introducing "knowledge readings": systems engineering the pedagogy for effective learning

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Introducing “knowledge readings”:

Systems engineering the pedagogy for effective learning

Joseph Kasser

Kasser J.E., “Introducing “knowledge readings”: Systems engineering the pedagogy for effective learning

”, proceedings of the APCOSEC, Yokohama, 2013.

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Topics

System development process (SDP) problem-solving perspective

Holistic problem-solving Perspectives on the undesirable

situation Knowledge readings Requirements for knowledge

readings Results Questions and comments

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Problem-solving

Problem

Remedial action (problem solving)

Solution

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SDP Problem-solving perspective

Undesirable situation

(t0)

Feasible Conceptual Future Desirable Situation

(FCFDS) (t0)

Problem

Remedial action

(problem solving)

Solution

Actual situation (t1)

Still undesirable

?

No

Yes or partial

End

Undesirable situation

(t2)

System Development Process (SDP)

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The classroom

The undesirable situation The learning environment in classes on systems

engineering and project management is ineffective Need to create an effective learning environment

The Feasible Conceptual Future Desirable Situation (FCFDS)

An effective learning environment in classes on systems engineering and project management

The problem How to transition from the current classroom to the

FCFDS The remedial action

The solution system development process (SDP)

Holistic approach to dealing with problems

Observe

Formulate hypothesis

Test hypothesis

Research

Refuted Supported

8 Descriptive Holistic Thinking Perspectives

Scientific HTP

Often fo

rgotte

n

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Undesirable situation: Big picture perspective

Learning takes place in a classroom a system consisting of students,

instructor, technology and knowledge The literature discusses the need to

improve cognitive skills of systems engineers and project managers Current courses don’t seem to be

doing this other than providing some degree of ‘systems thinking’

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Undesirable situation: Operational perspective

Students are supposed read the session material individually before the session begins (ideal)

Lecture by the instructor summarises the readings highlights the main points adds additional material pertinent to the

session Group exercise

Presentations Short discussion facilitated by the

instructor

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Undesirable situation: Operational perspective

Students are supposed read the session material individually before the session begins (ideal)

Lecture by the instructor summarises the readings highlights the main points adds additional material pertinent to the

session Group exercise

Presentations Short discussion facilitated by the

instructor

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Undesirable situation: Functional perspective

Students have different learning styles Seeing, hearing etc.

Teachers have different teaching styles Lecturing, discussing, focus on type of

knowledge, etc. Mismatches

Boredom Poor performance

Effectiveness of delivery method

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Quantitative perspective:Retention rate after 2 weeks

KR

Redrawn Dales’ cone and Learning Pyramid

Flipped Classroom

Classroom

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Feasible Conceptual Future Desirable Situation (FCFDS)

Providing the five top aspects of the engineering design process that best equip secondary students to understand, manage, and solve technological problems (Wicklein, et al., 2009):

1. Multiple solutions to a problem/requirement2. Oral communications3. Graphical/pictorial communication 4. Ability to handle open-ended/ill-defined problems5. Systems thinking

Grading based on cognitive skills and knowledge Incorporating higher levels of Bloom’s taxonomy

Going beyond systems thinking to holistic thinking Systems thinking provides understanding Holistic thinking identifies problems and provides

solutions

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Solution situation: balanced classroom

5 top aspects (Wicklein, et al.)(student’s perspective)

Lecture

Exercises Knowledge readings

Multiple solutions to a problem/requirement

Listened

Experienced

Experienced additional examples

Oral communications - Experienced

Experienced

Graphical/pictorial communications

Received

Experienced

Experienced

Ability to handle open-ended/ill-defined problems

- Experienced

-

Systems thinking Listened

Went beyond

Went well beyond

Classroom session

Lecture Exercises Knowledge readings

Individual assignment

Knowledge readings provide additional and extra opportunities

No classes

on these

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Solution situation

Bloom’s taxonomy

Lecture Exercises

Knowledge readings

6 Creating √

5 Evaluating √

4 Analyzing √

3 Applying √

2 Understanding Unknown

√ √

1 Remembering Listened √ √

Classroom session

Lecture Exercises Knowledge readings

Individual assignment

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Requirements for knowledge readings (team exercise)

1. Summarize content of reading (<1 minute)2. List the main points (<1 minute)3. Prepare a brief on two main points4. Brief on one main point (<1 minute per point)5. Reflect and comment on reading (<2 minute)6. Compare content with other readings and external

knowledge7. State why you think the reading was assigned to the

session8. Summarize lessons learned from the session and

indicate source of learning (<2 minutes)o e.g. readings, exercise, experience, etc.

9. Use a different team leader for each session10. Presentation to be less than 5 minutes

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Cognitive skills: Beyond systems thinking

Ability to find similarities among objects which seem

to be different

High Problem solvers (III)

Innovators (V)

Low Imitators, Doers (II)

Problem formulators

(IV)

Low High

Ability to find differences among objects which seem to

be similar

Table by Gordon G. et al. “A Contingency Model for the Design of Problem Solving Research Program”, Milbank Memorial Fund Quarterly, p 184-220, 1974 cited by Gharajedaghi, System Thinking: Managing chaos and Complexity, Butterworth-Heinemann, 1999

“Ability to find” comes from

application of holistic thinking

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Grading

Grade Taxonomy level Ability being testedA+ 6 Creating Can the student create a new

product or point of view?

A 5 Evaluating Can the student justify a stand, position or decision?

B+/B 4 Analysing Can the student distinguish between the different parts?

B- 3 Applying Can the student use the information in a new way?

C+ 2 Understanding Can the student explain ideas or concepts?

C 1 Remembering Can the student recall or remember the information?

Downside – grading on a curve is difficult

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Results: Grades

Initial grades match observed student behaviour Can be adjusted to curve

A+ A A- B+ B+ B- C+ C C- D+0

1

2

3

4

5

6

7

A+ A A- B+ B+ B- C+ C C- D+0

2

4

6

8

10

12

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Split cognitive skills Low cognitive skills

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Results

Team presentations in each session differ There can be more than one correct/acceptable

solution to a problem There can be more than one way to satisfy a

requirement Presentations provide excellent ‘learning

opportunities’ Based on the mistakes the students in content, style

and format Students like feedback on what was good and

what was bad Presentations evolve

Better techniques for presenting information get picked up by other teams

The instructor can point this out to the students showing that learning has taken place

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Results

Some students don’t seem to be able to make connections between the different elements of the knowledge they are learning

They don’t seem to be able to see connections between

readings on the same topic readings from the current session and readings from earlier

sessions

Students misuse bar charts, line graphs or pie charts and need to be shown when to use which type of chart

By comparing the information presented in the different charts students soon pick up on when to use which chart.

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1

2

3

4

5

6

7

8

9

10

0

50

100

A B C D E

Example: showing evaluation scores

1 2 3 4 50

50

100

150

200

250

300

350

400

450

84

127

231.5

127

239.5

16.5

24.15

39.6

16.95

52.35

Sensor Weapon Systems C2 System

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Results

Students who are used to classes where they are lectured at, need to be shown why the knowledge readings have been introduced Generally done in the introductory session to

the semester. Student feedback is

the knowledge readings are a lot of work they have learnt a lot the classes are changing the way they think

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In summary Knowledge Readings

Provide 3 of the 5 top aspects of the engineering design process that best equip secondary students to understand, manage, and solve technological problems

Multiple solutions to a problem/requirement Oral communications Graphical/pictorial communication

Allow students to exercise cognitive skills at levels 3-6 of the upgraded version of Blooms’ taxonomy

Demonstrate that different people perceive information differently

Enable the instructor to correct any misinterpretations as they arise

Provide a better learning experience for the students Need knowledgeable and confident instructors

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Student evaluations

Why you should use knowledge readingsWhat’s in it for you?

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Questions or comments?

For a free pdf version

contact tdskj@nus.edu.sg

Today’s presentation is based onKasser J.E., “Introducing “knowledge readings”: Systems engineering the pedagogy for effective learning”, proceedings of the APCOSEC, Yokohama, 2013, http://therightrequirement.com