SSET Sponsored by: Design Centered Learning Managing Engineering Knowledge in Education 高汉 (Han van Triest) Sino-Dutch School of Biomedical Information Engineering, North Eastern University, Shenyang

SSET Page 2 Sino-Dutch School of Biomedical and Information Engineering Founded in 2005

SSET Educational Demand Engineering requires… – Creative Professionals – Multi-disciplinary skills – Leadership – Group-working Skills – Initiative Page 3

SSET The Problem Traditional Teaching – Static – Mono-disciplinary – One-way Traffic – Self-Confidence – Individual – Grades Vs Potential Page 4

SSET Design Centered Learning Developed at the Technical University of Eindhoven Page 5 DCL

SSET Design Centered Learning Design – noun 1.A plan or drawing produced to show the look and function or workings of something before it is built or made. 2.The art or action of producing such a plan or drawing. 3.… – verb 1.Conceive and produce a design for. 2.Plan or intend for a purpose. Page 6

SSET Design Centered Learning Design of: – Experimental Setup – Model – Algorithm – Research Strategy – Etc, etc, etc Focus of education: Skills! Page 7

SSET Design Centered Learning – ‘ a concept of technical university education, in which students work co-operatively and actively on multidisciplinary design tasks, with the purpose of gaining qualifications as creative professionals capable of integrating all relevant aspects of education, in order to analyze existing technical systems, to assess their quality, functionality and cost price and with the purpose of designing new products and systems with increased performance ’. – 理工科技术型大学教育的教育概念和模式，讲究学生主动协作去 完成一系列不同领域的设计任务，同时对现有的技术进行考量， 综合考虑质量、性能以及成本的约束下，以不断提高所设计的系 统的性能为目标，最终成为一个具有跨领域教育知识，富有创新 能力的专业人才。 Page 8

SSET Design Centered Learning Main Features – Professionalizing – Activating – Co-operation – Creating – Integrating – Multidisciplinary Page 9

SSET Design Centered Learning DCL is not a Traditional Course! – Chain of Cases – Opportunity to combine knowledge of courses – Supply context to courses – Opportunity to get experience of scientific practice Page 10

SSET Design Centered Learning How does it work – A case runs for 10 weeks – Every week a meeting under supervision of a Tutor – Students start a small company – Problem – Work together towards a final product Page 11

SSET Design Centered Learning Tasks for the students include: – Formulate what to study – Report back to the group – Cooperate towards a final product – Be responsible Scientists – Special Roles Page 12

SSET Design Centered Learning Special Roles – Chair man – Minutes Secretary – Writer – Group Representative – General Group Member Page 13

SSET Design Centered Learning Tutor: – Is there to observe – Does NOT participate in discussions – Can steer away from possible problems Page 14

SSET Design Centered Learning Page 15 (Re)Define the problem Clarify Terminology and Concepts Organize Results Brainstorming Report Back to the group Formulate Learning Goals Gather Information

SSET Design Centered Learning Each Case has 10 Meetings – First Meeting: Acquaintance, determining rules of the group, inventory of knowledge – Meeting 2-4: Acquiring missing knowledge, Brainstorming for possible solutions – Meeting 5-7: Implementing solution – Meeting 8-10: Finalizing report Page 16

SSET Design Centered Learning Communication over the web – Based on Moodle ( – Freeware, Open Source, Fully in PHP Page 17

SSET Design Centered Learning Example: Studying Genetic Processes Page 18

SSET Design Centered Learning Experiences – Students become interested! – Students want to be involved! – Students perform better! – Students take more education serious! – Teachers enjoy the interaction! DCL is here to stay! Page 19