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 questioned A group knows more collectively can improve the ideas of members prioritise tasks, own the problem allows interaction The 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 phase Identify new problems Collect existing knowledge Suggest solutions Develop task list Delegate Self-directed phase Independently manage learning Find answer to questions Complete tasks Develop own understanding Reporting phase Explain new knowledge in own words Explain what was done and how Teach others about your task Probe others about their task

Progressive development 1234 Product Process Assessment Time (yrs) 1234 Direction from teacher Direction from student Control Time (yrs) Self-directed Learning Get the process working at the start

Some highs we have observed … Students start to lead/take initiative Students teach other (& in a different way) Engagement, in context Want to work outside class time Start to have meaningful conversations Find solutions you didn’t - creativity

…. and some lows You’re more challenged on content Projects can be too big Students can’t hide, some change but some (a small minority) don’t A big change in attitude/approach is needed but takes time Differentiating/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 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, Physics Drawing and Construction Technology are taught with lectures and projects Mechanics (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?