Modernisation of Curricula in HE – The SCL approach

Dr. Evangelia (Lia) Krassadaki

Technical University of Crete, Production Engineering & Management School

TECHNICAL UNIVERSITY OF CRETEPRODUCTION ENGINEERING & MANAGEMENT SCHOOL

Workshop of the students’ union BEST, “Local Event on Education – LEoE. Studies in the TUC: Methods for Learning & Teaching”. Centre for Mediterranean Architecture, 18 February 2015,

Chania, Crete

Contents:

Student – Centred Learning (SCL)

Learning Outcomes (LOs)

Conclusions

Student – Centred Learning (SCL) [1]

• Student-Centred Learning represents both a mindsetand a culture within a given higher education institution (HEI).

• It is a learning approach, which is broadly related to, and supported by, constructuvist theories of learning.

• It is characterized by innovative methods of teaching, which aim to promote learning.

• During SCL students are active participants for their own learning, which support enhancement of transferable skills such as problem-solving, critical thinking and reflective thinking.

SCL ConclusionsLOs

Student – Centred Learning (SCL) [2]

SCL ConclusionsLOs

On the road towards SCL

SCL is not new. It is the common practice in the U.S. since the second half of the 20th century. Many countries have already implemented the U.S. practice.

SCL implementation depends on:• the students• the academic staff• the School and the HEI• the available resources• the social norms and the society

SCL ConclusionsLOs

Towards SCL - Parameters

• Innovative Teaching methods

• Learning Outcomes (LOs)

• Flexible curricula and learning paths - ECTS

SCL ConclusionsLOs

Innovative teaching – Active participation of students

• Discussion groups, workshops• Group projects• Tutorial groups and peer mentoring• Oral presentations• Field trips• Practice• Computer-assisted learning• Portfolios (i.e. E-Portfolios)• Problem-based learning (i.e. medicine)• Case method• Role playing• Learning logs (i.e. students record their educational experience)• Etc.

SCL ConclusionsLOs

Innovative teaching – How [1]

• Minimize time spent for lecturing – enhance active participation of ALL students.

• Offer experience – connect practice with learning.

• Make students aware of the value of what they are doing in an applied situation.

• Create a trusting and learning environment.

• Make students aware of career paths available.

• Invite experts.

• Apply research to assess learning experience of students (i.e. use formative assessment techniques).

SCL ConclusionsLOs

Innovative teaching – How [2]

• What to do: minimise time spent for lecturing, insert all forms of media like graphics, sound, video, etc., and insert classroom activities ensuring the active participation of all students.

• Why: make learning process more attractive.• How: active participation of students during the

lesson.• Is it possible: yes, but it depends on the course.• Is there a ‘norm’: no, the tutor has to choose among

various methods/techniques, either inside/outside lectures.

SCL ConclusionsLOs

Innovative teaching – Examples

Inside the technique of lecturing

encourage students to:

Outside the technique of lecturing encourage students to:

Solve exercises Prepare group projects

Present a topic orally Participate in field-trips

Present Posters for a topic Prepare written/oral assignments

Create groups of two (or more), randomly Study literature

Do short group exercises Fill-in learning logs for their educ. experience

Syntax a lesson summary Syntax articles for publication

Discuss a subject of the lesson Participate in tutorial groups & peer mentoring

Discuss a case study Develop a portfolio of their assignments

Participate in a brain storming technique Reflect on their own assignments

Present an article Assess assignments of their peers

Use internet, e-learning platforms, etc. Use internet, e-learning platforms, etc.

SCL ConclusionsLOs

Innovative teaching – Best practices

The case of KU Leuven, Engineering School.

• Course: Designing and Solving Engineering problems (a project-based course), two semesters duration (1st & 2nd).

• Type of the course: mandatory for all engineering students, multi-disciplinary course.

• Academic Staff: from all engineering faculties.

• Main Goal: (a) introduction in engineering science, (b) team-working of students in short projects.

• Additional Goals: technical/academic writing, teamworking, critical thinking, solving problems, creativity, use of basic ICT tools, library skills, etc.

Heylen Ch., Vander Sloter J. (2013). A technical writing programme implemented in a first-year engineering course at KU Leuven. European J. of Engineering Education, vol. 38 (6), pp. 595-607.

SCL ConclusionsLOs

12

40 years exploitation research (R&D Transfer Office).

Active participation for exploitation research of academic staff, students, graduates, researchers.

SCL ConclusionsLOs

Innovative teaching – Best practices (cont.)A 3rd generation HEI (education + research + exploitation research).

SCL & students’ Assessment

• Discuss with students and set the assessment criteria.

• Insert assessment methods/techniques, like:– Home assignments (summative or/and formative assessment)

– Open book examination (summative assessment)

– Peer assessment (formative or/and summative assessment)

– Self-assessment (formative or/and summative assessment)

– Short exercises in class, questionnaires evaluating knowledge, etc. (formative assessment)

SCL ConclusionsLOs

Assessment is not synonym with examining

Terms used: Formative Assessment NOT for a grade, Summative Assessment = Exams = grades

Learning Outcomes (LOs)

• LOs are the most important components of programmes.

• LOs: knowledge, skills and understandingacquired by a student as a result of learning experience.

• LOs refer to what a student will be able to do.

SCL ConclusionsLOs

LOs - Benefits

If LOs are specified, it is easy to:

• accumulate and transfer credits

• acknowledge prior learning

• acknowledge credits of mobile students

• issue comparable degrees

• coordinate QA

• put-up joint programmes

SCL ConclusionsLOs

LOs – What to do

• Start a dialogue for LOs – focus on ‘extraversion’ of curriculum.

• Try to change the Content-Based Curriculum to Competency-Based Curriculum.

• Change the documents?– Yes, change the courses’ description

– Change our mindset – internal culture

– Change applied practices

SCL ConclusionsLOs

LOs – Best practicesThe U.S. ABET criteria for certifying Engineering HEIs. Programmesmust demonstrate that their graduates have:Code Description

3a An ability to apply knowledge of mathematics, science, and engineering

3b An ability to design and conduct experiments, as well as analyse and interpret data

3c An ability to design a system, component, or process to meet desired needs

3d An ability to function on multidisciplinary teams

3e An ability to identify, formulate, and solve engineering problems

3f An understanding of professional and ethical responsibility

3g An ability to communicate effectively

3h The broad education necessary to understand the impact of engineering solutions in a global and societal context

3i A recognition of the need for and an ability to engage in lifelong learning

3j A knowledge of contemporary issues

3k An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

SCL ConclusionsLOs

ABET LOs – Matching with courses’ components (a proposal)

Code Description Components

3a An ability to apply knowledge of mathematics, science, and engineering DC

3b An ability to design and conduct experiments, as well as analyse and interpret data

DS

3c An ability to design a system, component, or process to meet desired needs DC,DS,GS

3d An ability to function on multidisciplinary teams GS

3e An ability to identify, formulate, and solve engineering problems DC,DS,GS

3f An understanding of professional and ethical responsibility DC,GS

3g An ability to communicate effectively GS

3h The broad education necessary to understand the impact of engineering solutions in a global and societal context

DC,GS

3i A recognition of the need for and an ability to engage in lifelong learning GS

3j A knowledge of contemporary issues GS

3k An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

DS

Where a course is analysed: DC – Disciplinary Content, DS – Disciplinary Skills, GS – Generic Skills

SCL ConclusionsLOs

ABET LOs – An application example in a TUC course

LOs = ΑΒΕΤcriteria

3a

3b

3c

3d

3e

3f

3g

3h

3i

To explain the differences between MIS, DSS and Expert Systems

To design a multi-criteria decision making experiment with peers for choosing transport means

Learning Objectives of the tutor - DSS Course (mandatory, 6th semester, Production Engineering & Management School, TUC)

To write a technical report for the results of the experiment

To use s/w tools, DSS, and algorithms for the needs of the experiment

etc.

Matching many and different Learning Objectives of a tutor with few - specific LOs of a School (or/and HEI)

(GS)

(GS)

(DC)

(DS)

(DC,DS,GS)

(DC,DS,GS)

(DC,GS)

(DC,GS)

(GS)

(DS) 3k

SCL ConclusionsLOs

SCL as a challenge for

– An innovative teaching - learning - assessment approach in HEIs.

– Active involvement in the learning process, which enhances research and exploitation of research results.

Conclusions

SCL ConclusionsLOs

THANK YOU FOR YOUR ATTENTION

Contact:

Dr. Evangelia (Lia) Krassadaki, Technical University of Crete, Production Engineering and Management School, DSS Laboratory - ERGASYA, University Campus, Chania, 73100, Greece. Tel.: +30-28210-37350, E-mail: lia@ergasya.tuc.gr