Abstract
CONTEXT
A major defining aspect of engineering involves solving problems, and over recent years there has been significant development of problem-based-learning approaches to engineering education. While this puts the focus on the problem, which can be highly motivational for students, it is perhaps equally important to highlight the solutions, in what might be called a Solutions-Based- Learning approach to engineering education.
PURPOSE OR GOAL
This paper presents a Solutions-Based-Learning (SBL) approach to teaching, in which topic material is packaged and presented through a lens that focuses on its relationship to its use as an ‘engineering tool’. Tools empower engineers to solve problems and design the future, effectively, efficiently, and practically. When students understand that they are continually building their toolkit, it can be highly motivating and truly empowering. If this tool-focused approach can be delivered online it is even more powerful and can have global impact for engineering education.
APPROACH OR METHODOLOGY/METHODS
Viewing course content through a “tools” lens, has led to focusing on the ‘what’, ‘how’ and ‘why’ questions that students naturally have as a starting point when confronted with new engineering challenges and topics. More specifically, ‘What is this new tool?’, ‘How does it relate to my existing toolkit?’, and ‘Why is it useful to me?’.
A major component has been the production of 190 short videos to support student-centred learning at a self-directed flexible pace, and in three main learning modes: 1. As components of a whole Unit (subject), structured around focused tools/topics, interleaved with practical problem solving sessions allowing students to engage in self-directed problem-solving; 2. As on-demand isolated, searchable, answers to commonly asked questions; 3. As browse-able “fundamental understanding” content, providing a narrative around the tools and the problems they solve.
ACTUAL OR ANTICIPATED OUTCOMES
Student feedback scores in EE UG Unit(s) have been strong, averaging 4.5/5 for questions related to online content. Student grades have improved significantly over the past three years. In one Unit the percentage of D or HD increased from 11.1% in 2019, to 21.2% in 2020, and 34% in 2021. The videos are delivered on a YouTube channel that receives 4000 views daily globally and is ranked in the top 10% of all “education” category YouTube channels globally across all topic areas.
CONCLUSIONS/RECOMMENDATIONS/SUMMARY
The use of focused and carefully planned videos has proved to be highly effective in reframing engineering education and empowering students with an expanding toolkit of skills for their future.
A major defining aspect of engineering involves solving problems, and over recent years there has been significant development of problem-based-learning approaches to engineering education. While this puts the focus on the problem, which can be highly motivational for students, it is perhaps equally important to highlight the solutions, in what might be called a Solutions-Based- Learning approach to engineering education.
PURPOSE OR GOAL
This paper presents a Solutions-Based-Learning (SBL) approach to teaching, in which topic material is packaged and presented through a lens that focuses on its relationship to its use as an ‘engineering tool’. Tools empower engineers to solve problems and design the future, effectively, efficiently, and practically. When students understand that they are continually building their toolkit, it can be highly motivating and truly empowering. If this tool-focused approach can be delivered online it is even more powerful and can have global impact for engineering education.
APPROACH OR METHODOLOGY/METHODS
Viewing course content through a “tools” lens, has led to focusing on the ‘what’, ‘how’ and ‘why’ questions that students naturally have as a starting point when confronted with new engineering challenges and topics. More specifically, ‘What is this new tool?’, ‘How does it relate to my existing toolkit?’, and ‘Why is it useful to me?’.
A major component has been the production of 190 short videos to support student-centred learning at a self-directed flexible pace, and in three main learning modes: 1. As components of a whole Unit (subject), structured around focused tools/topics, interleaved with practical problem solving sessions allowing students to engage in self-directed problem-solving; 2. As on-demand isolated, searchable, answers to commonly asked questions; 3. As browse-able “fundamental understanding” content, providing a narrative around the tools and the problems they solve.
ACTUAL OR ANTICIPATED OUTCOMES
Student feedback scores in EE UG Unit(s) have been strong, averaging 4.5/5 for questions related to online content. Student grades have improved significantly over the past three years. In one Unit the percentage of D or HD increased from 11.1% in 2019, to 21.2% in 2020, and 34% in 2021. The videos are delivered on a YouTube channel that receives 4000 views daily globally and is ranked in the top 10% of all “education” category YouTube channels globally across all topic areas.
CONCLUSIONS/RECOMMENDATIONS/SUMMARY
The use of focused and carefully planned videos has proved to be highly effective in reframing engineering education and empowering students with an expanding toolkit of skills for their future.
Original language | English |
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Title of host publication | 33rd Australasian Association for Engineering Education Conference (AAEE 2022) |
Subtitle of host publication | Future of Engineering Education |
Place of Publication | Sydney |
Publisher | Australasian Association for Engineering Education (AAEE) |
Number of pages | 9 |
ISBN (Print) | 9781925627756 |
Publication status | Published - 2022 |
Event | Australasian Association for Engineering Education Conference (33rd : 2022): Future of Engineering Education - Sydney, Australia Duration: 4 Dec 2022 → 7 Dec 2022 Conference number: 33rd |
Conference
Conference | Australasian Association for Engineering Education Conference (33rd : 2022) |
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Abbreviated title | AAEE 2022 |
Country/Territory | Australia |
City | Sydney |
Period | 4/12/22 → 7/12/22 |
Keywords
- Online Delivery
- SBL
- Problem Solving
- Student Focused Learning
- Self-Directed Learning