Innovative problem-based learning approach using off and online resources in 1 st  year Chemical Engineering Dr Diane Ross...
Contents <ul><li>Why? –  Problem-based learning </li></ul><ul><li>How? –  Off line resources and general format </li></ul>...
CPE1002 - Course Aims <ul><li>CPE1002 aims to provide an introduction to the   principles of chemical engineering  through...
Why introduce PBL?  <ul><li>First implemented in 2005/2006 </li></ul><ul><ul><li>Students not seeing the connection betwee...
What we tried to teach them <ul><li>Core Technical skills   </li></ul><ul><ul><li>Material balances, units, system boundar...
<ul><li>Problem-based Tutorials (2 hours per week) </li></ul><ul><ul><li>Group assignments with real data, authentic, not ...
7 (25%) 80% exam 20% ckw Large group; 3 hrs, 2 x term 2 hours 28 CAB+1 2003/04 15 (23%) 50% exam, 50% cwk PBL;   2 hrs, we...
Reflection on PBL delivery <ul><li>Majority of students happy with course delivery judging by their feedback from end-of m...
Development of Online Quizzes (Rossiter and Biggs, 2008) <ul><li>Variety of tools available from custom made to </li></ul>...
Key steps: (Rossiter and Biggs, 2008) Step 1. Brainstorming core concepts and relevant Q’s Step 4. Type question directly ...
Key steps:  (Rossiter and Biggs, 2008) Step 1. Brainstorming core concepts and relevant Q’s Step 4. Type question directly...
Online learning resource <ul><li>A databank of 78 online quiz questions relating to five core chemical principles topics <...
Implementation into CPE1002 <ul><li>Available to students in self-test mode within WebCT Vista (2008) Published to coincid...
Contents <ul><li>Why? –  Problem-based learning </li></ul><ul><li>How? –  Off line resources and general format </li></ul>...
Was it worth it? Student focus group* Student questionnaires Project leaders’ interview* *Carried out by Bob Petrulis, CiL...
Student focus group 1 - offline support and resources  1. Eight students – Interviewer R. Petrulis (CiLASS) 3 rd  March 20...
Student questionnaire results 2 <ul><li>To what extent has your use of online self-test quizzes helped you … </li></ul>2. ...
Student focus group 1    - online support and resources “ The homeworks made us work hard, but the quizzes really helped u...
Project leaders’ Interview 3   3. Interviewer – R. Petrulis (CiLASS), Interviewees – D. Rossiter and C. Biggs, 20 March 20...
Changes in lead staff, exam timing, and introduction of online support 50% exam, 50% cwk with online quizzes 50% exam, 50%...
Contents <ul><li>Why? –  Problem-based learning </li></ul><ul><li>How? –  Off line resources and general format </li></ul>...
Lessons Learnt <ul><li>Requires effort to implement - but is enjoyable. </li></ul><ul><li>Project time offset by saving ti...
Conclusions <ul><li>Expert L&T support was vital in realising the desired outcomes –  offline  Prof Paul Lant;  online  Di...
Acknowledgements <ul><li>A/Prof. Paul Lant, University of Queensland, Australia </li></ul><ul><li>CiLASS –  Centre of Exce...
Typical format of a tutorial <ul><li>Feedback on homework  – small class, 4 staff using flipcharts located in different co...
Figure 1 WORD file format for multiple choice style question Title: Mixer Flowsheet 2) Using the flowsheet for the mixer p...
For Calculated Questions <ul><li>Need to enter details directly into Respondus databank. </li></ul><ul><li>Example from ex...
 
 
Useful features of  Calculated Questions <ul><li>Generates up to 100 alternatives of same calculation! So facilitates repe...
Other question style - matching
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Rossiter, Biggs and Petrulis (2008), Innovative problem-based learning approach using off and online resources in 1st year Chemical Engineering

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Presentation by Dr Diane Rossiter, Dr Catherine Biggs and Dr Robert Petrulis (University of Sheffield, Department of Chemical and Process Engineering and CILASS) at the Engineering Education Conference 2008, Loughborough, entitled: 'Innovative problem-based learning approach using off and online resources in 1st year Chemical Engineering'

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  • Rossiter, Biggs and Petrulis (2008), Innovative problem-based learning approach using off and online resources in 1st year Chemical Engineering

    1. 1. Innovative problem-based learning approach using off and online resources in 1 st year Chemical Engineering Dr Diane Rossiter, CPE Dr Catherine Biggs, CPE Bob Petrulis, CiLASS Presented at Engineering Education Conference 2008, Loughborough.
    2. 2. Contents <ul><li>Why? – Problem-based learning </li></ul><ul><li>How? – Off line resources and general format </li></ul><ul><ul><ul><ul><ul><li>Online resources </li></ul></ul></ul></ul></ul><ul><li>Was it worth it? </li></ul><ul><ul><li>A student’s perspective </li></ul></ul><ul><ul><li>Our perspective </li></ul></ul><ul><li>Lessons learnt and conclusions </li></ul>
    3. 3. CPE1002 - Course Aims <ul><li>CPE1002 aims to provide an introduction to the principles of chemical engineering through discussion of the chemical industry and the development and application of material balances over a range of equipment and processes. </li></ul><ul><li>CPE1002 is a core subject in Year 1. </li></ul>
    4. 4. Why introduce PBL? <ul><li>First implemented in 2005/2006 </li></ul><ul><ul><li>Students not seeing the connection between core technical skills and chemical engineering practice </li></ul></ul><ul><ul><li>Opportunity for change – Associate Prof Paul Lant (PAL) (University of Queensland) </li></ul></ul>
    5. 5. What we tried to teach them <ul><li>Core Technical skills </li></ul><ul><ul><li>Material balances, units, system boundaries etc </li></ul></ul><ul><ul><li>Dealing with uncertainty </li></ul></ul><ul><li>Personal Skills </li></ul><ul><ul><li>Working and communicating in a group </li></ul></ul><ul><ul><li>Independent and self directed learning </li></ul></ul><ul><li>Transferable Skills </li></ul><ul><ul><li>Technical reporting </li></ul></ul><ul><ul><li>Presentations </li></ul></ul><ul><ul><li>Communication </li></ul></ul>Added site visits, group work and more problems more often. Nothing technical left out
    6. 6. <ul><li>Problem-based Tutorials (2 hours per week) </li></ul><ul><ul><li>Group assignments with real data, authentic, not always one neat solution </li></ul></ul><ul><li>Lectures/Keynotes (1 hour per week) </li></ul><ul><ul><li>Overview and introduction </li></ul></ul><ul><ul><li>Directed learning </li></ul></ul><ul><li>Homework Sheets and Paper-based Quiz </li></ul><ul><ul><li>Independent study and re-enforcement </li></ul></ul>(Offline) Learning Support and Resources
    7. 7. 7 (25%) 80% exam 20% ckw Large group; 3 hrs, 2 x term 2 hours 28 CAB+1 2003/04 15 (23%) 50% exam, 50% cwk PBL; 2 hrs, weekly 1 hour 66 CAB+PAL+1 2005/06 1 (2%) 50% exam, 50% cwk PBL; 2 hrs, weekly 1 hour 67 CAB+DR+2 2006/07 75% exam, 25% cwk Assessment 9 (16%) Failure Rate 55 Students CAB+1 Resources Small group; 3 hrs, 3 x term Tutorials 2 hours Lectures 2004/05
    8. 8. Reflection on PBL delivery <ul><li>Majority of students happy with course delivery judging by their feedback from end-of module questionnaire. </li></ul><ul><li>2005/06 failure rate dependent on student’s gambling on exam – not fully engaged in PBL throughout the course </li></ul><ul><li>Excellent overall results for assessment in 2006/07 due to more directed feedback in PBL sessions. </li></ul><ul><li>However, from peer evaluation data evidence of weaker students not fully engaging in group PBL activities and being “carried” by more able students (Pitt, 2000). </li></ul><ul><li>With increasing student numbers a mechanism for self-directed learning rather than providing remedial f-2-f support is needed - currently not sustainable. </li></ul>CiLASS Project
    9. 9. Development of Online Quizzes (Rossiter and Biggs, 2008) <ul><li>Variety of tools available from custom made to </li></ul><ul><li>generic quiz tools embedded within VLEs </li></ul><ul><li>Our choice – WebCT Vista Quiz Tool, supported at institutional level with training. </li></ul><ul><li>9 types of question styles – calculated, MCQ etc </li></ul><ul><li>Used Respondus 3.5 for development work, reasons: ease of use, printing, WORD templates </li></ul>Respondus 3.5, http://www.respondus.com/products/index.shtml
    10. 10. Key steps: (Rossiter and Biggs, 2008) Step 1. Brainstorming core concepts and relevant Q’s Step 4. Type question directly into Respondus v3.5 e.g calculated Step 2. Type question into MS Word e.g. MCQ, T/F Step 3. & 5 Combine in Respondus & preview Step 6. Publish in WebCT & do settings Based on what students found hard in the past
    11. 11. Key steps: (Rossiter and Biggs, 2008) Step 1. Brainstorming core concepts and relevant Q’s Step 4. Type question directly into Respondus v3.5 e.g calculated Step 2. Type question into MS Word e.g. MCQ, T/F Step 3. & 5 Combine in Respondus & preview Step 6. Publish in WebCT & do settings
    12. 12. Online learning resource <ul><li>A databank of 78 online quiz questions relating to five core chemical principles topics </li></ul><ul><ul><li>unit conversions using the unity brackets approach (26); </li></ul></ul><ul><ul><li>mass to mole conversions (8); </li></ul></ul><ul><ul><li>calculations and definitions relating to material balances (13); </li></ul></ul><ul><ul><li>material balance calculations without reactions (20); and </li></ul></ul><ul><ul><li>material balances with reactions (11). </li></ul></ul><ul><li>Questions types included calculated, multiple choice, short answer, matching pairs, fill-in-the-blanks, true-false . </li></ul>
    13. 13. Implementation into CPE1002 <ul><li>Available to students in self-test mode within WebCT Vista (2008) Published to coincide with relevant key note lectures. </li></ul><ul><li>Feedback from individual questions directed to lecture notes and textbook </li></ul><ul><li>Same databank of questions was also used for WebCT Vista Quiz (worth 10% of course assessment) </li></ul><ul><ul><li>In Week 9, this online test was made available with a time limit of 1 hour </li></ul></ul><ul><ul><li>The online test was released for 7 days and at the same time the self-test quizzes were made unavailable. </li></ul></ul><ul><ul><li>Out of 70 students, 63 did the online test. </li></ul></ul><ul><ul><li>The average score for the online test was 83%. Low marks for some due to not accessed self-test quizzes earlier and caught out by exactness of CAA responses required. </li></ul></ul>
    14. 14. Contents <ul><li>Why? – Problem-based learning </li></ul><ul><li>How? – Off line resources and general format </li></ul><ul><ul><ul><ul><ul><li>Online resources </li></ul></ul></ul></ul></ul><ul><li>Was it worth it? </li></ul><ul><ul><li>A student’s perspective </li></ul></ul><ul><ul><li>Our perspective </li></ul></ul><ul><li>Lessons learnt and conclusions </li></ul>
    15. 15. Was it worth it? Student focus group* Student questionnaires Project leaders’ interview* *Carried out by Bob Petrulis, CiLASS
    16. 16. Student focus group 1 - offline support and resources 1. Eight students – Interviewer R. Petrulis (CiLASS) 3 rd March 2008 “ Last semester, I really liked visiting the paper mill site. Now we know about industry.” “ You actually felt like an engineer when you were doing the group assignments. Now I just feel like a student , learning a lot of things” If you had your choice between the group format and what you’re getting now, which would you prefer? “ In the first semester, we were learning things and I could see why we were learning them because I could see how to apply them. This semester, we’re learning a lot, but I’m not always sure why. I wish we had more practical group assignments throughout the course.” Do you think the module changed the way you approach learning or problem solving activities?
    17. 17. Student questionnaire results 2 <ul><li>To what extent has your use of online self-test quizzes helped you … </li></ul>2. End of semester 1 Feedback by Year 1 students, 15 th Feb 2008, 54 responses out of 69. 1.8% didn’t know, 3.7% didn’t use and 5.6% gave no response Total of 81.5% quizzes had helped to some extent in developing core skills 7.4% 31.5% 50% 9. to develop core skills required for IBL actvities… Very little Some Very much/ quite a bit
    18. 18. Student focus group 1 - online support and resources “ The homeworks made us work hard, but the quizzes really helped us learn how to do the homeworks.” Did everyone else do the quizzes and the homeworks as well? [Yes.] Did you find that one was more useful than the other? “ I tried the quizzes a couple times, and they weren’t very hard . The homeworks were more challenging, and you could talk to the teachers about them. That felt so much more helpful.” A couple of you said you didn’t use the quizzes at all. Could you say why? “ They were beneficial because of the immediate feedback . With the homework, it took a week or so. The online quizzes also referred you to the book and page for more information. If you just get a grade, that’s meaningless.” “ Because you could access the quiz more than once , that made it really helpful for revision.” How about the online quizzes? What worked?
    19. 19. Project leaders’ Interview 3 3. Interviewer – R. Petrulis (CiLASS), Interviewees – D. Rossiter and C. Biggs, 20 March 2008 DR: It reinforces that you could describe something in three different ways and it would have meaning to different people. It’s not that the quizzes, assignments and homework cover different things—they don’t. They make it accessible to different types of learners . I think that was highlighted by what you got in the focus group. CB: The point of the quizzes was to help those who needed the basics; not to challenge those who needed to be challenged, because the homework assignments were there to do that. I think this shows that we were right to set this up in the first place. BP: Those students said they preferred to do the homework. CB: That was quite interesting. BP: There were two responses (at focus group) that I got when I asked about the online quizzes. One was that the students found it helpful for learning the material and for revision. Another, smaller group, said they found them to be too basic.
    20. 20. Changes in lead staff, exam timing, and introduction of online support 50% exam, 50% cwk with online quizzes 50% exam, 50% cwk Assessment 4 (5.7%) 1 (2%) Results: fails 70 67 Students DR+3 CAB+DR+2 Resources PBL ; 2 hrs, weekly PBL; 2 hrs, weekly Tutorials 1 hour 1 hour Lectures 2007/08 2006/07
    21. 21. Contents <ul><li>Why? – Problem-based learning </li></ul><ul><li>How? – Off line resources and general format </li></ul><ul><ul><ul><ul><ul><li>Online resources </li></ul></ul></ul></ul></ul><ul><li>Was it worth it? </li></ul><ul><ul><li>A student’s perspective </li></ul></ul><ul><ul><li>Our perspective </li></ul></ul><ul><li>Lessons learnt and conclusions </li></ul>
    22. 22. Lessons Learnt <ul><li>Requires effort to implement - but is enjoyable. </li></ul><ul><li>Project time offset by saving time on homework and paper-based test marking. Benefits likely to be more obvious in future years. </li></ul><ul><li>Handing control for their learning to students is effective for them and us! </li></ul>
    23. 23. Conclusions <ul><li>Expert L&T support was vital in realising the desired outcomes – offline Prof Paul Lant; online Diane Rossiter. </li></ul><ul><li>Majority of students helped develop their core skills by using self-test quizzes. </li></ul><ul><li>Staff also benefited from developing own CAA skills and change of role! </li></ul><ul><li>In their reflective statements for 2 nd PBL assignment some students referred that they accessed the quizzes repeatedly to help them solve the authentic PBL problems!! </li></ul>
    24. 24. Acknowledgements <ul><li>A/Prof. Paul Lant, University of Queensland, Australia </li></ul><ul><li>CiLASS – Centre of Excellence in Inquiry based learning in Arts and Social Sciences </li></ul>
    25. 25. Typical format of a tutorial <ul><li>Feedback on homework – small class, 4 staff using flipcharts located in different corners </li></ul><ul><li>IBL Activity – working in groups, typically prepare OHP with their proposed solution </li></ul><ul><li>Feedback on IBL Activity – whole class </li></ul><ul><li>Homework/Assignment – study time, queries </li></ul>
    26. 26. Figure 1 WORD file format for multiple choice style question Title: Mixer Flowsheet 2) Using the flowsheet for the mixer provided and assuming steady state conditions with no reaction occurring, determine the overall material balance and select the correct answer from the following options: @ For steady state conditions and no reaction, the overall material balance becomes: total mass flowrate IN = total mass flowrate OUT *a. A + B = P @ Correct. b. A - B = P @ Incorrect, B is an input stream. c. A + P = B @ Incorrect, P is an output stream. d. P + B = A @ Incorrect, B is an input stream. Not possible for calculated style questions! Mixer A (kg/h) B (kg/h) P (kg/h)
    27. 27. For Calculated Questions <ul><li>Need to enter details directly into Respondus databank. </li></ul><ul><li>Example from excess air calculation relating to a chemical reaction taking place </li></ul><ul><li>Screen shot 1 – what students sees </li></ul><ul><li>Screen shot 2 – what designer sees </li></ul><ul><li>Generates up to 100 alternatives of same calculation! </li></ul>
    28. 30. Useful features of Calculated Questions <ul><li>Generates up to 100 alternatives of same calculation! So facilitates repeated use. </li></ul><ul><li>Answer required to certain decimal places or significant figures – key skill for engineers! </li></ul><ul><li>Can request they include units with answer – another key skill! </li></ul>
    29. 31. Other question style - matching

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