How can professional engineering practice inform ethical ...

How can professional engineering practice inform ethical engineering curriculum design?

Karin Wolff

- 10 June 2013 -

Intention: To understand the knowledge underpinning practice so as to better align curriculum and pedagogy.

Overview

• Mapping engineering practice

• Identifying knowledge types

• Implications of different knowledge structures

• Code clashes & shifts

• The way forward

• Tools to take along…

Task 1

• In your ‘field’ groups, map the range of sectors, occupations & activities in your field

• Use the flip chart sheet

10 min

Task 2

• Select one typical ‘activity’: sequence the chronological & simultaneous tasks in that activity (give examples)

• Try a ‘flow chart’ approach

15 min

Mapping process

Task 3

• For each task allocate exact knowledge required

• Do not use subject names – be specific

10 min

Natural / Physical Sciences [GREEN]

Mathematical Science [RED]

Engineering Science & Technologies [BLUE]

OTHER

Knowledge Structures

Discourses

• Hierarchical

• Horizontal

Knowledge structures: Hierarchical

• LEARNING:

Strong sequencing; each element must be grasped before moving on. Explicit teaching & mediation are necessary.

• APPLICATION:

Use tools like mathematics, symbols, language & objects to demonstrate principles which describe the behaviour of the physical world.

• ALLOCATION OF LEARNING TIME:

These types of knowledge take years to develop conceptual grasp. If base, sequential concepts are in place, principles can be grasped quickly – periods can be shorter.

Knowledge structures: Horizontal (strong) • LEARNING: Each ‘language’ and its

own principles need to be learnt independently. Sequencing is NOT as strong as in Hierarchical knowledge. Principles need to be explicitly taught. The more ‘languages’ acquired, the easier the learning of a new one.

• APPLICATION: These kinds of knowledge are ‘problem-solving’ tools. There are often multiple approaches to applying this kind of knowledge.

• ALLOCATION OF LEARNING TIME: These types of knowledge need more time to acquire ‘masses of particulars’, and to practice a range of application scenarios. This can also be done independently.

• LEARNING: Non-sequential accumulation of “masses of particulars”. Can be done independently. Requires access to a range of examples and comparisons.

• APPLICATION: Many variations or options for solving the same problem. A combination of tools like mathematics, symbols, and language to analyse, describe and manipulate phenomena.

• ALLOCATION OF LEARNING TIME: These types of knowledge take TIME and RESOURCES. Ideally, students need access to the required resources to practice on their own. ‘Trial & error’ works well.

Knowledge structures: Horizontal (weak)

Task 4

• Map the types of knowledge structures in the chosen task set

• Add arrows to your map

10 min

Natural / Physical Sciences [GREEN]

Mathematical Science [RED]

Engineering Science & Technologies [BLUE]

OTHER

Typical ‘Silo’ Curriculum structure

1 MEC

2 MEC

3 MEC, 4 4 MEC

5 MEC

6 MEC

7 MEC

8 PHY

9 PHY 10 PHY

11 PHY

12 GEN

15 SOC

16 SOC

17 MEC

18 SOC

19 GEN

20 SOC

21 MEC

22 MEC

23 MECH

24 MEC

25 PHY

26 SOC

29 PHY

30 PHY

32 SYS

33 MEC

34 SYS

35 MEC

36 LOG

37 MEC

39 MEC

41 PHY 43 SYS

44 LOG

45 PHY

46 ELE 48 MAT

49 MAT

50 MAT

52 LOG

53 LOG

55 MAT

56 SYS

57 SYS

58 SYS

59 SYS

60 SYS

62 SYS

63 SYS

64 SOC

66 SYS 68 LOG

69 LOG

70 MAT

71 SYS 72 LOG

73 MAT

76 PHY

77 MAT

79 MAT

80 PHY

81 LOG

83 SYS

-6

-4

-2

0

2

4

6

Strong semantic gravity – context-dependent

1

2

3

Real practice is not linear!

Discussion

• Which kind of knowledge structure is most frequent?

• Compare this to the weighting of ‘subject’ types in curriculum

• What aspects do your students & graduates find most challenging?

• Where are potential code/structure clashes

Curriculum Review: Knowledge & Practice Mapping

CLOTEX staff hard at work mapping knowledge & practice in the field of Clothing & Textile Technology

6 Sep 2012

R&D

Manufacturing

Textile Technology

Retail

CLOTEX Knowledge, Practice, Technology & Communications MAP

Karin Wolff ENGFAC HEQF Curriculum Design 2012

Real team work!

Feedback

• (Different Faculty): ‘I think we’ve written what we think they should be doing… I don’t really know what our graduates do?’

• ‘Oh my word – we can’t possibly cater for all this in one qualification!’

• ‘They actually go through the same type of process no matter where they work: Research – Plan – Create – Test – Produce – Sell’

• ‘A lot of our subjects are actually aimed at a very limited area – R&D – most of our graduates don’t work in this area’

• ‘They need far more mental arithmetic than real maths!’

• ‘We don’t really know what technologies they are using – just the generic ‘types’ of technology.’

Outcomes

The knowledge & practice mapping enables a department to:

• Bond!

• Critically reflect on their perception of the purpose of a qualification

• See the need to look more closely at real world practice

• Analyse the fundamental principles, procedures, technologies & forms of communication necessary for practice

• Realise that each staff member has a role to play

Redesigning the curriculum

Phys ics base: Engineering Mechanics 6

Mechanics of Materials

and Structures 4 4

Engineering Principles 6 Project8

Engineering Dynamics 12

Electrical Drives and

Actuators 8

Electrical Engineering

and Electronics I 6

Electrical Engineering

and Electronics 2 4

Electrical Engineering

and Electronics 3 12 4

6 8 4 Fluid Power Systems 3 4 3

4 Fluid Power Systems 2 4 4 Process Control 6

Logic base:

Computer

Programming 1 12 Fluid Power Systems 1 4 4 3 3 6

Engineering 4 Industrial Control 1 6 3 5

Problem-solving Algebra and Calculus 1 8 Algebra and Calculus 2 6 6 Industrial Instrumentation 3 6 9

4 6 2 3 Industrial Networking 6 Mechatronics 3

4 2 3 6 Industrial 10

Appl ied Technologies

Computer Aided

Design 6

Embedded Systems

Design 4 Industrial Control 2 6 Automated Manufacturing 6Project 12

2 4 7

4 2 2 3

Engineering Professional

Practice 8 8

Communications/ AL/ CompStud 4

Engineering

Professional Studies 4 12

Practice 12

60 60 60 60 60 60Pra

cti

ce

s

Mechatronic Design

Project

Mechatronic System

Design

Kn

ow

led

ge

Ba

se

Sk

ills

S1 S2 S3 S4 S5 S6

• Deepening the disciplinary base

• Scaffolding ‘practice’ sites

Differentiating between types of

Knowledge & Practices

Knowledge types

A Principles

B Problem Solving

C Technologies

D Communications

E Practice*

Physics-based

B1 – Mathematics B2 – Logic programming

Computer-based Academic Literacy;

Visual Literacy Professional Practice Work-Integrated Learning (WIL)

Modalities: Work-directed theoretical learning (WDTL); Problem-Based Learning (PBL); Project-Based Learning (PjBL); Workplace Learning (WPL); Projects: Research, analysis, manufacturing, maintenance, design

Physics-based & Mathematics Technology & Communication

(eg. Engineering drawings; MS Office)

Physics-based & Logic Logic & Technology

(Computer programming; control systems)

Physics, Logic, Maths & Technology

Physics, Logic, Maths, Technology, Communications

Summary

• Integrating knowledge requires explicit understanding of the independent nature of and relationship between different forms of knowledge at the level of context AND concept

• Curriculum design principles:

–Differentiate between forms of knowledge

–Identify the range of practices

–Deepen the disciplinary base

–Scaffold combinations of knowledge types

–Integrate ‘complex practice sites’

Karin Wolff ENGFAC HEQF Curriculum Design 2012

The way forward

• Building capacity: start in subject clusters

• Find collaborators: inter-departmental, inter-

institutional

• Resources:

https://sites.google.com/site/saengineeringeducationinfo/