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Workshop conducted at MNIT, Jaipur as part of faculty development program

Workshop conducted at MNIT, Jaipur as part of faculty development program

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    engage...to facilitate deeper learning engage...to facilitate deeper learning Presentation Transcript

    • A Proposal Engage... to facilitate deeper learning Sanjay Goel, 2008 Sanjay.goel@jiit.ac.in goelsan@yahoo.com http://www.linkedin.com/in/sgoel Sanjay Goel, JIIT University, 2008
    • My Published Papers on Engineering Education 1. Goel Sanjay (2008), Successful Teaching methods for engineering education with reference to the Indian IT industry, Accepted, Journal of STEME, USA. 2. Goel Sanjay and Kathuria Vanshi (2008), A Novel approach for pair programming, Accepted, Journal of IT Education, USA. 3. Goel Sanjay (2006), Do Engineering Faculty Know What’s Broken? The National Teaching & Learning Forum, Vol 15 Number 2, USA 4. Goel Sanjay (2006), Competency Focused Engineering Education with Reference to IT Related Disciplines: Is Indian System Ready for Transformation? Journal of Information Technology Education, USA 5. 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. 6. Goel Sanjay and Sharda Nalin (2004), What do engineers want? Examining engineering education through Bloom’s taxonomy, Conference of Australasian Association of Engineering Education, September, 2004, Australia. 7. 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. 8. Goel Sanjay (2003), Activity based flexible credit definition, Tomorrow’s Professor, Stanford University, USA Sanjay Goel, JIIT University, 2008
    • Sanjay Goel, JIIT University, 2008
    • Does engineering education have anything to do with either one? College teaching may be the only skilled profession for which no preparation or training is provided or required. Prof. Richard Felder, 1982 Professor Emeritus of Chemical Engineering, North Carolina State University http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ Sanjay Goel, JIIT University, 2008
    • Age of Information explosion More information was produced in the last 30 years than in the previous 5000. Information Doubling (1.5 years - 5 years) Sanjay Goel, JIIT University, 2008
    • “Information is not Instruction”. Prof. M.David. Merrill Professor, Instructional Technology, Utah State University Sanjay Goel, JIIT University, 2008
    • Bloom’s Taxonomy of Learning Objectives , 1956 Cognitive Domain : Mental skills Affective Domain : Growth in feelings or emotional areas Psychomotor Domain : Manual or physical skills Sanjay Goel, JIIT University, 2008
    • Bloom’s Taxonomy of Learning Objectives: Cognitive Domain Sanjay Goel, JIIT University, 2008
    • Bloom’s Taxonomy of Learning Objectives: Cognitive Domain Level 1:Knowledge (REMEMBERING) exhibits previously learned material by recalling facts, terms, basic concepts and answers. acquire, cite, define (studied definitions), derive, fill in the blanks, identify, label, list, name, obtain, prove (studied theorem, studied method), recall, recite, recognise, reproduce, show (studied fact, studied method), and state. Sanjay Goel, JIIT University, 2008
    • Bloom’s Taxonomy of Learning Objectives: Cognitive Domain Level 2:Comprehension UNDERSTANDING): demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas. State a problem in one's own words. arrange, associate, categorize, change, clarify, classify, compare, convert, describe, discuss, distinguish, draw, exemplify, explain, illustrate, interpret, match, outline, rephrase, represent, restructure, rewrite, sort, summarize, tell, and translate. Sanjay Goel, JIIT University, 2008
    • Bloom’s Taxonomy of Learning Objectives: Cognitive Domain Level 3:Application (SOLVING THE PROBLEM): Use a concept in a new situation or unprompted use of an abstraction. apply, calculate, compute, demonstrate, determine, estimate, evaluate (computation), experiment, find, practice, show (understanding fact in the direct context of studied material), solve, and transform. Sanjay Goel, JIIT University, 2008
    • Bloom’s Taxonomy of Learning Objectives: Cognitive Domain Level 4: Analysis (LOGICAL ORDERING): Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. analyze, conclude, contrast, debug, deduce, detect, differentiate, discriminate, examine, extend, extrapolate, generalize, infer, justify, point out, predict, rearrange, select, specify, test, and verify. Sanjay Goel, JIIT University, 2008
    • Bloom’s Taxonomy of Learning Objectives: Cognitive Domain Level 5: Synthesis (CREATING) Build a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure 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, schedule, sketch, and synthesize. Sanjay Goel, JIIT University, 2008
    • Bloom’s Taxonomy of Learning Objectives: Cognitive Domain Level 6:Evaluation presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria appraise, argue, assess, decide, evaluate (the options), judge, question, review, revisit, standardize, validate, value, and weigh. Sanjay Goel, JIIT University, 2008
    • • Ex#6.21: What kind of learning experiences as per Bloom’s taxonomy resulted in deep learning for you? • Ex#6.22: At what level do we most frequently engage most of our students? • Ex#6.23: Should our methods be reorganized in the light of Bloom’s taxonomy? If yes, how? Illustrate with suitable assignments wrt your current course. Sanjay Goel, JIIT University, 2008
    • Deep Learning • Higher-order learning (e.g., “While I am studying, I often think of real life situations to which the material that I am learning would be useful”). • Integrative learning (e.g., “I try to relate what I have learned in one subject to that in another”). • Reflective learning (e.g., “In reading new material I often find that I’m continually reminded of material I already know and see the latter in a new light”). Sanjay Goel, JIIT University, 2008
    • Higher-order learning Students: • Apply theories or concepts to practical problems or in new situations? • Analyze the basic elements of an idea, experience, or theory, such as examining a particular case or situation in depth and considering its components? • Synthesize and organized ideas, information, or experiences into new, more complex interpretations and relationships? • Make 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? Sanjay Goel, JIIT University, 2008
    • Higher-order learning Students: • Apply theories or concepts to practical problems or in new situations? • Analyze the basic elements of an idea, experience, or theory, such as examining a particular case or situation in depth and considering its components? • Synthesize and organized ideas, information, or experiences into new, more complex interpretations and relationships? • Make 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? Ex#12.1: As student, how frequently were you engaged in such experiences? Ex#12.2: How frequently do you engage the students in such experiences? Ex#12.3: What % of students frequently have such experiences in your course? Sanjay Goel, JIIT University, 2008
    • Integrative learning Students: • Work on a paper or project that required integrating ideas or information from various sources? • Include diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments? • Put together ideas or concepts from different courses when completing assignments or during class discussions? • Discuss ideas from their readings or classes with faculty members outside of class? • Discuss ideas from their readings or classes with others outside of class (students, family members, co-workers, etc.)? Sanjay Goel, JIIT University, 2008
    • Integrative learning Students: • Work on a paper or project that required integrating ideas or information from various sources? • Include diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments? • Put together ideas or concepts from different courses when completing assignments or during class discussions? • Discuss ideas from their readings or classes with faculty members outside of class? • Discuss ideas from their readings or classes with others outside of class (students, family members, co-workers, etc.)? Ex#12.4: As student, how frequently were you engaged in such experiences? Ex#12.5: How frequently do you engage the students in such experiences? Ex#12.6: What % of students frequently have such experiences in your course? Sanjay Goel, JIIT University, 2008
    • Reflective learning Students: • Learn something from discussing questions that have no clear answers? • Examine the strengths and weaknesses of their own views on a topic or issue? • Try to better understand someone else's views by imagining how an issue looks from his or her perspective? • Learn something that changed the way they understand an issue or concept? • Applied what they learned in a course to their personal life or work? • Enjoy completing a task that required a lot of thinking and mental effort? Sanjay Goel, JIIT University, 2008
    • Reflective learning Students: • Learn something from discussing questions that have no clear answers? • Examine the strengths and weaknesses of their own views on a topic or issue? • Try to better understand someone else's views by imagining how an issue looks from his or her perspective? • Learn something that changed the way they understand an issue or concept? • Applied what they learned in a course to their personal life or work? • Enjoy completing a task that required a lot of thinking and mental effort? Ex#12.7: As student, how frequently were you engaged in such experiences? Ex#12.8: How frequently do you engage the students in such experiences? Ex#12.9: What % of students frequently have such experiences in your course? Sanjay Goel, JIIT University, 2008
    • National Survey of Student Engagement (NSSE) 51,233 seniors from 439 four-year colleges and universities. 2004, USA Arts and Humanities Biology Business Education Engineering Physical Science Professional Social Science Other 6% respondents were engineering students Sanjay Goel, JIIT University, 2008
    • National Survey of Student Engagement (NSSE) Sanjay Goel, JIIT University, 2008
    • Deep learning: How to initiate? • Academic Challenge – Challenging intellectual and creative work is central to student learning and collegiate quality. – High expectations for student performance high levels of student achievement • Assignments that take more than an hour to complete • Challenging Examinations • Research/design project or Independent study • Report writing • Additional work hours per lecture hr. (Benchmark: 3 additional work hrs. per lecture hr.) Sanjay Goel, JIIT University, 2008
    • Deep learning: How to Facilitate? • Academic Challenge • Active and collaborative learning – Intense involvement in and outside classrooms – Applying learned material in different settings. – Collaborating with others in solving problems or mastering difficult material. • Student Faculty Interaction – Frequent and intense academic discussions outside the classroom • Enriching Educational experience – Experiencing diversity. – Serious conversations. – Internships. – Capstone projects. – Community service – Learning communities. – Co-curricular activities. Sanjay Goel, JIIT University, 2008
    • Rethink • Ex# 13.1: As a student, what % of courses did you experience deep learning in? • Ex#13.2: What % of students experienced deep learning in your last course? • Ex#13.3: What % of students frequently experience deep learning in our program? Sanjay Goel, JIIT University, 2008
    • Exercise #6 14.1 What minimum % of students do you aim to get the experience of deep learning in your coming course? 14.2 List the main problems? Sanjay Goel, JIIT University, 2008
    • Engineering Education Some International Journals … • Journal of Engineering Education, ASEE, since 1910 • 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 • 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 1991 • 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 2000 • 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 • Journal of Information Systems Education, AITP, since 2003 • Online Journal of Global EngineeringGoel, JIIT University, 2008 of Rhode Island, since 2006 Education, University Sanjay • Advances in Engineering Education, ASEE, since 2007
    • Engineering Education Some International Journals • Journal of Learning Sciences, LEA since 1991 • Innovative Higher Education, Springer • Research in Science Education, Springer • Education and Information Technologies, Springer • Research in Higher Education, Springer • Higher Education, Springer • 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 Learning Sanjay Goel, JIIT University, 2008
    • Engineering Education Some international Conferences and other Publications • 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 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 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 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 2005 Sanjay Goel, JIIT University, 2008