Introducing "knowledge readings": Systems engineering the pedagogy for effective learning
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Introducing “knowledge readings”: Systems engineering the pedagogy for effective learning Joseph Kasser Kasser J.E., “ Introducing “knowledge readings”: Systems eng ineering the pedagogy for effective learning ”, proceedings of the APCOSEC, Yokohama, 2013. 1
description
By Joseph Kasser. This presentation shows that by a slight modification to the current concept of operations of a class in which the students provide the lecture rather than the instructor, the learning experience can be more effective. The modification is called ‘knowledge readings’ which: Allow students to exercise cognitive skills at levels 3-6 of the upgraded version of Blooms’ taxonomy. Provide a better learning experience, since learning for the purposes of presentation is a good way of ensuring retention of the knowledge. Easily identify if students understand the knowledge being taught in the session. Demonstrate that different people perceive information differently. Enable the instructor to correct misinterpretations as they arise. Provide students with the opportunity to practice presentation skills and obtain feedback on content and style. The major contribution of this presentation is the use of systems engineering to combine the modified Bloom’s taxonomy (Overbaugh and Schultz, 2013) with the often quoted learning pyramid developed in the 1960’s at the National Training Laboratories, Bethel, Maine (Lowery, 2002), and the earlier Dale Cone of Experience (Dale, 1954).
Transcript of Introducing "knowledge readings": Systems engineering the pedagogy for effective learning
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Introducing “knowledge readings”:
Systems engineering the pedagogy for effective learning
Joseph Kasser
Kasser J.E., “Introducing “knowledge readings”: Systems engineering the pedagogy for effective learning
”, proceedings of the APCOSEC, Yokohama, 2013.
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Topics
System development process (SDP) problem-solving perspective
Holistic problem-solving Perspectives on the undesirable
situation Knowledge readings Requirements for knowledge
readings Results Questions and comments
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Problem-solving
Problem
Remedial action (problem solving)
Solution
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SDP Problem-solving perspective
Undesirable situation
(t0)
Feasible Conceptual Future Desirable Situation
(FCFDS) (t0)
Problem
Remedial action
(problem solving)
Solution
Actual situation (t1)
Still undesirable
?
No
Yes or partial
End
Undesirable situation
(t2)
System Development Process (SDP)
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The classroom
The undesirable situation The learning environment in classes on systems
engineering and project management is ineffective Need to create an effective learning environment
The Feasible Conceptual Future Desirable Situation (FCFDS)
An effective learning environment in classes on systems engineering and project management
The problem How to transition from the current classroom to the
FCFDS The remedial action
The solution system development process (SDP)
Holistic approach to dealing with problems
Observe
Formulate hypothesis
Test hypothesis
Research
Refuted Supported
8 Descriptive Holistic Thinking Perspectives
Scientific HTP
Often fo
rgotte
n
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Undesirable situation: Big picture perspective
Learning takes place in a classroom a system consisting of students,
instructor, technology and knowledge The literature discusses the need to
improve cognitive skills of systems engineers and project managers Current courses don’t seem to be
doing this other than providing some degree of ‘systems thinking’
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Undesirable situation: Operational perspective
Students are supposed read the session material individually before the session begins (ideal)
Lecture by the instructor summarises the readings highlights the main points adds additional material pertinent to the
session Group exercise
Presentations Short discussion facilitated by the
instructor
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Undesirable situation: Operational perspective
Students are supposed read the session material individually before the session begins (ideal)
Lecture by the instructor summarises the readings highlights the main points adds additional material pertinent to the
session Group exercise
Presentations Short discussion facilitated by the
instructor
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Undesirable situation: Functional perspective
Students have different learning styles Seeing, hearing etc.
Teachers have different teaching styles Lecturing, discussing, focus on type of
knowledge, etc. Mismatches
Boredom Poor performance
Effectiveness of delivery method
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Quantitative perspective:Retention rate after 2 weeks
KR
Redrawn Dales’ cone and Learning Pyramid
Flipped Classroom
Classroom
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Feasible Conceptual Future Desirable Situation (FCFDS)
Providing the five top aspects of the engineering design process that best equip secondary students to understand, manage, and solve technological problems (Wicklein, et al., 2009):
1. Multiple solutions to a problem/requirement2. Oral communications3. Graphical/pictorial communication 4. Ability to handle open-ended/ill-defined problems5. Systems thinking
Grading based on cognitive skills and knowledge Incorporating higher levels of Bloom’s taxonomy
Going beyond systems thinking to holistic thinking Systems thinking provides understanding Holistic thinking identifies problems and provides
solutions
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Solution situation: balanced classroom
5 top aspects (Wicklein, et al.)(student’s perspective)
Lecture
Exercises Knowledge readings
Multiple solutions to a problem/requirement
Listened
Experienced
Experienced additional examples
Oral communications - Experienced
Experienced
Graphical/pictorial communications
Received
Experienced
Experienced
Ability to handle open-ended/ill-defined problems
- Experienced
-
Systems thinking Listened
Went beyond
Went well beyond
Classroom session
Lecture Exercises Knowledge readings
Individual assignment
Knowledge readings provide additional and extra opportunities
No classes
on these
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Solution situation
Bloom’s taxonomy
Lecture Exercises
Knowledge readings
6 Creating √
5 Evaluating √
4 Analyzing √
3 Applying √
2 Understanding Unknown
√ √
1 Remembering Listened √ √
Classroom session
Lecture Exercises Knowledge readings
Individual assignment
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Requirements for knowledge readings (team exercise)
1. Summarize content of reading (<1 minute)2. List the main points (<1 minute)3. Prepare a brief on two main points4. Brief on one main point (<1 minute per point)5. Reflect and comment on reading (<2 minute)6. Compare content with other readings and external
knowledge7. State why you think the reading was assigned to the
session8. Summarize lessons learned from the session and
indicate source of learning (<2 minutes)o e.g. readings, exercise, experience, etc.
9. Use a different team leader for each session10. Presentation to be less than 5 minutes
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Cognitive skills: Beyond systems thinking
Ability to find similarities among objects which seem
to be different
High Problem solvers (III)
Innovators (V)
Low Imitators, Doers (II)
Problem formulators
(IV)
Low High
Ability to find differences among objects which seem to
be similar
Table by Gordon G. et al. “A Contingency Model for the Design of Problem Solving Research Program”, Milbank Memorial Fund Quarterly, p 184-220, 1974 cited by Gharajedaghi, System Thinking: Managing chaos and Complexity, Butterworth-Heinemann, 1999
“Ability to find” comes from
application of holistic thinking
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Grading
Grade Taxonomy level Ability being testedA+ 6 Creating Can the student create a new
product or point of view?
A 5 Evaluating Can the student justify a stand, position or decision?
B+/B 4 Analysing Can the student distinguish between the different parts?
B- 3 Applying Can the student use the information in a new way?
C+ 2 Understanding Can the student explain ideas or concepts?
C 1 Remembering Can the student recall or remember the information?
Downside – grading on a curve is difficult
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Results: Grades
Initial grades match observed student behaviour Can be adjusted to curve
A+ A A- B+ B+ B- C+ C C- D+0
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A+ A A- B+ B+ B- C+ C C- D+0
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10
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Split cognitive skills Low cognitive skills
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Results
Team presentations in each session differ There can be more than one correct/acceptable
solution to a problem There can be more than one way to satisfy a
requirement Presentations provide excellent ‘learning
opportunities’ Based on the mistakes the students in content, style
and format Students like feedback on what was good and
what was bad Presentations evolve
Better techniques for presenting information get picked up by other teams
The instructor can point this out to the students showing that learning has taken place
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Results
Some students don’t seem to be able to make connections between the different elements of the knowledge they are learning
They don’t seem to be able to see connections between
readings on the same topic readings from the current session and readings from earlier
sessions
Students misuse bar charts, line graphs or pie charts and need to be shown when to use which type of chart
By comparing the information presented in the different charts students soon pick up on when to use which chart.
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10
0
50
100
A B C D E
Example: showing evaluation scores
1 2 3 4 50
50
100
150
200
250
300
350
400
450
84
127
231.5
127
239.5
16.5
24.15
39.6
16.95
52.35
Sensor Weapon Systems C2 System
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Results
Students who are used to classes where they are lectured at, need to be shown why the knowledge readings have been introduced Generally done in the introductory session to
the semester. Student feedback is
the knowledge readings are a lot of work they have learnt a lot the classes are changing the way they think
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In summary Knowledge Readings
Provide 3 of the 5 top aspects of the engineering design process that best equip secondary students to understand, manage, and solve technological problems
Multiple solutions to a problem/requirement Oral communications Graphical/pictorial communication
Allow students to exercise cognitive skills at levels 3-6 of the upgraded version of Blooms’ taxonomy
Demonstrate that different people perceive information differently
Enable the instructor to correct any misinterpretations as they arise
Provide a better learning experience for the students Need knowledgeable and confident instructors
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Student evaluations
Why you should use knowledge readingsWhat’s in it for you?
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Questions or comments?
For a free pdf version
contact [email protected]
Today’s presentation is based onKasser J.E., “Introducing “knowledge readings”: Systems engineering the pedagogy for effective learning”, proceedings of the APCOSEC, Yokohama, 2013, http://therightrequirement.com
