U Chile - Engineering of Self - Open 2011Presentation Transcript
Engineering of Self: A Radical Constructivist Approach to Engineering Education Carlos Vignolo NCIIA-REE 15 th Annual Conference Washington, DC, March 24-26 2011
OBJECTIVES OF THE PRESENTATION
Briefly introduce a 25 years old program of radical innovation in engineering education developed in the Industrial Engineering Department at the University of Chile, that includes Entrepreneurship and Constructivism as an important component of the pedagogical strategy.
“ Seduce” the audience to explore Radical Constructivism as a philosophical platform to sustain pedagogical innovations.
Help participants to construct a “Great 15 th NCIIA-REE Conference” using the Radical Constructivism Approach.
BIOLOGICALLY BASED RADICAL CONSTRUCTIVISM
It all started with Maturana & Varela’s Biology of Cognition
Human Beings are structurally determined as the result of a unique socio historical drift.
Everything that happens to us is determined in us and only triggered by external stimulus
The Self is also a construction of the Self in a social and historical context.
We invent and continuously reinvent our selves and the world around us in conversations, understood as a transformation process involving linguistic, emotional and spiritual elements.
Jap “ The essence of innovation is to recreate the world according to a particular ideal or vision. To create new knowledge means quite literally to recreate the company and everyone in it in an ongoing process of personal and organizational self renewal” Nonaka & Takeuchi 1995
RADICAL CONSTRUCTIVISM APPLIED TO LEARNING (1)
The student is invited to take control and to assume from the beginning and with increasing autonomy the roll of designer and manager of his personal program of learning.
Emphasis is put on early development of the capacities of active listening, entrepreneurship, and innovation, as a form of attaining a high level of effectiveness, efficiency, and well being in the learning process.
RADICAL CONSTRUCTIVISM APPLIED TO LEARNING (2)
The pedagogical context is a "gymnasium" of practice rather than that of a room of "classes".
“ Teachers”, instead of lecturers, transform into context designers, trainers and facilitators of learning.
“ Teachers” also evolve, learn and transform themselves in the interaction with students and the context of the course”.
“ Teachers” have a space to share their moods and emotions with students.
Several Courses were designed with this approach and introduced in curriculum of the Industrial Engineering Program, including the compulsory “Introduction to Industrial Engineering” Course
Good evaluation of the Introductory “Soft” Course: 6.1 vs. 5.8 Average for all courses (2001 to 2005) (Grading system from 1.0 to 7.0)
Good assessment of former students of the course with 50% High and Very High evaluation of Impact of the course in their training.
An increase in the number of courses and credits with a constructivist and entrepreneurial approach. From an average of 10 “hours course” per year in the 80’s to 35 in the 90’s to 55 since 2000
Learning centered courses have increased students’ willingness and ability to initiate and conduct a wide variety of ambitious and relevant projects, such as:
-The reactivation and empowerment of the Industrial Engineering Students Union
- The “Construyendo MisS ueños” (Building my Dreams) program. A coeducational program between engineering students and low income micro entrepreneurs. 100% invented and run by students.
- The “World Class” Annual Meeting of Industrial Engineering students from all over the country (Chile)
Industrial Engineers Rank Top 1 in Chile in prestige and salaries and they have leading positions in industry, public institutions and politics.
The constructivist student centered approach is expanding to other spaces of the School of Engineering.
A Radical Radical Constructivist Approach is a powerful platform to make radical innovations in engineering education, placing the responsibility of ensuring the triplet:
“ Hacerlo Bien” (Make it Good), implying achieving great learning productivity.
“ Pasarlo Bien” (Have a Good Time) during the University period,
“ Hacer el Bien” (Make Good to Others)
on students, transforming them on entrepreneurs, designers, leaders and managers of their learning process and “engineers” of themselves.
TUNING IN NAME: DATE: 1. What are your moods (or emotions) at the beginning of this session? Select three from the following list or add other distinctions ___ Enthusiasm ___ Interest ___ Confusion ___ Acceptance ___ Peace ___ Restlessness ___ Ambition ___ Resentment ___ Gratitude ___ Expectation ___ Resentment ___ Skepticism ___ Confidence ___ Apathy ___ Anger ___ Indifference ___ Tranquility ___ Impatience ___ Curiosity ___ Preoccupation ___ Prudence ___ Hope ___ Happiness ___ Anxiety ___ Euphoria ___ Resignation ___ Distrust OTHER: _____________________________________ 2. Do you think these are good moods to obtain the best from this session? If not, What can you do here and now to improve them? 3. What Interests, Breakdowns and Worries will you bring to the construction of this session? 4. What question or proposal would you like to make now to the facilitator?