<ul><li>Engineering Education: Learning Engineering in Higher Education and Schools </li></ul><ul><li>Professor Peter Kutn...
Initial Problems <ul><li>Engineering: Need for increased number of engineers at technical and higher education levels </li...
Engineering approaches to resolving the problem <ul><li>Often led by University-based Engineering Professors </li></ul><ul...
School-based approaches to resolving the problem <ul><li>Realisation of need to increase students with STeM interests </li...
The Role of the SRT: Sciences of Learning <ul><li>Has allowed the opportunity to bring together current thinking and resea...
Learning Engineering in Higher Education <ul><li>Assessment for engineering learning: Assessing Student Collaboration and ...
Learning Engineering in Higher Education <ul><li>Assessment for engineering learning </li></ul><ul><ul><li>Structure-behav...
Learning Engineering in Higher Education <ul><li>Design, development, and implementation of interdisciplinary learning in ...
Learning Engineering in Higher Education <ul><li>International  Award-Winning Teaching Pedagogy </li></ul><ul><ul><li>2010...
Learning Engineering in Schools <ul><li>Understanding the use and application of engineering education in secondary school...
Implications for Engineering Education (via the SRT) <ul><li>Pedagogies and Student Learning </li></ul><ul><ul><li>Inquiry...
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1420 peter engineering_learning

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Transcript of "1420 peter engineering_learning"

  1. 1. <ul><li>Engineering Education: Learning Engineering in Higher Education and Schools </li></ul><ul><li>Professor Peter Kutnick (Education), Dr Rosanna Chan (Education), Dr Alfred Yu (Engineering) </li></ul>
  2. 2. Initial Problems <ul><li>Engineering: Need for increased number of engineers at technical and higher education levels </li></ul><ul><li>Engineering: Hong Kong drop-off in number of local Engineering students in HE </li></ul><ul><li>School and Engineering: What is being taught does not match with current needs of society </li></ul><ul><li>School and Engineering: Teacher expectation clash with student expectation </li></ul><ul><li>Engineering industry: Good will but ‘hit and miss’ initiatives in schools </li></ul>
  3. 3. Engineering approaches to resolving the problem <ul><li>Often led by University-based Engineering Professors </li></ul><ul><li>Know what and who has succeeded in Engineering but not what stimulated that interest </li></ul><ul><li>Tendency to focus on (school) students who have already decided to become Engineers (leakage control) </li></ul><ul><li>At school level, these students are (at least) in 5 th or 6 th form </li></ul><ul><li>At university level, overly didactic teaching methods, emphasising rote learning, etc. </li></ul>
  4. 4. School-based approaches to resolving the problem <ul><li>Realisation of need to increase students with STeM interests </li></ul><ul><li>Student career aspiration and course choice takes place before formal engineering courses are offered </li></ul><ul><li>Engineering experiences in schools likely to be non-pedagogically planned (non-experiential learning) and often taking place in competitive and exclusive student groups </li></ul><ul><li>We do acknowledge, though, that is is much good will from educators, industry and HE in the provision of Engineering Education opportunities </li></ul>
  5. 5. The Role of the SRT: Sciences of Learning <ul><li>Has allowed the opportunity to bring together current thinking and research from Engineering and Educational perspectives </li></ul><ul><li>Engineering: </li></ul><ul><ul><li>Knowledge of Engineering curriculum </li></ul></ul><ul><ul><li>Applications of Engineering knowledge </li></ul></ul><ul><ul><li>Teamwork, Efficacy, Entrepeneurship and Professionalism </li></ul></ul><ul><li>Education: </li></ul><ul><ul><li>Pedagogy, experiential learning, etc. </li></ul></ul><ul><ul><li>Career development and identity </li></ul></ul><ul><ul><li>Formal knowledge versus problem-based learning </li></ul></ul>
  6. 6. Learning Engineering in Higher Education <ul><li>Assessment for engineering learning: Assessing Student Collaboration and Learning in Medical Engineering from the Perspectives of Structures, Behaviours, and Functions </li></ul><ul><li>Design, development, and implementation of interdisciplinary learning in Engineering: HKU Common Core - Technologies Designed for the Developing World </li></ul><ul><li>Learning Sciences and Engineering Education: </li></ul><ul><ul><li>Inquiry-based learning: Engineering Undergraduates Learning Computer System Modeling in a Constructivist Learning Environment </li></ul></ul><ul><ul><li>Expertise in Engineering Learning: Examining Engineering Students' Collaborative Inquiry of Computer Systems </li></ul></ul>
  7. 7. Learning Engineering in Higher Education <ul><li>Assessment for engineering learning </li></ul><ul><ul><li>Structure-behavior-function model for assessing engineering student collaborative learning (Hierarchal-Level model analysis) </li></ul></ul><ul><ul><li>Results presented at AERA and International Conference on Learning Sciences </li></ul></ul>
  8. 8. Learning Engineering in Higher Education <ul><li>Design, development, and implementation of interdisciplinary learning in HKU Common Core - Technologies Designed for the Developing World </li></ul>
  9. 9. Learning Engineering in Higher Education <ul><li>International Award-Winning Teaching Pedagogy </li></ul><ul><ul><li>2010 IEEE Real-World Engineering Project </li></ul></ul><ul><ul><li>Topic: Biomedical instrumentation </li></ul></ul><ul><ul><li>Project aim: Develop an ECG amplifier circuit from scratch </li></ul></ul><ul><ul><li>Inquiry-based learning + hands-on design </li></ul></ul>
  10. 10. Learning Engineering in Schools <ul><li>Understanding the use and application of engineering education in secondary schools </li></ul><ul><ul><li>Large-scale questionnaire study of student involvement and perception of engineering including aspects of teamwork, entrepreneurship, courses undertaken and social supports </li></ul></ul><ul><ul><li>Interviews with teachers </li></ul></ul><ul><ul><li>Comparisons between engineering intensive v non-intensive schools </li></ul></ul><ul><li>Compare with UK, especially London Engineering Project Schools </li></ul><ul><li>Potential comparison to China – introduction of global and cultural identities </li></ul>
  11. 11. Implications for Engineering Education (via the SRT) <ul><li>Pedagogies and Student Learning </li></ul><ul><ul><li>Inquiry </li></ul></ul><ul><ul><li>Experiential </li></ul></ul><ul><ul><li>Social Context of Engineering Learning </li></ul></ul><ul><li>Assessment </li></ul><ul><li>Understanding career choice and development </li></ul><ul><li>Engineering within cultural contexts </li></ul>

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