International Symposium Valladolid 2004 1 Dr. Otto Rompelman Faculty Electrical Engineering, Mathematics and Computer Science Delft University of Technology

International Symposium Valladolid 2004

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Dr. Otto Rompelman

Faculty Electrical Engineering, Mathematics and Computer Science

Delft University of Technology

Netherlands

The Engineering of Engineering Education:

Curriculum Development from the Designers’ Point of View

TUDelft


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TUDelft

Contents

1 The systems paradigm

2 Systems approach in education

2.1 Possible views

2.2 Input versus output oriented curricula

2.3 Feedback: assessment

3 The design paradigm

3.1 Design methodology

3.2 Curriculum development as a design process

4 Conclusions


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1. The systems paradigm

system

input output


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system

“input”

“output”

Usual representation of a system


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systeminput “output

”

unintended interaction

s


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educationprocess

student attributes

graduate attributesstudent

learning process

teaching

2. The systems approach in education

2.1. Possible views

studentlearning process

education

1:

2:

attributes = knowledge, skills, understanding

graduate attributes


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studentlearningprocess

Coursecontents

•abilities•knowledge•skills•competences

input descriptors: mainly course contents

output descriptors: characteristics of the graduates

TUDelft2.2 Input versus output oriented curricula


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Knowledge of ..

Understanding ...

Output oriented

Input oriented

Ability to ...Details

(e.g.: Kirchhoff’s law)

Topics(e.g.: circuits)

Areas(e.g.: el. eng.)

Relation between input and output oriented description


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Arguments for introducing output descriptors

1: Internationalisation of education:

student migration between universities

e.g.: between Bachelor and Master programs

2: Internationalisation of labour market

both employers and graduates need clarity about

qualifications


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Importance of output descriptorsCase of successive courses

Student learning Student learning

Statement of teacher of course 2:

“ They should know ‘xxx’, because they followed course 1 “

Statement about the output , based on

1- the input descriptors of course 1

2- an assumption of the student learning process

course 1 course 2


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Student mobility from BSc to MSc programmes

Other university Other university

Local university Local university

no problems (implicit transition)

Problems !!

due to mismatch between programmes

Bachelor Master


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assessment

results

educationprocess

objectives: envisaged features

student output: acquired features

2.3 Feedback: assessment


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assessment

results

teacher

student

objectives

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Education process

student output

Feed back

Feedback structures can be used for quality control


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3 The design paradigm

3.1 Design methodology

(aspect of)reality:

environment

observations

ideal imageof reality

comparison

creation of‘product’ whichinteracts withenvironment


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real worldimage of

real worldcomparison design product

observations

problem !!

`

Expanded version of the paradigm:design as solving a problem

Problem definition is the key issue in design


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The life cycle of technical systems

Designphase

Develop-ment

ofConceptSystem

Produc-tion

Usage

Manage-ment

Mainte-nance

Disposal

Renewal

Can it be properly disposed ?

Can it be properly used ?

Can it be produced ?


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The design phase in more detail

Problemanalysis

Creatingconceptsystems

Simulationof

conceptsystems

Evaluationof conceptsystems:

identifying favourable

concept

Design phase

Definitionof Product

RequirementsPlan

(PRP)

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Key issue:

There are more sulutions to a problem than just one


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1: Define the problem

2: Define criteria to be met by the solution:

leads to “Product Requirements Plan” (PRP)

3: Find solutions (concepts);

usually, a problem has more solutions than just one!

4: Simulate concept solutions

5: Select the best solution according to criteria (see 2 )

Five essential steps in design


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The Product Requirements Plan plays a key role in the design

process

Important observation:


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The Product Requirements Plan

A well structured set of criteria that should be met by the final product

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ConstraintsFinal goals

Boundary conditions(Primairy) Function(s)

Two types of criteria:

Functioning criteria: describing the (primary) function(s) Boundary conditions


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Functioning criteria: describing the (primary) functions

transform

The transform is accomplished by a function,hence ………….

undesiredstate of

the world

desiredstate of

the world

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Elements of the Product Requirements Plan


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FUNCTION

undesiredstate of

the world

desiredstate of

the world

First step in the design process:

Defining this function the basic function of the system to be

designed

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Boundary conditions

Two types of boundary conditions:

- ‘hard’ conditions:

these criteria are either or not met (yes – no)

- ‘soft’ conditions:

these criteria are met ‘to a certain extent’

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Elements of the Product Requirements Plan (cont.)


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Any valid conceivable solution must meet

- Functioning criteria: describing (primary) function(s)

- ‘hard’ boundary conditions:

The conceivable solutions may meet the ‘soft’ conditions in different ways:

This leads to options for choice !!

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Conclusion:


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How do we apply this in education ?

This may be interesting, but:


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1) Define educational problem (main function)

2) Define criteria [incl. 1) ] to be met by the solution: leads to “Course Requirements Plan” (CRP) (PRP)

3) Find solutions (concept courses)

4) Contemplate about how the solutions will work out if put into practice (simulation)

5) Select the best solution according to criteria [see 2) ]

Five essential steps in design of education

3.2 Curriculum development as a design process


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I: What is the educational problem?

the students need a module after which they have acquired the following skills, knowledge, competencies: ........................................

Not: input oriented

we (=school) need a course in mathematics

But: output oriented:

“Course Requirements Plan” (CRP)


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II: Criteria to be met by the solution

1. About the learning outcomes

* the outcomes should be realistic given the attributes of the target group (prior knowledge, skills) and the time available for the students (credit points!)

* the outcomes should be testable; if not, they should be left out or reformulated.


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2. About the preparation and production

- staff time (costs!)

- course material

- assessment structure

- .....

Criteria to be met by the solution (cont.)


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3. About running the module/course/programme

- Staff time

- Infrastructure: rooms, laboratories, equipment, ....

- Communication: office hours, web-support, e-mail, ....

- Assessment, in the wide sense

- .....



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4: About the life cycle

- Life span of the module/course/programme

- Reuse of (parts) of the module/course/programme

- .....



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1. it provides the framework for designing an educational system

2. it is a frame of reference to test different concept solutions (concept systems) in order to find the most promising solution

3. it is a framework for verifying the resultant educational system

4. it provides the basis (reference criteria) for the quality management of the education

Four functions of the CRP


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TUDelft4: Conclusions

The development of curricula/courses can be approached as a design problem

As with technical systems, a detailed and well structured “Course Requirements Plan” (CRP) has to be formulated

The main aspect of the CRP is: envisaged learning outcomes

Other issues to be taken into account are (a.o.):

- envisaged life time

- required infrastructure (staff, rooms,laboratories, etc.)

- assessment procedures, incl. quality control

The systems approach can be enlightening in curriculum development


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Thank you for your kind attention


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system

input output


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The seven-phase model for the integral product life cycle

A: investigation of needs D: elaborate blueprint (prototype)B: specification of requirements E: production, putting into useC: development of blueprints, F: usage, management, maintenance final blueprint (design) G: disposal, recycling

Requirements imposed by the disposalRequirements imposed by the operationRequirements imposed by the production

F GD ECA B

Documents

International Symposium Valladolid 2004 1 Dr. Otto Rompelman Faculty Electrical Engineering, Mathematics and Computer Science Delft University of Technology