Learners' experiences of innovative 'flipped' and open curricula


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Carl Reidsema & Lydia Kavanagh

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  • Welcome Everyone! Thank you to Amanda, Rhona and Rae for the invitation to speak today
  • Lydia will tell you where we’d like to take you today in our talk. Lydia? Make mention of campus (1 of 3 – the main one)
  • Let’s start with giving you some information about the context of what we’re doing in Australia and what we’ll talk about with you. So who are we? (Institutional list); Outside of the fact that we’re a long way away from anyone, we are….
  • The first challenge sounds pithy but what we do believe is that we are experiencing a number of shifting paradigms that require us to rethink what we have been doing for the past 50 or more years. The second challenge is to provide quality educational value to massive numbers of students at sustainable costs.
  • Situational Analysis through identifying a number of critical incidents along my journey. What were they? How did I feel and how did I interpret these? Then some of our decisions will make more sense.
  • Realisation that educational change requires more than waiting for Godot or the 2nd coming. It has to be more than throwing yourself at the barricades in vain attempts at cultural change. Our culture is one of depth and no breadth. We have to a large extent in Australia at least lost control of the asylum. Silos of expertise with no common centre. We believe in the mythology of the lone genius and we organise ourselves accordingly. Opinions don’t count for much and examples have to be more than local disruptions.
  • 100 year drift from apprentice craftsman to scientist engineer (reintroduce situated/authentic learning)Report after report after report: We really do create a lot of reports! I think we’re trapped in a cultural logic bubble. All of the good will in the world cannot imagine ourselves outside of this bubble.
  • Some of us though (people in this room) realise that the world has moved onBig out of control disruptive things are happening outside the walls of the citadels Magnitude of order things are happening with Bandwidth inthe Internet2000 students at Purdue which seem huge are becoming 10,000 or even 100,000 in MOOCsDisruption is in the airWe know that we do thinking but can we do thinking, acting and self?Can we design Virtual/Physical Space solutions to address the on-campus Value proposition?
  • So lets look at what we are doing at UQ.We build into our curriculum these fundamental elements.
  • Social networks are important to learning and they underpin what we can do.
  • Half of our new entries don’t have a chosen discipline. We want them to be engineers! We have two mutually interdepended courses in first year: ENGG1100 followed by ENGG1200
  • This is where we highlight the organisational design that underpins these two courses. Two Senior TF Academics supported by PG’s UG’s Specialist Units with autonomy! Inverting the pyramid of teaching power? An empowered learning organisation.
  • ENGG1100 – Engineering Design Students – 2013
  • ENGG1100 – Engineering Design Students – 2013
  • ENGG1100 – Engineering Design Students – 2013
  • ENGG1100 – Engineering Design Students – 2013
  • Product Definition
  • Highlight 1: Only 7 lectures Highlight 2: 6 weeks of 2 hour workshops on engineering materials Highlight 3: Materials workshops supported by online video based learning modulesWe set out to maximise to 5 hours face to face in active learning with 5 hours expected indirect time focused on eLearning and design team collaboration.
  • Learning Pathway – a structured pathway through the maze of what students need to know and doA short 3-4 min video introduces students to each online module in the ENGG1200 course. The videos explain difficult concepts and frame the module learning resources. Students are expected to work through the materials before they come to class. This frees up time for hands-on, problem based learning activities.E-books (Wiley), Open Educational ResourcesA flipped classroom approach frees up time for in class activities that help make sense of learning materials
  • “You have to lead them by the hand – It’s not the number of clicks, it’s the confidence level that you’re still headed in the right direction”Steve Krug “Don’t make Me Think – A Common Sense Approach to Web Usability”
  • Learning ObjectivesMaterials I: Describe the atomic and micro-structural characteristics which control the important properties of engineering materials; explain the origin of the elastic modulus for each class of engineering materials and determine the moduli of composites; describe the mechanisms for plastic flow in metals, and the ways in which the strength can be enhanced via the micro-structure.Assessed in:Online QuizzesWorkshop activitiesMid-term ExamMaterials II: In the context of your project, describe and analyse the stress-strain response of simple geometries under uniform mechanical loads, determine the effect of temperature and time under load on material properties, and choose materials based on their properties using simple calculations.Assessed in Model TestDemo DayProblem Solving: Solve engineering problems using a logical, transparent framework. Sketch out problems, defining both the scope and identifying relevant input data. Propose a mathematical model to solve a problem indicating: variables, constants, assumptions, and sensitivities.Assessed in Problem Solving SessionsModel TestDemo DayPreliminary MemoFinal ReportModelling: Produce a flow chart outlining model/ simulation. Use Matlab or another similar tool to solve a mathematical model developed as part of an engineering problem solving framework, or to simulate a system. Verify that the model is applicable. Validate simulation results obtained from Matlab (or other).Assessed in Preliminary MemoModel TestDemo DayFinal ReportDesign: Use design thinking and reflexive practice to plan and implement strategies for effective design of engineering solutions.Assessed in Attend specialist training in eitherMachiningProgrammingPreliminary MemoFinal ReportModel TestDemo DayManufacturing: Use fundamental knowledge of manufacturing processes and materials to build a working prototype fit for purpose.Assessed in Model TestDemo DayCommunication: build on the lessons from ENGG1100; develop coherence (through well-structured arguments) and rationale (through providing evidence of claims) in writing; increase knowledge and mastery of appropriate graphics, data manipulation, and word processing softwareAssessed in Preliminary ReportFinal ReportDiscussion board participation/ratingsTeam Work: devise/ implement strategies based on critical personal and peer reflections to improve team performance and fast track team development to performance levelAssessed in PAFFeedback on ReflectionsFinal ReportDiscussion board participation/ratingsNavigatorMilestoneOnline QuizzesMid-term ExamPreliminary reportFinal reportDesign BuildModel TestDemo DayWorkshop activitiesWhat your Project leaders / Mentors / Tutors say about you and your teamSupport session feedback / progress checks (Rubrics)mentored sessionModel TestDemo DayWhat your team says / compared to other teamsPAFPeer Assessment Feedback SessionFeedback on ReflectionsWhat you say / what others sayHow you learn best (ASSIST / GetSet)Reflections (semantic analysis)What you believe you can bring to your team? (Reflection 1)What your expectations were when you started (Reflection 1)What you thought the challenges would be (Reflection 1)What happened last time you worked on a project (Reflection 2)Strategies to improveHelp available to you (based on SI-net, ECP, demographic data, etc.)Discuss your problem with your tutor in week 4 team sessionAttend student services / library workshopSign up for a PASS sessionSee your FYELC tutor on dutyRequest a personal appointmentSupport available to specific groups (international student, women)Suggested strategies (based on context, e.g. recently changed teams, missed due date)Preferences you stated in ASSIST
  • Pod Casts: Adobe Connect, Skype, YoutubeVirtual meetingsFAQ Wiki, Journal tool, team and topic Discussion boards
  • The ever-evolving title?
  • Learners' experiences of innovative 'flipped' and open curricula

    1. 1. Learners’ experiences of innovative ‘flipped’ and open curricula Carl Reidsema Lydia Kavanagh
    2. 2. Where we’ll take you today • Our context • The challenges and critical incidents • The response • Q&A
    3. 3. Our context … Institutional • Public funded/research intensive • Ranked 2nd (Aust); top 100 international • 100 years old • Recent edX member • 45 000 students • Teaching Focused academic program • Strong but informal SOTL in engineering and science Student characteristics • 1200 engineering students/year • 20% international (mostly Asia) • 20% female • 95% from high school • Students do ENGG1100 then ENGG1200 (compulsory) • Mix of engineering disciplines • Mechanical, Civil, Electrical, Software/IT, Chemical, Mining • 50% undeclared in 1st Year • Mix of fundamentals competency
    4. 4. … our challenges … 1. Educating engineers for the changing world 2. Dealing with a cohort of 1200 3. Supporting the transition from high school 4. Maximising retention through ownership of learning and the conversations that pushed us to flipping point …
    5. 5. Critical Incident #1 Research Intensive University – decide to mix Design Research with 1st year Design Education – first 1000 student design-build FYE course in Aust – visiting US academic says: • Yeah but first year keystone design courses are nothing but basket weaving 101. • What you need is rigor.
    6. 6. Critical Incident #2 • Silos of expertise • Strong leadership: top down • Organic bottom up: mythology of gifted leader • Leadership by example not opinion
    7. 7. Critical Incident #3 We do reports!
    8. 8. Critical Incident #4 • World’s moved on • Bandwidth + Internet • 2000  10 000  100 000? • We do thinking - can we do thinking, acting and self? • Virtual/Physical Spaces : Value proposition
    9. 9. And so our response was crafted …
    10. 10. We address the changing face of higher education • Focusing on giving students the very best on- campus active learning experiences • Moving to technology supported authentic design-base curriculum • Supporting SOTL development and advancement
    11. 11. We educate graduates for a changing world • Complexity • Multidisciplinarity • Sustainability • Teamwork
    12. 12. We design for large classes/ diversity • Connecting • Engaging • Supporting
    13. 13. We design with transition in mind • Support • People • Scaffolding “ENGG1200 is the second course underpinning your pathway into the community of professional engineers. It is designed to build on the lessons of ENGG1100 and also to develop you in new directions ....
    14. 14. We empower people Vision Experts Project leaders E-Learning
    15. 15. ENGG1100 Engineering Design •4 multi-disciplinary projects incorporating: • design, build, demonstrate • sustainability • project management • communication • teamwork •Active learning •Peer assisted learning •Authentic assessment
    16. 16. Project A: Automated Mine Detection
    17. 17. Project B: Sanitation in East Timor Project – with EWB
    18. 18. Project C: Automated non- floodable pier for Brisbane River
    19. 19. Project D: Bucket Wheel Excavator
    20. 20. Flipping ENGG1100 • 1 h workshop (+ 1 h traditional lecture) • Podcast Lectures • Template Sessions in the UQ Centre Video • 600 students/h (2 Academics + 3 PG Tutors) Preparing to own their learning (Transition) Assessment drives learning Student:Staff ratio furphy (a need for greybeards) Power of large crowds
    21. 21. e-tools: Learning pathway
    22. 22. e-tools: team management • Createams – criteria including leadership qualities, domestic/ international, gender • WebPA (our version) • Teamwork in Action – online team training ALL LINKED TO BLACKBOARD – our institutional LMS
    23. 23. Peer assessment – WebPA ‘V99’
    24. 24. Online team training module
    25. 25. PART 1 Introduction to teams What is a team? Why teamwork? What are the types of teams? What is the lifecycle of a team? How do I work in teams? What are my experiences? PART 2 Teamwork skills What will be asked of me? How will we communicate? Listening: how do we receive a message? The individual's role in a team What are the roles in effective teams? How do roles match with stages of the project? How does this help? And what of leadership? Diversity Cultural Awareness Quiz What is social loafing? Dealing with social loafing What are my expectations? PART 3 Setting things up Meet your team The Team charter/ Code of conduct Plan your Project Set up a system for team meetings PART 4 Troubleshooting DIY troubleshooting Dealing with conflict Managing Conflict Strategies for Conflict Resolution PART 5 Reflecting What will I take forward? How have I changed? References/Credits Sections Interactive – electronic storage Interactive – paper based
    26. 26. ENGG1200 Modelling and Problem Solving • Modelling and Simulation • Engineering Design/ Build • Engineering Materials • Ownership of Learning
    27. 27. The Curriculum
    28. 28. Learning Pathway Navigational Road Map • What You Need to Know • What You Need to Do • Analytics Interface
    29. 29. Take control - stay in control
    30. 30. Learning pathway?
    31. 31.  22 Modules over 6 weeks on Engineering Materials  Weekly Quizzes  Mid-term Exam  20% of the Course Marks
    32. 32. Digital Feedback / Support • Virtual meetings • Pod Casts • Discussion boards • Subscribe to posts • Things that make me scream
    33. 33. Reflections - a reflective writing tool • step quickly through students responses • easy grading • transferred to Gradecentre • direct link to semantic analysis tool
    34. 34. Reflection Peer Feedback Mentor feedback Self- Evaluation Multiple perspectives
    35. 35. Projects Project A Mechanical/ Mechatronic /Aerospace Torque Rod B Chem/Mech /Elec Torque Rod C Civil/Elect/M ech Beam D Mining/Elec/ Mech Torque Rod
    36. 36. Raising the bar – Total immersion
    37. 37. Where to from here? • This is no passing trend, • No long term advantage in taking shortcuts. • Continue daring to be bold • Identify and develop people who can integrate these visions into engineering education. • Within UQ: ⁻ we extend this across engineering programs; ⁻ we extend this across faculties; ⁻ change is embraced and change agents are cultivated.
    38. 38. Reimagining Engineering Education by Design Stanford June 7 – 8 2013
    39. 39. Become a Learning Partner or pass it on! https://www.surveymonkey.com/s/join-OLT-Learning-Parnership
    40. 40. Questions or Recaps? Tools 1. WebPA/CreaTeams 2. Learning Pathway 3. Reflective Writing Pedagogy 1. Flipped Classroom 2. Ownership of Learning 3. Project Based Design Stakeholder Perceptions 1. Students 2. Staff 3. Community Collaboration 1. Learning Partnership 2. Joint Activities 3. Other Ideas?