The application of new teaching methodologies: experience in actual situations.
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Track 2. Engineering Education and Technological / Professional Learning Authors: Isabel Revilla and Ana M. Vivar
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The application of new teaching methodologies: experience in actual situations.
- 1. The application of new teaching methodologies. Experience en actual situations Isabel Revilla Ana Mª Vivar-Quintana irevilla@usal.es avivar@usal.es
- 2. Objectives of the experience Developping a project in the context of Skills Training Model IN AN ACTUAL SITUATION
- 3. Skills to develop • Applying the knowledg acquired to professional work • Making decisions involving the use of the available resources • Transmitting information, ideas, problems and solutions to a both a specialized and a non specialized public • Collecting and interpreting relevant data so as to make assessments
- 4. Work plan and teaching methodology • Presentation of the project to the students • Master class • Laboratory practical sessions • Drawing up of proposals • Discussion forum
- 5. Work plan and teaching methodology • Carrying out the activiy with the children • Presentation of the results report
- 6. Analysis of the results • Pre and post-test • Proposals marking template – Suitability of the activities presented – Level of preparation • Forum observation scale – Participation and involvement – The capacity for oral presentation – The capacity to defend one's proposals – The capacity to contribute new ideas – The willingness to make changes and/or complete one's proposals
- 7. Analysis of the results • Final technical report – The appropriate description of the elements – The presentation of the data obtained – The statistical treatment used – The conclusions obtained after interpreting the data obtained • Student satisfaction – Personal work methodology – Perception of the methodology used – Perception of activity – General satisfaction
- 8. Analysis of the results • Post-test for children • Pre-school teachers satisfaction – Planning – Development – General satisfaction
- 9. Results
- 10. Development of the experience Activity 2016-2017 2017-2018 Master classes and practical sessions High involvement Frequent questions Lower motivation Lower participation 2017-2018
- 11. Development of the experience Activity 2016-2017 2017-2018 Proposals Well designed Imaginative and elaborated Use of varied resources Simpler proposals Less elaborated Forum High participation Willingness to make changes Good defense of their proposals Low involvement: only some students participate actively Better actitude in the 2nd forum • Marking template • Observation scale – None-low-medium-high-very high – 2016-2017 media 8,6 (7-9,5) – 2017-1018 media 6 (5-7,5) Introduction of the proposal Defense of the proposal Contributio n with new ideas Willingness to make changes or to help to complete the proposals Other observations Student 1 High Student 2 High High Student 3 Low Student 4 Very high Very high Student 5 ……
- 12. Proposals • Power point presentation • Video • Games-riddles • Erecting structures • Tasting
- 13. Final technical report 2016-2017 2017-2018 Range of marks 6-10 2,5-5 Media 7,1 4,1 • Assessment of – The appropriate description of the elements – The presentation of the data obtained – The statistical treatment – The conclusions obtained after interpreting the data obtained
- 14. Student satisfaction 0.0 1.0 2.0 3.0 4.0 5.0 6.0 I have understood the objectives of this activity Facing this task has been an interesting challenge This activity has helped me to understand professional work in this subject Personal work methodology 0.0 1.0 2.0 3.0 4.0 5.0 I was happy to be able to use my knowledge in a real-world situation I felt satisfied carrying out this project I think that I have learnt more than by using a traditional practice session I would recommend this type of methodology for other subjects General satisfaction 0.0 1.0 2.0 3.0 4.0 5.0 I felt responsible for my learning on this project I liked this system as an aid to learning. The seminars were not useful The lecturers helped me to understand the content Perception of methodology . Perception of activity
- 15. Pre-school teachers and their pupils • Pre-school pupils (27 children) – Questions 1-2 previously developed by the children at their school – Questions 3-4 introduced in this activity • Satisfaction of the teachers – Satisfied or very satisfied
- 16. Conclusions
- 17. Working on real-world cases • Facilitates the development of students’ skills. • Improves the acquisition of knowledge related to the subject • Improves the satisfaction of the students • Allows to know some of the tasks they may carry our in their future career • Increases the visibility of the work carried out in the University to the society However, • The success strongly depends on the level of engagement of the students • It is very difficult to asses to what extent the skill has been acquired
- 18. The application of new teaching methodologies. Experience en actual situations Isabel Revilla Ana Mª Vivar-Quintana irevilla@usal.es avivar@usal.es
Editor's Notes
- Who? The experience has been performed during two consecutive academic years by the students of Physicochemical, Sensory, and Microbiological Analysis subject from the degree course of Agrofood Engineering. Why? Agrifood Engineers in their professional practice will have to carry out studies of the viability and development of new foods. A sensory analysis is an essential part of these studies. Companies in the food sector require profesional pepople to do these studies that involves: Recruiting a panel of tasters this task needs to manage groups of different type of people. training the panellists that includes explanations about senses and sensory organs, study of the ability of the people for asking questionaries Choosing the better test depending on the problema and the available resources: number of panellist, availability of samples making decissions involving… It is necessary to do an statistical analysis of the data obtained after a sensory analysis and based on the results the profesional should make an assessment to the Company regarding the analysed product.
- Within this professional context the students on our degree course will be the qualified professionals in charge of this work. If they are to do so the professional skills which they have developed must include the capacity for understanding, knowing, and using the principles of:
- Presentation of the project: The teacher proposed to the students of the subject of Sensory Food Analysis the complete implementation and development of an actual Sensory Analysis Project adapted to an actual human group, in this specific case children from pre-school education who will act as tasters. The students should design, run and implement all the stages of a Sensory plan similar to those that are carried out in an Industry. The students were given the choice of taking part in the project or the previous system of work and assessment. All the students expressed interest in taking part and in organizing the practical activities of the subject. The course is divided in two blocks. For each one the scheme was as follows Master class and laboratory practices To provide the students the necessary knowledge regardig First block: Senses and sensory organs, Types of tasters, sensory analysis organization, samples preparation, choice of scales, etc Second block: test types used in the sensory analysis, the selection criteria of the most suitable test, tasting score cards, and the statistical analysis To practice as tasters Drawing up of proposals: At the end of the each formative period a discussion forum was suggested. Before the forum, the students had to propose what they would explain to the children, the resources that they would use, and the questions that they would ask and the games they would play to adapt the subject to 5-years old children. These proposals could be presented and defended either as a group or individually. Discussium forum: The students should to present and defend their proposals in the forum until reaching and agreement about the structured and activities to be carried out. This forum was used to explain some techniques such as those of erecting structures or of gamification for working with the children. The role of the university teacher is that of the motivator of the group and advisor. At the end of the forum the tasks of the activity to be carried out with the children were shared out. This forum was used to explain some techniques such as those of erecting structures or of gamification for working with the children
- Carrying out the activity: A few days before the children's visit the students were called upon to make the necessary preparations. The objective was for the students to be aware of the need for planning all the necessary elements and the work involved in preparing this type of sessions The activity was carried out in each academic year with two groups of children. Each day different students were in charge of the session while the remainder played a supporting role by preparing materials, attending to the children, helping them to understand the instructions, etc. At the end of each session the students compiled the data generated in order to issue the appropriate report. Results report: . Once the activity had been completed an individual report was requested on the data compiled, their statistical interpretation, and their opinion on the results obtained.
- To asses the acquisition of knowledge Two objective tests were carried out, one prior to the experience (pre-test) and another after it (post-test), both of which had the same content. The various items of the test can be classified in 3 thematic blocks. On the other hand an observation scale was used during the forum to assess 5 items
- In both satisfaction questionnaires a 5-point Likert type scale was used as a reference.
- All the students were given the choice of taking part in the project or the previous system of work and assessment. All the students expressed interest in taking part and in organizing the practical activities. Each academic year 6 students took part in the proposed activities. Master classes and practical sessions attendance was voluntary and the degree of participation was 100%. The students were set a pre-test and a post-test during the 2017-18 academic year; the results are shown in the graphic. Although the average mark was higher than 5, it can be observed that the deviation is very high. All these contents had already been explained by the university teacher in a master session; the low marks obtained are correlated with the low involvement of the students of that academic year and reveal that in the traditional sessions they paid little attention. The post-test results show a considerable increase in the total average mark (almost 1.4 points) together with a decrease in the standard deviation; none of the students obtained a mark lower than five.
- The day of the discossium forums the students individually or by groups presented their proposals. The proposals presented differed in each academic year. Proposals marking template Suitability of the activities presented Level of preparation The discussion forums were well received by the students. In them the function of the university teacher was that of clearing up any doubts and guiding the process of the preparation of materials. The proposals presented differed in each academic year; while in the first the proposals they designed were imaginative and elaborate with the use of very varied resources, in the second they were simpler regarding both the design and the elements used.
- The evaluation of each of the ítems were done with a marking template.
- 75% of participation. The students agreed almost unanimously that this task helped them to Regarding the preception of methodology used, in general they mentioned that they felt independent and responsible for their lerning process. However, they also pointed out that they found the presence of the teacher to be necessary if they were to understand the contents (average 4.25) and that they consider the forums to have been very useful. As for their general satisfaction, the students declared that they were satisfied with the experience. They consider that they have learnt more than from a traditional practice exercise they are happy to put their knowledge into practice in a real-world environment.
- Although the objective of this project concentrates on university students, it seemed to us to be of interest to include how the pre-school teachers assessed the experience. We also wanted to know if the experience facilitated the acquiring of theoretical knowledge to the pre-school pupils. question 1c were explained in this project (both in a theoretical manner and in the form of games) gets the lower marks. It its noteworthy that this same question was included in the test of the students of the Sensory Analysis subject. in the pre-test no student answered it correctly while in the post-test the number of correct replies was 66%.