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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?