NTLT 2012 - Learning and teaching models for engineering and trades - Weltec stories

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  • The aim of this presentation is to share experiences of our Foundation Engineering tutors and the students through our Project –based learning activities on WelTec’s Foundation Engineering programme.
  • The aim of this presentation is to share experiences of our Foundation Engineering tutors and the students through our Project –based learning activities on WelTec’s Foundation Engineering programme.
  • The programme is intensive and a sharp/short introduction to the world of engineering and how engineers are expected to function in a tertiary environment and the foundations are laid for the kind of writing they are expected to produce in their future diploma and degree study The 23 learners in January 2012 were from a wide range of backgrounds and cultures. This made the classroom very rich in the experiences the students brought to the learning environmentAt this point there was no differentiation between the group of learners pathwaying onto Degree and those pathwaying on to Diploma. Both groups need to familiarize themselves with the genre of writing for Engineering and both need to work through problem based activiteis in a logical way and employ numeracy and literacy strategies.The literacy and numeracy development is integral to the project with groups working together on the project and the tutor acting as teacher/coach/mentor/
  • The Steam Car Project:The project encompasses three big elements and these can be talked about in terms of Bloom’s Taxonomy and the literacy development is strongly linked to the three main elements of the projectThe development of content knowledge – the physics, mathematics and engineering knowledge – the cognitive domain where the learners apply the thinking required to develop the knowledge in the genre of engineeringThe development of the skills required to fulfill the practical components of the project: the drawing/making the Steam Car/ using the tools provided for the project as well as science process skills – this is the psycho motor domain where the learners develop the process skills experience for the projectThe induction into Engineering – By the end of the project the learners feel a real sense of ‘being an Engineer’ and an amazing growth in self efficacy. They develop a belief that they can tackle problems with the ‘mind’ of an engineer – the Affective domain where the learners develop the ‘feeling’ of being an engineer in the project.
  • The Design Report Structure:Identifying the problem/product innovationGather the informationBrainstorm the solutions and then choose the best oneMake the prototypeEvaluate the prototypeResultsConclusion
  • Learners wrote 4 experimental reports and then the design report, with the aim being that the experimental report would be part of the design report and the learners would be able to follow the design report structure (incorporating the experimental report)There was a strong tendency to broaden the experimental report rather than embrace the design report structure.A ‘spiral’ approach to the appropriate development and population of structure.
  • Purpose of this layout is to allow students to move in groups to complete practical tasks, theory and then back to attempt experiments to test theory’s learnt. When all relevant experiments and test are completed, peer assessment can take place. This test student knowledge and to give feed back.
  • To use every tool in the tutors tool box to get theory information (concepts) across to trade based students.Trade based student, Boy, Learning style-not if don’t have too.Can’t let the student leave the learning environment to go to the library as student gets absorbed into the abyss.
  • The aim of this presentation is to share experiences of our Foundation Engineering tutors and the students through our Project –based learning activities on WelTec’s Foundation Engineering programme.
  • The aim of this presentation is to share experiences of our Foundation Engineering tutors and the students through our Project –based learning activities on WelTec’s Foundation Engineering programme.
  • NTLT 2012 - Learning and teaching models for engineering and trades - Weltec stories

    1. 1. 17 October 2012Learning and Teaching models for Engineering and Trades: WelTec Stories James Mackay
    2. 2. • Making Steam Cars – James Mackay• Making a Multi-medium Content Delivery System – Shane Taplin• Research and Project-based Learning in Automotive – Phill Mudgway and Grant Davies• Design of an Achievement Strategy to Improve Completion – Barbara Kelly and Colleen Hurley
    3. 3. 17 October 2012Making Steam Cars: Project-based Learning in the FoundationEngineering Programme at WelTec James Mackay
    4. 4. The Context Engineering Foundation course (Four week 20 credit; level 4) 23 students: Includes school leavers, mature students, non-English speakers, variety of cultures Pre-diploma and pre-degree students together Practical oriented; project based learning Integrates literacy and numeracy development into coursework
    5. 5. Project Based Learning Physics andTeaching and Learning Mathematics ContentPhilosophy Development Constructivist approach to learning Science & The Steam Car Project Based Collaborative Engineering Inducting Process Skills Project students into learning model Development the engineering community Embedded literacy and numeracy Developing self-efficacy Engineering Literacy Development
    6. 6. • Making the cars • Testing the cars and calculating the efficiency • Designing a modification to improve efficiency • Testing the modification • Writing a report • Converting the car into a steamThe Steam Car generator Project
    7. 7. Making and Testing the Cars In this video clip, students are using a strobe to measure the rate of rotation of the turbine.
    8. 8. Designing and testing modifications to improve efficiency
    9. 9. Convert the car to a generator
    10. 10. Scaffolding Learning
    11. 11. Skills Development (Psychomotor and Cognitive Domains)Psychomotor DomainMaking, using tools, using scientific equipmentCognitive DomainPlanning work, designing modifications, carrying out instructions, planning and designing experiments
    12. 12. Content Development (Cognitive Domain)Mathematical KnowledgeUsing ratio and proportion, simple scaling, areas, volumes, basic manipulation of formulae, graphingPhysics KnowledgeBasic mechanics, force and motion, thermal physics
    13. 13. Inducting Students into Engineering (Affective Domain)Development of Self-efficacyDeveloped through a process of mastery of tasks (Bandura, 1994)Development of the use of Engineering LanguageInducted into the language of Engineering (Learn to read, talk and write engineering language: read instructions, discuss engineering problems, write reports)
    14. 14. Reading Task Informal DiscussionStudents required to read (talking engineering)and interpret engineeringdense language of the kit Discussion throughout the process ofinstructions making and testing the car developed students use of engineering language
    15. 15. Writing TasksThe Design Report The Experimental Report1.Identifying the problem/product 1. The question innovation 2. The Hypothesis2.Gather the information 3. The design3.Brainstorm the solutions and then investigation/experiment to test the choose the best one theory4.Make the prototype 4. The method5.Evaluate the prototype 5. Collection of data6.Results 6. Discussion/analysis7.Conclusion 7. Reject or accept the hypothesis(Beer, D. & McMurray, D. 2005. A (Rosenberg, B.J. 2005. Technicalguide to writing as an Engineer) Writing for Engineers and Scientists)
    16. 16. Findings Students loved doing the project, even though they found it difficult Students felt like engineers Students acquired important engineering and scientific process skills Basic numeracy was developed Physics knowledge was learned “by the way” Students were able in the end to use engineering and scientific language to write their reports
    17. 17. 17 October 2012Developing a Multi-mediumContent Delivery System inElectrotechnology at WelTec Shane Taplin
    18. 18. Why the Need for Change?• Poor course completion• Students struggling with the content• Tutors believed students liked and wanted chalk and talk from tutors• Disadvantages – conversation all one way, no reflection from both and no feedback from students
    19. 19. What is the Intervention?To take the theory and apply this in a practicalcontext in the same space• Confirm theory: – using practical tasks – using practical experiments – by recording practical experiments – analysing recorded data
    20. 20. Concept Room Layout Benches for groups of four
    21. 21. How do we propose to do this?To utilise engaging learning tools• Traditional chalk and talk• Smartboard• Netbooks• iPads• Visualizer• Smart Pens (Live Scribe Echo)
    22. 22. Issues to date• Tutors – Mindset – Room layout – Inability to use technology• IT Services• Facilities• Students• Still teaching to Unit Standards and content
    23. 23. Summary• Issues still to overcome – up skilling tutors• Started this process two years ago
    24. 24. 17 October 2012 Research and Project-basedLearning in Automotive at WelTec Phill Mudgway and Grant Davies
    25. 25. DieselMudgy
    26. 26. We want to be right, and we want to look good
    27. 27. New Words and AcronymsABL EL Activity-based Learning Experiential Learning RBL Research-based LearningPBL Project-based Learning MTMS My Teaching Method SucksGYAHOT Get Your Ass Here On Time
    28. 28. 2 Year Full Time 16 Courses Theory and Practical4 weeks 97 Unit Standards, City and Guilds,per course??? Integrated Learning with Projects
    29. 29. Yogi Berra“In theory, there is no differencebetween theory and practice.In practice, there is.”The Yogi Book 1999
    30. 30. • Combined to increase student buy in• PBL , EL, GYAHOT• Achieve unit standards and beyond
    31. 31. • AT3208 Engine Rebuild• AT3209 Engine Performance• Traditionally taught separately
    32. 32. Chev Ute
    33. 33. Log Splitter/Hydraulics Rig
    34. 34. PROVE IT ORCHANGE IT ?
    35. 35. 17 October 2012The Design of an AchievementStrategy to Improve Completion Rates in the Trades at WelTec Barbara Kelly and Colleen Hurley
    36. 36. Context• Working in Trades Academy• 16-17 year olds• Trades Options with a core day• Delivery by individual tutors on individual standards over all groups• End of Trimester One – no units completed Change needed
    37. 37. Change• Team teaching unit standards in one area• Achievement focus on completion of outstanding units• Visual monitoring of completion both for tutors and students• Positive re-enforcement• Discussion of NCEA Level 2 pathway• Individual tracking and engagement with student
    38. 38. Change of Expectations• Student achievement• Completion of Semester One units• Incentives: – Release of student for afternoon once completed – Individual award for first to complete all units
    39. 39. Moving Forward• Tutors - Team Teaching• Go-round strategy• Output goals set for each session• Achievement monitoring – Programme spreadsheet – Individual student spreadsheet
    40. 40. Educational ContextBandura’s* Theory“If standards of performance are too high, theycan be a source of personal distress. Goals thatare too distant or too difficult can bedisappointing. Sub goals of moderate difficultyare therefore likely to be the most motivatingand satisfying.”Bandura, Albert, Chapter 13, An Introduction to Theories of Learning, Mathew H Olson and B R Hergenhahn 8th ed., Pearson Hall2009
    41. 41. Educational ContextPerceived Self Efficacy plays a major role in self-regulated behaviourPerceived Self Efficacy refers to one’s beliefsconcerning what one is capable of doing and itarises from a variety of sources including• Personal accomplishments and failures• Seeing others who are seen as similar to oneself succeed or fail at various tasks• Verbal persuasion
    42. 42. Achievement Strategy Concepts• Assessment requirements clear• Achievement milestones• Go round strategy• Achievement Approach – Language – Support – Visibility
    43. 43. Summary• Project Based Learning in Engineering Foundation offers a way to engage learners in the challenging content, and address numeracy and literacy• Changing the learning environment in Electrotechnology may be the way to engage young male students• While working on their own projects, students take charge of their learning in an Automotive Engineering Environment• Student focus on achievement helps them engage in learning and better success

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