engage...to facilitate deeper learning

Sanjay Goel, JIIT University, 2008

Engage...to facilitate deeper learning

Sanjay Goel, 2008

A Proposal

[email protected]

[email protected]

http://www.linkedin.com/in/sgoel


My Published Papers on Engineering Education 1. Goel Sanjay (2008), Successful Teaching methods for engineering education with

reference to the Indian IT industry, Accepted, Journal of STEME, USA.2. Goel Sanjay and Kathuria Vanshi (2008), A Novel approach for pair programming,

Accepted, Journal of IT Education, USA.3. Goel Sanjay (2006), Do Engineering Faculty Know What’s Broken? The National

Teaching & Learning Forum, Vol 15 Number 2, USA 4. Goel Sanjay (2006), Competency Focused Engineering Education with Reference to IT

Related Disciplines: Is Indian System Ready for Transformation? Journal of Information Technology Education, USA

5. Goel Sanjay (2006), Investigations on required core competencies for engineering graduates with reference to the Indian IT industry, European Journal of Engineering Education, Vol 31 Issue 5, October, Taylor & Francis, UK.

6. Goel Sanjay and Sharda Nalin (2004), What do engineers want? Examining engineering education through Bloom’s taxonomy, Conference of Australasian Association of Engineering Education, September, 2004, Australia.

7. Goel Sanjay (2004), What is high about higher education : Examining Engineering Education Through Bloom’s Taxonomy, The National Teaching & Learning Forum, Vol. 13 Number 4, pp 1-5, USA.

8. Goel Sanjay (2003), Activity based flexible credit definition, Tomorrow’s Professor, Stanford University, USA


Does engineering education have anything to do with either one?

College teaching may be the only skilled profession for which no preparation or training is provided or required.

Prof. Richard Felder, 1982 Professor Emeritus of Chemical Engineering,

North Carolina State University

http://www4.ncsu.edu/unity/lockers/users/f/felder/public/


Age of Information explosion

More information was produced in the last 30 years than in the previous 5000.

Information Doubling (1.5 years - 5 years)


“Information is not Instruction”.

Prof. M.David. Merrill Professor, Instructional Technology,

Utah State University


Bloom’s Taxonomy of Learning Objectives , 1956

Cognitive Domain : Mental skillsAffective Domain : Growth in feelings or emotional areas Psychomotor Domain : Manual or physical skills


Bloom’s Taxonomy of Learning Objectives: Cognitive Domain



Level 1:Knowledge (REMEMBERING)exhibits previously learned material by recalling facts, terms, basic concepts and answers.

acquire, cite, define (studied definitions), derive, fill in the blanks, identify, label, list, name, obtain, prove (studied theorem, studied method), recall, recite, recognise, reproduce, show (studied fact, studied method), and state.



Level 2:Comprehension UNDERSTANDING): demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas. State a problem in one's own words.

arrange, associate, categorize, change, clarify, classify, compare, convert, describe, discuss, distinguish, draw, exemplify, explain, illustrate, interpret, match, outline, rephrase, represent, restructure, rewrite, sort, summarize, tell, and translate.



Level 3:Application (SOLVING THE PROBLEM):Use a concept in a new situation or unprompted use of an abstraction.

apply, calculate, compute, demonstrate, determine, estimate, evaluate (computation), experiment, find, practice, show (understanding fact in the direct context of studied material), solve, and transform.



Level 4: Analysis (LOGICAL ORDERING): Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.

analyze, conclude, contrast, debug, deduce, detect, differentiate, discriminate, examine, extend, extrapolate, generalize, infer, justify, point out, predict, rearrange, select, specify, test, and verify.



Level 5: Synthesis (CREATING)Build a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure

build, combine, comment, compose, constitute, construct, correlate, create, define (new things), design, develop, devise, document, formulate, implement, integrate, modify, organize, plan, prepare, present, produce, propose, construct a proof, reorganize, report, revise, schedule, sketch, and synthesize.



Level 6:Evaluationpresenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria

appraise, argue, assess, decide, evaluate (the options), judge, question, review, revisit, standardize, validate, value, and weigh.


• Ex#6.21: What kind of learning experiences as per Bloom’s taxonomy resulted in deep learning for you?

• Ex#6.22: At what level do we most frequently engage most of our students?

• Ex#6.23: Should our methods be reorganized in the light of Bloom’s taxonomy? If yes, how? Illustrate with suitable assignments wrt your current course.


Deep Learning

• Higher-order learning (e.g., “While I am studying, I often think of real life situations to which the material that I am learning would be useful”).

• Integrative learning (e.g., “I try to relate what I have learned in one subject to that in another”).

• Reflective learning (e.g., “In reading new material I often find that I’m continually reminded of material I already know and see the latter in a new light”).


Higher-order learningStudents: • Apply theories or concepts to practical problems or in new situations?

• Analyze the basic elements of an idea, experience, or theory, such as examining a particular case or situation in depth and considering its components?

• Synthesize and organized ideas, information, or experiences into new, morecomplex interpretations and relationships?

• Make judgments about the value of information, arguments, or methods, such as examining how others gathered and interpreted data and assessing the soundness of their conclusions?


Higher-order learningStudents: • Apply theories or concepts to practical problems or in new situations?

• Analyze the basic elements of an idea, experience, or theory, such as examining a particular case or situation in depth and considering its components?

• Synthesize and organized ideas, information, or experiences into new, morecomplex interpretations and relationships?

• Make judgments about the value of information, arguments, or methods, such as examining how others gathered and interpreted data and assessing the soundness of their conclusions?

Ex#12.1: As student, how frequently were you engaged in such experiences?Ex#12.2: How frequently do you engage the students in such experiences?Ex#12.3: What % of students frequently have such experiences in your course?


Integrative learningStudents:• Work on a paper or project that required integrating ideas or

information from various sources?• Include diverse perspectives (different races, religions, genders,

political beliefs, etc.) in class discussions or writing assignments?• Put together ideas or concepts from different courses when

completing assignments or during class discussions?• Discuss ideas from their readings or classes with faculty

members outside of class?• Discuss ideas from their readings or classes with others outside

of class (students, family members, co-workers, etc.)?


Reflective learningStudents:• Learn something from discussing questions that have no clear answers?• Examine the strengths and weaknesses of their own views on a topic or

issue?• Try to better understand someone else's views by imagining how an

issue looks from his or her perspective?• Learn something that changed the way they understand an issue or

concept?• Applied what they learned in a course to their personal life or work?• Enjoy completing a task that required a lot of thinking and mental

effort?


National Survey of Student Engagement (NSSE)

51,233 seniors from 439 four-year colleges and universities. 2004, USA

Arts and Humanities Biology Business Education Engineering Physical Science Professional Social Science Other

6% respondents were engineering students


National Survey of Student Engagement (NSSE)


Deep learning: How to initiate?

• Academic Challenge– Challenging intellectual and creative work is central to student

learning and collegiate quality.

– High expectations for student performance high levels of student achievement

• Assignments that take more than an hour to complete• Challenging Examinations• Research/design project or Independent study• Report writing • Additional work hours per lecture hr.

(Benchmark: 3 additional work hrs. per lecture hr.)


Deep learning: How to Facilitate?• Academic Challenge• Active and collaborative learning

– Intense involvement in and outside classrooms– Applying learned material in different settings. – Collaborating with others in solving problems or mastering difficult material.

• Student Faculty Interaction– Frequent and intense academic discussions outside the classroom

• Enriching Educational experience– Experiencing diversity. – Serious conversations.– Internships.– Capstone projects.– Community service– Learning communities.– Co-curricular activities.


Rethink

• Ex# 13.1: As a student, what % of courses did you experience deep learning in?

• Ex#13.2: What % of students experienced deep learning in your last course?

• Ex#13.3: What % of students frequently experience deep learning in our program?


14.1 What minimum % of students do you aim to get the experience of deep learning in your coming course?

14.2 List the main problems?

Exercise #6


Engineering EducationSome International Journals …

• Journal of Engineering Education, ASEE, since 1910• European Journal of Engineering Education, Taylor and Francis, since 1976• The International Journal of Engineering Education, Dublin Institute of Tech., since 1985• IEEE Transaction on Education, IEEE, since 1988• Journal of Computer Science Education, Taylor and Francis, since 1990• International Journal of Technology and Design Education. Springer, since 1990• Australasian Journal of Engineering Education. Australasian Association of Engineering

education, since 1991• The Journal of Computing Sciences in Colleges, Consortium for Computing Sciences in

Colleges, Archived by ACM, since 1991• Engineering Science and Education Journal, IEE, since 1992• Global Journal of Engineering Education, UNESCO International Centre for Engineering

Education, since 1997• Journal of Science, Technology, Engineering and Math Education, Auburn University, since

2000 • British Journal of Engineering Education, British Engineering Education Society, since 2000• Journal on Educational Resources in Computing, ACM, since 2001• Journal of Information Technology Education, Informing Science Institute, since 2002• Journal of Information Systems Education, AITP, since 2003• Online Journal of Global Engineering Education, University of Rhode Island, since 2006• Advances in Engineering Education, ASEE, since 2007


Engineering EducationSome International Journals

• Journal of Learning Sciences, LEA since 1991• Innovative Higher Education, Springer • Research in Science Education, Springer • Education and Information Technologies, Springer • Research in Higher Education, Springer • Higher Education, Springer • International Journal for the Scholarship of Teaching & Learning , Georgia Southern

University • International Journal of Teaching and Learning in Higher Education, International Society

for Exploring Teaching and Learning


Engineering EducationSome international Conferences and other Publications• Annual conference of ASEE, since 1894• Annual Conference of SIGCSE, ACM, since 1970.• Frontiers in Education, ASEE & IEEE, since 1977. • Annual Conference of Consortium for Computing Sciences in Colleges, since 1985• Annual Conference of Software Engineering Education and Training, IEEE, since 1988 • Annual Conference of Australasian Association of Engineering Education, since 1990• Annual Conference on Informing Science and Information Technology Education, Informing

Science Institute, since 2001• Annual ASEE Global Colloquium on Engineering Education, since 2002• Annual Conference of SIGITE, ACM, since 2003• International Computing Education Research Workshop, ACM, since 2005• The International Conference of the Learning Sciences (ICLS), ISLS since 1992.• SIGCSE Bulletin, since 1969• National Teaching and Learning Forum, Newsletter, USA, since 1991• Prism, a magazine by ASEE, since 1998• Tomorrow's Professor Listserv, Stanford University, since 2000• SIGITE Bulletin, since 2005