Univ.-Prof. Dr. phil. Ralph Dreher

About the possibility of a PBE-oriented curriculum in the engineering pedagogic education

2. Rgional Conference ofXXXX

Moscow, 16th March 2012

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I: The duality of engineering BA courses of study

•Function of BA—studies as vocational Preparation

•Function of BA-Studies for Education

II: Characteristics of the PBE-Concept

•Learning with study-cases;

•Refection-Process as main-part of Engineering-Education

III: Teacher-Training for modern Engineering-Education (TTEE)

•Role and needed Competences

•General Characteristics for modern TTEE

•Proposal: PBE-oriented Curriculum for TTEE

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BA-Studiesas

Vocational Preparation

Level 1 to 5:Vocational Education

Level 6:Bacholor Diploma

Level 7:Master Diploma

Level 7:PhD

„European“

Frame

Qu

alif

icat

ion

Typical Work-Content for Engineers:

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BA-Studiesas

Vocational Preparation

Level 1 to 5:Vocational Education

Level 6:Bacholor Diploma

Level 7:Master Diploma

Level 7:PhD

European

Frame

Qu

alif

icat

ion

Typical Work-Content for Engineers:

Production Planning, Quality-Managment,Key-Account-Management, Service

Self-managed Research and Development

Technican Work:Craftmenship

Special work tasks

Working with scientific methods

Duality means:BA-study-courses must parallel confey Enginering Knowledge and

develope a soft-skill-oriented qualification.THAT IS THE MAIN TASK FOR ENGINNERING EDUCATORS!

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BA-Studiesas

Vocational Preparation

Level 1 to 5:Vocational Education

Level 6:Bacholor Diploma

Level 7:Master Diploma

Level 7:PhD

European

Frame

Qu

alif

icat

ion

Typical Work-Content for Engineers:

Production Planning, Quality-Managment,Key-Account-Management, Service

Self-managed Research and Development

Technican Work:Craftmenship

Special work tasks

Working with scientific methods

Combining theoretical knowledge and practical expierence

Se

lf –

/Ou

tsta

nd

ing

Re

flect

ion

Comuninicate with Customers / Employees

Ha

nd

ling

In

form

atio

ns

Duality means:BA-study-courses must parallel confey Enginering Knowledge and

develope a soft-skill-oriented qualification.THAT IS THE MAIN TASK FOR ENGINNERING EDUCATORS!

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Short notice:What means that for

TTEE ?Duality means:

BA-study-courses must parallel confey Enginering Knowledge and develope a soft-skill-oriented qualification.

THAT IS THE MAIN TASK FOR ENGINNERING EDUCATORS!

Understanding this situation, the primary questions of modern Teacher-Training for Enginnering Educatores (TTEE) must be:

What kind of Teaching is necessary to solve the task of dualism in BA-Courses?

How must this art of teaching be trained?

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Learning With

Case-Studies

Informing

Planing

Doing

Controlling

Case.Study: Task of Enginnering Working

TheroticalStudents

work

PracticalStudents

work

Well know as PBL – Project Based Learning !

Combining theoretical knowledge and

practical expierence

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PBE:Engineering Education

by Reflection-Processes

Infoming

Planning

Doing

Controlling

Reflecting

Individual Enginnering Development TaskH

an

dlin

g I

nfo

rma

tion

s

Co

mu

nin

ica

te w

ith C

ust

om

ers

/ E

mp

loye

es

Se

lf –

/

Ou

tsta

nd

ing

Re

flect

ion

Combining theoretical knowledge and practical expierence

Met

ho

ds

situ

ativ

e p

rop

sed

by

teac

her

PBE – Project Based Education

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Roleand

CompetencesCharateristics of good Engineering Education

(PBE oriented BA-Courses)

Results for modern TTEE (Teacher Traning for Engineering Education)

Goals Effect

1 Organize (vocationally scientific-oriented) analyses of engineering- work-processes

Definition of tasks: Find realistic working tasks and understanding their content of engineering-knowledge

In

no

vatin

g

Ed

uca

ting

2 Externalize the engineering knowledge for engineering-work-processes

3 Working didactically synthesizing (instead of reducing) to create individual development tasks

Development of tasks: Define workable and internally differentiated working tasks

4 Designing of failure-based tasks in keeping with the learner

5 Comparative reflection of the status of each students´ development task

Implementation : Offer coaching for the students; Allow for mistakes and moderate internal reviews of the students groups, offer technical and manual assistance; moderate internal and external processes of reflection

Te

ach

ing

Ad

visi

ng

6 Preparation of teaching-units at start (possibility of task) and during course (individual coaching)

7 Acceptance of the role of a coach who works emphatically and encourages the gaining of knowledge

Assessing

8 Being open towards the constant further development of one’s own classes

Reflection of teaching-units: Work out possibilities for improvement of the lecture plan and execution

Innovating

CEPI – Continius Education Process Improvement

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General Characteristcsfor

modern TTEE

How can we educate such trainers?

Teachers have to learn to teach by doing. (Mayr 2006)

Teacher-education has to integrate practical periods. (Oser 2003)

Teacher work needs implied knowledge generated by experience. (Neuweg 2002).

Teacher work has to focus on the planning, implemantation and reflection of teacher-units tailored to exemplary working tasks

(Dreher/Kath 2004)

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PBE-orientedCurriculum

for TTEEModularized „ING-PAED (IGIP)“-Curriculum

Impl

emen

tatio

n

-

Dem

and

Teaching withsimplest

complexity –unidimensional

Teaching withsimple complexity

Teaching withIncreasedcomplexity

Teaching withhigher complexity diverse

complexityy

Teaching with Teaching with

highcomplexity Teaching with

plexität

Typ

e o

f m

od

ule

Leve

l of

com

pete

nce

Vocational orientation Rule-governed working Strategic and problem-oriented working

Experience-conducted and intuitiveworking

Beginners experts

Working with projects

Working in the laboratory

Designing of exercises

Working with a research/exam colloquium

Planning and designing of seminars

Planning of a whole lecture

Designing of a lecture

Development of teaching

Development of a course of education

Self-evaluation

External evaluation with continuous work to improve

Development of curricula

Implementation by project tasks

complexity

Teaching withhighestcomplexity

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Thank you for your attentation !