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The Learning Cycle. Applications of Cognitive Science to Engineering Education And the Manufacturing Learning Module. Purpose of Presentation. Present information on the research basis for Learning Cycle Approaches How the Engineering Learning Cycle was developed - PowerPoint PPT Presentation
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The Learning Cycle
Applications of Cognitive Science to Engineering
EducationAnd the
Manufacturing LearningModule
Purpose of Presentation
Present information on the research basis for Learning Cycle Approaches
How the Engineering Learning Cycle was developed
Experience of using the Learning Cycle for engineering and technology
Part of the Problem
“As more and more information is generated, specialists and technicians find that the information they possess becomes more quickly out dated.” (Brown, A., 1995, p.2)
The Coach-Student Model
…A college’s purpose is not to transfer knowledge but to create environments and experiences that bring students to discover and construct knowledge themselves…” (Barr and Tagg, 1995, p. 15)
Move from Lecturer - Student to Coach - Student Model
Sage-on-the-stage to Guide-on-the side
“You cannot teach anybody anything. All you can do as a teacher is to make it easier for your students to learn.” (Redish, 1994, p. 798)
“…the cognitive view requires a stimulating learning environment in which students are active participants in planning, implementing, and evaluating teaching and learning.” (Johnson and Thomas, 1994, p. 39-40)
Strategies for Application of Cognitive Studies to Curriculum Design
1. Reduce memory load.
2. Activate existing knowledge structures.
3. Representation of new knowledge techniques.
4. Encourage “deep thinking”.
5. Enhance cognitive control
processes.6. Support the use
and transfer of knowledge and skills.
(Johnson and Thomas, 1994)
Constructivist Approach
The student must build their own mental model
Telling will not change a student’s model
Need well developed basic concepts
Principles of Cognitive Studies
1. Organize into mental models2. It is easy to learn what matches
our mental model3. It is hard to change our existing
model4. Every student has a different
model for the same information(Redish, 1994)
Touchstone Problem
An important strategy is the touchstone problem. This is a problem so well understood it becomes part of the students mental model...to which they can return
Basic Features of Adult Education
1. Related to work2. Includes prior training3. Immediate feedback through
hands-on activities(Knowles,
1984)
Adult Studies
1. Job related2. Best if done On-the-job3. Must have easy to use interface4. Must feel in control of pace and
content(Shaw, 1992)
Don’t Re-invent the Wheel!
The science community has used learning cycles for many years.
Two major projects:
Compass - from Illinois Central College
Introductory College Physics for the 21st Century - Seminole Community College, FL
The Physics Learning Cycle
KEY CONCEPTS
Move from Concrete to Formal Piaget Levels of Learning
Classification
Quantification
Synthesis
Goals of the Manufacturing Learning Modules
Critical Parts of Learning Cycle
Exploration - new concepts should be introduced with minimum explanation and allow students to “construct” basic concepts
Dialog - present theory, standard terminology, and ideas in relation to what students have done in the exploration. The dialog can extend the basic concepts to the more complex leading to either an application or another exploration.
Critical Parts of Learning Cycle
Application - This section of the cycle presents a problem typical of an industrial situation for the student to solve.
This three part cycle is simpler than the Science cycle while retaining the key features.
The Engineering Learning Cycle
Exploration
Dialog
Application
Examples of use
Engineering Materials- Hardness unit starts with Mhos scale and classification and evolves to Rockwell scale.
PLC Module - develops concept of N.O and N.C. switches and evolves to the XIC and XIO commands of PLC ladder logic.
The exploration is the most difficult part of the module!
The Engineering Learning Cycle
Exploration
Dialog
Application
References
Barr, R. & Tagg, J. (1995, November, December) From teaching to learning: A new paradigm for undergraduate education. Change, 13-25.
Brown, A. (1995, April/May). Human factors: The problems of integrating people and technology in the workplace. On the Horizon, 3(4), pp. 1-2, 5-6.
Knowles, M.S. & Associates (1984). Androgogy in action. San Francisco, CA: Jossey-Bass.
Johnson, S.D. & Thomas, R.G. (1994, Winter/Spring). Implications of cognitive science for instructional design in technology education. The Journal of Technical Studies, 20(1), 33-45.
Redish, E.F. (1994, September). Implications of Cognitive Studies for teaching physics. American Journal of Physics, 62, (9) 796-803.
Shaw, D.S. (1992, Spring). Computer aided instruction for adult professionals. Journal of Computer Based Instruction, 19(2), 54-57.
For additional information:
Dr. Pearley Cunningham CCAC1750 Clairton Road West Mifflin, PA 15122
Phone (412) 469-6299email:
