Acquiring the 21st Century Competencies Through Design ... · PDF fileDeakin’University’CRICOSProviderCode:’00113B Acquiring the 21st Century Competencies Through Design Based

Deakin University CRICOS Provider Code: 00113B

Acquiring the 21st Century Competencies Through Design Based Learning In Engineering Education

Facilitated by

Dr Siva Chandrasekaran & Dr John M LongSchool of Engineering, Deakin University

Australia


INTRODUCTION - DESIGN PROJECTS



OUR BACKYARD


§ Established in 1974 as one of the new generation of Australian universities

§ Australia’s ninth largest university with 50,644 students of whom 32% are international students from 112 countries

§ Deakin combines a university's traditional focus on excellent teaching and research with a desire to seek new ways of developing and delivering courses

§ Four campuses

§ Four Faculties

Geelong Waterfront

Geelong Waurn Ponds


Faculty of Science, Engineering & Built EnvironmentØ School of Architecture and BuildingØ School of Engineering

Ø Center for Advanced Design in Engineering Training (CADET)Ø School of Information TechnologyØ School of Life and Environmental Sciences

CADET, Waurn Ponds campus


WORKSHOP FLOW

Sharing Question &

Answer

PracticePresent

Feedback

SummaryTakeaway


CONTENTS

ü Structured Discussion 1 (15 Mins)

ü Structured Discussion 2 (15 Mins)

ü Activity 1 – Mapping (20 Mins)

ü Activity 2 – Designing a Project (25 Mins)


STRUCTURED DISCUSSION

v Survey of participants – what are 21st Century engineering competenciesstudents need to acquire?

• Table 1– -------------

– -------------

• Table 2– -------------

– -------------

• Table 3– -------------

– -------------

• Table 4– -------------

– -------------


STUDENT PERCEPTIONS

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5

COMMUNICATION

WORK IN DIVERSE TEAMS

SELF-MANAGEMENT

PROFESSIONALISM

CREATIVITY/PROBLEM SOLVING

MANAGEMENT/LEADERSHIP

ENGINEERING BUSINESS

PRACTICAL ENGINEERING

INNOVATION

CONTEXT RESPONSIBILITIES

APPLYING TECHNICAL THEORY

4.5

4.3

4.3

4.2

3.8

3.6

3.5

3.2

3.2

3.2

2.8

0 - Not needed, 5 - Critically needed

Com

pete

ncie

s

Figure 1. Importance ratings of competency factors required by engineers(Sally Male et al)


STRUCTURED DISCUSSION

v Survey of participants – Teaching practice/activities in classroom

• Table 4– -------------

– -------------

• Table 3– -------------

– -------------

• Table 2– -------------

– -------------

• Table 1– -------------

– -------------


ACTIVITY 1 - MAPPING

v Mapping the engineering competencies with current teaching practices

• Competencies Vs Teaching practices

Competency 1

Competency 3

Competency 5

Competency 2

Practice 1

Practice 2

Practice 3

Mapping not Matching


MOTIVATION FOR DESIGN

Engineers Australia (EA)

Engineering application ability is “application of systematic engineering

synthesis and design processes”

Engineering Design is “the ability to apply their knowledge and understanding to develop and realise designs to meet defined and specified requirements”

Accreditation Board for Engineering and Technology(ABET)

Engineering Design is “an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability”

European Accreditation of Engineering Programmes (EUR-ACE)


WORLD ACCREDITATION BODIES’ FOCUS ON DESIGN


INDUSTRY VIEWS ON DESIGN


DIFFERENT LEARNING APPROACHES

Problem Based Learning (PBL) Project Based Learning (PbL)• Learning is around problems• Problem solving is a component• Teacher supervises the learning

process• Focus is on problem analysis• A case or a problem given• End product is in the form of

solution (results)

• Learning is around projects• Student centred approach• Teacher directing the learning

process• Focus is on problem analysis and

solution• Facilitator set the project• End product is in the form of reports

Design Based Learning (DBL)• Combination of both problem based learning and project based learning

approaches• Learning by designing creative and practical solution• Focus is on design activities• Integrating design and technology in to engineering • In addition to problem solving skills, it is engaging students in working in team

work, learning actively, engage with real world projects

(PBL, Anette Kolmos & Erik de Graaff, DBL, Doreen Nelson)

Emphasize learning

instead of teaching


DESIGN BASED LEARNING (DBL)

Innovation

Creativity

Design Based Learning 21st century skills

ü Hands-on Workü Problem solvingü Collaborative team workü Active learningü Engage real-world

assignments

EA

ABET

EUR-ACE

Design

Academic focus

Industrial Expectations


DESIGN BASED LEARNING PROCESS

InnovationCreativity


CONSTRUCTIVE ALIGNMENT

Learner does

Alignment

Teacher does

Learning environment

Learning activitiesLearning outcomes

Teaching methods

Assessment

Components of teaching system

Learning activities

Constructive


DESIGNING A PEDAGOGY

• Designing at an individual level

Curriculum Development G

radu

ate

Com

pete

ncy

prof

ile School Level

Institutional Level

Individual Level

Des

ign

of st

udy

prog

ram

Design of 1st

Semester

Design of 2nd

Semester

Design of 3rd

Semester

Design of 5th

Semester

Design of 6th

Semester

Study activity 1

Study activity 2

Study activity 3

Study activity 4

Xiangyun Du et al


SEMESTER OVERVIEW OF TEACHING – DBLWeek No.

Activity Deliverable On-Campus students Off-campus students

Week 1 Project Presentation Campus based Cloud based (Bb Collaborate sessions)

Week 2 Problem Identification Campus based Cloud based (Bb Collaborate sessions)

Week 3 Problem Identification / Concept Research Campus based Cloud based (Bb Collaborate sessions)

Week 4 Concept Research / Design Brief Development Design Brief Campus based Cloud based (Bb Collaborate sessions)

Week 5 Concept Selection / Design Development Campus based Cloud based (Bb Collaborate sessions)

Week 6 Design Development / Modelling and building / Testing and evaluation

Campus based Campus based (intensive week)






Design Presentation Campus based Campus based (intensive week)



Week 11 Product Delivery ePortfolio Campus based Cloud based (Bb Collaborate sessions)


COMPARISON OF DBL MODELCommon first yearunit

Traditional Model DBL Model

Assessment § Assignment 20%§ Laboratory report 20%§ Examination 60%

§ Design brief 25%§ Design Presentation 25%§ ePortfolio 50%

Contact § 2x1 hour Lectures§ 1x1 hour Tutorial§ 2 hour Laboratory per fortnight

§ 1 hour project meetings with each group team perweek

§ elive sessions§ Online cloud concepts

Teaching § Content driven, focused more ontheory than practice

§ Teacher driven§ Assessment based on recollection

rather than application.

§ Cloud concepts§ Research papers§ Design Briefs§ Webinars§ You Tube clips

Project § Minor/major projects § Project should help students achieve the learningoutcomes

§ The content is aligned to the Project§ The project should be able to drive the learning

Teams § Only for some cases § 5 to 6 members§ Team is determined by students§ Combination and fraternisation of on and off

campus students§ Teams decide the roles assigned to each member§ The staff member plays dual roles- facilitator and

clientTeam Meetings § Not Available § Agenda set by students

§ Minutes of the meeting recorded§ Elive sessions§ Assigned roles for each team member for the

meeting


CASE STUDY - 1 Full DBL Assessment *Design project 1 (50%) *Design project 2 (50%) Contact *1 x 2 hour Class per week *1 x 2 hour Design studio per week Teaching *More on practice *Design work *Design Briefs *Assessment based on Group work & individual work Project Activities *For a multi storey office building (students have to carry out)

Report 1 Group Task – 20% Individual Task – 80% *Conceptual design for columns *Structural analysis for columns

*Detailed design for five columns in a selected floor

Report 2 Group Task 20% Individual Task -80% *Conceptual design for shear walls & footings *Structural analysis for shear walls & footings

*Detailed design for a selected shear walls & footings

Partial DBL Assessment *One Design project (30%) + One laboratory project – Concrete lab (15%) *Final examination (55%) Contact *3x1 hour Class per week *1x1 hour Seminar per week *3 x 3 hour Laboratory Teaching *Content driven, focused more on Fundamental &Theory Student driven design work *Assessment based on group work & individual work Project Activities *For a multi storey residential Building (students have to carry out)

Group Task – 20% Individual Task – 80% *Conceptual design report *Structural analysis

*Work on detailed design for continuous beams

Comparison of partial DBL and full DBL

(Al-ameri and Siva, 2016)


ADVANTAGES /ASSESSMENT – GROUP PROJECTS• Group Projects

“The main advantage in using group work seems to be that students learn more and retain it longer when involved in“Active Learning”. The student outcomes could be; students become better at being active and tolerant listeners; studentshelp each other master content; and students gives and receive constructive criticism and manage disagreement”

(B. G. Davis,1993)

The learning outcomes associated with group work assessment are

Learning outcomes Assessment

Oral and written communication skills Design brief, project proposal

Teamwork skills Project progress (weekly)

Designing and problem solving skills Demonstration (E-portfolio)

Peer-peer learning and feedback Peer Assessment (Spark Plus tools)

Collaborative skills Online/face to face meetings – weekly reports/emails

Outcome based research Prototype/Report/ Presentation (individual/teamwork)


CASE STUDY - 2Putting up a Shelter Box tent

Junior et al


eakin University CRICOS Provider Code: 00113B

D

PROJECT GROUP OBJECTIVE• Design a Sustainable Shelterbox kit to be deployed in

a disaster stricken region.– Detailing Box inventory

– Design of the housing, detailing design includes detail in floor/planning layout.

– Generation of a CAD drawing of the housing

– Sustainable design features incorporated somewhere in the aspect of the design.

Your ShelterBox must include at least 3 sustainabledesign features

You will be given a Disaster Case Study Scenario



D

PROJECT GROUP OBJECTIVE

CAD Model

Interactive Visualisation Technology – THE CAVE

Junior et al



D

CHOOSE YOUR DISASTER


BEHAVIOUR CHANGE

Initial interest

Professional Development (training)

Readiness of Staff

Existing experience

Constructive Alignment

Peer to peer learning

CHAMPION

Mentor


OUTCOMES ACQUIRED

• Explored about 21st Century competencies.• Current teaching/assessment practices for those competencies.• Identified the gap between the competencies and current teaching/assessment

practices.• Design based learning approach• Designing a pedagogy• Behaviour change as a facilitator


Documents

Acquiring the 21st Century Competencies Through Design ... · PDF fileDeakin’University’CRICOSProviderCode:’00113B Acquiring the 21st Century Competencies Through Design Based