COMPUTER-AIDED DESIGN: PROBLEM-BASED LEARNING APPROACH X. Garikano Osinaga, M. Garmendia Mujika, A. Perez Manso University of the Basque Country (SPAIN)
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Abstract The development of the European Higher Education Area, assuring the quality of the higher education and fostering the mobility and employability of the graduates, has raised again the adequacy of the traditional learning strategies. In Spain, this fact has triggered a deep reflection process and testing of new methodologies, such as Problem-based learning (PBL) in various Universities. PBL has been tested and used for more than four decades and is considered effective and an engaging learning process that leads to an abiding and transferable knowledge. Typically, a real life problem or project is the starting point of the PBL methodology, and students, working in a collaborative environment, apply theory to practice following “learning by doing” concept. Students are the focus of the learning process, they identify what they know and their lack of knowledge to accomplish the project. Workgroup, peer learning and self-learning are encouraged by the teacher-facilitator to complete the process successfully. The paper reports the implementation process of this methodology in the Computer-Aided Design subject carried out in the last three years. Learning strategies, annotated schedules and assessment methods are presented. PBL and the traditional teaching methodology of the subject are compared and the results of the study are analysed. To conclude, e-learning tools (e.g. the Moodle platform) used to develop the subject and to support the communication and feedback requirements are mentioned. The use of different open source software tools during the learning stages is explained. Keywords: PBL, computer-aided design, support.
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INTRODUCTION Overview
Active teaching methodologies, such as project-based learning or cooperative learning [1] are flourishing in Spain at the present, while European universities continue with the process of adaptation to EHEA and try to improve the quality of teaching formats. The traditional education approach falls short due to requirements of responsiveness to the social, economic and cultural changes for the new graduates. Traditional learning environment presents theories as a logical sequence of information to proceed with application exercises of those theories and there is no discussion about why theories are developed or what realistic problems they solve. The information is not grounded in context, with no unifying factor, resulting in a very abstract and arid learning environment [2-4]. The motivation of the students decrease as they feel as passive players receiving information not linked to real labour reality. Among active learning strategies, Problem-Based Learning methodology situates the student in the centre of the learning process, it starts with an ill defined problem, usually based on real situations, and variety of skills and knowledge are built in the resolution steps. Students are conscious of the learning process identifying the weakness and strengths of it. This learning method not only lead to changes in classroom teaching, but also to the need for students to work in teams, coordinate and develop projects in non-classroom time [5]. Considering the advantages of PBL, a specific subject in the University of the Basque Country was adapted and a virtual learning environment was developed to support its implementation.
Proceedings of ICERI2011 Conference. 14th-16th November 2011, Madrid, Spain.
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ISBN: 978-84-615-3324-4
1.2
Background and a new proposal
The University of the Basque Country has developed a student-centred cooperative and dynamic (IKD: Ikaskuntza Kooperatibo eta Dinamikoa) learning-teaching model that promotes active learning strategies, as PBL. Computer-Aided Design (CAD) subject was chosen for the implementation of the PBL carried out the last three years in the Polytechnic School of Donostia-San Sebastian and this experience is reviewed in the present paper. The CAD subject is taught in the fourth quarter to four teaching groups (2 in Basque and 2 in Spanish). The average number of students registered for each group is close to 30. The software used is SolidEdge ST2. The PBL methodology has been applied to two groups (1 in Basque and 1 in Spanish). Two learning approaches have been compared to reflect the differences and advantages of each method. The syllabus is the starting point and the guide for the traditional approach. The different tools and options offered by the software are exposed in the classroom, following a logical sequence to conclude with simple examples of application. In the last six weeks students design a mechanical assembly as a synthesis of what they learned on the subject. Traditional approach is focused in a closed syllabus that is the same for all the students and the majority of the options of the software are shown, but only some of them are applied in the exercises completed by the students. On the other hand, the individual approach of the activities aimed at the evaluation process of each student, but it has little to do with the usual way of working in the industry: the machine design is done in workgroup, not individually. The proposed implementation gathers these aspects and makes explicit some skills that engineers should face in an innovation focus and complex-problem resolution environment. Two competences are defined as desired outcomes for the CAD classes: Effective use of the tools provided by CAD software, achieving the optimal development sequence of designing parts, choosing from the different tools the most appropriate options, and teamwork to accomplish a project, which integrates and applies the topics and procedures of the subject, resulting in a quality product.
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CURRICULUM ADAPTATION
New scope, required to modify the course curriculum in several ways. Firstly, the project is launched at the beginning of the course and is developed throughout it. This fact implies that previously programmed syllabus sequence needs to be modified and reduced to the basic content, so the students are able to start the project as soon as possible. The acquisition of the basic content is centered in problem discussion and resolution. The project time requirements limits the content exposed in the classroom, so that the traditional objective of working over all the tools and options of the software is transformed in the election of adequate options to overcome specific problems. While maintaining the general syllabus of the course, the level of deepness in classroom is less compared to traditional teaching. However, the basic content allows students to acquire knowledge not exposed during the classroom sessions. On the other hand, students define the project and generally they need to learn by their own content not presented in classroom which is necessary to carry out the specific tasks of the project they decided to develop. Therefore, for the acquisition of the basic content of the course, a sequence of activities based on problems is planned. Problems are selected considering situations that occur in the professional practice, trying to get closer to the real life context. In the first stage, student’s participation in exercise resolution is encouraged. A pair of students explains the set of scripts selected to solve the posed problem. Each step of the process is openly discussed and the options considered most appropriate to achieve the final results are agreed. The teacher plays a facilitator role, making questions trying to find weakness and mistakes in the resolution process, and proposing alternative options not known by students. The tasks are performed in groups working cooperatively, and learning techniques such as problem-solving puzzles are used to stimulate group performance. Likewise, different roles are assigned to the students to perform tasks. For example, after analyzing an assembly drawing by the group, one member makes the 3D design of a part, another does the manufacturing drawing from the previous design, and a third checks the drawing.
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Weekly, the workload (in and out classroom time) is scheduled. As a result, the course, consisting of 3 hours per week for one semester (15 weeks) has been divided into three parts. The simultaneous development of the two competences is pursued, in the beginning focusing on discussions on the contents of the program and gradually increasing the portion devoted to the project. In the first part the basic contents of the software are taught and the project is defined and planned, so once the basic contents are explained, student teams can start the project. The second part deals with advanced design content. Groups can integrate this knowledge into their project, modifying partially the planned tasks. Finally, the third part of the teaching program is flexible and is tailored to the interests of students or educational needs during the development of projects, and concludes with the presentation and defence of the project.
Fig1. CAD planning. The complexity of individual assessment of the knowledge and skills developed in workgroups [6] [7] requires an assessment strategy that suits the new learning strategy. The evaluation system used in CAD is flexible so that it tries to adapt to student progression. The percentages of the grade of the assignment will vary depending on the tasks performed and delivered by the student to the teacher, and their participation and contribution in the learning process. In theory, and for those who perform the scheduled tasks, the breakdown of the evaluation is: •
20%: a review of competences, with the condition of obtaining a minimum score of 4 (over 10).
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30%: Scheduled tasks.
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50%: Project (teamwork).
The set of assessment tools used are self- assessment by survey, individual exam to ensure a minimum level of knowledge, peer assessment and group assessment, oral presentation of the developed project and project portfolio.
2.1
Project development
Teamwork starts with a survey of previous experience in workgroups. Depending on the results, the planned activities program is kept or modified to suit to the initial situation. Students are asked to join in 4 member groups and a workload of 30 hours per student is estimated for project development. The first class sessions are focused on team performance and additional training is offered if it is needed. Workgroup establish the working rules, meeting agenda and the communication system. Various ill defined problem scenarios are presented as potential projects to be developed by students. The group must choose one of them and determine the specific project they are going to develop. Last year, the scenarios were about toy designing, reverse engineering, new product development… Students working in groups discuss the proposals, brainstorming sessions are suggested and emerging ideas are subjected to potential evaluation and feasibility studies Once the project requirements are defined, the project is deeply scheduled: the stages in the project development are detailed, time for each stage is estimated, division of tasks and task owners are assigned, and deliverables are programmed. The group also establishes a procedure for internal
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coordination and review of the accomplished work. All team members are the responsible for the work to be done. In the beginning the teacher promotes effective group meetings helping to assign roles, to write meeting minutes and to control meeting time. Each meeting minute is uploaded to the group wiki, so the project development is easily monitored. Finally, the group projects are presented in the classroom, with special emphasis on applied knowledge, the difficulties they found and how they were solved, and new skills learned during the development of the project. Besides technical aspects, operational issues of teamwork are reviewed. A final assessment of the project includes these aspects, in addition to group assessment and teacher’s evaluation. In the group assessment the contribution to the team of each member is self and peer assessed. Depending on the evaluation the final mark of each student for the project is set it up. The following pictures of the project submitted by the students reflect the quality of their work and the high level they acquire with PBL methodology:
Fig2. Projects.
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VIRTUAL LEARNING ENVIRONMENT: MOODLE
This approach to the subject implies the need for continuous monitoring of the learning process and constant interaction with the working groups to guide the development of the project and meet the learning objectives. The interaction needs to be promoted between members of the group as well as between teacher and students. The monitoring and interaction process take place in the classroom time, but also should continue during the non-classroom time, for which virtual learning environment is essential. Moodle platform has been chosen because is a very popular cost-free solution [8]. It is easy to install, manage and use, so Moodle has an active community which provides constant support and modules development and is widely accepted among educators. From the set of e-learning tools offered by Moodle, some of them have been chosen and adapted to learning strategy and commented below: •
Background and expectations: The planning is designed taking into account the starting point of the students. Data about the level of their prior knowledge and their expectations in relation to the subject is needed. Survey tool was used to determine what prior knowledge about the handling of the software used in the course (Solid Edge) they have and their skills in technical drawing in addition to interpretation of drawings and spatial ability. This module helped to identify students without previous experience in computer drawing. To contrast the results a task was performed in the classroom.
•
Creating working groups: Students choose which group they want to belong using the query module. This tool allows knowing the composition of the group constantly and limits the
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number of the group members. Groups were created by affinity between the students, but also by considering the time slots they share. •
Group forums and collaborative classroom forum: It is necessary to ensure a continuous communication inside the group to face problems, doubts or to take a decision to not stop the project development. Virtual forums address these issues rapidly and there is no need of in person meetings to solve them. In addition forums offer the possibility of sharing information and documents. There is a private forum option but in a collaborative learning environment, open forums may help or inspire other group activities. Messages are restricted to the group members, but they are visible for the rest of the groups. Classroom forum stimulates the participation of all students, but for its effectiveness some rules and awards should be established. Generally the student who writes a question waits for the teacher to answer it. In order to break that tendency, teachers only will answer if nobody is able to answer the question in a reasonable time, or if it is answered and it is necessary to clarify or go deep into topics. It is recommended that a mark be given for participation.
•
Making cooperative tasks: The PBL methodology is inspired in social learning, instead of suggesting individual tasks to the student, group activities are proposed which involve the contribution of all members. Collaborative work may be introduced through wikis or glossaries. For example, development of glossaries about concepts of the subject, development of libraries of standards or internet resources, …
•
Peer review: One of the most interesting learning activities that promote collaboration among the students is peer assessment. It is useful to evaluate individual activities but also to assess group tasks. In CAD subject, the project deliverables are submitted to such assessment in the different stages of development. So, workgroups get information in two ways: o
The projects receive feedback and suggestions from other groups. Different points of view help improving the group’s initial proposal.
o
On the other hand, when analyzing deliverables of other groups, students find new ideas, options and variations to apply to their projects.
For peer assessment, Moodle’s workshop tool allows file sharing and virtual evaluation.
4
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Self-assessment module: The students realise of their individual situation in the learning process using this module. It helps to detect and correct deficiencies or difficulties the student may have. Questionnaire module can offer automatic correction providing feedback and recommendations when the answer selected is wrong.
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Project monitoring: To control the development process of the project through the different stages Wiki module was implemented. Each group reflects the progress of the project in this virtual environment. Deliverables and meeting minutes are uploaded to group’s wikis that has public access to other groups. The public access without altering the information of other groups improves the general quality of the deliverables.
•
Workload control: One of the problems in an activity program design is whether the workload of students is correctly estimated. Often, the estimation does not conform to real workload and there are no tools to check this out. In CAD subject, survey module was configured to control the workload of students weekly (how many time they dedicated to study, task or project execution).
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Project presentation: When the project was concluded, each group made a webpage using the module glossaries where the project was exhibited. Thus, an online library of projects is completed over years and it stimulates and motivates new students to improve the projects from previous courses.
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Assessment surveys: self-assessment, peer assessment and group assessment as well as teacher role can be evaluated through the surveys that provide instantly a report with the results.
FINAL REMARKS
The CAD subject has been adapted to reduce the existing gap between the professional practice and the passive learning experience in the classroom. Following the recommendations of EHEA and the
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active learning model adopted in the University of the Basque Country, CAD subject has been reformulated to PBL methodology. There are evidences emerging that reveal a favourable trend of the results obtained with the implemented methodology: •
students take the control of the learning process playing an active role,
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problem-solving, team working and communication skill are made explicit and are thoroughly worked, and
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the designed program activities is inspired in the labour market taking into account the future roles that graduates will play.
The use of active learning methodologies such as Project Based Learning, involves changes in the classroom teaching. Students work in teams and they have to coordinate and manage the time dedicated to the project in and out classroom time. Moodle platform facilitates the communication and interaction of the students, groups and teacher and makes possible continuous monitoring and evaluation of the learning process trough a virtual workspace. This three year process has concluded the implementation of the PBL in a single subject, but this learning approach pushes us ahead in new directions. In that sense, it would be desirable to carry out projects for application of knowledge of various subjects in a single project (interdisciplinary projects) and to redesign the curriculum to integrate the skills mentioned above in different levels for each course. We've got a long way to go...
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P. Wellington, I. Thomas, I. Powell, y B. Clarke (2002).Authentic assessment applied to engineering and business undergraduate consulting teams. IJEE, vol. 18, pp. 168-179.
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Maskell D. (1999). Student-based Assessment in a Multi-disciplinary Problem-based Learning Environment. Journal of Engineering Education.
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