Tutoring Groups

School of Electrical Engineering Systems

Workshop overview

Description of the group-based project-driven approach (Gavin)

Feedback on experiences using this approach (Ger, Dave, Ted)

Feedback on what is being done in UL (Bob)

Experience the real thing! (Volunteers)Activity - write a problem (All)

Group-based because …We learn by•explaining our half formed ideas•getting feedback on them, being questionedA group•knows more collectively•can improve the ideas of members•prioritise tasks, own the problem•allows interactionThe tutor can•check for misconceptions•give formative feedback•model and fade

•Learning is in context, has a purpose so engagement and motivation are increased•Questions come first, answers second•What is to be learnt is based on what needs to be done to address the problem•The problem can be designed to hit the technical learning outcomes and so much more

= Project / Problem Driven

group-based+

project-driven

resolve a complex

issue

manage independent

learning

accept ideas be open

look for mistakes

offer and defend ideas

read about technical content

talk about technical content

ask about technical content

question technical content

explain technical content

teach technical content

apply critical thinking

What can be achieved?

Deeper learning Application of

knowledge Information literacy Self-direction Self-awareness Better learner Can start from prior

knowledge

Employability Communication Teamwork Self starting Creativity Ethics People management Leadership

This method of learning seamlessly integrates all

The group learning process

Brainstorming phaseIdentify new problemsCollect existing knowledgeSuggest solutionsDevelop task listDelegate

Self-directed phaseIndependently manage learningFind answer to questionsComplete tasksDevelop own understanding

Reporting phaseExplain new knowledge in own wordsExplain what was done and howTeach others about your taskProbe others about their task

Progressive development

1 2 3 4

Product

Process

Ass

ess

men

t

Time (yrs)

1 2 3 4

Direction from teacher

Direction from student

Con

trol

Time (yrs)

Self-directed Learning

Get the process working at the start

Some highs we have observed …

Students start to lead/take initiativeStudents teach other (& in a different way)Engagement, in contextWant to work outside class timeStart to have meaningful conversationsFind solutions you didn’t - creativity

…. and some lows

You’re more challenged on contentProjects can be too bigStudents can’t hide, some change but

some (a small minority) don’tA big change in attitude/approach is

needed but takes timeDifferentiating/assessment can be hard

Module Details - Dave

Signals & Systems

DT021/2 & DT081/2 

2 lectures (one hour each) + 1 Lab (two hours long) per week. 

Module delivered over one semester

Structure of Assessment

Written Exam - end of semester

Continuous Assessment: Three Projects,  over a 13 week period, in which

students work in groups of 3/4 Online quizes - 15-20 mins per week. Deal with

fundamentals; students must get over 80% -

unlimited attempts allowed.

Group Projects

Real world (application focused) - See handouts for descriptions.

Project description typically takes about 1 hour discussion for team to "understand" and divide into tasks.

Assessment of each project by regular interviews and observation - final product not explicitly assessed.

Each student submits one project report per semester.

Next steps

Make use of wiki's for project documentation/planning

Students to be responsible for providing evidence of completing tasks. One student responsible/marked for each task.

Minutes of meetings to be recorded. 

PBL in Civil Engineering at U. Limerick

Program is new (second year), Level 8 Degree

Bob O’Connell

The First Year Curriculum: six modules

Mathematics, Chemistry, PhysicsDrawing and Construction Technology are

taught with lectures and projectsMechanics (Statics) is taught with full PBL

First Year Mechanics Course

34 students in six groups of 5 to 6 students each and two tutors.

Tutors include working engineers, hired part time by U.L.

Module begins with an all-day “ice-breaking” session.

Students form human arches in a gym with and without socks on.

The Problems, or Triggers (Medicine)

First four emphasize learning to work in groups.

1. “Tell the story of the arch.” 1 week 2. A knowledge hunt on the history of a

building. 1 week 3. “How many dimples should there be on

a golf ball ?” 2 weeks 4. Form an opinion about some issue. 2

weeks

Fifth Trigger emphasizes intended technical learning outcomes.

5. Research, design, and build a dome or vault. 6 weeks

Intended learning outcomes include verbs related to gravity, equilibrium, structural forms, loading, free body diagrams, failure modes, teamwork, presentation of results.

The Group Work Process for Tutorials: scheduled class lecture time

First meeting: Identify a scribe and a timekeeper; Determine learning needs;

Form learning tasks for the week (subgps);

Estimate a solution to the problem.

Next meeting: New scribe, new time-keeper;

Share and discuss findings from task work;

Repeat final three steps from first week.

Tutor’s Role during Tutorials

Mostly, observe, ask Socratic questions.

Solve problems related to group dynamics.

Provide technical lectures when needed, never beforehand.

Assessment: UL uses grades, GPA

Class-determined group assessment criteria: turn up, be respectful, contribute to group discussions, do your tasks.

On-line quizzes.Presentations.Anonymous peer assessment.Self-assessment, using a learning log for

reflection: “What have I learned?” “What questions do I have?” “How well do I work in the group?”

Next ….

Do you want to see the real thing?

Would you like to write a problem or project?

A group problem

How many dimples should be on a golf ball?