1. Learning Theory by Developing Important Skills Marcelo Massarani Escola Politécnica da Universidade de São Paulo, Brazil

2. Focus Teaching X LearningTeaching X Learning Objectives:Objectives: –Knowledge. –Skills.

3. Syllabus Identify the restraints.Identify the restraints. Set the discipline objectives.Set the discipline objectives. Syllabus design.Syllabus design. Psychological contract.Psychological contract.

4. Case 1 – graduate discipline Structural Analysis Using Finite Element Method.Structural Analysis Using Finite Element Method. Master Degree Program in Automotive Engineering.Master Degree Program in Automotive Engineering. 25 students.25 students. 36 hours.36 hours.

5. Case 1 – graduate discipline Knowledge objectives:Knowledge objectives: –Matrix methods: matrix methods, stiffness method. –Finite element method: introduction. –Topics on finite element methods: convergence criteria, interpolation function, serendipity family, numerical integrations, isoparametric elements. Skills objectives:Skills objectives: –Written communication. –Oral communication. –Research techniques. –Teamwork.

6. UnitObjectivesContentsStrategies 1 - Introduction 6 hours Psychological contract; Group integration; Planning. Expectations; Program; Introduction. Crossed presentation; Debate; Discussion panel; Groups with jobs. 2 – Matrix methods 9 hours Writing; Oral communication; Research; Teamwork. Matrix methods; Stiffness method. Expository lesson; Groups with jobs; Panel. 3 – Finite element method 9 hours Writing; Oral communication; Research; Teamwork. Introduction to finite element method; Direct formulation. Expository lesson; Groups with jobs; Seminar. 4 – FEA topics 12 hours Writing; Oral communication; Research; Teamwork. Convergence criteria; Interpolation function. Serendipity family Numerical integrations Isoparametric elements Expository lesson; Lesson method. Observation group x Visualization group

7. Case 1 – graduate discipline Results:Results: –Expository lessons were reduced to a minimum, about a quarter of each class. –Students´ engagement in each activity was very intense. –Frequency were high. –All students passed. –The method was fully approved and the students strongly recommended its use in other disciplines.

8. Case 2 – MBA discipline Training and Research Methodology.Training and Research Methodology. Master Business Administration Program in Quality Engineering.Master Business Administration Program in Quality Engineering. 20 students.20 students. 30 hours.30 hours.

9. Case 2 – MBA discipline Knowledge objectives:Knowledge objectives: –Training: discipline plans, courses plans, learning and teaching strategies, learning evaluation, lecturer practice. –Quality: ISO10015 standards. –Research: information sources, techniques for data acquisition, data organization. –Monograph: types of texts, themes and objectives and text planning. Skills objectives:Skills objectives: –Teamwork. –Flexibility to help the students to manage changes. –Learning capacity. –Critical analysis. –Time management.

10. UnitObjectivesContentsStrategies 1 - Introduction 4 hours Psychological contract Group integration Planning Expectations Program Introduction Crossed presentation; Debate; Discussion panel; 2 – Training 6 hours Flexibility; Learning; Critical analysis; Time management; Teamwork. Discipline design; Pedagogical strategies; Learning evaluation; Teaching practice. Expository lesson; Groups with jobs; Panel; Seminar; Debate. 3 – Quality 4 hours Learning; Critical analysis; Time management; Teamwork. ISO10015 standards.Expository lesson; Groups with jobs; Lesson method; Debate. 4 – Research 12 hours Flexibility; Learning; Critical analysis; Time management; Teamwork Information sources; Techniques for data acquisition; Data organization. Expository lesson; Groups with jobs; Triplicate method; Debate. 5- Monograph 8 hours Learning; Critical analysis; Time management; Teamwork. Types of texts; Themes and objectives; Text planning. Expository lesson; Groups with jobs; Triplicate method; Debate.

11. Case 2 – MBA discipline Results:Results: – The results were exactly the same as the case 1 !

12. Conclusions At the same time students can learn theoretical topics and develop skills.At the same time students can learn theoretical topics and develop skills. The students effectively participate in the syllabus design.The students effectively participate in the syllabus design. This level of participation leads to a serious students commitment with the discipline success.This level of participation leads to a serious students commitment with the discipline success. The “psychological contract” guarantees their active participation in the activities.The “psychological contract” guarantees their active participation in the activities. Thus the focus must be on “learning” and not on “teaching”.Thus the focus must be on “learning” and not on “teaching”.

13. MARCELO MASSARANI (massara@usp.br) is a Mechanical Engineer with Ms. and Ph.D. degrees from Escola Politécnica, USP, Brazil. His research areas are mechanical design, engineering education, creativity and entrepreneurship education.MARCELO MASSARANI (massara@usp.br) is a Mechanical Engineer with Ms. and Ph.D. degrees from Escola Politécnica, USP, Brazil. His research areas are mechanical design, engineering education, creativity and entrepreneurship education.