cooperative learning - universiti teknologi...
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COOPERATIVE LEARNING(in My Design Class)
YAHYA BIN SAMIAN
Deputy Director IICTL, UTM
FKA, UTM6th. May 2013
© 2013 Hakcipta Terpelihara Universiti Teknologi Malaysia
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I have been teaching Design since long time agoand still doing it till now (almost 30 years). Isimply love teaching design. For that reason Ihave tried many ways of teaching design. Mydesign experience in industry, consultancyservice and performing design research add upto its variety.
This slide shares my experience in teachingdesign using CL approach
My Confession
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Rational - Why CL ?
1. Project Based Course – Closer to Real Working Environment
3. Learning Outcome – Demand for Generic Skills (OBE)
4. Teaching or Learning – Who responsible for the learning process
5. Team Working is NOT Group Work (Article) – False Perception
I should dosomething !!!
......and had tried many ways
2. Industry Expectation – Not Just CPA and Grade
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False Perception About CL
1. Briefing on the Project.2. Students form their own group.3. Each group select one assignment topic.4. Group members decide on the distribution of the task.5. Each of them will then carry out the task individually.6. Compile the individual task to form a group report.7. Submit the group report with all members name.8. Every members will get the same mark.9. Lecturer monitor the progress randomly.
I have asked them to form the group, Carry out the project and submit thereport.......isn't that CL?
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NO !!!- GROUP WORK IS NOT TEAM WORK
- GROUP WORK DOES NOT ENSURE CL
- CL HAS ITS PRINCIPLES
False Perception About CL
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Source : http://edtech.kennesaw.edu/intech/cooperativelearning.htm
- Common Goal -Group Policy
- Task Distribution -Portfolio
- Learning and SharingKnowledge - Jigsaw
- Group motivation /mark (in Report / test /attendance)
CL PRINCIPLES
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- Discussion in Class -Project Proposal / Planning
- T & L Activities - Jigsaw
- Meetings Outside Class -Portfolio
- Resolve Conflict - Face toface discussion withlecturer
CL PRINCIPLES
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- Group Policy / Rules -Group Policy
- Task Distribution -Portfolio / Proposal
- Must Learn and teachothers - Jigsaw / Test
- Changing Roles -Portfolio
- Self and Peer Assessment- Peer Assessment Form
CL PRINCIPLES
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- Briefing & Motivationfrom Lecturer - In class/ During DesignInterview
- Changing Roles -Portfolio
- Discussion / Meetinginside & outside class -- Portfolio
- Resolve Conflict -Face to face discussionwith lecture)
CL PRINCIPLES
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- Achievement of CommonGoal - Group Policy
- Monitor Work Progress /Group performance - InClass / Design Interview
However Monitoring andFacilitating of groupprocessing was not donefrequently - Constraint bytime / no of students
CL PRINCIPLES
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Getting Started
CONTEMPLATE
DECIDE
Look at PO & CLO
Learn CLTOOL / METHODS
Yes
No
1st. Phase : Decision 2nd. Phase : Implementation 3rd. Phase : Observation
STUDENTPARTICIPATION
BEHAVIOUR /ATTITUDE CHANGES
PERFORMANCE
CONTINOUSIMPROVEMENT
SELECT TOPIC
PREPARE ASSESSMENTMETHODS
DELIVER
PREPARE T&LACTIVITIES
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SMK 4542 : SHIP DESIGN III - PO ACHIEVEMENT ANALYSIS & CQI - SEM I 2008-09
Acqu
ire K
nowl
edge
Appl
y Kno
wled
ge
Des
ign
& Ev
alua
te
Crit
ical
Thi
nkin
g
Abilit
y to
Lead
and
Man
age
Tech
nica
l Rep
ort W
ritin
g
Com
mun
icat
ion
Team
Wor
king
Entre
pren
eurs
hip
Life
Lon
g Le
arni
ng
Prof
essi
onal
Eth
ics
PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8 PO 9 PO 10 PO 11PO - MAPPING NA a b c 1 1 1 1 2 2 1PO - MARK DISTRIBUTION NA 37.1 4.0 7.6 2.0 32.1 3.0 3.5 1.5 3.3 6.0PO - STUDENT ACHIEVEMENT NA 69.1 90.5 35.4 77.8 69.5 70.4 93.8 71.1 43.1 89.3
COMMENTS1. Distribution of Marks for some PO (PO 3, PO 7 & PO 8) may not reflecting Its emphasis2. Most Students are still lacking in PO 4 (Critrical Thinking) and PO 10 (Life Long Learning) ability
SUGGESTIONS FOR CQI1. Revise PO Distribution / Emphasis based on actual practices in the class2. Proper Planning on Assessement at early sem to ensure better mark distribution for each PO based on its emphasis3. Provide more exercise and training on Critical Thinking and Life Long Learning ability to the students
I am able to provide evidence on OBE Implementation........
How CL Serve OBE
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PO - B.Eng. Marine TechWhat PO & CLO got to do with CL ?
Technical Knowledge & Competency
PO 1 Acquire knowledge and understandingPO 2 Apply knowledge, techniques and toolsPO 3 Design and critically evaluatePO 4 Critical thinking and creatively exploit
Generic Skills
PO 5 Lead and managePO 6 Technical reportsPO 7 Communicate effectivelyPO 8 Work as a team.PO 9 Entrepreneurship skills.PO 10 Life-long learning and Information Management.PO 11 Professional ethics
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CLO
CLO 4 : Prepare complete design reports according the specify format foreach of the above project [PO 6 : Report Writing Skill]
CLO 5 : Acquire and applied additional knowledge from other sourcesin solving the design problem. [PO 10 : Life Long Learning Skill]
CLO 6 : Work in team effectively by organizing, discussing, distributing andmanaging the design tasks. [PO 5 : Lead & Manage, PO 8 : Team Working,PO 7 : Communication]
Ship Design II - GENERIC SKILLS
CLO 7 : Present the design project orally and in writing effectively withinthe specified time frame. [PO 7 : Communication]
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Course Description
2 Credits each (1 hr Lecture and 3 hrs Design Studio).
Two consecutive semesters.
Similar design tasks but different ship types / sizes / spec.
3 tasks per Sem.
Team work with 3 - 4 members per team.
Assessment fully based on course work
About 40 - 60 Students (2 - 3 sessions) per sem.
Ship Design II (SMK 4532) & Ship Design III (SMK 4542)
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CL Methods / Tools
1. Expectation Form
2. Team Formation / Policy
3. Letter of Intent / Proposal
7. Project Portfolio
4. Jigsaw T&L Activities
5. Design Presentation / Interview
8. Peer Assessment
9. CL / TW Survey
6. Team Competition
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EXPECTATION FORM
Purpose : To have early indication on students prior knowledge /perception on the subject, the lecturer and what do they expect tolearn
Contents : Students Particulars and Background, Prior Knowledgeor Perception on the Subject/Topics, Perception about the Lecturer,Expectation.
Time : First Day of the class / topic, and at to be discuss/feedbackafter the topic has been completed.
Format : Descriptive or Choice (Tick)
Assessment : No Mark Given but Every student must submit
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‘click here to add title
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TEAM FORMATION
Purpose : To ensure that the group members represent the classdistribution / reflecting the real working environment
Methods :
- Based on class distribution in terms of gender, race etc.
- Based on Academic Achievement / Score of Prerequisites Course
- Alphabetical Order or Random Selection
“ Never ever allow students to choose their own group members”
Time : First Week of SD II. To be reviewed after Completion ofFirst Design Task and in the early of SD III.
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GROUP PROFILING FORM
GRADE : NA II SD I SS I
MODE OF TRANSPORT CAR MOTORBIKE BUS WALK
MEETING TIME * CHOICE 1 CHOISE 2 CHOISE 3
MEETING LOCATION ** CHOICE 1 CHOISE 2 CHOISE 3
DO YOU PREFER TO WORK ALONE IN GROUP BOTH
NOTE :
A : Library B : Room / Resident C : Faculty / Class D : Cafeteria E : Other (Pls Specify)** Meeting Location (Enter Code) :
GPA (PREVIOUS SEM) :
RESIDENT ADDRESS :
* Meeting Time (Enter Day and Time Code) : MN - Monday TU - Tuesday WE - Wednesday TH - Thursday FR - Friday ST - Saturday SN - SundayI - Morning II - Afternoon III - Evening IV - Night
PERSONAL INFORMATION
ACADEMIC INFORMATION
GROUP PREFERENCE
NAME (FULL & CAPITAL) :
I/C OR PASPORT NO : MATRIC NO :
RACE : GENDER : AGE :
CPA :
Group Profiling Form
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TEAM POLICY
Purpose : To initiate awareness on Team Spirit, Responsibility andAccountability. Team Contract to achieve the target goal.
Contents : Group Particulars, Mission, Meeting Times, Policies andSignature of every group members.
Time : First week and to be reminded from time to time
Format : Descriptive
Assessment : Part of Project Portfolio - Team Working skills
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LETTER OF INTENT / PROPOSAL
Purpose :1. To expose the student to the real working environment2. To Enhance students ability in Business Writing Skills.
Contents : Letter Head (with Ref No and Date), Group No & Address,Reference Title, Body (task to be delivered), Dead line, Enclosure
Time : First Day of every topic - Student need to reply the letter within2-3 days and submit proposal within one week.
Format : Descriptive - Formal/Professional.
Assessment : Writing skills
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JIGSAW T&L ACTIVITIES
Purpose : To encourage group discussion, Institutionalize PeerTeaching and Learning, Team Effort, Team Accountability.
Contents : Sub topics of each design task / additional material
Time : Through out the design project in class room and outside
Format : Descriptive - Formal instruction
Assessment : Marked as part of Class Test and Short Quiz(Technical Knowledge and Team Working)
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Step 1 : Divide the class into groups. Each group consist of 3 students (A, B and C).
Step 2 : Divide the topic into three sub topics (1, 2, 3) having almost similar weightage.
Step 3 : Call student A in each group. Teach them the sub topic 1. Make sure that thisgroup of students master the subject matter. Test them if necessary.
Step 4 : Instruct this group (A) to teach other members (B & C) of his group in class(should be within half an hour). Go around to observe T&L activity.
Step 5 : Stop the T&L and give the class short quiz that related to sub topic 1. See howaffective is their T&L process and how much they have learned. If the quiz is marked(assess) than the average group mark should be used instead of individual mark.
Step 6 : Conclude the sub topic to the whole class by highlighting the important partand correcting any misconception about the subject matter.
Step 7 : Repeat step 2 to 6 for two other sub topics to student B and C of the groupsrespectively.
Class Test may consists of all the sub topics and the average mark of the group is used.This will institutionalize Team T&L.
JIGSAW ACTIVITIES
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DESIGN PRESENTATION / INTERVIEW
Purpose : To monitor progress, assess group functioning, assessstudents understanding and communication skills
Contents : Selected topics or subject matter based on specificdesign project or additional reading from various sources.
Time : Through out semester, selected group for a selected topic.Interview session (in group) upon completion of one design project.
Format : Formal but no specific format
Assessment : Marked - Technical Knowledge / Communication skills
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Rel
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Ove
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No Name Group CriticalThingking
1 Abdul Hadi Abdullah 6 9 8 7.5 8 8.5 7 10 8 92 Mohd Nor Faiz Mohd Fuad 3 8 7 7 7.5 7 7 10 8 8.53 Mohammad Naim Jasmi 9 7.5 7.5 7 8 8 7 10 8 8.54 Khairul Akram Kamaludin 5 6.5 6.5 6 6.5 6.5 4 9 8 85 Ahamad Shahril Zainudin 4 7 6.5 7 7 7 6 9 8 86 Mohd Royhezal Hussin 7 6.5 6.5 6 6 6 5 9 8 8.57 Akmal Ridza Ab Wahab 8 7 6.5 5 7 7 6 9 7.5 88 Ismail Zainol 5 7 6.5 5.5 7.5 7.5 6 9 7.5 8.5
Technical Skills CommunicationSkills
Personality &Attitude
DESIGN PRESENTATION / INTERVIEW
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TEAM COMPETITION
Purpose : To create sense of team spirit, sense of belonging, swimor sink together. Replicate actual tender proposal
Contents : Selected design task. Each team are asked to submittender document / proposal for the task, pay application fee,winning team get the reward.
Time : Only once in a semester, selected design task
Format : Formal but no specific format
Assessment : Marked - Technical Content, Creativity, Planning &Scheduling, Costing, Writing Skills.
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Team Investment
TeamReward
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PROJECT PORTFOLIO
Purpose : To ensure that the students keep record / documented alltheir tasks during and outside the formal class / design studio . Alsoto keep track group members contribution to the project.
Contents : Group Policies, Division of Design Tasks, Scheduling,Design Details, Costing, Minute of Group Discussion, AdditionalDocuments
Time : Through out the design project and to be collected /submitted with the design report.
Format : Descriptive - Formal
Assessment : Marked - Team Working, Project Management,Lifelong Learning.
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CONTENT OF DESIGN PROJECT PORTFOLIO
• Cover Page
• Table of Contents
• Group Policies
• Division of Design Tasks
• Detail Cal & Design Sheets
• Project Summary Sheets
• Project Costing
• Minute of Group Discussion
• Other References / Documents
• Brief Conclusion
PROJECT PORTFOLIO
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PROJECT PORTFOLIO
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PEER ASSESSMENT
Purpose : To encourage self assessment, team membersaccountability and reduce/avoid free riders.
Contents : Rubric of Team Member Effort and Commitment
Time : At the end of each design task
Format : Table form - Formal but simple
Assessment : Affecting project report mark
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Coo
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NO NAME1 ** MUHAMMAD AKMAL B AZIZAN 5 5 5 5 5 5
2 MOHD ZUBIR B ZULKEFLEE 5 5 5 5 3 5
3 ROZAIDE B MEGAT OTHMAN 2 3 3 4 3 34
5
GROUP NO : 7
Enter Score 1 - 5
PEER ASSESSMENT
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PEER ASSESSMENT
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CL & TW SURVEY
Purpose : To get feedback from students on the effectiveness of CL/ TW in Project Based Subject. Means of further improvements
Contents : Rubric of student assessment on CL / TW, Directinterview
Time : End of semester / During Design Interview
Format : Table form – Simple rubric
Assessment : Not assessed but student must submit
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CL & TW SURVEY
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CL & TW SURVEY
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CL Methods / Tools
1. Expectation Form
2. Team Formation / Policy
3. Letter of Intent / Proposal
7. Project Portfolio
4. Jigsaw T&L Activities
5. Design Presentation / Interview
8. Peer Assessment
9. CL / TW Survey
6. Team Competition
Be creative, your Imagination
is your limit
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Success Stories
Nothing much to be recorded – Difficult to quantify
1. Seeing active Teaching & Learning Activity in & outside class (in group)My satisfaction is when………
2. Observing behavioral and attitude changes – More interaction, accountable and group motivated
3. Discuss honestly and openly problems related to their group
How about student grade ???
4. Receiving e-mail from graduates on the important and reality of team working in work place.
5. Able to relate with and provide documentation / evidence for OBE.
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CL does not promise better gradeBUT it gives better value for everygrade given !!!
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Sad StoriesThere is always the other side of the coin....
- Students has to carry extra work load with same credithours- Late recognition of non-functioning group - Poor grade- Student complaining, it is too late to introduce CL inFinal Year
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Challenges & Constraint
INFRASTRUCTURES – Were not designed for CL.
WORK LOAD – Additional work load for preparation,monitoring, assessment and documentation.
CURRUCLUM & SYLLABUS – Was developed based on oldschool of taught.
RECOGNITION – No additional weightage for promotion.
COMMITMENT – No / Lack of commitment from Faculty /University management.
ROLE MODEL – Not many practitioner and support fromColleagues.
Thousand miles journey begins with first step....
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Suggestions For Future
Keep on learning and updating on CL
At Personal level………
At Faculty / University level………
Collect more Systematic information / evidence
Help / share with others and get others to share
Review OBE Implementation – Academic System, Infrastructures,Training Programme & Recognition
Create Formal Platform / Committee / Task Force / CL Club fordiscussion, sharing experience and advisor for academic policy.
There is always room for improvements......
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Concluding Remarks
CL can be implemented and Design / Project based course is mostsuitable to start CL
CL fit well with OBE
It requires Commitment, Knowledge, Planning, Monitoring andContinuous Improvements - EXTRA TIME and NO MONEY!!!
Success of CL should not (only) be judged based on gradeachievement, BUT more importantly on the studentsBEHAVIOURAL and ATTITUDE changes – More valuable and lastlonger - That is because YOU CARE !!
And…..
However…….
More Importantly ………..