Contextualising the learning process in Sports and Materials Science C.L Davis, M. Jenkins and E....

Contextualising the learning process in Sports and Materials Science

C.L Davis, M. Jenkins and E. Wilcock

School of Engineering

University of Birmingham

Case Studies

• Demonstrate theoretical concepts in an applied setting

• Student-centred, independent learning, active learning

• Group working

• Setting of objectives/tasks

Sports and Materials ScienceCourse Background

• Comparatively new course (developed 1998)

• Interdisciplinary• Sports and Exercise Sciences

• Materials Science

• Recognition of importance of high-tech equipment in sporting industry

Student Cohort

• Vary in motivation and academic background

• Many originally applied to study Sport and Exercise Sciences

• Generally studied Biology or Physical Education A level

• Remaining students applied directly to course• Tend to have a more physical science background

• Difference between two groups noticeable

Course Design

• Flexibility in course design• New course

• Not accreditation constrained

• Learning strategy to accommodate all students

• Significant number of case studies

• Balanced with lectures, tutorials and practical sessions

Why Case Studies?

• Bridge gap between theory and practice

• Illustrate synergy between two disciplines

• Encourage active learning

• Development of transferable skills

• Enjoyment and motivation

Description of Case Studies

• Students study types of materials, their properties and processing in lectures along with courses in sports performance

• Consider specific items of sports equipment and their performance and the material characteristics necessary to meet those requirements

• In depth analysis of components in sports equipment (directed learning)

• Independent research to extend knowledge (open learning)

Formal Case Study Objectives

To encourage students to work as part of a team and to

present their work orally and in report form including

information on:

• Basic design requirements of the product

• Materials used and process selection

• The influence of processing on the properties of the materials in the product

• Marketing

Case Study Format

• Second year of course, four group case studies• Skis

• Prosthetic limb

• Climbing equipment

• Bicycle components

• Typically 3 weeks, 6 contact hours, 12 student effort hours

• Group report and presentation

• Groups of 4-5 randomly selected

Typical Structure

• Introductory briefing

• Groups work independently

• Distribute own tasks

• Group report and group oral presentation

• Peer assessment

Assessment Strategy

• Division of marks

Report 50%

Presentation 30%

Peer Assessment 20%

• Chosen to reflect case study learning outcomes

• Confidential peer assessment forms

• Reports double marks and presentations assessed by variety of assessors

Feedback

• Informal and Formal

• Questionnaires

• Tutorial sessions

• Interview with lecturer

Student Perception

• Positive

• Enjoyed case study approach– ‘Allows us to look at sports equipment in detail and investigate

how different things are made and why, which I find interesting and relevant to our course’

• Aware of importance of independent study and transferable skills– ‘Improves key skills like giving presentations and group working’

Student Perception

• Improvements

• Timetabled activity– ‘It may help to have a scheduled class each week - to ensure

progress is being made’

• Group working– ‘It’s not fair on team members when other members do not

provide any input or aid the group process’

• Assessment strategy (peer assessment)– ‘I feel that these types of assessment are not always marked

truthfully’

Bicycle Case Study (Modified)

• 5 week duration

• Inclusion of practical component

• Postgraduate support

• 2 ten-minute group sessions with lecturer

• Peer assessment replaced by executive summary

Student Perception

• Practical component added to understanding– ‘Much more hands on which was educational and enjoyable’

• Group sessions– ‘Provided a good reference for keeping the project on track’

• Support for executive summary less pronounced– ‘Could use peer assessment and executive summary’

Conclusions

What worked?

• Putting theory into context

• Promoting independent learning

• Increasing enjoyment and motivation

• Aspect of practical activity

Areas for development

• Group working

• Group Assessment