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Preparing Tutors for Collaborative Project-based Learning in Electrical Engineering

Preparing Tutors for Collaborative Project-based Learning in Electrical Engineering. Simon Winberg Department of Electrical Engineering. UCT Teaching & Leaning Conference 11 Nov 2011. Outline. Context Problem description Methodology Objective – what is wanted of tutors Findings

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Preparing Tutors for Collaborative Project-based Learning in Electrical Engineering

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  1. Preparing Tutors for Collaborative Project-based Learning in Electrical Engineering Simon Winberg Department of Electrical Engineering UCT Teaching & Leaning Conference 11 Nov 2011

  2. Outline • Context • Problem description • Methodology • Objective – what is wanted of tutors • Findings • An approach to tutor training

  3. CPBL defined • Collaborative Project Based (CPBL) approach* • Students work together in a team • The project is intended as a object around which skills are collaboratively developed Following an active learning approachand engaging students Engineering Knowledge * Bernard R. & Lundgren-Cayrol K. Computer Conferencing: An Environment for Collaborative Project-Based Learning in Distance Education. 7(2-3), September 2001 , pp. 241-261.

  4. Context Electrical Engineering Course: Digital Systems EEE4084F • Electronics laboratory practicals • Done in pairs • Students are meant to work collaboratively on open-ended questions • Focus: how tutors are to assist students in this situation Students working on practical assignment with support form a tutor

  5. Context: The Labs • First few lab assignments: • Learning the basics, followingspecified steps to solve asimple problem • Subsequent labs  mini project • Increasingly more complex problem-solving • Students need to develop and try their own solution strategies to solve the problems Step 1 Step 2 Step 3 … Read documentation / datasheets / specifications Do experiments Measure results Reporting / documenting Decide methods

  6. Lab Progression Mini Project Complexity Lab 4 Documentation, solution searching Lab 3 Labs 1,2 Provided procedures

  7. Methodology • Investigation • Current tutoring • Students’ experiences • Tutors’ experiences • Lecturer’s impressions • Measurement methods • Intervention • Tutoring aspects to be changed

  8. Methodology • Data on the student experience in the course (2011) • Surveys (course evaluations) completed by students in the course • Meetings with selected students, recording log of problems • Observations by lecturer in the lab • Data on tutors’ experiences • Reflective meeting with tutors

  9. Surveys • 2x surveys • Middle of 1st term • End of 2nd term • First survey (online) • few completed • Second survey (paper-based) • Many completed

  10. Evaluation (2011 Final Evaluation) 26/31 students completed evaluation (84% of class) • General findings • Practicals: OK, interesting • Tutor availability: too limited • Tutor preparedness:poorly prepared Tutoring related Sample of a scanned course evaluation form

  11. Meetings with students • Semi-structured meeting* • Planned questions • Notes recorded • Participants • No tutors present • Based on prac marks: • 2 x weak • 1 x mid-level • 1 x strong (small group to keep it informal and encourage open discussion)** * Wengraf, T., 2001. Qualitative research interviewing: Biographic narrative and semi-structured methods. Sage Publications Ltd. ** Denscombe, M., 2007. The good research guide: for small-scale social research projects. Open Univ Pr.

  12. Tutors’ impressions • Communication difficulties • Time taken to identify the problem • Explanation of methods to use • Dealing with many of the same problems • Amount of noise in lab due to other groups chatting

  13. Observations • How tutors assist students in the lab • Observation notes recorded

  14. Findings from observations • Tutors are not adequately prepared for this form of practical work • Happiest explaining use of tools • Often get frustrated and simply ‘fix things’ (students become dependent) • Insufficient emphasis on developing methods and solution strategies • … Encourages a “problem-forwarding learning” (PFL)approach

  15. Problem-Forwarding Learning (PFL) ? help! help! help! help! help! help! Student asks tutor for help Student encounters problem Tutor asks lecturer for help

  16. Objective: what is wanted of the tutors • More Facilitation Less Answering • Learning how to use the tools (not just the equipment and software) • Progression from following steps to developing own methods • Using documentation and finding information • Guiding students in report writing • Inducting into an engineering and academic culture

  17. Preparing tutors for CollaborativeProject-Based Learning …

  18. ‘Default’ (inefficient) Approach Choose tutor (preferably one that has done the course) Give tutor sample solutions Send tutor to the lab • Often results in tutors • Showing students what to do • Providing steps to solve the problem • Inadequately prepared to helping students develop proficiency in establishing methods, critically assessing solutions strategies and introduction to the profession

  19. Tutoring Challenges • Motivating tutors – encourage them to follow an appropriate approach • Time limitations for training tutors • Feedback on the CPBL and effectiveness of tutoring • Choosing the right tutors: • Obviously want to use tutors that have been students in the course or familiar with the theory

  20. An Approach to Preparing Tutors • Selection of tutors • Tutors need to know principles of CPBL (e.g., student engagement learning from their mistakes, etc.) • Guidance vs. giving the answers • Tutors need to be open to student feedback

  21. An Approach to Preparing Tutors cont. • Motivating tutors • Something other than remuneration • The reward of seeing students improving • Emphasizing the benefit of being a good trainer (i.e. brining the benefits into the discipline - e.g. training users of new electronic innovations)

  22. An Approach to Preparing Tutors cont. • Tutors learning from one another (e.g., reflective meetings, chat room/blog – to share ideas, etc.) • Past projects archive • Collection of previous projects • Documented development methods • Focuses on guiding students to find solutions from documentation

  23. Past Projects Archive Past Projects Archive

  24. Way forward • Provide tutor training workshop (held 1st term 2012) • Facilitation scenarios • Tutoring quick reference guide • Tutor Vula site separate to the course Vula site

  25. Questions?

  26. Thank You!

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