COOPERATIVE LEARNING

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COOPERATIVE LEARNING(in My Design Class)

YAHYA BIN SAMIAN

Deputy Director IICTL, UTM

FKA, UTM6th. May 2013

I have been teaching Design since long time agoand still doing it till now (almost 30 years). Isimply love teaching design. For that reason Ihave tried many ways of teaching design. Mydesign experience in industry, consultancyservice and performing design research add upto its variety.

This slide shares my experience in teachingdesign using CL approach

My Confession

Rational - Why CL ?

1. Project Based Course – Closer to Real Working Environment

3. Learning Outcome – Demand for Generic Skills (OBE)

4. Teaching or Learning – Who responsible for the learning process

5. Team Working is NOT Group Work (Article) – False Perception

I should dosomething !!!

......and had tried many ways

2. Industry Expectation – Not Just CPA and Grade

False Perception About CL

1. Briefing on the Project.2. Students form their own group.3. Each group select one assignment topic.4. Group members decide on the distribution of the task.5. Each of them will then carry out the task individually.6. Compile the individual task to form a group report.7. Submit the group report with all members name.8. Every members will get the same mark.9. Lecturer monitor the progress randomly.

I have asked them to form the group, Carry out the project and submit thereport.......isn't that CL?

NO !!!- GROUP WORK IS NOT TEAM WORK

- GROUP WORK DOES NOT ENSURE CL

- CL HAS ITS PRINCIPLES

False Perception About CL

Source : http://edtech.kennesaw.edu/intech/cooperativelearning.htm

- Common Goal -Group Policy

- Task Distribution -Portfolio

- Learning and SharingKnowledge - Jigsaw

- Group motivation /mark (in Report / test /attendance)

CL PRINCIPLES

- Discussion in Class -Project Proposal / Planning

- T & L Activities - Jigsaw

- Meetings Outside Class -Portfolio

- Resolve Conflict - Face toface discussion withlecturer

CL PRINCIPLES

- Group Policy / Rules -Group Policy

- Task Distribution -Portfolio / Proposal

- Must Learn and teachothers - Jigsaw / Test

- Changing Roles -Portfolio

- Self and Peer Assessment- Peer Assessment Form

CL PRINCIPLES

- Briefing & Motivationfrom Lecturer - In class/ During DesignInterview

- Changing Roles -Portfolio

- Discussion / Meetinginside & outside class -- Portfolio

- Resolve Conflict -Face to face discussionwith lecture)

CL PRINCIPLES

- Achievement of CommonGoal - Group Policy

- Monitor Work Progress /Group performance - InClass / Design Interview

However Monitoring andFacilitating of groupprocessing was not donefrequently - Constraint bytime / no of students

CL PRINCIPLES

Getting Started

CONTEMPLATE

DECIDE

Look at PO & CLO

Learn CLTOOL / METHODS

1st. Phase : Decision 2nd. Phase : Implementation 3rd. Phase : Observation

STUDENTPARTICIPATION

BEHAVIOUR /ATTITUDE CHANGES

PERFORMANCE

CONTINOUSIMPROVEMENT

SELECT TOPIC

PREPARE ASSESSMENTMETHODS

DELIVER

PREPARE T&LACTIVITIES

SMK 4542 : SHIP DESIGN III - PO ACHIEVEMENT ANALYSIS & CQI - SEM I 2008-09

Abilit

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8 PO 9 PO 10 PO 11PO - MAPPING NA a b c 1 1 1 1 2 2 1PO - MARK DISTRIBUTION NA 37.1 4.0 7.6 2.0 32.1 3.0 3.5 1.5 3.3 6.0PO - STUDENT ACHIEVEMENT NA 69.1 90.5 35.4 77.8 69.5 70.4 93.8 71.1 43.1 89.3

COMMENTS1. Distribution of Marks for some PO (PO 3, PO 7 & PO 8) may not reflecting Its emphasis2. Most Students are still lacking in PO 4 (Critrical Thinking) and PO 10 (Life Long Learning) ability

SUGGESTIONS FOR CQI1. Revise PO Distribution / Emphasis based on actual practices in the class2. Proper Planning on Assessement at early sem to ensure better mark distribution for each PO based on its emphasis3. Provide more exercise and training on Critical Thinking and Life Long Learning ability to the students

I am able to provide evidence on OBE Implementation........

How CL Serve OBE

PO - B.Eng. Marine TechWhat PO & CLO got to do with CL ?

Technical Knowledge & Competency

PO 1 Acquire knowledge and understandingPO 2 Apply knowledge, techniques and toolsPO 3 Design and critically evaluatePO 4 Critical thinking and creatively exploit

Generic Skills

PO 5 Lead and managePO 6 Technical reportsPO 7 Communicate effectivelyPO 8 Work as a team.PO 9 Entrepreneurship skills.PO 10 Life-long learning and Information Management.PO 11 Professional ethics

CLO 4 : Prepare complete design reports according the specify format foreach of the above project [PO 6 : Report Writing Skill]

CLO 5 : Acquire and applied additional knowledge from other sourcesin solving the design problem. [PO 10 : Life Long Learning Skill]

CLO 6 : Work in team effectively by organizing, discussing, distributing andmanaging the design tasks. [PO 5 : Lead & Manage, PO 8 : Team Working,PO 7 : Communication]

Ship Design II - GENERIC SKILLS

CLO 7 : Present the design project orally and in writing effectively withinthe specified time frame. [PO 7 : Communication]

Course Description

2 Credits each (1 hr Lecture and 3 hrs Design Studio).

Two consecutive semesters.

Similar design tasks but different ship types / sizes / spec.

3 tasks per Sem.

Team work with 3 - 4 members per team.

Assessment fully based on course work

About 40 - 60 Students (2 - 3 sessions) per sem.

Ship Design II (SMK 4532) & Ship Design III (SMK 4542)

CL Methods / Tools

1. Expectation Form

2. Team Formation / Policy

3. Letter of Intent / Proposal

7. Project Portfolio

4. Jigsaw T&L Activities

5. Design Presentation / Interview

8. Peer Assessment

9. CL / TW Survey

6. Team Competition

EXPECTATION FORM

Purpose : To have early indication on students prior knowledge /perception on the subject, the lecturer and what do they expect tolearn

Contents : Students Particulars and Background, Prior Knowledgeor Perception on the Subject/Topics, Perception about the Lecturer,Expectation.

Time : First Day of the class / topic, and at to be discuss/feedbackafter the topic has been completed.

Format : Descriptive or Choice (Tick)

Assessment : No Mark Given but Every student must submit

‘click here to add title

TEAM FORMATION

Purpose : To ensure that the group members represent the classdistribution / reflecting the real working environment

Methods :

- Based on class distribution in terms of gender, race etc.

- Based on Academic Achievement / Score of Prerequisites Course

- Alphabetical Order or Random Selection

“ Never ever allow students to choose their own group members”

Time : First Week of SD II. To be reviewed after Completion ofFirst Design Task and in the early of SD III.

GROUP PROFILING FORM

GRADE : NA II SD I SS I

MODE OF TRANSPORT CAR MOTORBIKE BUS WALK

MEETING TIME * CHOICE 1 CHOISE 2 CHOISE 3

MEETING LOCATION ** CHOICE 1 CHOISE 2 CHOISE 3

DO YOU PREFER TO WORK ALONE IN GROUP BOTH

NOTE :

A : Library B : Room / Resident C : Faculty / Class D : Cafeteria E : Other (Pls Specify)** Meeting Location (Enter Code) :

GPA (PREVIOUS SEM) :

RESIDENT ADDRESS :

* Meeting Time (Enter Day and Time Code) : MN - Monday TU - Tuesday WE - Wednesday TH - Thursday FR - Friday ST - Saturday SN - SundayI - Morning II - Afternoon III - Evening IV - Night

PERSONAL INFORMATION

ACADEMIC INFORMATION

GROUP PREFERENCE

NAME (FULL & CAPITAL) :

I/C OR PASPORT NO : MATRIC NO :

RACE : GENDER : AGE :

Group Profiling Form

TEAM POLICY

Purpose : To initiate awareness on Team Spirit, Responsibility andAccountability. Team Contract to achieve the target goal.

Contents : Group Particulars, Mission, Meeting Times, Policies andSignature of every group members.

Time : First week and to be reminded from time to time

Format : Descriptive

Assessment : Part of Project Portfolio - Team Working skills

LETTER OF INTENT / PROPOSAL

Purpose :1. To expose the student to the real working environment2. To Enhance students ability in Business Writing Skills.

Contents : Letter Head (with Ref No and Date), Group No & Address,Reference Title, Body (task to be delivered), Dead line, Enclosure

Time : First Day of every topic - Student need to reply the letter within2-3 days and submit proposal within one week.

Format : Descriptive - Formal/Professional.

Assessment : Writing skills

JIGSAW T&L ACTIVITIES

Purpose : To encourage group discussion, Institutionalize PeerTeaching and Learning, Team Effort, Team Accountability.

Contents : Sub topics of each design task / additional material

Time : Through out the design project in class room and outside

Format : Descriptive - Formal instruction

Assessment : Marked as part of Class Test and Short Quiz(Technical Knowledge and Team Working)

Step 1 : Divide the class into groups. Each group consist of 3 students (A, B and C).

Step 2 : Divide the topic into three sub topics (1, 2, 3) having almost similar weightage.

Step 3 : Call student A in each group. Teach them the sub topic 1. Make sure that thisgroup of students master the subject matter. Test them if necessary.

Step 4 : Instruct this group (A) to teach other members (B & C) of his group in class(should be within half an hour). Go around to observe T&L activity.

Step 5 : Stop the T&L and give the class short quiz that related to sub topic 1. See howaffective is their T&L process and how much they have learned. If the quiz is marked(assess) than the average group mark should be used instead of individual mark.

Step 6 : Conclude the sub topic to the whole class by highlighting the important partand correcting any misconception about the subject matter.

Step 7 : Repeat step 2 to 6 for two other sub topics to student B and C of the groupsrespectively.

Class Test may consists of all the sub topics and the average mark of the group is used.This will institutionalize Team T&L.

JIGSAW ACTIVITIES

DESIGN PRESENTATION / INTERVIEW

Purpose : To monitor progress, assess group functioning, assessstudents understanding and communication skills

Contents : Selected topics or subject matter based on specificdesign project or additional reading from various sources.

Time : Through out semester, selected group for a selected topic.Interview session (in group) upon completion of one design project.

Format : Formal but no specific format

Assessment : Marked - Technical Knowledge / Communication skills

No Name Group CriticalThingking

1 Abdul Hadi Abdullah 6 9 8 7.5 8 8.5 7 10 8 92 Mohd Nor Faiz Mohd Fuad 3 8 7 7 7.5 7 7 10 8 8.53 Mohammad Naim Jasmi 9 7.5 7.5 7 8 8 7 10 8 8.54 Khairul Akram Kamaludin 5 6.5 6.5 6 6.5 6.5 4 9 8 85 Ahamad Shahril Zainudin 4 7 6.5 7 7 7 6 9 8 86 Mohd Royhezal Hussin 7 6.5 6.5 6 6 6 5 9 8 8.57 Akmal Ridza Ab Wahab 8 7 6.5 5 7 7 6 9 7.5 88 Ismail Zainol 5 7 6.5 5.5 7.5 7.5 6 9 7.5 8.5

Technical Skills CommunicationSkills

Personality &Attitude

DESIGN PRESENTATION / INTERVIEW

TEAM COMPETITION

Purpose : To create sense of team spirit, sense of belonging, swimor sink together. Replicate actual tender proposal

Contents : Selected design task. Each team are asked to submittender document / proposal for the task, pay application fee,winning team get the reward.

Time : Only once in a semester, selected design task

Format : Formal but no specific format

Assessment : Marked - Technical Content, Creativity, Planning &Scheduling, Costing, Writing Skills.

Team Investment

TeamReward

PROJECT PORTFOLIO

Purpose : To ensure that the students keep record / documented alltheir tasks during and outside the formal class / design studio . Alsoto keep track group members contribution to the project.

Contents : Group Policies, Division of Design Tasks, Scheduling,Design Details, Costing, Minute of Group Discussion, AdditionalDocuments

Time : Through out the design project and to be collected /submitted with the design report.

Format : Descriptive - Formal

Assessment : Marked - Team Working, Project Management,Lifelong Learning.

CONTENT OF DESIGN PROJECT PORTFOLIO

• Cover Page

• Table of Contents

• Group Policies

• Division of Design Tasks

• Detail Cal & Design Sheets

• Project Summary Sheets

• Project Costing

• Minute of Group Discussion

• Other References / Documents

• Brief Conclusion

PROJECT PORTFOLIO

PEER ASSESSMENT

Purpose : To encourage self assessment, team membersaccountability and reduce/avoid free riders.

Contents : Rubric of Team Member Effort and Commitment

Time : At the end of each design task

Format : Table form - Formal but simple

Assessment : Affecting project report mark

NO NAME1 ** MUHAMMAD AKMAL B AZIZAN 5 5 5 5 5 5

2 MOHD ZUBIR B ZULKEFLEE 5 5 5 5 3 5

3 ROZAIDE B MEGAT OTHMAN 2 3 3 4 3 34

GROUP NO : 7

Enter Score 1 - 5

PEER ASSESSMENT

CL & TW SURVEY

Purpose : To get feedback from students on the effectiveness of CL/ TW in Project Based Subject. Means of further improvements

Contents : Rubric of student assessment on CL / TW, Directinterview

Time : End of semester / During Design Interview

Format : Table form – Simple rubric

Assessment : Not assessed but student must submit

CL & TW SURVEY

CL Methods / Tools

1. Expectation Form

2. Team Formation / Policy

3. Letter of Intent / Proposal

7. Project Portfolio

4. Jigsaw T&L Activities

5. Design Presentation / Interview

8. Peer Assessment

9. CL / TW Survey

6. Team Competition

Be creative, your Imagination

is your limit

Success Stories

Nothing much to be recorded – Difficult to quantify

1. Seeing active Teaching & Learning Activity in & outside class (in group)My satisfaction is when………

2. Observing behavioral and attitude changes – More interaction, accountable and group motivated

3. Discuss honestly and openly problems related to their group

How about student grade ???

4. Receiving e-mail from graduates on the important and reality of team working in work place.

5. Able to relate with and provide documentation / evidence for OBE.

CL does not promise better gradeBUT it gives better value for everygrade given !!!

Sad StoriesThere is always the other side of the coin....

- Students has to carry extra work load with same credithours- Late recognition of non-functioning group - Poor grade- Student complaining, it is too late to introduce CL inFinal Year

Challenges & Constraint

INFRASTRUCTURES – Were not designed for CL.

WORK LOAD – Additional work load for preparation,monitoring, assessment and documentation.

CURRUCLUM & SYLLABUS – Was developed based on oldschool of taught.

RECOGNITION – No additional weightage for promotion.

COMMITMENT – No / Lack of commitment from Faculty /University management.

ROLE MODEL – Not many practitioner and support fromColleagues.

Thousand miles journey begins with first step....

Suggestions For Future

Keep on learning and updating on CL

At Personal level………

At Faculty / University level………

Collect more Systematic information / evidence

Help / share with others and get others to share

Review OBE Implementation – Academic System, Infrastructures,Training Programme & Recognition

Create Formal Platform / Committee / Task Force / CL Club fordiscussion, sharing experience and advisor for academic policy.

There is always room for improvements......

Concluding Remarks

CL can be implemented and Design / Project based course is mostsuitable to start CL

CL fit well with OBE

It requires Commitment, Knowledge, Planning, Monitoring andContinuous Improvements - EXTRA TIME and NO MONEY!!!

Success of CL should not (only) be judged based on gradeachievement, BUT more importantly on the studentsBEHAVIOURAL and ATTITUDE changes – More valuable and lastlonger - That is because YOU CARE !!

And…..

However…….

More Importantly ………..

COOPERATIVE LEARNING - Universiti Teknologi...

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