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Development and assessment of engineering design competencies using a Technology Enhanced Learning Environment Madhuri Mavinkurve(10438803) Under guidance of Prof. Sahana Murthy IDP in Educational Technology Indian Institute of Technology

  1. Development and assessment of engineering design competencies using a Technology Enhanced Learning Environment Madhuri Mavinkurve(10438803) Under guidance of Prof. Sahana Murthy IDP in Educational Technology Indian Institute of Technology Bombay Powai, Mumbai, 400 076. 29-01-2016 Thesis presentation 1

  2. Background & Motivation 29-01-2016 Thesis presentation 2

  3. Engineering design thinking skill – What? Selecting components to Deciding fulfil specifications specifications Deciding circuits Problem Teaching of engineering design thinking skill 29-01-2016 Thesis presentation 3

  4. Engineering design thinking skill- motivation Importance of teaching learning of engineering design thinking Students lack Important engineering PAN Domain design thinking education outcomes Thinking skills [ABET] [ABET,2012; Eckerdal et al., 2006; May & Strong, 2011] 29-01-2016 Thesis presentation 4

  5. Engineering design thinking skill- Background Engineering design thinking is complex cognitive process and combination of inquiry, prediction, decision making, problem solving, estimation etc. Many diverse Students assessed Why teaching perspective about for final product engineering engineering design through design is difficult? definition. presentations Different teaching methods exist.(resource intensive, mostly problem oriented) 29-01-2016 Thesis presentation 5

  6. Problem statement 29-01-2016 Thesis presentation 6

  7. Engineering design thinking-competency approach • One of the recommended approaches(ABET) is use of measurable competency. • Competency based approach selected to define engineering design thinking skill. • Structure open problem (SOP) • Information Gathering(IG) Literature • Multiple Representation (MR) Synthesis • Divergent Thinking (DIV) • Convergent Thinking (CONV) [Davis et al 1995, Sheppard, 1997, Atman, 2001, Dym, 2005, Aurisicchio et al., 2007,Ahmed,2007] 29-01-2016 Thesis presentation 7

  8. Research Questions How to develop and assess engineering design competencies? Implemented using Educational Design Research [Van den Akker et al.,2012] Problem Design of Evaluation analysis prototype Refinement 29-01-2016 Thesis presentation 8

  9. Scope of Solution Domain:- Analog Electronics design problems. Types of design Type of design problems:- problems Innovative design problems. Confidence to attempt creative problems. Competency:- Learning outcomes and assessment for all competencies. SOP for intervention. 29-01-2016 Thesis presentation 9

  10. Types of problems [Brown, D. C., & Chandrasekaran, B. (1989)] • Routine Problem s - Effective problem decomposition is known, mapping of sub functions into physical components is clear, only task is to select appropriate components that optimise well established criteria. • Innovative problems - Top level functional decomposition is known, but physical realisation of sub functions require considerably more efforts, considering solution from scratch or making substantial functional or structural modifications to existing system. SCOPE • Creative Problems - Functional specifications are open ended, effective decomposition is not known and designer need to evaluate multiple options. Thesis presentation 29-01-2016 10

  11. Problem Analysis (Literature Survey ) How to develop and assess engineering design competencies? Related work on engineering design Related work on TEL environments competencies assessment for teaching thinking skills. How to design TEL environment to How to assess develop engineering design engineering design competencies? competencies? Research Questions 29-01-2016 Thesis presentation 11

  12. Design of prototype ‘backward design approach’ [Wiggins & McTighe, 2005] • Measurable competencies Defining operationalised using sub-competencies. learning outcomes • Engineering design assessment Create assessment rubrics technique and instrument • TEL environment to teach Develop instructional strategies, content engineering design intervention competencies.---TELE-EDesC 29-01-2016 Thesis presentation 12

  13. RQ-Diagram How to develop and assess engineering design competencies? How to assess engineering design competencies ? What are measurable units of engineering design competencies? 29-01-2016 Thesis presentation 13

  14. Engineering design competencies and assessment 29-01-2016 Thesis presentation 14

  15. Operationalisation of competencies • RQ--What are measurable units of engineering design competencies? • Data source :- Semi-structured problem-solving interviews of 5 experts. • Sample :- • Teachers (N=5) with more than 10 years experience in teaching design classes (experts).They solved open design problem for given application. • Data analysis- : • Design scripts analyzed using content analysis method. • Codes and categories are identified from the scripts. Scripts analysis 29-01-2016 Thesis presentation 15

  16. Sub competencies Competency Sub -Competency Structure Open Identification of specifications Problem(SOP) Use of specifications to structure open problem Implement design steps sequentially to structure problem Write structured problem statement I have identified sub-competencies for all engineering design competencies. 29-01-2016 Thesis presentation 16

  17. Design of assessment instrument-Rubrics Rubrics give timely detailed feedback. [Mertler 2001] 10/26/2017 29-01-2016 Thesis presentation 17 17

  18. RESULTS: Rubrics for design competencies • Example for Structure Open Problem Competency Sub- Target Needs Inadequate(1) Missing(0) competency performance(3) improvement(2) Is able to All relevant An attempt is An attempt is No attempt is identify visible and hidden made to identify made but most made to extract required specifications are specifications. specifications specifications relevant identified and Most are identified are specifications interpreted identified but few wrong or from given accurately. hidden irrelevant or open problem Irrelevant specifications are incomplete. specifications are missing or need not identified. interpretation. I have developed rubrics for all engineering design competencies 29-01-2016 Thesis presentation 18

  19. Assessment of Engineering design Details competency - Rubrics • Content (expert , N=4) • Construct [students solutions(N=20),expert Validity solutions(N=5)] • Criterion (comparing with design grade ,R^2=0.82) • Interrater reliability of rubrics (kappa=0.89) Reliability established with the help of design teacher (N=1)and researchers (N=2) • 7 teachers applied rubrics for assessing their Usability design solutions and usability survey indicated (SUS=72) 29-01-2016 Thesis presentation 19

  20. TEL environment intervention 29-01-2016 Thesis presentation 20

  21. RQ-Diagram How to develop and assess engineering design competencies? How to design TEL environment to develop engineering design competencies ? 29-01-2016 Thesis presentation 21

  22. Design of TELE-EDesC SOP1--Identification of • Leads to expected Sub specifications learning outcomes competencies • Experts design thinking Decision actions to attain learning making Metacognitive outcomes process • Trigger Formative metacognitive assessment processes Instructional Question and strategies feedback Pedagogical Decision framework Making Learning Task Dialogs Question TELE-EDesC (DMTQ) 29-01-2016 Thesis presentation 22

  23. TELE-EDesC Learning Dialogs DMTQ Simulative Manipulation 29-01-2016 Thesis presentation 23

  24. Learning Dialogs for SOP sub competency Amplifier design SOP SOP1 Sub-competen cy Identify gain and bandwidth are two Identify relevant important Learning specifications of specification of outcomes open design amplifier design problem Learning DMTQ DMTQ Dialogs (Question to identify gain as specification) 29-01-2016 Thesis presentation 24

  25. 29-01-2016 Thesis presentation 25

  26. TELE-EDesC modules developed Topic Open Design TELE-EDesC learning modules developed Problem DC circuit Design of 1.Importance of Q point in amplifier design design amplifier for 2.Location of Q point in amplifier design given 3. Amplifier design based on gain and application bandwidth AC circuit 4. Amplifier design based on impedance design Power amplifier Design of audio 5. Power amplifier design-impedance power amplifier matching 6. Power amplifier design based on power rating OP-AMP Design battery 7. Identification of comparator circuit for charge indicator charge indicator OP-AMP 8. Design of LED indicator and OP-AMP comparator circuit 29-01-2016 Thesis presentation 26

  27. Evaluation 29-01-2016 Thesis presentation 27

  28. Evaluation phase – Testing effectiveness of TELE- EDesC Following metrics used to test effectiveness of TELE-EDesC. • Learning effectiveness • Learning behaviour • Transferability of competency 29-01-2016 Thesis presentation 28

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