ntlt 2012 - learning and teaching models for engineering and trades - weltec stories

Learning and Teaching models

for Engineering and Trades:

WelTec StoriesJames Mackay

17 October 2012

• Making Steam Cars – James Mackay

• Making a Multi-medium Content Delivery System – Shane Taplin

• Research and Project-based Learning in Automotive – Phill Mudgway and Grant Davies

• Design of an Achievement Strategy to Improve Completion – Barbara Kelly and Colleen Hurley

Making Steam Cars: Project-based

Learning in the Foundation

Engineering Programme at WelTecJames Mackay

17 October 2012

Engineering Foundation course (Four week 20 credit; level 4)

23 students: Includes school leavers, mature students, non-English

speakers, variety of cultures

Pre-diploma and pre-degree students together

Practical oriented; project based learning

Integrates literacy and numeracy development into coursework

The Context

Project Based Learning

The Steam Car Project

Physics and Mathematics

Content Development

Inducting students into

the engineering community

Science & Engineering

Process Skills Development

Engineering Literacy

Development

Teaching and Learning

Philosophy

Constructivist approach to

learning

Project Based Collaborative

learning model

Embedded literacy and

numeracy

Developing self-efficacy

The Steam Car

Project

• Making the cars

• Testing the cars and calculating

the efficiency

• Designing a modification to

improve efficiency

• Testing the modification

• Writing a report

• Converting the car into a steam

generator

Making and Testing the Cars

In this video

clip, students

are using a

strobe to

measure the

rate of rotation

of the turbine.

Designing and testing modifications to improve efficiency

Convert the car to a generator

Scaffolding Learning

Skills Development

(Psychomotor and Cognitive Domains)

Psychomotor Domain

Making, using tools, using scientific equipment

Cognitive Domain

Planning work, designing modifications, carrying out

instructions, planning and designing experiments

Content Development

(Cognitive Domain)

Mathematical Knowledge

Using ratio and proportion, simple scaling, areas,

volumes, basic manipulation of formulae, graphing

Physics Knowledge

Basic mechanics, force and motion, thermal physics

Inducting Students into Engineering

(Affective Domain)

Development of Self-efficacy

Developed through a process of mastery of tasks (Bandura, 1994)

Development of the use of Engineering Language

Inducted into the language of Engineering (Learn to read, talk and write engineering language: read instructions, discuss engineering problems, write reports)

Students required to read and interpret engineering dense language of the kit instructions

Reading Task Informal Discussion

(talking engineering)Discussion throughout the process of

making and testing the car developed

students use of engineering language

The Design Report1.Identifying the problem/product

innovation

2.Gather the information

3.Brainstorm the solutions and then

choose the best one

4.Make the prototype

5.Evaluate the prototype

6.Results

7.Conclusion

(Beer, D. & McMurray, D. 2005. A

guide to writing as an Engineer)

The Experimental Report1. The question

2. The Hypothesis

3. The design

investigation/experiment to test the

theory

4. The method

5. Collection of data

6. Discussion/analysis

7. Reject or accept the hypothesis

(Rosenberg, B.J. 2005. Technical

Writing for Engineers and Scientists)

Writing Tasks

Students loved doing the project, even though they found it

difficult

Students felt like engineers

Students acquired important engineering and scientific

process skills

Basic numeracy was developed

Physics knowledge was learned “by the way”

Students were able in the end to use engineering and

scientific language to write their reports

Findings

Shane Taplin

17 October 2012

Developing a Multi-medium

Content Delivery System in

Electrotechnology at WelTec

Why the Need for Change?

• Poor course completion

• Students struggling with the content

• Tutors believed students liked and wanted chalk and talk from tutors

• Disadvantages – conversation all one way, no reflection from both and no feedback from students

What is the Intervention?

To take the theory and apply this in a practical context in the same space

• Confirm theory:

– using practical tasks

– using practical experiments

– by recording practical experiments

– analysing recorded data

Concept Room Layout

Benches for groups of

four

How do we propose to do this?

To utilise engaging learning tools

• Traditional chalk and talk

• Smartboard

• Netbooks

• iPads

• Visualizer

• Smart Pens (Live Scribe Echo)

Issues to date

• Tutors

–Mindset

–Room layout

– Inability to use technology

• IT Services

• Facilities

• Students

• Still teaching to Unit Standards and content

Summary

• Issues still to overcome

–up skilling tutors

• Started this process two years ago

Research and Project-based

Learning in Automotive at WelTec

Phill Mudgway and Grant Davies

17 October 2012

Mudgy

Diesel

We want to be right, and we want to look good

New Words and Acronyms

ABL Activity-based Learning

RBL Research-based Learning

PBL Project-based Learning

GYAHOTGet Your Ass Here On Time

MTMSMy Teaching Method Sucks

EL Experiential Learning

2 Year Full Time16 Courses

Theory and Practical

4 weeks per course???

97 Unit Standards, City and Guilds, Integrated Learning with Projects

Yogi Berra

“In theory, there is no difference between theory and practice.

In practice, there is.”

The Yogi Book 1999

• Combined to increase student buy in

• PBL , EL, GYAHOT

• Achieve unit standards and beyond

• AT3208 Engine Rebuild

• AT3209 Engine Performance

• Traditionally taught separately

Chev Ute

Log Splitter/Hydraulics Rig

PROVE IT OR

CHANGE IT

?

The Design of an Achievement

Strategy to Improve Completion

Rates in the Trades at WelTecBarbara Kelly and Colleen Hurley

17 October 2012

Context

• Working in Trades Academy

• 16-17 year olds

• Trades Options with a core day

• Delivery by individual tutors on individual standards over all groups

• End of Trimester One – no units completed

Change needed

Change

• Team teaching unit standards in one area

• Achievement focus on completion of outstanding units

• Visual monitoring of completion both for tutors and students

• Positive re-enforcement

• Discussion of NCEA Level 2 pathway

• Individual tracking and engagement with student

Change of Expectations

• Student achievement

• Completion of Semester One units

• Incentives:

–Release of student for afternoon once completed

– Individual award for first to complete all units

Moving Forward

• Tutors - Team Teaching

• Go-round strategy

• Output goals set for each session

• Achievement monitoring

–Programme spreadsheet

– Individual student spreadsheet

Educational Context

Bandura’s* Theory

“If standards of performance are too high, they can be a source of personal distress. Goals that are too distant or too difficult can be disappointing. Sub goals of moderate difficulty are therefore likely to be the most motivating and satisfying.”Bandura, Albert, Chapter 13, An Introduction to Theories of Learning, Mathew H Olson and B R Hergenhahn 8th ed., Pearson Hall2009

Educational Context

Perceived Self Efficacy plays a major role in self-regulated behaviour

Perceived Self Efficacy refers to one’s beliefs concerning what one is capable of doing and it arises from a variety of sources including

• Personal accomplishments and failures

• Seeing others who are seen as similar to oneself succeed or fail at various tasks

• Verbal persuasion

Achievement Strategy Concepts

• Assessment requirements clear

• Achievement milestones

• Go round strategy

• Achievement Approach

– Language

– Support

– Visibility

Summary

• Project Based Learning in Engineering Foundation offers a way to engage learners in the challenging content, and address numeracy and literacy

• Changing the learning environment in Electrotechnology may be the way to engage young male students

• While working on their own projects, students take charge of their learning in an Automotive Engineering Environment

• Student focus on achievement helps them engage in learning and better success