptual Knowledge: of patterns and other coherent assemblies –p g pgrammatical structures, scientific theories, design.

• Cognitive Process: thinking strategies – mental routine, heuristics, algorithms and other learned processes for thoughtful act.

• Psychomotor Knowledge: Body controlPsychomotor Knowledge: Body control• Affective Knowledge: one’s felt state- emotional and aesthetics dimension.

Art. Through conversation to explore, define, and standardize affective experiences.

• Narrative Knowledge: of human conditions with human perspective Humanities• Narrative Knowledge: of human conditions with human perspective. Humanities.• Received Knowledge: spiritual side of human experience and life.

S. Goel, CSEET' 09

Defining Intelligence

Ratings of 1,020 experts on the elements of intelligence1. Abstract thinking or reasoning (99.3%)g g ( )2. Problem-solving ability (97.7%)3. Capacity to acquire knowledge (96.0%)4. Memory (80.5%)4. Memory (80.5%)5. Adaptation to one’s environment (77.2%)6. Mental speed (71.7%)7 Linguistic competence (71%)7. Linguistic competence (71%)8. Mathematical competence (67.9%)9. General knowledge (62.4%)10 Creativity (59 6%)10. Creativity (59.6%)11. Sensory acuity (24.4%)12. Goal-directedness (24%)13 Achievement motivation (18 9%)13. Achievement motivation (18.9%)

(Sattler, 2001, Assessment of Children)S. Goel, CSEET' 09

Multiple Intelligences, Howard Gardner, 1983, 1999• Linguistic-Verbal Intelligence

– read, write and communicate with words. ,• Logical-Mathematical Intelligence

– reason and calculate, to think things through in a logical, systematic manner. • Visual-Spatial Intelligence

– think in pictures, visualize a future result. To imagine things in your mind's eye. p , g g y y• Bodily-Kinesthetic Intelligence

– use your body skillfully to solve problems, create products or present ideas and emotions. • Musical Intelligence

– make or compose music, to sing well, or understand and appreciate music. To keep p , g , pp prhythm.

• Interpersonal (Social) Intelligence– work effectively with others, to relate to other people, and display empathy and

understanding, to notice their motivations and goals. This is a vital human intelligence.I t l I t lli• Intrapersonal Intelligence

– self-analysis and reflection–to be able to quietly contemplate and assess one's accomplishments, to review one's behavior and innermost feelings, to make plans and set goals, the capacity to know oneself.

• Naturalist IntelligenceNaturalist Intelligence– recognize flora and fauna, to make other consequential distinctions in the natural world and

to use this ability productively.• Existential Intelligence

to tackle deep questions about human existence, such as the meaning of life, why do we p q , g , ydie, and how did we get here

S. Goel, CSEET' 09

Stages of Intellectual Development, W.G. Perry, 1970

• Two Central interwoven dynamics: – Confronting and coping with diversity and multiples:

• Multiple opinions about a given subject or issue (1-3); • Multiple contexts/perspectives from which to understand or analyze

issues or arguments (4 - 6); • Multiple Commitments through which one defines his or her values

and identity (7 - 9).

– Evolution of meaning making about learning and self”Evolution of meaning making about learning and self• Knowledge is seen as increasingly conjectural and uncertain, open to

(and requiring) interpretationRole of the student moving from a passive receptor of facts to an• Role of the student -- moving from a passive receptor of facts to an active agent in defining arguments and creating new knowledge.

• Role of the teacher -- moving from an Authority as the source of "Truth" to an authority as a resource with specific expertise to share"Truth" to an authority as a resource with specific expertise to share.

S. Goel, CSEET' 09

Stages of Intellectual Development, W.G. Perry, 1970

S. Goel, CSEET' 09

Perry Levels Perceptions ofKnowledge

Perceptions ofSolutions

Perceptions ofself Responsibility

PerceptionsTeacher’sResponsibility

Ability to MakeCommitments

Dualism -concrete thinkers

Knowledge is a set of truths

There is a single correct solution

receive explanations of

Experts are authorities with an

faith in, and a commitment to concrete thinkers

who believe things are right/wrong,we/they, good/bad.

set of truths. correct solutionto every problem.

explanations of knowledge and become uneasy when asked to think independently, draw conclusions, or give

i t f i

authorities with an ability to explain and give me correct answers.

commitment to, truth and knowledge as it is stated by genuine authorities.

my points of view.

Multiplicity -recognize that diversity in thinking exists. Uncertainty

Knowledge is a matter of educated opinion.

There is no one right solution to a problem, because all are equally valid

listen to experts, but have a right to my own opinions.

Experts explain course material to me and express their opinions.

feel no need to commit to any specific belief or mode of thinkingUncertainty

prevails because all opinions are valid.

valid. thinking.

Relativism -perceive that all

Knowledge is not universal, but a

Ambiguity is part of life defend

make comparisons to distinguish

Based on their experience, experts

feel there is a need for some p

knowledge is relative, and that they need to orient themselves based on evidence.

,matter of context and situation. What is true in one situation may be false in another.

own position on problem solutions based on evidence.

gbetween weak and strong evidence in determining knowledge.

p , pteach procedures and analytic methods to help me reason and compare alternatives.

form of personal commitment.

evidence. false in another. alternatives.

Commitment -develop the need to take positions and commit tothem.

Knowledge is constructedfrom experience, what is learned from others, and

There are many solutions to each problem; some are better, and some are worse.

learn and integratenew knowledge with what I already know.

Experts are mentors that challenge my assumptions to support my learning.

feel the need to make commitments,especially a personal ,

from reflective thinking.

Take a stand on issues based on my personal values and analysis.

g personal commitment to learning.

S. Goel, CSEET' 09

S. Goel, CSEET' 09

What kind of learning experiences d h f d ?caused the forward movement?

• Unexpected results.• Questions regarding evidence and choice.Questions regarding evidence and choice.• Variety of Observation.• Absence of satisfactory answers from authorityAbsence of satisfactory answers from authority.• Assignment at Bloom’s higher level, application

in new context.in new context.• Engagement in Reasoning.

S. Goel, CSEET' 09

Intelligence as developing i S b 199expertise, Sternberg, 1997

• Developing expertise– Ongoing process of the acquisition and consolidation of a set of

skills needed for a high level of mastery in one or more domains of life performance.

– Interrelated Elements• Meta-cognitive skills• Learning skills• Thinking skills• Knowledge• Motivation

• Domain specificity of elements• Analytical shows more domain generality than creative and

practical

S. Goel, CSEET' 09

Intelligence as developing i S b 199expertise, Sternberg, 1997

S. Goel, CSEET' 09

Implicit Theories of Intelligence, Creativity, and Wisdom, Sternberg,1985, g,

Intelligence Creativity Wisdom P bl S l i Creative Intelligence + I t lli +•Problem Solving,

•Verbal Comprehension,•Reasoning, •well informed, inquisitive•Balance information

•Creative Intelligence + knowledge, persistence, risk taking, willingness to grow•Non-entrenchment (ability and willingness to go beyond

•Intelligence +•Sagacity: listening, weigh advice, deal with different kind of people,G d J d e t•Balance information

•Goal oriented•practical and worldly concerns

willingness to go beyond ordinary limitations of self and environment and act in unconventional and even dreamlike ways)

•Good Judgment •Thoughtful decision making•Experience•perceptive

dreamlike ways)•Freedom of spirit and unwillingness to be bound by the canons of society•Aesthetic taste and•Aesthetic taste and imagination•Inquisitiveness and intuitiveness

S. Goel, CSEET' 09

Wisdom-Intelligence-Creativity, Sternberg,1990A t I t lli C ti it Wi dAspect Intelligence Creativity Wisdom Motivation To know and to use what is

knownTo go beyond what is known

To understand what is knownand what it means

Knowledge Recall, analysis and use Going beyond what isavailable

Understanding of itspresuppositions and meaning as well as its limitations

Processes Automatization ofprocedures for solving formal well structured problems

Applied to novel tasks Understanding of what isautomatic and why.concerned with framing and resolving problems of real life –p g pill structured, uncertain, involving conflict of values

Personality Eliminating ambiguity andovercoming obstacles

Tolerance of ambiguity and

Understanding of ambiguityand obstaclesovercoming obstacles

withinconventional framework

andredefinition of obstacles

and obstacles

S. Goel, CSEET' 09

Sternberg

Successful intelligence is 1) th bilit t hi ’ l i lif

Wisdom is 1) th li ti f t it ll1) the ability to achieve one’s goals in life,

given one’s socio-cultural context; a) identifying meaningful goals; b) coordinating those goals in a

i f l th t th f

1) the application of tacit as well as explicit knowledge as mediated by values toward the achievement of a common good

2) through a balance among (a)meaningful way so that they form a coherent story of what one is seeking in life; and,

c) moving a substantial distance along the path toward reaching those

2) through a balance among (a) intrapersonal, (b) interpersonal, and (c) extra-personal interests

3) over the (a) short term and (b) long termthe path toward reaching those

goals.2) by capitalizing on strengths and

correcting or compensating for weaknesses;

term4) to achieve a balance among (a)

adaptation to existing environments, (b) shaping of existing environments, and (c) selection of new environments weaknesses;

3) in order to adapt to, shape, and select environments; and,

4) through a combination of analytical, creative and practical abilities

( )

creative, and practical abilities.

S. Goel, CSEET' 09

Logical categories of learning: Gregory Bateson, 1979Gregory Bateson, 1979

Context Assumptions Actions Results

Single-Loop Learning

Are we doing things right?

Double-Loop Learning

Are we doing the right things?

Si l L Ch th A ti

Triple-Loop Learning

How do we decide what is right?

• Single Loop: Change the Action• Double Loop: Change the Assumption• Triple Loop: Change the context and commitment

S. Goel, CSEET' 09

• Learning 0: acts that are not subject to correction: specificity of response A conditioned response. No choice. Thoughtless action. does not contain components of trial and error

• Learning I: Acquisition and Construction. revision of choice within a given set of alternatives: concerned with efficiency. E.g. Thermostate-boiler. Learning through reinforcement reward/ punishment. Learn about the external world. Following the Procedure and Rules. Making minor fixes or adjustments. Generalization from basic experiences. Reflexes and rote learning are behaviours of this level The by-product of rote learning is aReflexes and rote learning are behaviours of this level. The by product of rote learning is a habit. Are we doing things right?

• Learning II: learning to learn. Reflection. Revision of sets from which the choice is to be made;, concerned with effectiveness. Understands how to create possible alternatives. ;, pStrategic level of thinking. New Insights and patterns. Challenging one’s own belief’s and assumptions. Nothing is sacrosanct, everything is open to question. Changing the Rules.Making major changes. About understanding self, constructivist approach to learning, learning is experiential. Contextualizing Learning I experiences. At this level we can observe the habits of reflex and rote learning to think about them and change them according to our will to g g gdo so. As a by-product of this level of learning, habits of mind are created and give rise to character. Are we doing the right things? Can play intellectual games.

• Learning III: learning to learn to learn. revision of set of sets. Change in the process of learning II Shift in understanding our context values point of view and commitmentslearning II. Shift in understanding our context, values, point of view, and commitments. Profound reorganization of character. Self is no longer significant. Self is totally integrated,knowledge comes from within, knowledge comes from whole. Acquiring independent ability to generate learning strategies. Contextualizing Learning II. How do we decide what is right?

• Learning IV: change in Learning III, probably does not occur in any living organism

S. Goel, CSEET' 09

Conscious Competence Learning Stages Thomas Gordon, early 1970'sThomas Gordon, early 1970 s

1 - unconscious incompetence– not aware of the existence or relevance of the skill area – must become conscious of their incompetence before development of the new skill or learning can

b ibegin 2 - conscious incompetence

– becomes aware of the existence and relevance of the skill – realises that by improving their skill or ability in this area their effectiveness will improve

3 i3 - conscious competence– can perform it reliably at will The skill is not yet 'second nature' or 'automatic' – should be able to demonstrate the skill to another, but is unlikely to be able to teach it well to

another person practice is the most effective way to move from stage 3 to 4– practice is the most effective way to move from stage 3 to 4.

4 - unconscious competence– the skill becomes becomes 'second nature'

it becomes possible for certain skills to be performed while doing something else for example– it becomes possible for certain skills to be performed while doing something else, for example, knitting while reading a book

– the person might now be able to teach others in the skill concerned

5 - re-conscious competence5 re conscious competence– Conscious of unconscious competence– fluency + articulation S. Goel, CSEET' 09

TeachingSocrates

I cannot teach anybody anything, I can only make them thinkthem think.

GalileoGalileoYou cannot teach a man anything.You can only help him to find it for himself.y p

EinsteinI t h il I l tt t t idI never teach my pupils; I only attempt to provide the conditions in which they can learn.

S. Goel, CSEET' 09

Learning retention rates: Some results• 5% Lecture

10% Wh t d• 10% What we read• 15% What we see• 20% Audio-Visual• 20% What we see and hear• 20% What we hear20% What we hear• 26% What we hear• 30% What we see• 30% Passive Verbal• 30% Demonstration

40% Wh t di

Sources:Bruce Nyland, 1950’s

Wiman and Mierhenry, 1960, 1969• 40% What we discuss• 50% Visual Receiving• 50% See and hear• 50% Discussion Group• 70% Discuss with others

Standard Oil of NY

Socony-Vacuum Oil Company

Dale and Nyland, 198570% Discuss with others

• 70% Active Receiving and Participating• 70% Say• 70% Say and Write• 70% Say or Write

0% S h lk

Nyland/Dole, 1972

NTL Institute

James Stice, 1984 Seminar

• 70% Say as they talk• 75% Practice by Doing• 80% Experience Personally• 80% What we experience directly or practice doing• 90% Say as they do a thing

Gustafson, 1985

Brady, 1989

Glasser, 1990

l d 2000 90% Say as they do a thing• 90% Say and perform a task• 90% Teach to others/Immediate Use• 90% What we attempt to teach others• 95% of what we teach someone else

Bruce Nyland, 2000

S. Goel, CSEET' 09

What final year students think worked well for them during 4 years?y

Highest ranked Pedagogical practices• Applying theories/concepts to practical problems/in new • pp y g / p p p /

situations.• Analyzing the basic elements of an idea, experience, or theory, such

as examining a particular case or situation in depth and dconsidering its components.

• Synthesizing and organizing ideas, information, or experiences into new, more complex interpretations and relationships

• Making judgments about the value of information, arguments, or Making judgments about the value of information, arguments, or methods, such as examining how others gathered and interpreted data and assessing the soundness of their conclusions

• Understand someone else's views by imagining how an issue looks f th ’ tifrom other’s perspective

• Have serious conversations with students of different background/ beliefs/opinions/values.

• Challenging Examinations g g• Examine the strengths and weaknesses of their views• Put together ideas or concepts from different courses• Tutor or teach other students

S. Goel, CSEET' 09

What final year students think worked well for them during 4 years?4 years?

Lowest ranked Pedagogical practices

• Memorizing facts, ideas, or methods so they can be repeat them in pretty much the same form.

• Mainly depend on text book and/or lecture notes.

S. Goel, CSEET' 09

Bloom’s Taxonomy of Learning Objectives: Cognitive DomainObjectives: Cognitive Domain

Level 1:Knowledgeg(REMEMBERING)exhibits previously learned material by recalling facts, terms, p y y gbasic concepts and answers.

acquire, cite, define (studied definitions), derive, fill in the blanks, identify, label, list, name, obtain, prove , y, , , , , p(studied theorem, studied method), recall, recite, recognise, reproduce, show (studied fact, studied method), and state.

S. Goel, CSEET' 09


Level 2:Comprehension UNDERSTANDING): demonstrating understanding of facts and ideas bydemonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas State agiving descriptions and stating main ideas. State a problem in one's own words.

arrange, associate, categorize, change, clarify, classify, compare convert describe discuss distinguish drawcompare, convert, describe, discuss, distinguish, draw, exemplify, explain, illustrate, interpret, match, outline, rephrase, represent, restructure, rewrite, sort, summarize, ep ase, ep ese t, est uctu e, ew te, so t, su a e,tell, and translate.

S. Goel, CSEET' 09


Level 3:ApplicationLevel 3:Application(SOLVING CLOSED ENDED PROBLEM): Use a concept in a new situation or unpromptedUse a concept in a new situation or unprompted use of an abstraction.

apply, calculate, compute, demonstrate, determine, estimate evaluate (computation) experiment findestimate, evaluate (computation), experiment, find, operate, practice, show (understanding fact in the direct context of studied material), solve, and transform. co e o s ud ed e ), so ve, d s o .

S. Goel, CSEET' 09


Level 4: Analysis (LOGICAL ORDERING): Separates material or concepts into component partsSeparates material or concepts into component parts so that its organizational structure may be understood Distinguishes between facts andunderstood. Distinguishes between facts and inferences. Solving Open ended Problems.

analyze, conclude, contrast, debug, deduce, detect, differentiate discriminate examine extend extrapolatedifferentiate, discriminate, examine, extend, extrapolate, generalize, infer, justify, point out, predict, rearrange, select, specify, test, and verify.se ec , spec y, es , d ve y.

S. Goel, CSEET' 09


Level 5: Synthesis (CREATING)Build a structure or pattern from diverse elements PutBuild a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure Creating uniquecreating a new meaning or structure. Creating unique answers to problems.

build, combine, comment, compose, constitute, construct, correlate, create, define (new things), design, develop, devise, document, formulate, implement, integrate, modify, organize, plan, prepare, present, produce, propose, construct a proof reorganize report revise scheduleconstruct a proof, reorganize, report, revise, schedule, sketch, and synthesize. S. Goel, CSEET' 09


Level 6:Evaluationi d d f di i i b ki i i lpresenting and defending opinions by making critical

judgments about information, validity of ideas or li f k b d k l d b d fquality of work based on knowledge base and a set of

criteria.

appraise, argue, assess, decide, evaluate (the options), judge question review revisit standardize validatejudge, question, review, revisit, standardize, validate, value, and weigh.

S. Goel, CSEET' 09

Modifications to Bloom’s TaxonomyModifications to Bloom s Taxonomy

Florida Taxonomy of Cognitive Behaviory g(9 levels), 1967

•• KnowledgeKnowledgegg– Knowledge of Specifics– Knowledge of ways and means to deal with specifics

K l d f i l d b t t– Knowledge of universals and abstract•• ComprehensionComprehension

– Translation– Translation– Interpretation

• Compare, summarize, conclude, show cause and effect relationship give analogy perform a directed taskrelationship, give analogy, perform a directed task

S. Goel, CSEET' 09

What kind of learning experiences as per Bloom’s taxonomyWhat kind of learning experiences as per Bloom s taxonomy resulted in deep learning for you?

S. Goel, CSEET' 09

Ordered Verb Lists• What students think they get:y g

calculate, explain, prove (studied theorem, studied method), define (studied definitions), write, solve, compute, show (studied fact, studied method), evaluate(computation), derive, state, describe, determine, find,

l j tifanalyse, justify, …. • What students think works well for them:

design, analyse, understand, build, apply, adapt, implement, create, develop demonstrate validate define (new things) show (unstudied fact indevelop, demonstrate, validate, define (new things), show (unstudied fact in the direct context of studied material) , illustrate, compare, enjoy, correlate, argue, research, evaluate (the options), ...

• What professional engineers recommend:What professional engineers recommend:analyse, design, develop, implement, evaluate (the options), integrate, build, conclude, define (new things), acquire, demonstrate, justify, assess, organize, formulate, estimate, summarize, categorize, validate, document, standardise, identify, appraise, calculate, ….

Sanjay Goel and Nalin Sharda, , What do engineers want? Examining engineering education through Bloom’s taxonomy. AAEE 2004

S. Goel, CSEET' 09

What What What What

Rating Comparison

Bloom levels

students think they

get

students get in exams

students think

works well f th

engineers recommend

for them

Knowledge 0.24 0.36 0.04 0.09

Comprehen-sion

0.24 0.16 0.11 0.10

Application 0.22 0.40 0.13 0.10

Analysis 0.14 0.04 0.15 0.19

Synthesis 0.14 0.05 0.46 0.38

Evaluation 0.02 0.00 0.11 0.15

Sanjay Goel and Nalin Sharda, , What do engineers want? Examining engineering education through Bloom’s taxonomy. AAEE 2004

S. Goel, CSEET' 09

Structure of the Observed Learning Outcome (SOLO) Taxonomy, Biggs and Collis, 1982( ) y, gg ,

• A framework for understanding that describes thinking processes in a scale of increasing complexityprocesses in a scale of increasing complexity.

• Higher level embraces the previous level but adds something moremore.

Q i i Ph Th f d il i• Quantitative Phase: The amount of detail in response increases.

• Qualitative Phase: The detail in the responses becomes integrated into a structural patternintegrated into a structural pattern

S. Goel, CSEET' 09

SOLO Taxonomy

• Quantitative Phase: The amount of detail increases.• Pre-structural – the student acquires bits of unconnected information that• Pre-structural – the student acquires bits of unconnected information that

have no organisation and make no sense. – The task is not attacked appropriately and the performance is

incompetent.p– Misses the point

• Uni-structural – students make simple and obvious connections between i f i f ti F t l i i thipieces of information. Focus on one conceptual issue or naming things. – One or a few aspects of the task are picked up and used. – Correct solution of one part of more complex problem.

C t t i l l ith i bl i i b tit ti f– Correct answer to simple algorithmic problem requiring substitution of data into formula.

– Identify, Memorise, Do simple procedure

S. Goel, CSEET' 09

SOLO Taxonomy y

• Quantitative Phase: The amount of detail increases.

• Multi-structural – a number of connections are made, but not the meta-connections between them. Indicates understanding of boundaries but not of systems. y– Several aspects of the task are treated as if they were separate.– Correct solution to multiple part problem requiring substitution of data

from one part to the next.– Enumerate, Classify, Describe, List, Combine, Do algorithms, Explain,

interpret

S. Goel, CSEET' 09

SOLO Taxonomy • Qualitative Phase: The detail in the responses becomes

integrated into a structural pattern•• RelationalRelational – the students sees the significance of how the various pieces of

information relate to one another. Indicate orchestration between facts and h i d U d d h l htheory, action and purpose. Understands how to apply the concept to a

familiar problem.– The quantitative aspects become integrated into a coherent whole

El t l ti t l bl i i id tifi ti f i bl– Elegant solution to complex problem requiring identification of variables to be evaluated or hypotheses to be tested.

– Compare/contrast, Explain causes, Integrate, Analyse, Relate, Apply, Summarise categorise outline distinguishSummarise, categorise, outline distinguish

•• Extended abstractExtended abstract – at this level students can make connections beyond the scope of the problem or question, to generalise or transfer learning into a new situation. Relates an existing concept or principle in such a way that g p p p ythey are able to handle unseen problems. – The previous integrated whole may be conceptualized at a higher level of

abstraction and generalized to a new topic or area.– Solution that go beyond anticipated answer for ill-defined problems.– Create, Theorize, Generalize, Hypothesize, Reflect, Generate, Predict S. Goel, CSEET' 09

S. Goel, CSEET' 09

Learning? Theories• Connectionism (Thorndike, 1913)• Genetic Epistemology (Piaget, 1915)• Social Development Theory (Vygotsky 1920’s)Social Development Theory (Vygotsky, 1920 s)• Gestalt Theory (Wertheimer, 1924). • Contiguity Theory (Guthrie, 1938)• Phenomenology (Rogers, 1951), gy ( g )• Information Processing Theory (Miller, 1956)• Taxonomy of Educational Objectives (Bloom, 1956)• Cognitive Dissonance Theory (Festinger, 1957)• Originality (Maltzman, 1960)• Conditions of learning (Gagne, 1962)• Systems thinking (Emery and Trist, 1965)

C t ti i t th (B 1966)• Constructivist theory (Bruner, 1966)• Structure of Intellect (Guilford, 1967)• Experiential learning (Rogers 1960’s)• Subsumption Theory (Ausubel 1960’s)• Subsumption Theory (Ausubel, 1960 s)

S. Goel, CSEET' 09

Learning? Theories• Intellectual and ethical development (Perry, 1970)• Androgogy (Knowles, 1970)• Levels of Processing (Craik and Lockart, 1970’s)

Att ib ti Th (W i 1974)• Attribution Theory (Weiner, 1974)• Conversation Theory (Pask, 1976)• Double Loop learning (Chris Argyris, 1976)• Approaches to learning (Marton and Saljo, 1976)

Social learning Theor (Band ra 1977)• Social learning Theory (Bandura, 1977)• Script Theory (Schank, 1970’s and 80’s)• Modes of Learning (Norman and Rumelhart, 1978)• Repair Theory (Brown and VanLehn, 1980)

Adult learning Theory (Cross 1981)• Adult learning Theory (Cross, 1981)• Structure of the Observed Learning Outcomes (SOLO) Taxonomy (Biggs and Collis, 1982)• Multiple Intelligence Theory (Gardner, 1983)• Component Display Theory (Merrill, 1983)

Triarchaic Theory of Intelligence (Sternberg 1970s and 80s)• Triarchaic Theory of Intelligence (Sternberg, 1970s and 80s)• Learning Style and experiential Learning theory (Kolb, 1984)• Concept Mapping and Vee Mapping (Novak and Gowin, 1984)• Mathematical problem Solving (Schoenfeld, 1985)• Cognitive Load Theory (Sweller 1988)• Cognitive Load Theory (Sweller, 1988)• Cognitive Apprenticeship (Collins et al 1987)

S. Goel, CSEET' 09

Learning? Theories• Dimensions of learning (Marzano, 1988)• Style of Learning and teaching (Entwistle, 1988)• Minimalism (Carrol, 1990) • Situated Learning (Lave and Wenger, 1991)• Cognitive Flexibility Theory (Spiro et al 1992)• Capability (Stephenson 1992)• Capability (Stephenson, 1992)• Learner managed learning (Graves, 1993) • Learning By Design (Kolodner et al, 1995-2004)• Work-based learning (Gattegno, 1996; Hase, 1998). • Framework of Learning Stle (Vermunt, 1998) • Socialisation, Externalisation, Combination, and Internatisation (SECI) model (Noanaka ans Takeuchi,

1998)• Action learning (Kemmis & McTaggart, 1998)• Ergonagy (Tanaka and Evers, 1999)• Constructivist alignment (Biggs, 1999)g ( gg )• Heutagogy (Hase and Kenyon, 2000) • Learning Style (Entwistle, 2001)• Story centered Curriculum (Schank, 2002)• Models of Interplay between Emotions and Learning (Kort, 2001)• Community of Practice Ellipse (Medeni 2004)• Community of Practice Ellipse (Medeni, 2004)• Spiral of experience based Action learning (SEAL) (Medeni, 2004)

• Theories of Curriculum design

S. Goel, CSEET' 09

Engineering EducationSome International Journals …Some International Journals …

• Journal of Engineering Education, ASEE, since 1910• European Journal of Engineering Education Taylor and Francis since 1976• European Journal of Engineering Education, Taylor and Francis, since 1976• The International Journal of Engineering Education, Dublin Institute of Tech., since 1985• IEEE Transaction on Education, IEEE, since 1988• Journal of Computer Science Education, Taylor and Francis, since 1990• International Journal of Technology and Design Education Springer since 1990• International Journal of Technology and Design Education. Springer, since 1990• Australasian Journal of Engineering Education. Australasian Association of Engineering

education, since 1991• The Journal of Computing Sciences in Colleges, Consortium for Computing Sciences in

Colleges, Archived by ACM, since 1991g , y ,• Engineering Science and Education Journal, IEE, since 1992• Global Journal of Engineering Education, UNESCO International Centre for Engineering

Education, since 1997• Journal of Science, Technology, Engineering and Math Education, Auburn University, since

20002000 • British Journal of Engineering Education, British Engineering Education Society, since 2000• Journal on Educational Resources in Computing, ACM, since 2001• Journal of Information Technology Education, Informing Science Institute, since 2002

J l f I f ti S t Ed ti AITP i 2003• Journal of Information Systems Education, AITP, since 2003• Online Journal of Global Engineering Education, University of Rhode Island, since 2006• Advances in Engineering Education, ASEE, since 2007S. Goel, CSEET' 09

Engineering EducationSome International JournalsSome International Journals

• Journal of Learning Sciences, LEA since 1991• Innovative Higher Education, Springer

R h i S i Ed ti S i• Research in Science Education, Springer • Education and Information Technologies, Springer • Research in Higher Education, Springer • Higher Education, Springer g , p g• International Journal for the Scholarship of Teaching & Learning , Georgia

Southern University • International Journal of Teaching and Learning in Higher Education, International

Society for Exploring Teaching and Learningy p g g g

S. Goel, CSEET' 09

Engineering EducationSome international Conferences and otherSome international Conferences and other

Publications• Annual conference of ASEE since 1894• Annual conference of ASEE, since 1894• Annual Conference of SIGCSE, ACM, since 1970.• Frontiers in Education, ASEE & IEEE, since 1977. • Annual Conference of Consortium for Computing Sciences in Colleges, since 1985• Annual Conference of Software Engineering Education and Training IEEE since 1988• Annual Conference of Software Engineering Education and Training, IEEE, since 1988 • Annual Conference of Australasian Association of Engineering Education, since 1990• Annual Conference on Informing Science and Information Technology Education, Informing

Science Institute, since 2001• Annual ASEE Global Colloquium on Engineering Education, since 2002Annual ASEE Global Colloquium on Engineering Education, since 2002• Annual Conference of SIGITE, ACM, since 2003• International Computing Education Research Workshop, ACM, since 2005• The International Conference of the Learning Sciences (ICLS), ISLS since 1992.• SIGCSE Bulletin, since 1969SIGCSE Bulletin, since 1969• National Teaching and Learning Forum, Newsletter, USA, since 1991• Prism, a magazine by ASEE, since 1998• Tomorrow's Professor Listserv, Stanford University, since 2000• SIGITE Bulletin, since 2005SIGITE Bulletin, since 2005

S. Goel, CSEET' 09