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Enabling Visible and Effective Learning in Engineering

Enabling Visible and Effective Learning in Engineering. A.Prof Tom Baldock, Dr David Knight, Dr David Callaghan, A/Prof. Mehmet Kizil, Dr Liza O’Moore, Prof. Erik Meyer Acknowledgements: EAIT Faculty Teaching and Learning Grant, 2011-2013. Project Elements. Focus on M etalearning

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Enabling Visible and Effective Learning in Engineering

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  1. Enabling Visible and Effective Learning in Engineering A.Prof Tom Baldock, Dr David Knight, Dr David Callaghan, A/Prof. Mehmet Kizil, Dr Liza O’Moore, Prof. Erik Meyer Acknowledgements: EAIT Faculty Teaching and Learning Grant, 2011-2013

  2. Project Elements • Focus on Metalearning • Goal: Make learning behaviours visible for students so they can take more ownership of their own learning success CAPABILITY • Threshold Concepts • Goal: Identify the concepts within courses that students must first understand so they can apply that knowledge to address more advanced, end-goal concepts of the course

  3. Threshold Concepts Element • Threshold Concepts • More than key concepts – TRANSFORMATIVE • Lead to new ways of thinking • Step on the road to increased capability • What are they and how can they be used ? • Need to isolate them • Show where to invest time to maximum benefit • Triangulation approach

  4. Threshold Concept Approach Academics Analysis of Concepts in a Course Assessment Students Activity: Engage multiple sources of information.

  5. Threshold Concept Approach • Analysis of previous assessments Threshold concepts Critical Flow Rapidly varied flow Hydraulic jump Exam Total

  6. Threshold Concepts to Capability • We don’t know why students get stuck at TC • lack of face to face time? • can’t see the wood for the trees? • not enough time on task? • We don’t really know how to help them at discipline level • but some activities can help

  7. MetalearningActivity – address structural learning problems

  8. Activity: Students work in groups to produce a C map.

  9. Solo Exercise (Structure of the Observed Learning Outcome) Activity: Have students mark different possible answers to a question related to the threshold concept and then have them explain their marking scheme.

  10. Metacognition activities Activity: Provide a framework for working problems. Instructor works problems using the framework (actually answers each question). Students work through problems in groups by addressing each question in the framework.

  11. Threshold Concepts to Capability • Course level Threshold Concept Content and thinking capability Threshold Capabilities e.g. Analyse compound flow profiles Principle of hydraulic control Critical flow • Discipline level Threshold Capabilities Characteristic capability

  12. Threshold Concepts to Engineering Capability Characteristic capability for Engineers What is it? Baillie, Bowden and Meyer, 2012

  13. Engineering capability Why is it missing? • Time on task has declined very significantly • No struggle to solve problems • Constant engagement with content is missing

  14. Engineering capability What is it? • Your view

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