Enquiry Based Learning in Engineering at SHU

Professor Mike Bramhall

Preparing students for group working

• Self-selection/ random• Lecturer selected• ‘Speed dating’• Use of ‘roles in a team’ (Belbin) or personality

types (Myers-Briggs)

R Meredith Belbin (1981)

Overall Belbin roles Description

Doing / acting

ImplementerWell-organised and predictable. Takes basic ideas

and makes them work in practice. Can be slow.

ShaperLots of energy and action, challenging others to move forwards. Can be insensitive.

Completer/FinisherReliably sees things through to the end, ironing out the wrinkles and ensuring everything works well. Can worry too much and not trust others.

Thinking / problem-solving

PlantSolves difficult problems with original and creative ideas. Can be poor communicator and may ignore the details.

Monitor/EvaluatorSees the big picture. Thinks carefully and accurately about things. May lack energy or ability to inspire others.

SpecialistHas expert knowledge/skills in key areas and will solve many problems here. Can be disinterested in all other areas.

People / feelings

CoordinatorRespected leader who helps everyone focus on their task. Can be seen as excessively controlling.

Team workerCares for individuals and the team. Good listener and works to resolve social problems. Can have problems making difficult decisions.

Resource/investigatorExplores new ideas and possibilities with energy and with others. Good networker. Can be too optimistic and lose energy after the initial flush.

Myers Briggs Type IndicatorMyers Briggs Type Indicator

What is personality?What is personality?

A person’s preferred style of behaviour

We are “creatures of habit”

So, tend to be consistent over time and situations

If behaviour or personality wasn’t reliable, there’d be no point in measuring it

One measurement system is the Myers Briggs Type Indicator

Myers-Briggs Type Indicator

• What the MBTI is:• Measure of our dominant preferences for taking in

information and making decisions• May not be polarised clearly between scales• So, you can be “a little of both”• No profile is better or worse than another• Helps explain our working style preferences• Based on the theory of Carl Jung

• What the MBTI isn’t:• A measure of abilities – it’s not a test• No right or wrong answers• Tool is an ‘indicator’ – you can agree or disagree

Take the Test You have to select one letter from each of 4

pairs of opposing personality type indicators

This will result in a 4 letter code

The code is matched to one of 16 Myers Briggs types (given on a handout)

The first pair – Direction of your Energy Force

You prefer to direct your energy to deal with

people, things, situations.

You prefer to direct your energy to study ideas,

information, explanations or beliefs.

IE or

The second pair – Information Processing

You prefer to deal with facts, what you know,

to have clarity, a realist in the here & now – for you the force is a tool - a fission screwdriver

You prefer to deal with ideas, look into the

unknown, to generate new possibilities or to anticipate what isn't

obvious, you seek the nature of the force

NS or

The third pair – Making Decisions

You prefer to decide on the basis of logic, using an analytic and detached approach.

You prefer to decide using values and/or personal beliefs.

FT or

The fourth pair – Organizing your Life

You prefer your life to be planned in a stable and organised way

You prefer to go with the flow, to maintain flexibility and respond to events

PJ or

The Scales

Extraversion (E) Introversion (I)

Sensing (S) Intuition (N)

Thinking (T) Feeling (F)

Judging (J) Perceiving (P)

More information

– You can complete a more comprehensive Myer Briggs test online:

http://www.mypersonality.info/personality-types/

– Other Linkshttp://www.famoustype.com/index.htmhttp://www.myersbriggs.org/http://www.personalitypage.com/home.html

First YearLearner autonomy in

engineering• First year (level 4) undergraduate engineering

students studying Materials, Manufacturing and Environmental Engineering.

• Module traditionally taught over two semesters, with keynote lectures and laboratories / tutorials in semester one.

• Followed on by case studies in semester two.

First year engineering

• Students chose from two case study themes:

- Engineering disaster management- Manufacturing processes

• Assignment concluded with an

end of module ‘student conference’

Learner autonomy in engineering

Aims of assignment

To gather, analyse and present technical information with regard to materials and/or manufacturing and/or environmental engineering, recognising the related design issues, as well as commercial factors, where appropriate.

Student Conference

Learner autonomy in engineering

Students were prepared for their project work in a number of ways:

• Introduction of 'Users as Producers' workshops to develop skills in video and media production

• Students were also introduced to the Belbin model of team roles to help them develop and maximise their group working skills.

• Drop-in support was also provided

Student Voices – Year 1

Learner autonomy in engineering

Project outcomes:• Development of employability skills

– Learner autonomy (research/ enquiry skills)– Team working and communication skills– Presentation skills (enhanced self confidence)– Project management skills– Media production & IT skills (enhanced motivation)

• Opportunities for developing staff– Innovative teaching methods– Professional development profile

• Overall enhanced student performance– Previous year first time pass rate – 80%– Using new approach first time pass rate – 95% – (5% failure didn't engage)

Third year engineering studentsStudying polymers and composites

• Written case study replaced with media presentation format

• Students chose their topic

• Students chose the format

• Completed work handed in as media presentation

Student Work

Student Work – Final year

Student Voices – Final Year

Student Voices

Confidence

Depth

Disguised

Enquiry

Group work Ideas development

Staff viewOld fashioned

Technical skills Time management

Research

Student voices

• Inspired their learning, a chance to be creative• Learning was disguised by the activity• Deeper technical learning through storyboarding

& editing• Improved their teamworking skills• Improved their communication skills• Developed employability skills

Outcomes• Students quickly adapt to the technology• Students enjoy these kind of project and enquiry-based

approaches which means: They become more motivated and..... The overall learning experience is enhanced Higher marks are attained A deeper level of learning is achieved

• Provides a source evidence of skills for interviews (autonomous and group working)

• Learner autonomy developed (students manage their own learning and assessment)

• Students produce future media learning resources• These approaches are not staff labour intensive

In Conclusion

Use of EBL is a way of inspiring students, developing their learner autonomy and enhancing the student experience

Thank you for listening!

Further Information

CPLA website:

http://extra.shu.ac.uk/cetl/cpla/cplahome.html

Contact: Mike Bramhall

m.d.bramhall@shu.ac.uk