substitute your lectures by cooperative problem-based learning sessions
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Substitute your lectures by cooperative problem-based learning sessions. A hands-on session on. Francesc Josep Sànchez i Robert ([email protected]). Barcelona, June 10 th 2009. After completing this hands-on session, participants will be able to:. - PowerPoint PPT PresentationTRANSCRIPT
Substitute your lectures by cooperative problem-based learning
sessions
Francesc Josep Sànchez i Robert([email protected])
Barcelona, June 10th 2009
A hands-on session on
2
• Explain the advantages of PBL and CL with respect to the traditional teaching method to achieve significant learning
• Explain the key points of fast feedback and assessment criteria (rubrics) for PBL
• Apply the basics of PBL and CL to their own subject following the systematic method presented, in order to convert “traditional” learning materials
After completing this hands-on session, participants will be able to:
3
Mediterranean Technology Park Castelldefels (Barcelona)
http://epsc.upc.edu
Examples of some subjects adapted to the EEES
CiC (1A) Components and Circuits (core course) (a pilot CiC (1A) Components and Circuits (core course) (a pilot experience)experience)
EDED Digital Electronics (1B) (core course) Digital Electronics (1B) (core course) SED (2A) Digital Electronic Systems (Telematics) (core SED (2A) Digital Electronic Systems (Telematics) (core
course)course) IB-BD (3A) Instrumentation and Bioengineering (optional IB-BD (3A) Instrumentation and Bioengineering (optional
course)course) SDR (3A) Reconfigurable Digital Systems (optional course)SDR (3A) Reconfigurable Digital Systems (optional course) LGI – II (3A) Group Leadership (elective course)LGI – II (3A) Group Leadership (elective course)
We’ve gained experience from very diverse students, from freshmen to seniors for more than 7 years
Everything from the courses can be searched here: http://epsc.upc.edu/projectes/ed/
Digital Electronics (ED)
First year of the bachelor's degree in Telecommunications
Let me show you how looked like my problems some years ago …
Let me show you how looked like my problems some years ago …
Think about your own assignments …
( Examples from mathematics, physics, Chemistry, computers, …)
- Are they similar to the ones shown above?
- Do you find them useful?
- Perhaps …- Are they easy to correct and assess?- Are they easy to upload to digital campuses?- Are they teacher-convenient? - Are they giving a vision of engineering? - Or, are they showing a picture of the studies? …
- Can they motivate students?
What do you have to say?
Task #1
New Engineering Education Paradigm1
‘Teaching’ is the purposeful creation of situations from which motivated learners should not be able to escape without learning or developing
John Cowan2
1. Splitt, F. G., “PART II: THE CHALLENGE TO CHANGE: On Realizing the New Paradigm for Engineering Education”, The Interface, The joint newsletter of the IEEE – ES and the ASEE, August 2003, No.2. (http://www.ewh.ieee.org/soc/es/interface.html)
2. John Cowan, “On Becoming an Innovative University Teacher: Reflection in Action”, Open University Press, 2 nd ed., 2006 , p.100
The basis of student-centred learning
• Clearly specifying detailed learning objectives for students.
•Arrange teaching and learning activities that encourage/require students to carry out tasks that provide the student with exposure, practice and feedback on the learning objectives.
•Design a grading/marking system that requires the student to demonstrate how well they achieve the stated learning objectives.
A level 3 teacher 1:
1 David Jones weblog, at: http://davidtjones.wordpress.com/ “Improving university teaching - learning from constructive alignment by *NOT* mandating it “
Learning objectives
includeContent and cross-curricular skills
Effective communication Autonomous
learning
Design- oriented tasks
achieved by
Teamwork
solved by
method
Guidelines for quality documentation
Design verification
Information search (library, Internet)
Real world examples
consist of
EDA toolsGroup and class
interaction
Self-assessment
motivation
Group portfolio
Best work samples
reflection
include
Open solutions
Let’s think about it …
The new learning objectives of Digital Electronics
Group Portfolio (PO)
Specific content + teamwork + communication skills + self-directed learning + third language
Problem-based learning course
Part 1:
Combinational Systems
Part 1:
Combinational Systems
Part 2:
Sequential Systems
Part 2:
Sequential Systems
Introducing next course: ideas of C
and PLD’s
Introducing next course: ideas of C
and PLD’s
CAD / EDA software : SPICE, Proteus-VSM,
Espresso (Minilog)
Application project (AP)Application project (AP)
The new learning objectives of Digital Electronics
Specific content +
+ teamwork + communication skills + self-directed learning + third language
Yes!, they can be achieved by active techniques like cooperative learning
and PBL (but not by traditional lecturing!)
cross-curricular skills at level 1 of competence:
introductory
cross-curricular skills at level 1 of competence:
introductory
Do you agree? Do you agree?
14
Planning activities and study time in and out class
Activities
Formative and continuous assessment
TheoryTheory
ExercisesExercises
Application project
Application project
Individual assessment
Individual assessment
PortfolioPortfolio
Weekly study planWeekly study plan
Teamwork session TWA (2 h)
Teamwork session TWA (2 h)
Teamwork session TWB (2 h)
Teamwork session TWB (2 h)
Teamwork session TWC (at least 2 h)
Teamwork session TWC (at least 2 h)
Extra individual workExtra individual work
classroo
mclassro
om 6.5 h –
8 h per week
6.5 h – 8 h per week
4.8 ECTS
4.8 ECTS
Method 1 (quality criteria) for solving any problem of the subject
Formative and continuous assessment (exercises can be improved once corrected
PlanPlan
Develop Develop
ResultsResults
SimulationSimulation
PresentationPresentation
1 http://epsc.upc.edu/projectes/ed/ED/unitats/unitat_1_1/Criteris_Correccio_Exercici_en.pdf
So, you see, it’s nothing new !
But students knows exactly what they have to able to do
Format of a regular cooperative session
Classrooms with mobile tables
Cooperative Learning as the instructional method
Base groups of 3 students
The new exercises …
http://epsc.upc.edu/projectes/ed/unitats/unitat_1_1/Criteris_Correccio_Exercici.pdfhttp://epsc.upc.edu/projectes/ed/unitats/unitat_1_1/Criteris_Correccio_Exercici.pdf
Students have to solve real-world problems (open solutions (design or synthesis oriented, in balance with analysis) Tick the learning objectives Search the theory and summarise using concept maps Guided development (using the method) (very guided at the course beginning self-directed towards the course end) Prepared to be solved in cooperation Statement of fairness and acknowledgement Task distribution / reflection Write doubts or questions not solved yet Study time Signature Content through English
Relevant to their own lives
Example
Controlling a storage tank system for a pancake syrup manufacturing
http://epsc.upc.edu/projectes/ed/ED/grups_classe/08-09-q2/1BT5/MI/MI2/ED_Curs_08_09_Q2_1BT5_Cntl_MI-2x.pdf
Example
A key-coded deadbolt
http://epsc.upc.edu/projectes/ed/ED/grups_classe/08-09-q2/1BT5/EX/EX5/ED_Curs_08_09_Q2_1BT5_EX5x.pdf
K_L[11..0]
K_L9
K_L5
K_L1
K_L10
K_L6
K_L2 K_L3
K_L8
K_L4
K_L0
K_L11
K_L7
DEADLOCK CONTROL
ON-OFF-CONTROL
GS
Z
D1
Q1BC547
R112k
R2
1k
RELAY4V
B1120V
VCC
D41N4148
VCC
GND
ACTUATOR
120V
RA
100MEG
C[3..0]
KEY_ENCODER
ENCODER
COD[3..0]
K_L[11..0]
0 1 2 34 5 6 78 9 * #
GS
Example
Real-world problems instead of pure academic exercises
http://epsc.upc.edu/projectes/ed/problemes/problemes_PA/Problemes_PA.htmhttp://epsc.upc.edu/projectes/ed/problemes/problemes_PA/Problemes_PA.htm
Motivation
Activating a motor by a 4-digit personal pin
Students see how their designs actually work (in the simulator or using training
boards)
Example of an application project
A digital clock
http://epsc.upc.edu/projectes/ed/ED/grups_classe/07-08-q1/1BT4/07-08-Q1-1BT4.htm (EX7)
Deep learning (content connected throughout the course) Enables whole class collaboration Enable content coherence the same problems can be used again in advanced courses to enhance content learning (technology update using VHDL - FPGA or µC)
22
Think about your own assignments
- Examples from mathematics, physics, Chemistry, computers, …
Task #2
(Design or repair some of your exercises according to the ideas being discussed)
Resources to learn Digital Electronics
Classroom notes
ED - Web with previous courses material in pdf format and the
weekly schedule
Lab boards and
demonstration circuits
Group portfolio
Application Project
Collection of exercises
Transformed to
Concept Maps
Transformed to
Exercises solved
applying CL
Technical books and other web materials
(to enhance significant learning)
(collect, classify, show and reflect about all the work
done in the subject)
Concept maps and exercises in English
The best student solutions and projects from previous
years
Adapting learning materials to the new method …
http://epsc.upc.edu/projectes/ed/ED/http://epsc.upc.edu/projectes/ed/ED/
… It will take you a lot of time and effort (2 to 4 years)
Student assessment
• Student work is corrected regularly and feedback to the cooperative group for improvement and everything counts for the final mark
(So, there is no need anymore for classic final exams)
• Assessment is another learning activity integrated in the course dynamics
Exercises
+Individual controls
+ Application Project
+Portfolio
+
Participation and attitude
8 deliverables
8 individual unannounced
exams
Includes an oral
presentation
Work samples
Reflection
(They have to pass 7 of 8)
25
Developing communication skills: oral presentation of the application project
course group portfolio
Student assessment
Collecting evidences for the EPSC’s student competency portfolio
http://epsc.upc.edu/projectes/ed/ED/projectes_aplicacio/Oral_presentation_rubric.pdfhttp://epsc.upc.edu/projectes/ed/ED/projectes_aplicacio/Oral_presentation_rubric.pdf
http://epsc.upc.edu/projectes/carpeta_competencies/http://epsc.upc.edu/projectes/carpeta_competencies/
ContentsRegistry of working
sessions and personal
opinions over the learning
process
Registry of the activities study time
Concept maps and other reference materials
searched in library and
Internet
Best exercises (80% minimum)
Memory and presentation of the application
project
Optional: term definition
pdf edition
Individual controls
Group portfolio
25%
30%
20%
15%
(optional)
An excellent way for reflecting and showing evidence of what they learnt
Up to 8 corrected exercises
Up to 8 individual controls
Semi-structured group portfolio
Student assessment
(for 2A courses)
http://epsc.upc.edu/projectes/ed/ED/dossier_aprenentatge/portfolio_rubric_v1_enx.pdfhttp://epsc.upc.edu/projectes/ed/ED/dossier_aprenentatge/portfolio_rubric_v1_enx.pdf
Final discussion
Task #3
To conclude ... The EHEA is a good reason for innovating in our
teaching
It’s worth doing the effort: our students learn more and deeply and become more prepared for their future professional life
Teaching cross-curricular competences and content it’s a real challenge, but we must do it !
Cooperation extends beyond the classroom and affects positively intra and inter department relations