Collaborative learning: why and how?

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1 Collaborative learning: why and how? BEng workshop at KTH Kati Korhonen-Yrjänheikki PhD, Director, TEK

2 Outline My short bio and what is TEK What is collaborative learning? Why increased need for collaborative learning? How to enhance collaborative learning in the context of engineering education? Labor market as part of learning environment Summary

3 Kati Korhonen-Yrjänheikki Interested in developing organizations and systems enhancing sustainable economy and collaborative learning. Experienced in management of strategy, research and development projects, facilitation, forging stakeholder co-operation as well as educational policy and engineering education. Since 2007 Director of education and employment at Academic Engineers and Architects in Finland TEK. M.Sc.(Tech.) 1997; D.Sc.(Tech.) 2011 at Aalto University School of Science in the research field of Quality Management. Dissertation entitled Future of the Finnish Engineering Education A Collaborative Stakeholder Approach (

4 Academic Engineers and Architects in Finland TEK A lobbying and services organization for graduate engineers, architects, mathematicians, physicists and IT specialists. 70% of all M.Sc.(Tech.) graduates in Finland belong to TEK. Promotes technology for the benefit of individuals, the environment and society members, among largest trade unions in the Confederation of Unions for Professional and Managerial Staff in Finland AKAVA. 40% of members in management position, 60% experts 80% work in private sector

5 TEK s key objectives in educational policy To enhance quality of engineering education and to strengthen its funding using several measures. To enhance continuing professional development of engineers in all phases of working life.

6

7 Average material foot print in Europe kg / year, whereas sustainable level kg.

8 Values and attitudes are at the core of engineering competence Values cannot be taught, but it is possible to facilitate recognition of values and to enhance reflection. Intuition, creativity and innovativeness can be taught, but it requires new kind of thinking. Knowledge of oneself, self-respect and balance of different aspects of life are important. Three ways of reflecting action like learning: results, process and source (Scharmer 2009). At present source is undervalued. What are the values behind learning? What are the aims that learning serves?

9 Main focus of the engineering curriculum at present. Acquired through socialization and dialogue during training, although mostly not recognized. Diverse learning-by-doing methods (group communication processes, prototyping,arts, handwork and excersise) would enhance. Through collaborative learning in participative group communication processes applying presencing mode (I-in-now). Explicit knowledge Tacit embodied knowledge Not yet enbodied self-transcending knowledge Source: Korhonen-Yrjänheikki 2011, nature of knowledge applied from Scharmer 2009.

10 Engineering graduates need to be developed from technical problemsolvers to collaborative creators capable of defining and creating solutions collaboratively to complex transdisciplinary problems. The most critical skills shortages are in graduates abilities and skills related to collaborative learning. Source: Korhonen-Yrjänheikki, K

11 What is collaborative learning?

12 What is collaborative learning? A set of values, attitudes and abilities needed for collaborative knowledge creation. Collaborative learning combines individual and organizational learning. Key skills enabling collaborative learning are knowing of oneself, selfrespect, reflection skills, communication skills in heterogenous contexts, deep listening skills, ability to share one s knowledge and skills and systems understanding. The values and attitudes characterizing the individual and organization are trust, commitment, openness, love (oneself and others), courage, benefit of oneself cannot be separated from the benefit of others, appreciatiion of deep listening, acceptance of uncertainty.

13 Why increased need for collaborative learning?

14 The business environment forces to improve and speed up knowledge creation and application. Korhonen-Yrjänheikki 2011, 199.

15 Why increased need for collaborative learning? 1(2) Competitiveness of a nation is increasingly dependent on its ability to renew through social innovations that are a result of collaborative learning processes. Open innovation environment increases interaction with various stakeholders. Increasing emergent complexity of the society that would require grasping of self-transcending knowledge through collective flow that may be regarded as a result of an optimum collaborative learning process. Source: Korhonen-Yrjänheikki 2011

16 Why increased need for collaborative learning? 2(2) Complex transdisciplinary problems like climate change emphasize importance of collaborative learning. An increased need for continuing professional development during the engineering career and the socio-cultural aspect of becoming an expert and developing expertise require collaborative learning skills. Engineers increasingly work in expert positions requiring teamwork. Source: Korhonen-Yrjänheikki 2011

17 How to enhance collaborative learning in the context of engineering education?

18 Source: Korhonen-Yrjänheikki 2011.

19 Even at its best, engineering education can only provide a solid foundation for lifelong learning. Every other engineer in Finland says that 50% of their duties at work have changed totally during past two years. 40% of the working hours are spent learning new things. Source: Savolainen TEK.

20 Tell me and I'll forget; show me and I may remember; involve me and I'll understand. - Konfutse-

21 M.Sc.(Tech.) work experience altogether (months) M.Sc.(Tech.) work experience in one's engineering field (months) Source: TEK and UIL research on recently graduated engineering students

22 For developing your expertise, how useful do you consider the study-field related experience gained through work or work practice during your studies? 7% 3% Very useful Useful 32% 58% Only somewhat useful Not useful at all Source: Jalasjoki Tutkimus vuonna 2011 valmistuneille diplomi-insinööreille ja arkkitehdeille.

23 Select five skills whose improvement most benefited from work experience during your engineering studies Expertise pertaining to own study field Applying theory to practice Problem solving skills Human relations skills Project management skills Understanding of business operations Abilities for continuous learning Group work skills Gathering information Presentation, discussion and negotiation skills Self-knowledge Analytical skills Latest research of own field Critical approach Foreign language skills Writing (e.g. project plans, ) International skills Creativity Supervisor/management skills Mathematics & science Entrepreneurial skills Ethical understanding 32% 31% 29% 24% 24% 23% 23% 22% 21% 18% 16% 15% 15% 11% 11% 9% 6% 3% 2% 0% 10% 20% 30% 40% 50% 60% 70% Source: Jalasjoki Tutkimus vuonna 2011 valmistuneille diplomi-insinööreille ja arkkitehdeille. 53% 52% 60%

24 Skills gained trough formal studies, and their importance in working life, n=1198 Percieved importance in working life; 1=not at all important, 5=very important 20. Critical thinking skills Possibilities of development within formal 19. Creativity studies; 1=poor, 5=extremely good 18. Self-knowledge 1. Expertise pertaining to own study field 22. Abilities for continuous 5,0 2. Latest research of own field learning 3. Skills in mathematics and 21. Analytical skills 4,5 sciences 4,0 3,5 3,0 2,5 2,0 1,5 1,0 4. Applying theory to practice 5. Skills in foreign languages 6. Understanding of business operations 17. Human relational skills 7. International skills 16. Teamworking skills 8. Problem-solving skills 15. Supervisor / managerial skills 9. Information retrieval skills Presentation, speaking and 10. Ethical awareness negotiating skills 13. Entrepreneurial skills 11. Project management skills 12. Written communication skills Source: TEK s Survey for Recently Graduated Academic Engineers and Architects 2012.

25 Labor-market intensity in Finnish engineering education Year Labormarket intensity * 0.6 Labor-market intensity = share of graduates that get employed after graduation through contacts created during practical training or thesis work. Korhonen-Yrjänheikki. 2011, 129. Years based on Hautala et al Years based on TEK and UIL surveys on recently graduated engineers. * Year 2012 contains only M.Sc.(Tech.) engineers

26 Labor market as part of learning environment Benefits of work experience during studies: Congnitive-constructivist perspective: possibilities to integrate theory and practice Sosio-cultural perspective: opportunities for professional socialization Pragmatist perspective: a vast amount of experiental learning, both knowledge acquisition and creation of new knowledge. Learning objectives to training periods. Learning diaries reflecting the source of learning and learning process. Staff: need to be active in systematic collaboration with labor market. HEI management: creation of strategic partnership and systematic development of labor market co-operation

27 Summary Business environment forces to speed up and improve knowledge creation. Most critical skills shortages are in engineering graduates abilities related to collaborative learning. Empowering learning environment that encourages values, attitudes and skills needed for collaborative learning is much more important than specifying details of the curriculum. Provide real-life learning opportunities during studies; labor market is part of learning environment. Korhonen-Yrjänheikki /

28 Thank

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