We’ve got 19 shining faces in the Problem-Based Learning module we are conducting on Tuesdays in May. (Not to mention three shiny teachers!)
In the Fulbright application I submitted two Augusts ago, I promised to co-teach a class at DIT that used Problem-Based Learning. At the time I applied, I anticipated that I would co-teach an architecture course. But in the course of the interviews I conducted, I discovered it had been quite a while since DIT’s Learning, Teaching and Technology Centre (LTTC) had offered a module for faculty/staff on how to implement Problem-Based Learning.
I’ve witnessed such remarkable results that seem to have accrued as a result of the topic having been offered in the past–by Terry Barrett and Brian Bowe.
So, I recruited some folks (Orla Hanratty, Brian Bowe, and Gavin Duffy) to help and 19 students enrolled in the course. Here are some photos from Day One….
Orla introducing the Problem-Based Learning class on Day 1.
Eric Bates and team discussing aspects of PBL
This class is about helping students learn in groups.
And have fun doing it.
Brian Bowe, the Head of Learning Development for the College of Engineering and the Built Environment at DIT, is our resident expert.
I’ve been away from blogging to focus on my mini lecture tour. I spent a week in Portugal and a week in Belgium visiting universities, meeting with students and educators, and sharing ideas about how to teach and learn effectively.
My first stop in Portugal was to an engineering program located a ferry ride from Lisbon.
My colleague Bill Williams teaches there. I had met Bill at the European Society for Engineering Education (SEFI) conference in Greece last September. Bill was born in Cork, Ireland. He teaches English to engineers, is working on a PhD, and does high-quality engineering education research. He helped coordinate my trip in a way that allowed me to visit five different campuses while I was in Portugal. Bill seems to know everyone in Portugal who is doing research about how to educate engineers.
Bill hopes to get more people using active learning approaches in the classrooms at Escola Superior de Tecnologia do Barreiro – Instituto Politécnico de Setúbal so the two of us conducted a two-hour workshop on Project-Based and Problem-Based Learning. Thirteen people came to learn about PBL, hear about methods in use at Dublin Institute of Technology and about research I’ve been doing at DIT, and work together to develop ideas for implementing PBL across one program at the institute in Setubal.
Bill and I hope those ideas will move from hypothetical to actual someday soon.
Today, I’m posting images that the institute’s photographer took of the event. I have many more of the participants working in groups to explore the “problem” of how to implement PBL in Setubal. I was thrilled to receive email from participants after the event via Bill — I was really impressed that they took time to say they enjoyed the workshop.
I’m becoming a bigger and bigger believer in collaborative learning! Last semester I did lot of research about how engineering professors (i.e., lecturers) here at Dublin Institute of Technology worked together to develop new ways of teaching electrical engineers. I was amazed to discover how incredibly much they learned by working together.
Such impressive knowledge gain is the premise behind Project-Based Learning and other group-based learning formats.
Orla and Shannon in the throws of course planning.
My day today was filled with meetings about collaborative research and teaching projects.
With the help of five different tech guys, I got SPSS up and running so that I will be able to help analyze data on that Mike Murphy and I collected from engineering and engineering technology students. We asked them what they saw themselves doing in the future, how well prepared they feel to start work, and what kinds of things they’ve focused their efforts on over the past few years.
After lunch I met with Orla Hanratty of DIT’s Learning, Teaching and Technology Centre (LTTC) and introduced her to Brian Bowe. She’ll be co-teaching a course (i.e., module) with us in May. We aim to increase the usage and visibility of Problem-Based Learning at DIT by teaching more teachers to use Problem-Based Learning in their own classrooms.
And now, tonight, I’ve been working on a proposal for funding with Ted Burke and Damon Berry. It’s an opportunity that the college’s head of research, Marek Rebow, told me about yesterday and it has to be completed immediately.
I rallied the troops. Ted drafted some text. Then Damon and I were adding our own contributions to it using Google Docs. It was so strange… Damon and me editing the same document at the same time. It turned into a bit of an academic chat session. We tossed ideas back and forth, discussing budget, objectives, and ways to improve what we’ve already got in place.
We’ll do more of that tomorrow, when the three of us meet to hash this out… and have some fun learning in the process.
RoboSlam website that we hope to tweak.
Ted Burke advising me on robot design at the recent RoboSlam.
Damon Berry and John McGrory learning together.
This is a picture of a flexible lab for learning engineering. It is a space for group-driven problem-based learning, or a “PBL classroom.” A colleague of mine back in Virginia who is an expert in engineering education said she wasn’t familiar with this type of space, so I though I’d post it for others to see.
The flexible learning lab in the DIT electrical engineering program.
It was designed to promote team learning and provide access to materials and tools for building engineering projects. Above, Gavin’s Instrumentation class had just wrapped up for the morning.
…creating robots, weather stations, and other marvels.
The article Improving Engineering Students’ Design Skills in a Project-Based Learning Course by Addressing Epistemological Issues that Gavin, Brian, and I wrote for the SEFI conference in Greece is available for download on DIT’s ARROW database. Check it out!
DIT students preparing for a Robo Sumo time challenge.
“Learning retention rate corresponds directly to personal engagement. In the process of teaching a concept or skill to others, for instance, a person achieves an impressive 90 percent retention of that knowledge. Through the practice of doing, without the additional task of teaching, the retention rate falls somewhat to 75 percent. And the diminishing return continues from being in a discussion group (50 percent), seeing a demonstration (30 percent), an audio-visual presentation (20 percent), and, toward the bottom, reading (10 percent) and hearing a lecture (5 percent).”
This interesting information came from Inform magazine. A publication of the Institute for Applied Behavioral Science was cited as the source.
I searched out this image after Ted posted the comments below. The chart was derived from research by Dale (1969) and is available on a web page of the University of Sydney.