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Engineering Pedagogy at Universities in Saxony

- Insights into a research and further education project of

Dresden University of Technology and University of Applied Sciences

Zittau/Görlitz

Dr. cand. Marcel Köhler, Dipl.-Berufspäd. Bangkok, 06.11.2014

Faculty of Education| Institute of Vocational Education and Vocational Didactics | Professorship of Didactics of Vocational Education

Outline

1. E-Didact – Project background

2. Structure of the curriculum

3. Module I.3: Communication in engineering education

4. Unterstanding and communication in written examinations as key aspect of module I.3

Bangkok, 06.11.2014 Communication in engineering education

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1. E-Didact – Project background [1]

Matter 1: − Requirements for future engineers with regard to social-communicative

activity in modern structures of production and service and design of teaching and learning processes to the development of adequate qualifications − Target group of teaching: engineering students

Matter 2: − Design of a needs-based engineering education

Especially: design of technical and technological-specific teaching and learning in academic engineering education → Engineering Pedagogy − Target group of teaching: engineering university teachers


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Project background | Curriculum | Module I.3 | Understanding and communication


Starting point in Germany/Saxony

• Skills shortage, demographic trend (more older than younger people)

• Decreasing numbers of graduates in engineering study courses

• Modern academic teaching demands changes in teaching arrangements to allow more autonomous learning activities in didactic teaching and learning designs


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Project aim

• The aim of the project was to

- develop

- implement

- test

a tailormade science-based study course to both meet market

requirements and to develop competencies by designing

teaching and learning processes for academic engineering

education


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Identified qualification requirements • For teaching staff with university didactical education

The use of special types of teaching and learning in engineering education

Special problems in designing examination processes Developing an open and positive feedback culture Evaluating courses

• For teaching staff without university didactical education

Didactic basics in planning, performing and analyzing academic education processes

Selecting and designing of didactic media Designing of communicative processes Control and evaluation of learning results Using didactic methods in study courses Structuring of study courses


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2. Structure of the curriculum


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Units :I.1 Planning of learning and

teaching processesI.2 Selection and design of mediaI.3 Communication in

engineering educationI.4 Control and evaluation of learning results

Units:III.8 Determining of employment-oriented

study objectivesIII.9 Determining of appropriate study

content

Module level II(Arrangements of

academic teaching and learning)

Units:II.5 Design of lectures and seminarsII.6 Design of exercises and laboratory

internshipsII.7 Design of engineering internships

and research colloquia

Module level III(Structuring of study

programs)

Module level I(Fundamentals of design of teaching

and learning processes)

Units:IV.10 Case studiesIV.11 Observation and evaluation IV.12 Concluding colloquium

Module level IV(Coaching)

3. Module I.3: Communication in engineering education [1]

Aim of the module • Participants are qualified to

1. design teaching relevant communication processes and 2. communicate with their students purposful and adequately under

consideration of: - scientific knowledge about communication - personality traits of communication partners

5 Units • Unit 1 - Basics in designing communicative processes • Unit 2 - Teaching relevant monological communicative procedures • Unit 3 - Teaching relevant dialogical communicative procedures • Unit 4 – Conflict management • Unit 5 – Basics in intercultural communication

Bangkok, 06.11.2014 Communication in

engineering education slide 8 of 18



Teaching relevant monological communicative procedures • Participants are qualified to characterize spezific communicative procedures.

They are able to structure monological communicative procedures and perform them adequately.

VS.

Teaching relevant dialogical communicative procedures • Participants are qualified to analyze written argumentations considering their

characteristics and truth. They are able to structure their choice of words and argue in conversations under consideration of specific communicative design elements.


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Content of the unit • Process structures in dialogs, characteristics and performance spectrum of

specific teaching relevant communication procedures • Didactic principles in monological communication procedures • Communication in written examinations

• General design elements of lectures • Planning of speeches and presentations • External and internal structure of lectures • Pathes of cognition • Verbal, paraverbal und nonverbal design elements of lectures and

presentations • Interaction of teacher and students


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4. Unterstanding and Communication in written examinations as key aspect of module I.3 [1]

Starting point • Changed demands in tasks in examinations in engineering

education

• Tasks in examinations become more and more complex and require competence to solve problems

• Imbalance of different cognitive levels in control and evaluation of learning results often ask too much of students – poor marks in examinations


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Fundamental thoughts • Learning without language is impossible

• Teacher uses language for:

• initiate • regulate learning processes and • get feedback about learning status

• Teaching and learning in engineering education can be

defined as a language based relationship of teacher and student


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Fundamental thoughts • Understanding of oral and written information in engineering

education is fundamental for learning process, especially for:

Acquiring and structuring knowledge Controllling and evaluating learning results …


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K (A) E (A) K (B)E (B)

K (A) Set of linguistic signs, which A usesE (A) Set of linguistic signs, whose meanings A knowsK (B) Set of linguistic signs, which B usesE (B) Set of linguistic signs, whose meanings B knowsE (A+B) Set of linguistic signs, whose meanings A and B knowE (A+B)* Set of linguistic signs, which A and B know and which get an identical meaning by A and B

sender encode medium decode receiver

encodedecodefeedback

E (A+B) E (A+B)*

Model of commuinication acc. to Shannon und Weaver, 1976



Intention • Enhance transparency of examination processes and a more

adequate design of tasks in written examinations in engineering education

Approach

• Explication of operators used in written tasks during lectures (verbs, which prompt a specific act)

• Teaching the meaning of operators to improve a common understanding for teacher and students


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Didactic orders as instrument improve a common understanding

• Teacher initiates specific acts with didactic orders

• Didactic orders are verbal initatives given by teacher

which have different grades of intensity and prompt students to act with a learning relevant object in an expected or defined way. Didactic orders contain verbal encoded information which have been planned with regards to phases of instruction. They are used to prompt an expected specific act during learning process.


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• Operator are frequently used in didactic orders

• Operators represent different cognitive levels (to reproduce, produce and solve problems/transform knowledge)

• Clarity of operators is necessary to improve a common understanding of tasks in examinations and get valid learning results


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Thank you for your attention!

Literature • Hortsch, H. (2005): Didaktik der Berufsbildung. Merkblätter; Dresden (Hochschulskript).

• Hortsch, H./ Kersten, S./ Köhler, M. (Hrsg.) (2012): Renaissance der Ingenieurpädagogik –

Entwicklungslinien im Europäischen Raum. Dresden.

• Hortsch, H./ Reese, U. (2012): Historische Aspekte Ingenieurpädagogischer Lehre und Forschung an der TU Dresden.; Dresden.

• Kersten, S. (2012): Die Entwicklung sozial-kommunikativer Kompetenz in der Ingenieurpädagogik; Dresden.

• Köhler, M./ Umlauft, T. (2012): Entwurf eines Curriculums für die hochschuldidaktische Qualifizierung akademischer Lehrkräfte in den Ingenieurwissenschaften. In: Internationale Wissenschaftliche Konferenz Mittweida; Mittweida.

• Köhler, M./ Umlauft, T./ Kersten, S./ Simmert, H. (2013): Projekt „Ingenieurdidaktik an Sächsischen Hochschulen ‚e-Didact“ - Dresdner Beiträge zur Berufspädagogik 33. Dresden.

• Malek, R. (1977): Didaktische Aufforderungen als Bindeglieder zwischen Lehrfunktionen und Lernfunktionen sowie ihre Abfolge in Laborpraktika des Maschineningenieurwesens für die Grundlagenausbildung sozialistischer Diplomingenieure.; Dresden.

• Segeth, W. (1974): Aufforderung als Denkform; Berlin.

• Shannon, C./ Weaver, W. (1976): Mathematische Grundlagen der Informationstheorie; München, Wien.

• Umlauft, T./ Köhler, M. (2012): Das Projekt „E-Didact – Ingenieurpädagogik an Sächsischen Hochschulen“ – Projektstand und curriculare Konsequenzen aus der empirischen Bedarfserhebung.; Dresden.

• Voss, K. (1975): Zur Aufforderung als Denkform; In: Deutsche Zeitschrift für Philosophie; Band 23, Ausgabe 2; Berlin; S. 314-317.


Appendix [1]

Completed order (acc. to Segeth 1974, p. 73): • Conditions

• Refrain an operation • Concrete conditions to perform or refrain from an operation • Perform or refrain from an operation consider existing specific conditions

• Operations • Practical operations • Cognitive operations • Operations with mathematical signs

• Pursued objectives • Material objectives • Ideal objectives • Objectives aims in the shape of mathematical signs


Appendix [2]


Component of order

Type of order

x = existent - = not existent

Condition Operation Objective

1. Task x x x

2. Incomplete task - x x

3. Problem x - x

4. Guidance x x -

5. Instruction - x -

6. Question - - x

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