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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