Substitute your lectures by cooperative problem-based learning sessions

Substitute your lectures by cooperative problem-based learning sessions A hands-on session on Francesc Josep Sànchez i Robert (francesc.josep.sanchez@upc.edu) Barcelona, June 10th 2009

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

Mediterranean Technology Park Castelldefels (Barcelona) http://epsc.upc.edu

CiC (1A) Components and Circuits (core course) (a pilot experience) ED Digital Electronics (1B) (core course) SED (2A) Digital Electronic Systems (Telematics) (core course) IB-BD (3A) Instrumentation and Bioengineering (optional course) SDR (3A) Reconfigurable Digital Systems (optional course) LGI – II (3A) Group Leadership (elective course) Examples of some subjects adapted to the EEES 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/

First year of the bachelor's degree in Telecommunications Digital Electronics (ED)

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

Task #1 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?

New Engineering Education Paradigm1 The basis of student-centred learning ‘Teaching’ is the purposeful creation of situations from which motivated learners should not be able to escape without learning or developing John Cowan2 • 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) • John Cowan, “On Becoming an Innovative University Teacher: Reflection in Action”, Open University Press, 2nd ed., 2006 , p.100

A level 3 teacher 1: • 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. 1David Jones weblog, at: http://davidtjones.wordpress.com/ “Improving university teaching - learning from constructive alignment by *NOT* mandating it “

Learning objectives include Content and cross-curricular skills achieved by Design- oriented tasks Effective communication Teamwork Open solutions consist of Autonomous learning solved by Real world examples method motivation include Information search (library, Internet) Guidelines for quality documentation Design verification Self-assessment Group portfolio Group and class interaction EDA tools reflection Best work samples Let’s think about it …

The new learning objectives of Digital Electronics Part 1: Combinational Systems CAD / EDA software : SPICE, Proteus-VSM, Espresso (Minilog) Application project (AP) Part 2: Sequential Systems Group Portfolio (PO) Introducing next course: ideas of C and PLD’s Specific content + teamwork + communication skills + self-directed learning + third language  Problem-based learning course

The new learning objectives of Digital Electronics Specific content + + teamwork + communication skills + self-directed learning + third language cross-curricular skills at level 1 of competence: introductory Yes!, they can be achieved by active techniques like cooperative learning and PBL (but not by traditional lecturing!) Do you agree?

Planning activities and study time in and out class Activities Weekly study plan Theory Teamwork session TWA (2 h) Exercises classroom 6.5 h – 8 h per week Application project Teamwork session TWB (2 h) Individual assessment Teamwork session TWC (at least 2 h) 4.8 ECTS Portfolio Extra individual work Formative and continuous assessment

Method 1 (quality criteria) for solving any problem of the subject Plan So, you see, it’s nothing new ! Develop Results But students knows exactly what they have to able to do Simulation Presentation Formative and continuous assessment (exercises can be improved once corrected 1 http://epsc.upc.edu/projectes/ed/ED/unitats/unitat_1_1/Criteris_Correccio_Exercici_en.pdf

Classrooms with mobile tables Cooperative Learning as the instructional method Format of a regular cooperative session Base groups of 3 students

The new exercises … Relevant to their own lives • 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 http://epsc.upc.edu/projectes/ed/unitats/unitat_1_1/Criteris_Correccio_Exercici.pdf

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

Activating a motor by a 4-digit personal pin Example Real-world problems instead of pure academic exercises Motivation Students see how their designs actually work (in the simulator or using training boards) http://epsc.upc.edu/projectes/ed/problemes/problemes_PA/Problemes_PA.htm

Example of an application project A digital clock • 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) http://epsc.upc.edu/projectes/ed/ED/grups_classe/07-08-q1/1BT4/07-08-Q1-1BT4.htm (EX7)

Task #2 Think about your own assignments • Examples from mathematics, physics, Chemistry, computers, … (Design or repair some of your exercises according to the ideas being discussed)

Adapting learning materials to the new method … … It will take you a lot of time and effort (2 to 4 years) Group portfolio Transformed to (collect, classify, show and reflect about all the work done in the subject) Concept Maps (to enhance significant learning) Classroom notes Collection of exercises Resources to learn Digital Electronics ED - Web with previous courses material in pdf format and the weekly schedule Transformed to Exercises solved applying CL Technical books and other web materials Lab boards and demonstration circuits The best student solutions and projects from previous years Application Project Concept maps and exercises in English http://epsc.upc.edu/projectes/ed/ED/

Student assessment Exercises + Includes an oral presentation Individual controls + Work samples 8 deliverables Application Project Reflection + 8 individual unannounced exams Portfolio + (They have to pass 7 of 8) Participation and attitude • Assessment is another learning activity integrated in the course dynamics • 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)

Student assessment course group portfolio Collecting evidences for the EPSC’s student competency portfolio Developing communication skills: oral presentation of the application project http://epsc.upc.edu/projectes/carpeta_competencies/ http://epsc.upc.edu/projectes/ed/ED/projectes_aplicacio/Oral_presentation_rubric.pdf

Student assessment Semi-structured group portfolio Optional: term definition Registry of working sessions and personal opinions over the learning process Contents (optional) Group portfolio Memory and presentation of the application project 20% Registry of the activities study time Individual controls 30% Concept maps and other reference materials searched in library and Internet Up to 8 individual controls 15% Best exercises (80% minimum) pdf edition 25% (for 2A courses) Up to 8 corrected exercises An excellent way for reflecting and showing evidence of what they learnt http://epsc.upc.edu/projectes/ed/ED/dossier_aprenentatge/portfolio_rubric_v1_enx.pdf

Task #3 Final discussion

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 To conclude ...

Substitute your lectures by cooperative problem-based learning sessions