Lyn Brodie

eProblem-based learning: problem-based learning using virtual teams

Literature on engineering education stresses the need for graduates to have skills such as working globally in a multicultural environment; working in interdisciplinary teams; sharing of tasks on a global, around the clock basis; working with digital communication tools and in a virtual environment. In addition, accreditation criteria include attributes such as problem solving, communication, life-long learning skills and ethics. Problem-based learning (PBL) is well established in traditional on-campus settings in many professions but its use in ‘virtual’ or online environments is not well-documented, particularly in engineering. However, it is ideally suited to delivering many of the required attributes. A fully online PBL course has been successfully delivered to engineering students studying via distance education. Students work entirely in a virtual mode, conducting online team meetings and utilising a variety of technologies to communicate and solve complex, real-world engineering problems. Design, implementation and evaluation results are discussed.

Engaging Distance and On-Campus Students in Problem-Based Learning.

The University of Southern Queensland in Australia offers multiple entry pathways to a suite of integrated programs delivered to on-campus and distance-education students. The programs cover 2–5 years in nine majors. A specially designed strand of four integrated courses using problem-based learning (PBL) was incorporated into programs and replaced some traditionally taught (lecture) content-based courses. The first offer of the new foundation course took place in 2002. It has since been recognised through a number of national and international awards. For the initial offer, delivering a PBL course to distance engineering students working in virtual teams had never been done before in the world. It is currently delivered to approximately 400 students annually. Student feedback indicates that the course successfully inculcates attributes such as teamwork, communication and the ability to solve technical problems. All these attributes have been identified as being desirable by professional and industry bodies around the world.

Reflective Writing by Distance Education Students in an Engineering Problem Based Learning Course

SUMMARY The University of Southern Queensland (USQ) is a regional university and is also Australia’s largest provider of distance education, winning national and international awards for its flexible programs. Currently in the university, over three quarters of the student body are enrolled in the distance mode and study off campus. The USQ Faculty of Engineering and Surveying in a curriculum review introduced a strand of four courses using problem based learning (PBL). PBL is a successful concept implemented in a number faculties and disciplines worldwide, largely in response to criticisms of traditional engineering education. However, there are few references to PBL being delivered entirely to distance engineering students working in virtual teams. The role of reflections and the reflective process was seen as critical to the success of student learning in a PBL course and was integrated into the assessment schedule. The reflections of the distance education students in the first PBL course were analysed for evidence of learning and depth of reflection. Results indicated that neither students nor facilitators (the academics providing support for each team) had a clear understanding of the process of reflection. Initially students wrote mostly in the “retell” mode. Little evidence of critical analysis or evaluation of the team project, team processes or individual learning was evident in their reflections. A significant discrepancy between markers and a clear understanding of the requirement and benefits of reflective writing was also apparent. Possible solutions to these issues are discussed.

Steps in developing an advanced software engineering course using problem based learning

Abstract University graduates may struggle to convert the skills they have learnt in software engineering design principles to real-world situations such as would be found in industry. The traditional teaching practice of lectures and tutorials is not providing the context nor sufficient practice for students to develop the skills needed to solve real work problems. This paper investigates the use of Problem Based Learning (PBL) and its application to software engineering and distance education. Through a sound pedagogical approach the key skills of PBL (as endorsed by PBL practitioners, such as problem solving and independent learning) can be developed in the students as they are exposed to real world software engineering problems.

A knowledge-information-data concept model for engineering education

Summary Engineering is a knowledge-based industry. In order to produce job-ready engineering graduates, educators need to fully understand and differentiate fundamental terms of the information age such as “data”, “information” and “knowledge”. These are all familiar terms, but may have different meanings to different people. A simple model is provided in this paper as a common starting point to conceptualise, discuss and ultimately enhance the incorporation of knowledge-information-data (KID) within the engineering curricula. The application of the KID model in translating student feedback and to illustrate course content deficiencies is also described.

Effective evaluation strategies to meet global accreditation requirements

With the ongoing internationalisation of the engineering profession there is an ever increasing need for universities to provide robust evaluation of the quality of their undergraduate degree programs and to benchmark that quality internationally. It is important that the claims made of course evaluation and renewal, during the evaluation-accreditation process, can be substantiated and the tenuous connection between course evaluation and international acceptance as a professional engineer, be strengthened. There are a variety of methods used to evaluate courses and programs including student questionnaires, final grades, progression-retention data, and graduate attribute and competency mapping. The authors compared typical examples of such approaches to study the robustness of the link between the data collected and the evaluative judgments. It was found that there is a great deal of inference involved in the process and that the causative link between curriculum design and pedagogy, and skills and attributes, is often tenuous. Some of these approaches should not be taken as final evaluation outcomes, but rather inputs to a larger overarching evaluation strategy. It was concluded that a “program logic” approach such as that used by the University of Wisconsin, Extension, Program Development and Evaluation Model offers a superior approach for capturing and assessing the causal connections between local evaluation and international accreditation.

Problem based learning in virtual teams to deliver key graduate attributes

This paper investigates the use of virtual teams in delivering key graduate attributes to engineering students studying via distance education. The course uses a Problem Based Learning approach where students work in teams to solve open ended, contextualised engineering problems.

SPIDER activities: Select, Prepare And Investigate, Discuss, Evaluate, Reflect

There is increasing emphasis in Engineering Education to include transferable skills, such as written and presentation skills, but also critical evaluations and lifelong learning. Another challenge is the rapidly changing technical content in many engineering courses and the related struggle to provide up-to-date study materials. This paper introduces a comprehensive assessment strategy that helps students to develop soft skills as well as technical competency. It incorporates self directed inquiry, presentations and peer assessments. It has been trialled in various courses and it is being implemented as a learning management system module. Evidence shows improved student engagement and better learning outcomes. This includes both, transferable as well as technical skills. The key focus of this study is to map learning outcomes to assignment tasks; generalise the relationships and define electronic, measurable activities that drive these tasks. The approach is informed by trial results and is based on evaluation of staff and their views of current assignments and intended learning outcomes as well as student survey.

Developing an engineering education research culture

Engineering education now demands that we quip our students with key transferable skills that will enable them to meet the demands of rapidly changing technology and societal expectations of engineers. This paper investigates the role of improved leadership in learning and teaching, through the position of the Associate Dean Learning and Teaching (AD-LT), and faculty supported research in engineering education to ensure graduates are equipped with appropriate technical knowledge and key graduate attributes such as lifelong learning. The paper describes the management structure in place in most Australian Universities and general role that the AD-LT plays in improving teaching and educational outcomes and curriculum development. In addition it investigates the role of an Engineering Education Research Group and how the activities of such a group can support the Associate Dean Learning and Teaching. Establishing and supporting a research group and how such a group can improve learning and teaching outcomes in the faculty at a practical level are described. It is argued that supporting educational research and having a management structure within the faculty, which is directly responsible for learning and teaching issues, not only improves the educational outcomes for students but also the key research performance indicators for the faculty and staff.

Empowering educators: Promoting enabling teaching and learning in research and practice

An abiding ambivalence attends the work and identities of contemporary educators. On the one hand, few informed and well-disposed commentators would doubt the importance of teaching and its transformative potential, encapsulated in representations of the teaching profession both in films (Ellsmore, 2005) and in novels (Carr, 1984). On the other hand, teachers are seen as increasingly pressured and under threat, including through (albeit often reluctant) complicity with high-stakes standardised testing (Au, 2011), responding to individual accountability and school league tables (Perryman, Ball, Maguire, & Braun, 2011), engaging with school leaders who have varying degrees of competency (Tschannen-Moran, 2014) and sometimes experiencing feelings of not belonging at school and of emotional exhaustion (Skaalvik & Skaalvik, 2011).