the integration of work integrated learning (wil) modalities as … · 2014-06-13 · training...
TRANSCRIPT
The integration of Work‐integrated Learning (WIL) modalities as teaching tools towards
Complex Practice of Food Technology
Virtual Tour: http://www.cput.ac.za/academic/faculties/appliedsciences/research/ats/tour
Prof. Jessy van Wyk (PhD Food Science)HoD (Food Technology, CPUT)
3rd International ISEKI Food Conference. Athens, May 20‐23, 2014.
Context
Role of Tech
Station in T&L
Curricu‐lum
Process
Stake‐holder Surveys
– Curriculum– WIL
Teaching Tools– Complex Practice
Consultation for Diploma and Degree Curriculum in Food
Technology– VA Jideani
POSTER NO 480
The Agrifood Technology Station as a Food Technology training partner focusing on interaction with the food
industry – L DolleyPOSTER NO 462
Developing a new curriculum for Food Technology: The
innovative process– M Krugel
POSTER NO 472
Training well‐skilled practitioners require:1) A well‐structured curriculum (framework) focused on complex practice & Student‐centred learning;
2) Learning outcomes (LOs) based on graduate attributes & alignment of the LOs to teaching practice (mode of delivery, teaching tools) & assessment practice (constructive alignment using revised Bloom’s taxonomy);
3) Implementation & continuous improvement of the above via quality assurance mechanisms incl. Quality Circles
Introduction
New Curriculum (3‐year Diploma)
Food Industry Practice 3A Food Chemistry 3BFood Microbiology 1 Food Microbiology 2 Food Manufacturing Practice 3A Food Microbiology 3B
Food Technology Project 3A Food Technology Project 3BFood Technology 1 Food Technology 2 Food Process Engineering 3BPhysics 1A Food Analysis 2 Food Technology 3B
Biometrics 1B Food Quality Assurance 2 Food Analysis 3B
Food Manufacturing Control 2 Food Quality Assurance 3BFood Product Development 3B
Food Technology Project 1Food Product Development 2
Food Technology Project 2
YEAR 3YEAR 1Chemistry 1
Mathematics 1
YEAR 2Food Chemistry 2
Food Process Engineering 2
• Legislated by Higher Education Qualifications Sub‐Framework (HEQSF)• Aligned with SA Qualifications Authority (SAQA) Level Descriptors (pdf)
Academic + Professional Practice
Work‐Integrated Learning (WIL) modalities
Work‐directedTheoretical Learning (WDTL)
Problem‐based Learning (PBL)
Project‐based Learning (PjBL)
Workplace‐based Learning (WPL)
Career‐focused curriculum
Authentic examples (Industry & ATS)
Work‐simulated problem/task –Group workExample:ProductionPractical)
Case studies(Industry & ATS )
Integrated trans‐ & inter‐disciplinary project –TeamworkExample:New ProductDevelopment (NPD) project
Learning contracts
Log books
Specific training
Mentoring & monitoring
Reflection (during monitoring & in class room)
Food & Occupa‐tionalSafety
Legislation
Food Safety
Food Production
Food Process Engineering
Manage‐mentFood Analysis
QC & QA
Complex Practice Example 1: Production Practical
GMPHygiene & SanitationDress code
Directional flow
Role‐play
MicrobiologicalChemicalPhysicalSensory
Start here –Plant audit 2ndyear (in Food Mnf Control 2)
QA & QC
• Example of Role‐play (Interactive & Student‐centred = Problem‐based Learning)• Production or Quality Manager 2X per semester
• Plan & execute production schedule• Train “staff”• Manage the production process• Plan & execute QC throughout production shift
• Hone effective communication, critical thinking, problem‐solving, quality & food safety & management skills
Complex Practice Example 1: Production Practical (ctd.)
Food Legislation (Labelling & Advertising;Regulatory
stds)
QC & QAQMS
Business Aspects
Food Product Develop‐ment
Food Process Engineering
Food Production
Food Compo‐nents
Food Analysis (incl.
Food Safety)
QC & QA
Business Aspects
(Break‐even, Marketing,
etc.)
MicrobiologicalChemicalPhysicalShelf‐lifeSensory
Packaging
Vertical &
Horizontal dis‐course– ALL
subjects
Costing, Break‐even,
Marketing, etc.
Complex Practice Example 2: New Product Development
•Team work•Example of “Food Technology Project (3A)”•Top of scaffold ‐ Horizontal and vertical discourse/integration (ALL subjects) ‐ complexity & scope increase
•Factual, Conceptual, Procedural & Metacognitive Knowledge dimensions
•Hone effective communication, critical thinking, problem‐solving, product development & innovation skills
Complex Practice Example 2: New Product Development (ctd.)
Physical class activities• Jelly sweets used to build complex molecules – e.g. glucose;• Direct compression v compression of grapes inside a water
bottle ‐ teaches concept of high pressure processing.Think out of the box• Class is given a complex integrated question at the
beginning of the module• They list all the “knowledge elements” that they need• As these elements emerge during lecture they call out
“Eureka” • At the end of the module group discussion used to merge
all the “knowledge elements to answer the original question”
Interphase with ATS• Next two slides
Other T&L tools/highlights
Symbiotic Synergy ‐ Food Technology & ATS
National Laboratory Association
Real world‐of‐work (“on tap”)
Equipment base
Practice Food Technology (Consultants)
Highlights
T&L practice – (ATS) Case Studies
Responses by Academic staff re influence of ATS on the academic project
Question 1. Are you using ATS Case studies/ATS generated data in your course material?Question 2. ATS enables practicing and upgrading my own knowledge and industry experience in FST via consultationQuestion 3. ATS enables up‐to‐date, industry‐relevant oprations and methods in labs/pilot plantQuestion 4. ATS contributes to an extended equipment base
SAQA Level Descriptors
1 • Scope of knowledge
2 • Knowledge literacy
3 • Method & Procedure
4 • Problem solving
5 • Ethics & Professional practice
6 • Accessing, processing & managing information
7 • Producing & communicating information
8 • Context & systems
9 • Management of learning• Accountability10
HEQSF 5 HEQSF 6 Increased Scope & Complexity
• Each “step” linked to 4 knowledge dimensions (Factual, Conceptual, Procedural & Metacognitive) – i.e. reflects dual perspective on Learning & Cognition
• Students to "climb to a higher level of thought” ‐ i.e. encourages deep learning
• Basis for constructive alignment –i.e. close connection between Learning Objectives/Outcomes, Instruction (T&L activities) and Assessment tasks
Revised Bloom’s Taxonomy (RBT)
Remember
Understand
Apply
Analyse
Evaluate
Create
Knowledge / Cognitive Process Domain
Attitude / Affective
Skills / Psychomotor
• Evaluation of Role‐play (Observation; Interviews; QMS documentation)
• Oral presentations
• Reports (Practical; NPD – Individual & Group)
• Written Assessments (Paper & Electronic)• Practical Assessments• Assignments (Paper & Visual – videos)• Posters• Evaluation of food product label• Evaluation by external/workplace assessors
Assessment Tools
Staff Appraisalby students
Microbiology, Food Technology &
Technical Forum
Students (Class Reps)
Quality Circles
YesNo
0%
20%
40%
60%
80%
100%
Do you feel that you have an avenue to voice your opinions/concerns regarding academic matters via the Class
Rep system
Do you feel that you havean avenue to voice youropinions/concernsregarding academic mattersvia the Class Rep system
• All Staff at the Department of Food Technology and Agrifood, in particular Ms. Joseline Felix‐Minnaar & Mr. Keryn Woolward
• Faculty of Applied Sciences Research Office
• CPUT – Research Directorate
Acknowledgements
1. McSharry & Jones (2000). Role‐play in science teaching and learning. School Science Review, 82, 73–82.
2. Krathwohl (2002). A revision of Bloom’s taxonomy: an overview. Theory into Practice, 41, 212–218. 3. Pintrich(2002). The role of metacognitive knowledge in learning, teaching and assessing. Theory
into Practice, 41, 219–225. 4. Airasian & Miranda (2002). The role of assessment in the revised taxonomy. Theory into Practice,
41, 251–254. 5. Anderson & Krathwohl (2001). A taxonomy for learning, teaching and assessing: A revision of
Bloom's Taxonomy of educational objectives: Complete edition, New York : Longman.6. Biggs & Tang (2007). Teaching for Quality Learning at University, Maidenhead: McGraw‐Hill and
Open University Press.7. Houghton (2004). Communities Resolving Our Problems (C.R.O.P.): the basic idea: Bloom's
Taxonomy ‐ Overview. Retrieved 27 March 2011 (http://www.ceap.wcu.edu/Houghton/ Learner/ think/ bloomsTaxonomy.html)
8. Schmidt et al. (2005). Using quality circles to enhance student involvement and course quality in a large undergraduate Food Science and Human Nutrition course. Journal of Food Science Education, 1, 2–9.
9. Dufffrin (2003). Integrating prolem‐based learning in an introductory college Food Science course. Journal of Food Science Education, 2, 2–6.
10. Hartel & Gardner (2003). Making the transition to a Food Science curriculum based on assessment of learning outcomes. Journal of Food Science Education, 2, 32–39.
11. Goto & Schneider (2010). Learning through teaching: challenges and opportunities in facilitating student learning in Food Science and Nutrition by using the interteaching approach. Journal of Food Science Education, 9, 31–35.
Selected Bibliography