School of Electrical and Information Engineering, University of the Witwatersrand, JohannesburgSchool of Electrical and Information Engineering, University of the Witwatersrand, Johannesburg

Shifting the Responsibility of Shifting the Responsibility of Learning in First Year Learning in First Year Electrical EngineeringElectrical Engineering

Students.Students.George GibbonGeorge Gibbon

Associate Professor Associate Professor

School of Electrical and Information EngineeringSchool of Electrical and Information Engineering

University of the WitwatersrandUniversity of the Witwatersrand

South AfricaSouth Africahttp://www.dept.ee.wits.ac.za/~gibbonhttp://www.dept.ee.wits.ac.za/~gibbon

School of Electrical and Information Engineering, University of the Witwatersrand, JohannesburgSchool of Electrical and Information Engineering, University of the Witwatersrand, Johannesburg

OverviewOverview

• The students we get (Raw material)The students we get (Raw material)

• Support programmesSupport programmes

• Society’s requirementsSociety’s requirements

• Problem solving and critical thinkingProblem solving and critical thinking

• How (Electric Circuits)How (Electric Circuits)

• ResultsResults

School of Electrical and Information Engineering, University of the Witwatersrand, JohannesburgSchool of Electrical and Information Engineering, University of the Witwatersrand, Johannesburg

The raw materialThe raw materialClever students (IQ)! (TV/Computer generation)Clever students (IQ)! (TV/Computer generation)

– Possibly with no engineering aptitude or interest Possibly with no engineering aptitude or interest Result of Result of “Internationalisation”“Internationalisation” of the South African of the South African

secondary education system (1994)secondary education system (1994)Success based on rote learning techniquesSuccess based on rote learning techniques

– Dependence on teachers forDependence on teachers for• Material to be learntMaterial to be learnt• Learning techniquesLearning techniques• Examination techniquesExamination techniques• Spotting of examination questionsSpotting of examination questions

Students are totally dependent on their teachers, in Students are totally dependent on their teachers, in a comfort zone, with little imagination, low self-a comfort zone, with little imagination, low self-confidence and no intrinsic-motivation.confidence and no intrinsic-motivation.

School of Electrical and Information Engineering, University of the Witwatersrand, JohannesburgSchool of Electrical and Information Engineering, University of the Witwatersrand, Johannesburg

School of Electrical and Information Engineering, University of the Witwatersrand, JohannesburgSchool of Electrical and Information Engineering, University of the Witwatersrand, Johannesburg

The raw materialThe raw materialClever students (IQ)! (TV/Computer generation)Clever students (IQ)! (TV/Computer generation)

– Possibly with no engineering aptitude or interest Possibly with no engineering aptitude or interest Result of Result of “Internationalisation”“Internationalisation” of the South African of the South African

secondary education system (1994)secondary education system (1994)Success based on rote learning techniquesSuccess based on rote learning techniques

– Dependence on teachers forDependence on teachers for• Material to be learntMaterial to be learnt• Learning techniquesLearning techniques• Examination techniquesExamination techniques• Spotting of examination questionsSpotting of examination questions

Students are totally dependent on their teachers, in Students are totally dependent on their teachers, in a comfort zone, with little imagination, low self-a comfort zone, with little imagination, low self-confidence and no intrinsic-motivation.confidence and no intrinsic-motivation.

School of Electrical and Information Engineering, University of the Witwatersrand, JohannesburgSchool of Electrical and Information Engineering, University of the Witwatersrand, Johannesburg

Support (“Scaffolding”) ProgrammesSupport (“Scaffolding”) Programmes

Programmes:Programmes:• Pre-University Bursary Scheme (1986)Pre-University Bursary Scheme (1986)• College of ScienceCollege of Science• Engineering Foundation Programme (1994)Engineering Foundation Programme (1994)• Compulsory Small-group Tutorials (1994)Compulsory Small-group Tutorials (1994)

Side Effects:Side Effects:• Increased failure rate in third and fourth yearIncreased failure rate in third and fourth year• Increased failure of the design and research Increased failure of the design and research

projects in fourth year (Honours year)projects in fourth year (Honours year)

School of Electrical and Information Engineering, University of the Witwatersrand, JohannesburgSchool of Electrical and Information Engineering, University of the Witwatersrand, Johannesburg

School of Electrical and Information Engineering, University of the Witwatersrand, JohannesburgSchool of Electrical and Information Engineering, University of the Witwatersrand, Johannesburg

RequirementsRequirementsSociety (ECSA):Society (ECSA): Engineers must:Engineers must:Creatively and innovatively identify, assess, formulate and Creatively and innovatively identify, assess, formulate and

solve convergent and divergent problems using:solve convergent and divergent problems using:– mathematical and numerical analysismathematical and numerical analysis– statistical methodsstatistical methods– physical lawsphysical laws– techniques and principles of engineering science techniques and principles of engineering science – knowledge of the world (financial, ethical, environmental)knowledge of the world (financial, ethical, environmental)

and communicate their resultsand communicate their results**. .

University (Government):University (Government): Pass more students without Pass more students without changing standards.changing standards.

The School:The School: Increase throughput and eliminate failure in Increase throughput and eliminate failure in the the 33rd rd andand 44th th years.years.

** Outcome of all University degreesOutcome of all University degrees

School of Electrical and Information Engineering, University of the Witwatersrand, JohannesburgSchool of Electrical and Information Engineering, University of the Witwatersrand, Johannesburg

Problem solving requires “Self-motivated Problem solving requires “Self-motivated and Creative Critical Thinkers”and Creative Critical Thinkers”

• Identify and challenge all assumptionsIdentify and challenge all assumptions

• Imagine and explore alternativesImagine and explore alternatives

• Emotive as well as rationalEmotive as well as rational

• Reject standard formats of problem solvingReject standard formats of problem solving

• Have multiple perspectives on problemsHave multiple perspectives on problems

• Use trial-and-error and alternative approaches Use trial-and-error and alternative approaches in experimentationin experimentation

• Embrace change optimisticallyEmbrace change optimistically

• Self confident and trust in their own judgementSelf confident and trust in their own judgement

School of Electrical and Information Engineering, University of the Witwatersrand, JohannesburgSchool of Electrical and Information Engineering, University of the Witwatersrand, Johannesburg

Creative Critical Thinking (Brookfield 1987)Creative Critical Thinking (Brookfield 1987)

• A process not an outcomeA process not an outcome• Internal, Internal, but usually connected with an but usually connected with an

externally imposed crisis.externally imposed crisis.• A productive and positive activity. Discouraged A productive and positive activity. Discouraged

by:by:– Governments, religious leaders, university Governments, religious leaders, university

and industry administrations, peers etc.and industry administrations, peers etc.• Cornerstone of democracyCornerstone of democracy

1.1. If a problem already has a solution there is no If a problem already has a solution there is no problem!! problem!!

2.2. You cannot teach people “problem solving” by You cannot teach people “problem solving” by providing them with the solution (see 1). providing them with the solution (see 1). (Gibbon)(Gibbon)

School of Electrical and Information Engineering, University of the Witwatersrand, JohannesburgSchool of Electrical and Information Engineering, University of the Witwatersrand, Johannesburg

What we decided to do?What we decided to do?

1.1. Remove the comfort zone Remove the comfort zone

(externally imposed crisis)(externally imposed crisis)

2.2. Introduce the use of Introduce the use of imaginationimagination, ,

visualisationvisualisation and the fun of and the fun of explorationexploration

3.3. ““Force” self-responsibilityForce” self-responsibility

(intrinsic-motivation)(intrinsic-motivation)

4.4. Build Build self-confidenceself-confidence

(Empower the students)(Empower the students)

School of Electrical and Information Engineering, University of the Witwatersrand, JohannesburgSchool of Electrical and Information Engineering, University of the Witwatersrand, Johannesburg

Electric CircuitsElectric Circuits Critical ThinkingCritical ThinkingPresented over the whole year: Presented over the whole year:

1 formal and 1 informal lecture1 formal and 1 informal lecture

Externally imposed crisis, Externally imposed crisis, imagination, visualisation, imagination, visualisation, explorationexploration

No formal tutorialsNo formal tutorials Externally imposed crisis, Externally imposed crisis, intrinsic-motivationintrinsic-motivation

No formal laboratoriesNo formal laboratories Imagination, visualisationImagination, visualisation and explorationand exploration

Two self-evaluation take-home Two self-evaluation take-home teststests

Intrinsic-motivation, Intrinsic-motivation, imagination, visualisation, imagination, visualisation, self-confidenceself-confidence

There are no solutionsThere are no solutions

(memos, recipes etc)(memos, recipes etc)

Externally imposed crisis, Externally imposed crisis, imagination, visualisationimagination, visualisation self-confidenceself-confidence

Two formal tests and an exam.Two formal tests and an exam.

School of Electrical and Information Engineering, University of the Witwatersrand, JohannesburgSchool of Electrical and Information Engineering, University of the Witwatersrand, Johannesburg

Electric CircuitsElectric Circuits

Laboratory 1:Laboratory 1:

1.1. Using the supplied components build the “Amplifier Using the supplied components build the “Amplifier

with Gain=20” on page 5 of the attached LM386 data with Gain=20” on page 5 of the attached LM386 data

sheet.sheet.

2.2. Demonstrate the output of the amplifier with an Demonstrate the output of the amplifier with an

appropriate input signal supplied to the microphone.appropriate input signal supplied to the microphone.

Attached are laboratory assignments “Introduction to the Attached are laboratory assignments “Introduction to the Oscilloscope” and “Introduction to the Digital Multi-Oscilloscope” and “Introduction to the Digital Multi-meter” which may help you to test the amplifier and meter” which may help you to test the amplifier and demonstrate the output signal.demonstrate the output signal.

School of Electrical and Information Engineering, University of the Witwatersrand, JohannesburgSchool of Electrical and Information Engineering, University of the Witwatersrand, Johannesburg

Management of the imposed crisisManagement of the imposed crisis

The stages psychologists associate with a loss:The stages psychologists associate with a loss:

• ShockShock

• DenialDenial

• Strong emotionStrong emotion

• Resistance and withdrawalResistance and withdrawal

• Struggle and explorationStruggle and exploration

• Return of confidenceReturn of confidence

• Integration and success.Integration and success.

Foundation / Special ProgrammesFoundation / Special Programmes

School of Electrical and Information Engineering, University of the Witwatersrand, JohannesburgSchool of Electrical and Information Engineering, University of the Witwatersrand, Johannesburg

Small Group Instructional Diagnosis (SGID)Small Group Instructional Diagnosis (SGID)

• Students were aware that the more Students were aware that the more actively they participated in the course the actively they participated in the course the more likely they were to have made gains more likely they were to have made gains in critical and independent thinking.in critical and independent thinking.

• The weakest group, even when pushed The weakest group, even when pushed by the interviewer, would not blame the by the interviewer, would not blame the lecturers or the university for their failures lecturers or the university for their failures and accepted responsibility - a very and accepted responsibility - a very unusual phenomena.unusual phenomena.

School of Electrical and Information Engineering, University of the Witwatersrand, JohannesburgSchool of Electrical and Information Engineering, University of the Witwatersrand, Johannesburg

Feedback from the TutorsFeedback from the Tutors

Tutors feel at least 80% of the class Tutors feel at least 80% of the class reallyreally

know how to use an oscilloscope.know how to use an oscilloscope.

School of Electrical and Information Engineering, University of the Witwatersrand, JohannesburgSchool of Electrical and Information Engineering, University of the Witwatersrand, Johannesburg

Results Results Electric Circuits Results: 2004Electric Circuits Results: 2004

0

5

10

15

20

25

30

35

0-9 10-19 20-29 30-39 40-49 50-59 60-69 70-79 80-89 90-100

Mark (%)

% S

tud

ents

2004 (68%) 2003 (54%) 2002 (58%) 2001 (58%)

School of Electrical and Information Engineering, University of the Witwatersrand, JohannesburgSchool of Electrical and Information Engineering, University of the Witwatersrand, Johannesburg

Mathematics IIMathematics II

What had we done to the students?What had we done to the students?

For the first time they were: For the first time they were: well behavedwell behaved attentive attentive prepared for both the lectures and tutorialsprepared for both the lectures and tutorials reading ahead without instructions to do so.reading ahead without instructions to do so.

School of Electrical and Information Engineering, University of the Witwatersrand, JohannesburgSchool of Electrical and Information Engineering, University of the Witwatersrand, Johannesburg

In conclusionIn conclusion

Courses continuing the teaching philosophyCourses continuing the teaching philosophy– Engineering Skills and Design Course (1Engineering Skills and Design Course (1stst year) year)– Electronics I, Software Engineering I (2Electronics I, Software Engineering I (2ndnd year) year)– Electronics II (3Electronics II (3rdrd year) year)– Measurement Systems (4Measurement Systems (4thth year) year)

The futureThe future– Involve all the staff and service coursesInvolve all the staff and service courses

We areWe are

Developing the imagination, self-confidence, Developing the imagination, self-confidence,

intrinsic-motivation, critical thinking and problem intrinsic-motivation, critical thinking and problem

solving skills of our students.solving skills of our students.