Advance Organizer
Education (like Life) is an Experiment
It needs a Purpose, then a Design to attain that Purpose
“Technology will change, but good design is constant”
(Olbrish Pagano, 2013, p.8)
CDIO an experiment in Engineering Education
A Design Frame for Creative Teaching
dennis_sale@sp.edu.sg
http://www.dennissale.com/
For those
For those who like
“The Big Read”
Over 110 institutions worldwide and still growing!
The CDIO Education Framework was the result
of....
•
Feedback from industries, graduates and practising engineers that certain
important professional skills are not developed in the existing curriculum.
•
Students finding that engineering is too dry and theoretical in the first year
of study
4
Why is it called CDIO?
Conceive-Design-Implement-Operate is the
context of Engineering Education
It’s what engineers do
We believe that every graduating engineer should be able to:
Conceive-Design-Implement-Operate complex valueadded engineering products, processes, and systems in a
modern, team-based environment
(Crawley et al 2007)
Two BIG Questions for
Engineering (any) Education
WHAT knowledge, skills and attitudes should students
possess as they graduate from university? (PURPOSE)
HOW can we do better at ensuring that students learn
these skills? (PEDAGOGIC DESIGN)
CDIO OVERVIEW
The activities within the CDIO Initiative are based on two key
documents
What : CDIO Syllabus
•
•
•
•
Disciplinary Knowledge
Personal Skills
Interpersonal Skills
CDIO Skills
How : 12 Standards
•
•
•
•
•
Curriculum
Teaching & Learning Methods
Workspace
Faculty Competence
Assessment
CDIO Standards
Curriculum
Workspace/Labs
Teaching & Learning Methods
Enhancement of Faculty
Competence
Assessment Methods
Standard 1
Adopt CDIO as a context
Standard
Standard
Standard
Standard
CDIO Syllabus Outcomes
Integrated Curriculum
Introduction to Engineering
Design-Build Experiences
2
3
4
5
Standard 6
CDIO Workspaces
Standard 7
Standard 8
Integrated Learning Experiences
Active Learning
Standard 9 Enhancement of Staff CDIO Skills
Standard 10 Enhancement of Staff Teaching Skills
Standard 11 CDIO Skills Assessment
Standard 12 CDIO Program Evaluation
Use of CDIO Standards
• Define the distinguishing features of a CDIO program
• Serve as guidelines for program reform
• Create benchmarks and goals that can be applied worldwide
• Provide a framework for continuous improvement
Standard 1 - CDIO as Context
Adoption of the principle that product, process
and system lifecycle development and deployment Conceiving, Designing, Implementing and Operating
- are the context for engineering education
Its what Engineers do
Standard 2 - Learning Outcomes
Specific, detailed learning outcomes for the CDIO Syllabus
SP has customized these to the context and proficiency level
expected of our students
CDIO Standard 3: Integrated Curriculum
A curriculum designed with mutually supporting
disciplinary courses, with an explicit plan to integrate
personal and interpersonal skills, and product, process,
and system building skills
?
Gap Analysis & Skill Mapping
Each school conducted a gap analysis of their
courses. From this, it was possible to:
• Identify where such skills are already present in the curriculum
(whether explicitly stated or otherwise)
• Identify where there are naturally occurring opportunities to
integrate selected CDIO skills.
• Map and integrate the CDIO skills throughout the course
(programme), and in terms of proficiency at module (course) level
• Ensure that the overall structure and sequencing of modules is both
effective and efficient in terms of meeting the terminal outcomes of
the programme.
Example from Chemical Engineering:
Integration of Communication & Teamwork across 3 years of Study
STAGE 1A
STAGE 1B
STAGE 2A
STAGE 2B
Core Module
1A-1
Core Module
1B-1
Core Module
2A-1
Core Module
2B-1
Core Module
1A-2
Core Module
1B-2
Core Module
2A-2
Core Module
2B-2
Core Module
1A-3
Core Module
1B-3
Core Module
2A-3
Core Module
1A-4
Core Module
1B-4
Core Module
1A-5
Core Module
1A-6
STAGE 3AD
STAGE 3B
Core Module
3A-1
Core Module
3B-1
Core Module
3A-2
Core Module
3B-2
Core Module
2B-3
Core Module
3A-3
Core Module
3B-3
Core Module
2A-4
Core Module
2B-4
Core Module
3A-4
Core Module
3B-4
Core Module
1B-5
Core Module
2A-5
Core Module
2B-5
Core Module
3A-5
Core Module
3B-5
Core Module
1B-6
Core Module
2A-6
Core Module
2B-6
Core Module
3A-6
Core Module
3B-6
Year 1: Exposure to
CDIO skills
Year 2: Reinforcement of
CDIO skills
Year 3: Demonstration of
CDIO skills
Different level of expectations Year 1 to Year 3
 Example: Communication
Year 1: To identify the importance of clear oral
communication using walkie-talkie in carrying out the
task of ….
Year 1: To explain how Purpose, Audience & Context
(PAC) affects preparing a memo for different target
audiences ….
Year 2: To display competence in applying established
communication principles in preparing an oral
presentation for ….
Year 3: To demonstrate competence in delivering oral
presentations to designated audiences in …..
CDIO Standard 4: Introduction to Engineering
An introductory course that provides the framework for engineering
practice in product, process, and system building skills and introduces
essential personal and interpersonal skills
Basically, to get students actually doing engineering
early in the course programme
Car Challenge
CDIO Standard 6: CDIO Workspaces
Engineering workspaces and laboratories that support hands on learning…
CDIO Standard 7 –
CDIO Standard 7: Integrated Learning Experiences
Integrated Learning Experiences
Integrated learning experiences that lead to the acquisition of disciplinary
knowledge, as well as personal and interpersonal skills, and product, process,
and system building skills
ACECDIO
Standard 8: Active Learning
Teaching and learning based on active and experiential learning
methods
LEARNING
ACTIVEXPERIENTIAL
LEARNING
Engages students directly in thinking and
problem solving activities
Emphasis on students generating, analyzing,
evaluating and applying ideas
EXPERIENTIAL LEARNING
Active learning in which students take
on roles that simulate professional
engineering practice
Examples:
Examples:
Think Pair-and-Share
Design-implement experiences
Group discussions
Problem-based learning
Debates
Simulations
Concept questions
Case studies
CDIO Standard 9: Enhancement of Staff
CDIO Skills
Developing Competence in Infusing
& Teaching the CDIO Non-Technical Skills
CDIO Standard 10: Enhancement of Staff
Teaching Skills
I have been teaching for years,
why do I need more teaching skills?
CDIO Standard 11: CDIO Skills Assessment
Assessment methods must be those most valid and efficient
for assessing the learning outcomes. However, a strong emphasis
is placed on:
• Learning Assessment – using formative assessment to support the
learning process, identifying learning problems, providing rapid, clear and
constructive feedback
• Authentic Assessment – using real world learning tasks that integrate a
range of knowledge and skills
“Teaching, learning, and assessment merge into one seamless enterprise”
(Perkins)
CDIO Standard 12: Program Evaluation
…. but what have you learned and
how useful is it?
A 3 Year longitudinal Evaluation
-what did we learn?
• Importance of clear and meaningful learning outcomes
• Authentic learning experiences connected to real world activity
• Assessment that supports learning (Learning Assessment)
But most important,
The Impact of the Teacher
Teaching Quality
is the Big Factor in Student Learning
“The effect of the teacher far overshadows classroom variables, such as
previous achievement level of students, class size…heterogeneity of
students, and the ethnic and socio-economic makeup of the classroom.”
(Rivers & Sanders, 2002, p.17)
“On the basis of our findings to date it could be argued that
effective schools are only effective to the extent that they
have effective teachers”
(Rowe & Rowe, 1993, p.15)
But - Education has been a Creature of Fashion
For those of us who have been around education for a few decades or so –
you may remember Traditional (3 RRR’s) - Progressive Education - Back to
Basics (Traditional) More recently: Student-centred: inquiry-based learning,
challenge-based learning, studio thinking – what’s next?
The teacher is no more the “Sage on the Stage”,
but the “Guide on the Side”
Is there an Educational Jurassic Park?
Evidence-based Practice
“It is hard to conceive of a less scientific enterprise among human endeavours. Virtually
anything that could be thought up for treatment was tried out at one time or another, and,
once tried, lasted decades or even centuries before being given up. It was, in retrospect,
the most frivolous and irresponsible kind of experimentation, based on nothing but trial and
error, and usually resulting in precisely that sequence” (p.159)
The medical profession before the drive for Evidence-Based
(Thomas, 1979, p.159)
So, what’s the frame on Teaching
– is it Evidence-Based?
Practice
Firstly, is Evidence-based Practice possible for Teaching?
“There are systematic and principled aspects of effective teaching,
and there is a base of verifiable evidence of knowledge that supports
that work in the sense that it is like engineering or medicine”
(Darling-Hammond & Bransford, 2006, p.12)
“We have a rich educational research base, but rarely is it used by
teachers, and rarely does it lead to policy changes that affect the nature
of teaching”
(Hattie, 2009, p.2)
Time to Move out of Educational Jurassic
Park
“Contrary to common belief, people don’t have different learning styles.
They do, however, have different personalities. The distinction is
important, because we need to be clear that everybody learns
in the same way”
(Schank. R., 1999, p.48)
“What any person in the world can learn, almost all
persons can learn if provided with appropriate prior
and current conditions of learning”
(Benjamin Bloom)
A frame on Teaching Expertise
Note: this is a Conceptual Model,
not hierarchical in that one stage
must be achieved before the next.
It is essentially Iterative
However, Competent and
Creative teachers employ
a strong pedagogic literacy
- whether Explicit or
Tacit)
Creative Teaching
(Adaptive Expertise)
Ability to situationally create
highly effective pedagogy
Competent Teaching
Ability to design and facilitate
learning experiences based on a
sound pedagogic literacy
Pedagogic Literacy
Ability to apply key knowledge bases relating to how humans learn
(Core Principles of Learning) & what methods work best and why
What is Pedagogic Literacy?
• Understand how different teaching methods impact the learning
process, and how this works
• Understand how humans learn (Core Principles of Learning), and the
factors that enhance (and inhibit) effective and efficient learning
• Ability to use these knowledge bases thoughtfully in the situated
context (e.g., learning outcomes, learner profile, subject field and
resource access)
Big Effect Sizes of methods on Student Attainment from
Hattie’s meta-analysis
No.
Influence
Mean effect
size
2
Feedback
Students getting feedback on their work from the teacher or from
themselves (self-assessment or from peers or some other sources.
Note: some feedback has more effect than others. For example, peer
assessment is 0.63 and self-assessment is 0.54
0.81
3
Whole-class interactive teaching (direct instruction)
A specific approach to active learning in class, which is highly teacher led, but
very active for students. This involves summaries reviews and a range of
active learning methods, including questioning
0.81
4
Strategy training
Explicit teaching of subject-specific and general study and thinking skills,
integrated into the curriculum
0.80
11
Cooperative learning
0.59
Specific teaching methods such as jigsaw that give students responsibility for
learning and teaching each other
12
Challenging goals for students
Giving students a summary in advance and a purpose for the learning
0.59
What does an Effect Size look like in terms of student attainment?
• As a baseline an effect size of 1.0 standard deviation is massive and is
typically associated with:
• Advancing the learner’s achievement by one year
• Improving the rate of learning by 50%
• A two grade leap in GCSE grades
• NOTE: For students moving from one year to the next, the average effect size
across all students is 0.40. Hence, effect sizes above 0.40 are of particular interest.
Some important considerations about Effect Sizes
As Hattie notes:
“…some effect sizes are ‘Russian dolls’ containing more than one
strategy. For example, ‘Feedback’ requires that the student has been
given a goal, and completed an activity for which the feedback is to
be given; ‘whole-class interactive teaching’ is a strategy that includes
‘advance organisers’ and feedback and reviews” (p.62)
It is also important to balance effect size with level of difficulty of interventions.
For example, providing ‘advance organizers’, which are summaries in advance of
the teaching, has an effect size of 0.46, which is pretty average. However, they
only take 3 minutes at the beginning of the lesson, and potentially offer almost a
grade improvement in terms of student’s achievement.
Furthermore, the effect size depends on how effectively you
implement the strategy, as you would expect
Core Principles of Learning
• The Core Principles of Learning that underpin highly effective teaching constitute
a pedagogic framework from which teaching professionals can thoughtfully plan
learning experiences from a more evidence-based perspective.
• The framework does not claim to be exhaustive or summative as new knowledge
and insights will continually enhance our understanding of human learning and
the implications for how we teach.
• However, from much validation in practice across a wide range of educational
sectors and cultural contexts, I see them as contributing to a much needed
Pedagogic Literacy.
Core Principle 1:
Motivational strategies are incorporated into the design of
learning experiences
Effect size: 0.48. However, this is a Russian Doll (Meta-principle) as it runs across a
range of method uses
Instructional strategies must facilitate:
• Meeting fundamental universal needs (e.g., Mastery, Autonomy,
Relatedness, Purpose)
• Making learning interesting for the particular learner group (e.g.,
meaningful, sufficiently challenging, differentiated)
• Reframing limiting beliefs (e.g., promote a Growth Mindset) where
necessary
"People often say that motivation doesn't last. Well, neither
does bathing - that's why we recommend it daily“
(Zig Zagler)
Core Principle 2: Learning goals, objectives and
proficiency expectations are clearly visible to learners
Effect Sizes: Challenging Goals 0.56 (Hattie); Specifying Goals, 0.97 (Marzano)
Learning design must incorporate:
• Clearly communicating goals, objectives and performance standards through real
world examples
• Ensuring goals are challenging for the learner group (e.g., achievable with effort)
• Explicit teaching of learning intentions and success criteria to ensure learners
understanding of what they look like, sound like and feel like
Core Principle 3: Learners prior knowledge is activated and
connected to new learning
• Effect sizes: Improving student engagement through opportunities to respond, 0.60; Self-verbalization/selfquestioning, 0.64; Remediation Feedback, 0.65
• Prior knowledge is the lens through which students will perceive and react to new information
provided in a learning event.
• “All new knowledge gains its form and meaning through its connection with pre-existing
knowledge and its influence on the organization and reorganization of prior knowledge” (Shulman
1991, p.10)
• Ausubel (1978) went as far as arguing that:
“If I had to reduce all of educational psychology to just one principle, I would say this: the most
important single factor influencing learning is what the learner already knows. Ascertain this
and teach him (sic) accordingly”(p.163)
Core principle 4: Learning is enhanced through
multiple methods and presentation modes that
engage the range of senses
Another Russian Doll principle as it runs across a range of method uses
“…it is desirable to have multiple ways of teaching and
there is no need to classify students into different
‘intelligences”
(Hattie, 2012, p.91)
“Learning is not a spectator sport. Students do not learn much just by
sitting in class listening to teachers, memorizing pre-packaged
assignments, and spitting out answers. They must talk about what they
are learning, write about it, relate it to past experiences, apply it to their
daily lives. They must make what they learn part of themselves”
(Chickering & Gamson, 1987, p.3)
Core Principal 5: Content is organized around key concepts and
principles that are fundamental to understanding the structure
of a subject
Effect sizes: Direct instruction, 0.59; Concept mapping, 0.60; Advanced organizers, 0.46
Knowledge is increasing exponentially and we may
be living in a rapidly changing volatile world – but
our brains are the same as 10,000 years ago.
Managing cognitive load is now becoming a so-called
21ist century skill.
• Understanding involves making personal meaning – seeing relations between constructs and
building new learning on old; moving from concrete to abstract – reliant on both acquiring
knowledge bases and organizing them through good thinking
Core Principle 6: Good thinking promotes the
building of understanding
Effect size: Metacognitive strategies; 0.69; Creativity programmes, 0.65:
Questioning, 4.1; Teaching learning strategies, 0.62; Teaching learning strategies,0.63
“The best thing we can do, from the point of view of the brain and learning,
is to teach our learners how to think”
(Jenson, 1996, p.163)
“Thought is the key to knowledge. Knowledge is
discovered by thinking, analyzed by thinking,
organized by thinking, transformed by thinking,
assessed by thinking, and, most importantly,
acquired by thinking”
(Paul, 1993 vii)
Thinking is the cognitive process that builds Understanding
Core Principle 7: Learning Design utilizes the working
of memory systems
E
N
V
Sensory Memory
I
Sight
R
Hearing
O
Touch
N
Smell
M
Taste
E
N
T
Working
Memory
Executive
Organizing
Function
Limited Capacity
5-9 bits of
information
Forgetting
Integrating –
Conscious,
Subconscious
&
Unconscious
Long –Term
Memory
Infinite Capacity
Core Principle 8: The development of expertise requires
deliberate practice
Effect sizes: Spaced and mass practice, 0.71; Challenging goals, 0.52; Remediation
feedback, 0.65; Mastery learning, 0.50
Deliberate Practice is characterized by several elements:
–
–
–
–
–
Activity specifically designed to improve performance, often with a teacher’s help
It can be repeated a lot (needs to be)
Feedback on results is continually available
Highly demanding mentally (whether a physical or mental task)
It isn’t much fun (in the main, but may be for some)
• Typically requires a teachers help – one who can see more objectively what needs to be
improved and how
• Built around the principle of stretching the individual beyond existing performance level –
relates to challenging but achievable goals (must be as clearly defined as possible)
“If the activities that lead to greatness were easy and fun, then everybody
would do them, and they would not distinguish the best from the rest”
(Colvin, 2008, p.72)
Core Principle 9: Assessment is integrated into
the learning design to provide quality feedback
Effect sizes: Feedback between teachers and students, 0.75;
Peer assessment, 0.63; Self-assessment, 0.54; Providing formative evaluation
to teachers, 0.90
Assessment is not separate from the instructional
process but an integral part of it.
As Perkins (1992) suggests, once considered thoughtfully:
“Teaching, learning, and assessment merge
into one seamless enterprise” (p.176)
Core principle 10: A Psychological Climate is created which is
success orientated and fun
• Effect sizes: Teacher-student relationships, 0.72; Class environment, 0.56.
• Also, this is a Russian Doll, as it fosters the building of Rapport.
“Rapport is the ultimate tool for getting results with other people”
(Robbins, 2001, p.231)
The importance of fostering the psychological climate has been fully documented by Jensen (1996):
“Learners in positive, joyful environments are likely to experience
learning, memory and feelings of self-esteem” (p.98)
better
Far from limiting the learning experience, humour is now seen to have many positive impacts, such as:
•
Refreshing the brain
•
Creating mental images that retain learning
•
Reinforcing desired behaviour and makes classroom management easier
•
Developing positive attitudes
•
Promoting creativity
•
Contributing to the enjoyment of teaching
Core Principles – How they work
While each principle focuses attention on a key area relating to
effective pedagogy, they are mutually supporting, interdependent and
potentially highly synergetic.
As Stigler & Hiebert (1999) highlight:
‘‘Teaching is a system. It is not a loose mixture of individual
features thrown together by the teacher. It works more like a
machine, with the parts operating together and reinforcing
one another, driving the vehicle forward’’ (p.75)
http://www.CDIO.org