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Univ.-Prof. Dr. Ralph Dreher

Univ.-Prof. Dr. Ralph Dreher. Competence-oriented curriculum development for engineering-pedagogic training of academic teachers. 2013 ASEE International Forum Saturday, 22 June, 2013 Atlanta, GA. I : PBE as main topic in engineering education: What is the meaning of PBE ? Why PBE?

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Univ.-Prof. Dr. Ralph Dreher

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  1. Univ.-Prof. Dr. Ralph Dreher Competence-oriented curriculum development for engineering-pedagogic training of academic teachers 2013 ASEE International Forum Saturday, 22 June, 2013 Atlanta, GA

  2. I : PBE as main topic in engineering education: • What is the meaning of PBE ? • Why PBE? • II: PBE and its role in TTEE (Teacher Training for Engineering Educators) • Consequences of PBE • Development Tasks for TTEE • Consequences for TTEE – Curricula • Criteria for TTEE - Courses Overview

  3. PBE – Project Based Education Individual Engineering Development Task Informing Planning Combining theoretical knowledge and practical experience Handling Informations Doing Communicate with Customers / Employees Methods situative propsed by teacher Controlling Self –/ Outstanding Reflection Reflecting What is the meaning of PBE?

  4. Typical Work Content for Engineers: Combining theoretical knowledge and practical experience Technical Work: Craftmanship Special Work Tasks Level 1 to 5: Vocational Education Communinicate with Customers / Employees Level 6: Bacholor Diploma Self –/Outstanding Reflection Production Planning, Quality Managment,Key Account Management, Service Handling Informations Level 7: Master Diploma Working with Scientific Methods Level 7: PhD Self-managed Research and Development Duality means: BA study courses must parallelly convey engineering knowledge and develope a soft-skill-oriented qualification. THAT IS THE MAIN TASK FOR ENGINEERING EDUCATORS! Why PBE?

  5. TTEE – Teacher Training for Engineering Educators • 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, implementation and reflection of teacher-units tailored to exemplary working tasks • (Dreher/Kath 2004) Consequences of PBE for TTEE

  6. TTEE – Teacher Training for Engineering Educators • 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, implementation and reflection of teacher-units tailored to exemplary working tasks • (Dreher/Kath 2004) PBE HAS TO BECOME A PART OF THE OWN LEARNING BIOGRAPHY OF ENGINEERING EDUCATORS. THUS, THEY CAN UNDESRSTAND PBE WITH IT‘S METHODS, MODE OF OPERATION AND RESULTS. Consequences of PBE for TTEE

  7. Working Tasks for an Engineering Educator Informing THEORY OFEINGINEERINGEDUCATION Reflecting REAL SITUATIONS OF ENGINEERING EDUCATION BASE: Planning Controlling Doing Development Tasks for TTEE

  8. The expert Methodical in-depth knowledge focused on the respective subject and based on experiences through responsible perception of less structured tasks, which require a high level of work experience as well as the acquisition of in-depth subject methodical knowledge. The versatile Detailed and functional knowledge through confrontation with complex problematic situations without premeditated solutions as well as the acquisition of corresponding systematic knowledge of the subject. I I I I I I I I The competent Knowledge of relationships through vocational work experiences by studying and assessing many factors, patterns and rules in situational context of vocational work. The intermediate Knowledge focused on orientation and overview through work experiences gained through the application of complicated rules in less obvious labor situations. The novice Source: Dreyfus / Dreyfus 1987 Consequences for TTEE - Curricula

  9. Implementation by tasks in the special field of engineering Development of teaching - Implementation Teaching with Teaching with Teaching with Teaching with Teaching with Teaching with Teaching with simplest Demand Working with projects diverse high complexity – simple complexity Increased complexity complexity higher complexity unidimensional complexity plexität complexityy Working in the laboratory Designing of exercises Working with a research/exam colloquium Planning and designing of seminars Type of module Planning of a whole lecture Designing of a lecture Strategic and Experience-conducted and competence Vocational orientation Rule-governed working Level of Beginners problem-oriented working intuitive working experts Development of curricula External evaluation with continuous work to improve Self-evaluation Development of a course of education Consequences for TTEE - Curricula

  10. Criteria for TTEE - Courses

  11. Thank you for your Attention! University of Siegen Prof. Dr. Ralph Dreher Department for Electrical Engineering and Computer Science Chair for Technical Vocational Didactics Hoelderlinstrassse 3 D-57076 Siegen ralph.dreher@uni-siegen.de www.tvd-edu.com

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