Review of Monday closed book

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Review of Monday (closed book)

• Individually - What did you learn/ What were the
  objectives? (1 min)
• With your neighbor (groups of 4) or with the
  whole group (groups of 3) Compare your lists
  and add details (2 minutes)
• Share with group

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Engineering Engineering Education

• Best Practices

Brian Hoyt Timothy Raymond
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Engineering Design Course Design Analogy
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Engineering Design Course Design Analogy
 
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Engineering Design Course Design Analogy
 
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Best Practices--Outcomes

• Participants will be able to
• Identify several best practices in engineering
  education.
• Apply best practices in the design of their
  courses.
• Apply learning style theory in the design of
  course material
• Define the differences between active,
  collaborative, cooperative and problem based
  learning.

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Your Turn First

• Jot down a quick list of the best teaching
  practices you can think of. (1 minute)
• Turn to a neighbor and compare your lists. (2
  minutes)
• Be ready to share your thoughts with the group.

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Best Practices
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Best Practices
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Outcomes(aka Behavioral Objectives)

• Should be given to students.
• Should be
• Specific
• Attainable
• Measurable
• Linked to a performance time frame
• Should state the conditions of performance.
• Should be used to develop assessment measures.

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Blooms Taxonomy of Educational Outcomes
(Cognitive Domain)
5. Synthesis Propose, create, invent,
design, improve
Words Not to Use Understand, Learn, Know,
Comprehend, Appreciate
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Why Write Objectives?

• Identify critical course material
• organize presentation
• allot appropriate time per topic
• Identify delete extraneous course material
• Facilitate construction of in-class activities,
  out-of-class assignments, and tests
• assure comprehensive coverage
• exercise all Bloom levels

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• Provide a study guide for students
• Tell faculty colleagues what they can expect
  students who pass this course to know
• teachers of follow-on courses
• new instructors
• curriculum planning committees
• accreditation coordinators

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Suggestions

• Prepare objectives for every section of every
  course, then prepare or revise course notes.
• Write objectives to cover all levels of Blooms
  taxonomy.
• If you cant write an instructional objective for
  a topic, consider deleting the topic.
• Give objectives to students on first day of class
  or hand them out a section at a time.

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Best Practices
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Types

• Felder/Silverman
• Learning Style Inventory (Kolb)
• Myers-Briggs Type Indicator
• Herrmann Brain Dominance Instrument
• Perry Type Indicator
• others

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The Why?
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Why Learn Learning Styles?

• In your color groups - Determine who got up
  earliest today.

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Why Learn Learning Styles?

• In your color groups - Determine who got up
  earliest today.
• The person to their right will be the Note-Taker
  for the group.

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Why Learn Learning Styles?

• In your color groups - Determine who got up
  earliest today.
• The person to their right will be the Note-Taker
  for the group.
• Note-Taker will record all responses that are
  brainstormed by the group.
• Take 2 minutes for this.

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Why Learning Styles are Important

• Make the learning process more discussable
• Provides a context for addressing the
  instructorstudent impedance mismatch that all
  too often exists
• Helps students understanding their own learning
  processes
• Others

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Kolb and Learning Styles - The What?
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2 Main Elements of Learning

• Perceiving new information --
• How we take things in
• Processing new information --
• How we make things a part of us

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Perceiving Information
Feeling (Intuitive)
Thinking (Sensing)
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Processing Information
Doing (Active)
Watching (Reflective)
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Kolb and Learning Styles
Feeling
Doing
Watching
Thinking
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Kolb and Learning Styles
Concrete Experience (CE)
Quadrant 4
Quadrant 1
Reflective Observation (RO)
Active Experimentation (AE)
Quadrant 2
Quadrant 3
Abstract Conceptualization (AC)
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Kolb and Learning Styles

• Four learning styles
• 2 for perception
• 2 for processing
• Only dealing with the preferred methods of
  perceiving and processing

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What are Your Preferred Learning Styles?

• To take the inventory go to
• http//trgmcber.haygroup.com/LSI/default-new.asp?o
  z157
• To see the results again later go to
• http//trgmcber.haygroup.com/LSI

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The Results
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The Results
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Type 1 Learners

• STRENGTH Innovation and imagination they are
  the idea people
• GOALS Self involvement in important issues,
  bringing unity to diversity
• FAVORITE QUESTION Why?
• PRIMARY CONCERN Personal meaning

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Type 1 Learners
Like to ....
Dislike ....

• Integrate experience with self
• Listen and share ideas
• View ideas from many perspectives
• Work for harmony
• Be personally involved
• Be innovative
• Clarify values

• Timed tests, pop quizzes
• No student interaction
• Insensitive teachers
• Individual work
• Skill development
• Lack of thinking time
• Coverage rather than depth
• Colorless environments

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Type 2 Learners

• STRENGTH Creating concepts and models
• GOALS Self-satisfaction and intellectual
  recognition
• FAVORITE QUESTION What?
• PRIMARY CONCERN Information

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Type 2 Learners
Like to ....
Dislike ....

• Integrate observations into what is known
• Seek continuity
• Know what experts think
• Think through ideas
• Think linearly
• Work with detail
• Critique information and collect data

• Information out of sequence
• Multiple authorities
• Pass/fail grading
• Criticisms
• Group projects
• Disorganization
• Unknown expectations

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Type 3 Learners

• STRENGTH Practical application of ideas
• GOALS To bring view of the present into line
  with future security
• FAVORITE QUESTION How? (How does it work?)
• PRIMARY CONCERN Need to try things for
  themselves

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Type 3 Learners
Like to ....
Dislike ....

• Integrate theory and practice
• Test theories and apply common sense
• Solve "down-to-earth problems
• Think strategically
• Use skills
• Know how things work

• Reading from books
• Memorization
• Confined nature of lectures
• Lack of application
• Restricted environments
• Group work
• Lack of hands-on work
• Labs that don't work
• Written assignments

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Type 4 Learners

• STRENGTH Action, carrying out plans
• GOALS To make things happen, to bring people to
  action
• FAVORITE QUESTION What if? (What can this
  become?)
• PRIMARY CONCERN Need to adapt to their own life
  situations to make more of what they learn

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Type 4 Learners
Like to ....
Dislike ....

• Integrate experience and application
• Learn by trial and error
• Discover new ideas by themselves
• Get excited by new things
• Adapt to new situations
• Reach good conclusions by intuition
• Take risks

• Long lectures
• Teacher-oriented classrooms
• Standard routines
• Repetition and drill
• Assignments without options
• Knowledge for its own sake

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The Learning Population

• Type 1 10
• Type 2 40
• Type 3 30
• Type 4 20

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What Do We Teach?

• I teach interpersonal skills! 10
• I teach what I know! 40
• I teach what I am! 30
• I train minds! 20

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Engineering Faculty Profile

• Type 1 10 focus on relationship
• Type 2 50 focus on facts
• Type 3 30 focus on skills
• Type 4 10 focus on self-discovery

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Teaching Styles

• Type 1-- focus on the personal development of
  students
• Type 2 -- focus on the transmission of knowledge
• Type 3 -- focus on promoting productivity and
  competence
• Type 4 -- focus on encouraging experiential
  learning

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The Kolb Cycle as a Model for Teaching The
How?
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The Kolb Cycle

• Immediate experience (CE) creates a need for
  learning, which
• transfers to reflective observation (RO) of the
  experience, which
• is followed by the introduction of concepts (AC)
  to integrate the immediate experience into what
  is known, after which
• testing is induced (AE), which
• results in new experiences, so the cycle repeats.

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Kolb Cycle
Concrete Experience (CE)
I Why?
IV What if?
Reflective Observation (RO)
Active Experimentation (AE)
II What?
III How?
Abstract Conceptualization (AC)
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Quadrant I

• Answer the question WHY?
• Introduce the subject
• Provide the big picture
• Provide meaning
• Generate enthusiasm
• Show respect and interest
• Principle role of teacher MOTIVATOR

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Quadrant I Learning Activities

• Motivational Stories
• Simulations
• Class Discussion
• Group Discussion
• Journal Writing
• Interactive Lecture
• Group Problem Solving
• Field Trips

• Formal Lecture, feeling tone
• Role Playing
• Socratic Lecture
• Discussional Lecture
• Group Projects
• Group Experiments
• Subjective Tests

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Quadrant II

• Answer the question WHAT?
• Provide information to the student
• Organize and integrate new material
• Provide time for thinking and reflection
• Principle role of teacher EXPERT

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Quadrant II Learning Activities

• Formal Lecture, thinking tone
• Lecture with Visual Aides
• Lecture with Programmed Notes
• Textbook Reading Assignment
• Problem Solving by Instructor

• Demonstrations by Instructor
• Example Problems from Textbook
• Independent Research
• Objective exams
• Library Search
• Gathering Data

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Quadrant III

• Answer the question How?
• Provide opportunity for students to apply
  material
• Help students to develop problem solving patterns
• Establish a safe learning environment
• Principle role of teacher COACH

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Quadrant III Learning Activities

• Example Problems Worked by Students
• Homework Problems
• Guided Labs
• Computer Simulation
• Field Trips

• Objective Exams
• Laboratory Tests
• Individual Reports
• Computer Aided Instruction
• Lecture with Demonstrations

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Quadrant IV

• Answer the question WHAT IF?
• Provide opportunities for self discovery
• Provide opportunities for students to share
• Evaluate performance
• Principle role of teacher EVALUATOR/REMEDIATOR

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Quadrant IV Learning Activities

• Open Ended Problems
• Problems Prepared by Students
• Capstone Design
• Open Ended Laboratories
• Student Lectures
• Group Discussion

• Role Playing
• Field Trips
• Student Presentations
• Subjective Exams
• Simulations
• Group Problem Solving
• Group Project Reports

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Your Turn The What If?

• Pick one of the Learning Outcomes you wrote
  yesterday.
• Write down an instructional activity for each of
  the four quadrants (3 min)
• Why?
• What?
• How?
• What if?
• Share your ideas with your group.