Effective Implementation on Student Centered Learning Techniques, Part 1:

2. Effective Implementation on Student Centered Learning Techniques, Part 1: Engaging Students through Active Learning

8. نتایج آموزشی • اشتراک کنندگان قادر خواهند بود، تا: • نیازمندی و ضرورت برای شامل شدن در روش آموزشی محصل محور را تشریح نمایند • تشریح تخنیک ها و روش های اموزش فعال • تشریح ساختار (مردم چگونه میاموزند) بخاطر طرح و شناسایی محیط های موثر آموزشی • طرح و هم تراز سازی، دخیل سازی محیط آموزشی برای حمایت از آموزش محصلین با استفاده از روش آموزش فعال

9. نتایج آموزش • پنج اصل و معیار اساسی آموزش مشترک و تیم محور را تشریح نمایند، • راه های دست یافتن به اهداف آموزش مشترک و تشکیل و حمایت تیم های آموزشی در صنف های درسی را بدانند، • ساختار و میکانیزم آموزش مشترک رسمی را بخاطر حمایت و پشتیبانی محصلین در جهت آموزش های تیمی شرح دهند، و • ماحول و محیط مناسب آموزشی را که در جهت رشد فعالیت های تیمی و ظرفیت سازی محصلین مفید باشند، طرح و برنامه ریزی نمایند.

11. Workshop Learning Outcomes • explain the needs to shift to student-centred learning methods in classrooms • explain active learning techniques that can be used in classrooms • describe the HPL framework to design and identify effective learning environments • plan an aligned learning environment to support students learning

12. What do you remember from the workshop on Active Learning? • Learning style • HPL • Student engagement • Learning theories • Constructive alignment • Cooperative learning • Scaffolding • Collaborative learning • Gen y • Informal CL • Formative and summative assessment • Planning class activities • Bookends approach • Effective learning environement • Bloom’s taxonomy

13. 1. What is the most meaningful formal learning experience that you had gone through? What made the experience significant?2. What is the worst (or worthless ones) experience you had in learning? Why was it bad?(Activity 1.1 & 1.2, pg 1)

14. Meaningful Vs Worthless Meaningful learning Worthless learning

15. Known Raw Material Product Now..??? Known Process Known Process Product Specification? Raw Material? What we had in Higher Education…

16. Changing (and Challenging) environment in the 21st Century…

17. Graduates need to be job-ready?

18. Greater concern for environment: impact to local communities

19. Ethical Issues 2nd Penang Bridge collapse, 2013 Fukushima Daiichi Nuclear Power Plant, Japan, 2011

20. Typhoon Haiyan Philipines, 2013

21. Boundary Crossing Competencies T-shaped Professionals communication, teamwork, networking, critical thinking, global understanding organizational culture, perspective, project management, etc General capabilities Many systems Many disciplines understanding and communications analytic thinking and problem solving Specialties Deep in at least one disciplines Deep in at least one systems Eg: electrical engineering, second language, industry experience

22. Malaysia’s New Economic Model Source: New Economic Model for Malaysia: Part 1 Target USD 15,000 GNI per capita by 2020 High income Quality of life Sustainability Inclusiveness Enables all community benefits from the wealth of the country Meets present needs without compromising future generations

23. The Grand Challenges in the 21st Century The end of oil? (Syed Helmi, 2011)

24. So, knowing that we are educating the future human resource and leaders, what do we want our students to be when they graduate?

25. What do we want our students to be when they graduate? (Activity 1.4, pg 9)

26. The Future Engineers and Engineering Education Characteristics Future Eng. Education • Analytical skills • Practical ingenuity • Creativity • Communication • Leadership • Team working • Professionalism • Dynamic, agility, resilience and flexible • Lifelong learners • Function in global economy • Principles of business and management • Ethics • Faculty-centered to learner-centered • Discovery-based or constructivist learning • Systems perspective • Avoid content orientation • Learn how to learn • inquiry-based scientific methods • team-based PS processes • Prepare engineers into the global economy The Industry View (Spinks, 2006) Engineering for a Changing World: A Roadmap to the Future of Engineering Practice, Research and Education (Duderstadt, 2008).

27. The Challenge…. Will what we normally do work for the 21st Century?

28. changes Technology advancement, especially internet Lives and businesses

30. Future Transportation

32. Desired Product Raw Material? Product Spec? Raw Material? Unknown Process Modified Process With OBE, now We Face… OBE

33. Current system OBE Student-centered Lecturer-centered Learning Outcomes Syllabus Learning environment What to teach Includes behavioral objectives Non-behavioral objectives Outcomes achieved? Content Assessment Students actively involved in learning Students passively learning (makes learning visible) (makes content visible) A paradigm shift for educational systems

34. Desired Product Raw Material? Modified Process Do we know our raw material?

35. Pedago-pathologies Amnesia Fantasia Inertia Shulman, Lee S. 1999. Taking learning seriously.Change, 31 (4), 11-17. From Karl Smith, 2007

36. 10% of what we read READING 20% of what we hear HEARING WORDS LOOKING AT PICTURES 30% of what we see WATCHING A MOVIE/VIDEO 50% of what we see and hear LOOKING AT AN EXHIBIT WATCHING A DEMONSTRATION SEEING IT DONE ON LOCATION 70% of what we say PARTICIPATE IN A DISCUSSION GIVING A TALK 90% of what we say and do DOING A DRAMATIC PRESENTATION SIMULATING THE REAL EXPERIENCE DOING THE ACTUAL THING THE CONE OF LEARNING (pg 12) AFTER TWO WEEKS WE TEND TO REMEMBER… PASSIVE ACTIVE Adapted from: Edgar Dale, Audio Visual Methods in Teaching

37. What are common problems faced by instructors when he/she tries to engage students to be actively involved in the learning process in the classrooms? • Think individually for about 30 seconds • Select a moderator and a recorder • Brainstorm in your team for about 3 minutes Objective: To generate as many as possible problems in getting students to be involved in the learning process (Activity 2.1, pg 13)

38. Challenges in getting students to be engaged in class

39. Problems when trying to engage students • Lack of response by most students (Barnes, 1980: students only responded 50% of the time when the whole class was questioned) • Domination by a few students (Karp and Yoels, 1987: in classes with less than 40 students, more than 75% of the interaction depends on 4 to 5 students; in a classroom of more than 40 students, more than 50% of the interactions comes from 2 to 3 students) • Refused to ask questions (Stones, 1970: 60% of students refused to ask questions in class, even though the instructor may encourage questioning)

40. Why the need to engage students?- an institutional perspective

41. Book-ends division of a class session 10-15 Min. Lecture 3-5 Min. Activity with Partner 10-15 Min. Lecture 10-15 Min. Lecture 3-5 Min. Activity with Partner Advance organizing 5 min. summary (based on Smith, 2007)

42. Advanced Organizer “The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly. David Ausubel Educational psychology: A cognitive approach, 1968.

43. Intermitten Discussion • Ensures all students are actively involved in learning the material being presented – choose the activity that would develop students at the desired cognitive level • Facilitates the understanding and retention of material being learned • Provides students with the opportunity to receive from classmates frequent and immediate feedback

44. Experimental study: Gave 50-minute lecture, tested immediately afterwards. Results: 70% Give active exercises or breaks % retained 20% 0 t (min) 50 t =time in lecture when information was presented From Felder and Brent, 2005

45. Closure Focused Discussions • Provide closure for a class session • Aim is to have students • summarise content learned, • integrate content into existing conceptual networks • lead towards homework and next class session

46. Individual Accountability Face to Face Interaction Cooperative Learning Positive Interdependence Appropriate Interpersonal Skills Regular Grp Function Assessment Principles of Cooperative Learning

47. 1 2 3 Formal Formal long-term groups ranging from one class to one semester– may perform longer structured activities Cooperative base groups - Formal support groups – from one semester until students graduate Informal Ad-hoc groups perform structured active learning activities Cooperative Learning Structures

48. Informal CL Activities • Brainstorming* • Focused Listing* • Opening Question* • Introductory Focused Discussion Pairs* • Cooperative Note Taking Pairs • Reflection • In-Class Teams • Think Pair Share • Note Checking • Guided Reciprocal Peer Questioning • TAPPS (Thinking Aloud Pair Problem-Solving) • Pair Composition • Pair Testing • Individual & Pair Testing • Question and Answer Pairs • Read & Explain Pairs • Turn to Neighbour Summaries • Two-Minute Paper** • One Final Question** • Closure Review Pairs** 48

49. Pattern in Informal CL Activities Involves everyone in the class!

50. Characteristics of Gen-Y?(Activity 3.1, pg 29)