Motivating students about materials in introductory and advanced courses
for education
Claes Fredriksson & Tatiana V. Vakhitova
Granta Design, Cambridge (UK)
From Traditional Teaching to Project Based Learning
with CES EduPack
MISIS, MoscowOctober 21st, 2016
www.teachingresources.grantadesign.com
Agenda
Who are Granta Design?
What is EduPack?
Three types of courses
Problem Based Teaching
Project Based Learning
Problem Based Learning
Outcomes & Comparison
Questions & Discussion
Claes Fredriksson and Tatiana Vakhitova from the Teaching Resources Team at Granta Design
www.teachingresources.grantadesign.com
Who are Granta Design?
2016
Professors Mike Ashby and David Cebon
Engineering Department of Cambridge
University
Granta Design, Cambridge (UK)
Materials Education
Support Tools
Materials information
systems for Industry
www.teachingresources.grantadesign.com
What is CES EduPack?
www.teachingresources.grantadesign.com
How is CES EduPack used?
Problem
Based
Learning
(PBL)
Traditional
Problem
Based
Teaching
(PBT)
Teaching and ResearchSoftware + Resources
Idea of Spectrum towards PBL also, e.g., Hung (2011)
www.teachingresources.grantadesign.com
(i) Materials Science and Engineering Courses
www.teachingresources.grantadesign.com
(i) Materials Science and Engineering Courses
Traditional Problem Based Teaching (PBT) without projectsCES EduPack facilitates problem-solving skills Provides a tool for student-centered learningProgression towards project-based learning
www.teachingresources.grantadesign.com
(i) Materials Science and Engineering Courses
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
EduPack Work Book Instructor
Course Evaluation Materials Science and Engineering2010 2011 2012
Figure 6: The result of consecutive course evaluations of
Materials Science and Engineering course (5=very good).
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(ii) Industrial Materials Selection Course
CES EduPack provides the basis for a Project Industrial Materials Selection problems Organized in small groupsProject important part of assessment
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(ii) Industrial Materials Selection Course
46 450
10
20
30
40
50
Satisfaction with CES EduPack, n=91
very good good not so good
85
5
1
0 20 40 60 80 100
agree
don't agree
maybe
Useful in future career?, n=91
Figure 7: Outcomes from course evaluation for general opinion (left)
and future utility (right) of CES EduPack
www.teachingresources.grantadesign.com
(iii) Sustainability Database and a 5-step methodology
Linked Data Tables:
• MaterialUniverse
• ProcessUniverse
• Legislation and Regulations
• Power Systems (Storage, Sources)
• Nations of the World
• Elements (Reserves, Criticality etc.)
• Manufacturing Processes Eco data
Self-directed
Scaffolded
Open-ended
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(iii) Sustainable Development Masters Courses
The feed-back from a Masters course at the Technical
University of Catalonia (UPC) include (Ashby, 2015):
Consistent, holistic, very useful approach. The five
step method is simple and concrete – a useful
framework for tackling complex problems
Students appreciate the methodology. It provides
a structure that allows a systematic approach
while remaining holistic and recognizing the
inherent complexity of sustainability issues.
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Characteristics of Problem Based Learning
Barrows (1996) in brief:
1 Student centered learning
2 Learning is done in small groups
3 Facilitators or Tutors guide the students rather than teach
4 A problem forms the basis for the organized focus of the group
5 The problem is a vehicle for the development of problem solving skills
6 New knowledge is obtained through Self-Directed Learning (SDL)
It could be argued that, for example: Assessment requirements, Tutor training
and real world relevance should be added to this list (Savery, 2006).
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Conclusions: CES EduPack supports a range from PBT to PBL
PBLPBT
Course1 Student-centered learning
2 Learning in small student groups
3 Tutors/facilitators guide rather than teach
4 Organized focus on a problem
5 Problem-solving skills
6 Self-directed learning
(i) Materials Science and Engineering
Yes No No No Yes No
(ii) Material Selection
Yes Yes No Yes Yes No
(iii) Sustainable Development
Yes Yes Yes Yes Yes Yes
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Outcomes in terms of the CDIO Syllabus (or Accreditation)
T. Vakhitova and C. Fredriksson, “Practical Competences as Learning Outcomes using CES EduPack”,
Journal Association for Engineering Education of Russia, Engineering Education 13 (2013), p. 16-23.
Electronic: aeer.ru/filesen/io/m13/art_3.pdf
Fundamental knowledge and problem solving can be taught traditionally
Skills and Attitudes benefit from experience in projects
Design-build projects with Material Selection favoured in CDIO context(Conceive-Design-Implement-Operate)
This lecture unit is part of a set created by Mike Ashby to help introduce students to materials, processes and rational selection.
The Teaching Resources website aims to support teaching of materials-related courses in Design, Engineering and Science.
Resources come in various formats and are aimed primarily at undergraduate education.
Some of the resources are open access and students can access them. Others are only available to educators using CES EduPack.
© M. F. Ashby, 2015
Author
Mike Ashby
University of Cambridge, Granta Design Ltd.
www.grantadesign.com
www.eng.cam.ac.uk
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