Substitute your lectures by cooperative problem-based learning

sessions

Francesc Josep Sànchez i Robert(francesc.josep.sanchez@upc.edu)

Barcelona, June 10th 2009

A hands-on session on

2

• Explain the advantages of PBL and CL with respect to the traditional teaching method to achieve significant learning

• Explain the key points of fast feedback and assessment criteria (rubrics) for PBL

• Apply the basics of PBL and CL to their own subject following the systematic method presented, in order to convert “traditional” learning materials

After completing this hands-on session, participants will be able to:

3

Mediterranean Technology Park Castelldefels (Barcelona)

http://epsc.upc.edu

Examples of some subjects adapted to the EEES

CiC (1A) Components and Circuits (core course) (a pilot CiC (1A) Components and Circuits (core course) (a pilot experience)experience)

EDED Digital Electronics (1B) (core course) Digital Electronics (1B) (core course) SED (2A) Digital Electronic Systems (Telematics) (core SED (2A) Digital Electronic Systems (Telematics) (core

course)course) IB-BD (3A) Instrumentation and Bioengineering (optional IB-BD (3A) Instrumentation and Bioengineering (optional

course)course) SDR (3A) Reconfigurable Digital Systems (optional course)SDR (3A) Reconfigurable Digital Systems (optional course) LGI – II (3A) Group Leadership (elective course)LGI – II (3A) Group Leadership (elective course)

We’ve gained experience from very diverse students, from freshmen to seniors for more than 7 years

Everything from the courses can be searched here: http://epsc.upc.edu/projectes/ed/

Digital Electronics (ED)

First year of the bachelor's degree in Telecommunications

Let me show you how looked like my problems some years ago …

Let me show you how looked like my problems some years ago …

Think about your own assignments …

( Examples from mathematics, physics, Chemistry, computers, …)

- Are they similar to the ones shown above?

- Do you find them useful?

- Perhaps …- Are they easy to correct and assess?- Are they easy to upload to digital campuses?- Are they teacher-convenient? - Are they giving a vision of engineering? - Or, are they showing a picture of the studies? …

- Can they motivate students?

What do you have to say?

Task #1

New Engineering Education Paradigm1

‘Teaching’ is the purposeful creation of situations from which motivated learners should not be able to escape without learning or developing

John Cowan2

1. Splitt, F. G., “PART II: THE CHALLENGE TO CHANGE: On Realizing the New Paradigm for Engineering Education”, The Interface, The joint newsletter of the IEEE – ES and the ASEE, August 2003, No.2. (http://www.ewh.ieee.org/soc/es/interface.html)

2. John Cowan, “On Becoming an Innovative University Teacher: Reflection in Action”, Open University Press, 2 nd ed., 2006 , p.100

The basis of student-centred learning

• Clearly specifying detailed learning objectives for students.

•Arrange teaching and learning activities that encourage/require students to carry out tasks that provide the student with exposure, practice and feedback on the learning objectives.

•Design a grading/marking system that requires the student to demonstrate how well they achieve the stated learning objectives.

A level 3 teacher 1:

1 David Jones weblog, at: http://davidtjones.wordpress.com/ “Improving university teaching - learning from constructive alignment by *NOT* mandating it “

Learning objectives

includeContent and cross-curricular skills

Effective communication Autonomous

learning

Design- oriented tasks

achieved by

Teamwork

solved by

method

Guidelines for quality documentation

Design verification

Information search (library, Internet)

Real world examples

consist of

EDA toolsGroup and class

interaction

Self-assessment

motivation

Group portfolio

Best work samples

reflection

include

Open solutions

Let’s think about it …

The new learning objectives of Digital Electronics

Group Portfolio (PO)

Specific content + teamwork + communication skills + self-directed learning + third language

Problem-based learning course

Part 1:

Combinational Systems

Part 1:

Combinational Systems

Part 2:

Sequential Systems

Part 2:

Sequential Systems

Introducing next course: ideas of C

and PLD’s

Introducing next course: ideas of C

and PLD’s

CAD / EDA software : SPICE, Proteus-VSM,

Espresso (Minilog)

Application project (AP)Application project (AP)

The new learning objectives of Digital Electronics

Specific content +

+ teamwork + communication skills + self-directed learning + third language

Yes!, they can be achieved by active techniques like cooperative learning

and PBL (but not by traditional lecturing!)

cross-curricular skills at level 1 of competence:

introductory

cross-curricular skills at level 1 of competence:

introductory

Do you agree? Do you agree?

14

Planning activities and study time in and out class

Activities

Formative and continuous assessment

TheoryTheory

ExercisesExercises

Application project

Application project

Individual assessment

Individual assessment

PortfolioPortfolio

Weekly study planWeekly study plan

Teamwork session TWA (2 h)

Teamwork session TWA (2 h)

Teamwork session TWB (2 h)

Teamwork session TWB (2 h)

Teamwork session TWC (at least 2 h)

Teamwork session TWC (at least 2 h)

Extra individual workExtra individual work

classroo

mclassro

om 6.5 h –

8 h per week

6.5 h – 8 h per week

4.8 ECTS

4.8 ECTS

Method 1 (quality criteria) for solving any problem of the subject

Formative and continuous assessment (exercises can be improved once corrected

PlanPlan

Develop Develop

ResultsResults

SimulationSimulation

PresentationPresentation

1 http://epsc.upc.edu/projectes/ed/ED/unitats/unitat_1_1/Criteris_Correccio_Exercici_en.pdf

So, you see, it’s nothing new !

But students knows exactly what they have to able to do

Format of a regular cooperative session

Classrooms with mobile tables

Cooperative Learning as the instructional method

Base groups of 3 students

The new exercises …

http://epsc.upc.edu/projectes/ed/unitats/unitat_1_1/Criteris_Correccio_Exercici.pdfhttp://epsc.upc.edu/projectes/ed/unitats/unitat_1_1/Criteris_Correccio_Exercici.pdf

Students have to solve real-world problems (open solutions (design or synthesis oriented, in balance with analysis) Tick the learning objectives Search the theory and summarise using concept maps Guided development (using the method) (very guided at the course beginning self-directed towards the course end) Prepared to be solved in cooperation Statement of fairness and acknowledgement Task distribution / reflection Write doubts or questions not solved yet Study time Signature Content through English

Relevant to their own lives

Example

Controlling a storage tank system for a pancake syrup manufacturing

http://epsc.upc.edu/projectes/ed/ED/grups_classe/08-09-q2/1BT5/MI/MI2/ED_Curs_08_09_Q2_1BT5_Cntl_MI-2x.pdf

Example

A key-coded deadbolt

http://epsc.upc.edu/projectes/ed/ED/grups_classe/08-09-q2/1BT5/EX/EX5/ED_Curs_08_09_Q2_1BT5_EX5x.pdf

K_L[11..0]

K_L9

K_L5

K_L1

K_L10

K_L6

K_L2 K_L3

K_L8

K_L4

K_L0

K_L11

K_L7

DEADLOCK CONTROL

ON-OFF-CONTROL

GS

Z

D1

Q1BC547

R112k

R2

1k

RELAY4V

B1120V

VCC

D41N4148

VCC

GND

ACTUATOR

120V

RA

100MEG

C[3..0]

KEY_ENCODER

ENCODER

COD[3..0]

K_L[11..0]

0 1 2 34 5 6 78 9 * #

GS

Example

Real-world problems instead of pure academic exercises

http://epsc.upc.edu/projectes/ed/problemes/problemes_PA/Problemes_PA.htmhttp://epsc.upc.edu/projectes/ed/problemes/problemes_PA/Problemes_PA.htm

Motivation

Activating a motor by a 4-digit personal pin

Students see how their designs actually work (in the simulator or using training

boards)

Example of an application project

A digital clock

http://epsc.upc.edu/projectes/ed/ED/grups_classe/07-08-q1/1BT4/07-08-Q1-1BT4.htm (EX7)

Deep learning (content connected throughout the course) Enables whole class collaboration Enable content coherence the same problems can be used again in advanced courses to enhance content learning (technology update using VHDL - FPGA or µC)

22

Think about your own assignments

- Examples from mathematics, physics, Chemistry, computers, …

Task #2

(Design or repair some of your exercises according to the ideas being discussed)

Resources to learn Digital Electronics

Classroom notes

ED - Web with previous courses material in pdf format and the

weekly schedule

Lab boards and

demonstration circuits

Group portfolio

Application Project

Collection of exercises

Transformed to

Concept Maps

Transformed to

Exercises solved

applying CL

Technical books and other web materials

(to enhance significant learning)

(collect, classify, show and reflect about all the work

done in the subject)

Concept maps and exercises in English

The best student solutions and projects from previous

years

Adapting learning materials to the new method …

http://epsc.upc.edu/projectes/ed/ED/http://epsc.upc.edu/projectes/ed/ED/

… It will take you a lot of time and effort (2 to 4 years)

Student assessment

• Student work is corrected regularly and feedback to the cooperative group for improvement and everything counts for the final mark

(So, there is no need anymore for classic final exams)

• Assessment is another learning activity integrated in the course dynamics

Exercises

+Individual controls

+ Application Project

+Portfolio

+

Participation and attitude

8 deliverables

8 individual unannounced

exams

Includes an oral

presentation

Work samples

Reflection

(They have to pass 7 of 8)

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Developing communication skills: oral presentation of the application project

course group portfolio

Student assessment

Collecting evidences for the EPSC’s student competency portfolio

http://epsc.upc.edu/projectes/ed/ED/projectes_aplicacio/Oral_presentation_rubric.pdfhttp://epsc.upc.edu/projectes/ed/ED/projectes_aplicacio/Oral_presentation_rubric.pdf

http://epsc.upc.edu/projectes/carpeta_competencies/http://epsc.upc.edu/projectes/carpeta_competencies/

ContentsRegistry of working

sessions and personal

opinions over the learning

process

Registry of the activities study time

Concept maps and other reference materials

searched in library and

Internet

Best exercises (80% minimum)

Memory and presentation of the application

project

Optional: term definition

pdf edition

Individual controls

Group portfolio

25%

30%

20%

15%

(optional)

An excellent way for reflecting and showing evidence of what they learnt

Up to 8 corrected exercises

Up to 8 individual controls

Semi-structured group portfolio

Student assessment

(for 2A courses)

http://epsc.upc.edu/projectes/ed/ED/dossier_aprenentatge/portfolio_rubric_v1_enx.pdfhttp://epsc.upc.edu/projectes/ed/ED/dossier_aprenentatge/portfolio_rubric_v1_enx.pdf

Final discussion

Task #3

To conclude ... The EHEA is a good reason for innovating in our

teaching

It’s worth doing the effort: our students learn more and deeply and become more prepared for their future professional life

Teaching cross-curricular competences and content it’s a real challenge, but we must do it !

Cooperation extends beyond the classroom and affects positively intra and inter department relations