12/01/16

One-Day Workshop on
Complex Problem Solving
MarrioN Putrajaya
13 January 2016

Prof. Megat Johari Megat Mohd Noor

Director of Quality & Risk Management Centre (QRiM)
Universi< Teknologi Malaysia (UTM) Kuala Lumpur

Head of Ecolgical Engineering Research Laboratory &
Founding Dean, Malaysia Japan Interna<onal Ins<tute of Technology
(MJIIT), Universi< Teknologi Malaysia (UTM), Kuala Lumpur

Assoc Director (Interna<onal) & Founding Director, Engineering
Accredita<on Department, Board of Engineers Malaysia

Deputy President, Malaysian Society for Engineering & Technology


1

Programme
Time Day 1
08.00 Registra1on
09.30 Introduc1on
10.30 Tea break
11.00 Outcomes & Knowledge Profile
13.00 Lunch
14.00 Complex Problem
17.00 Tea break & End

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Outlines
•  Introduc1on
•  Changes to Programme Outcomes
•  Taxonomy and Knowledge Profile
•  Level of Problem Solving
•  Exemplars
•  Conclusion

Challenges
•  Paradigm Shift – Outcome & Quality
•  Maintain Fundamentals while Encourage
Inclusion of Latest Technology Advancement in
the Curriculum
•  Allow Academic Innovation and Creativity
•  Avoid Side-tracked
•  Variety of Modes of Delivery

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Engineering & Technology Domain

Engineers

Career in Career in
Work
Research & Design Supervision & Maintenance

Technologists

Educa1on
Strong in Appropriate
Mathema1cs, Mathema1cs,
Engineering Engineering
Sciences, Sciences,
Professional Professional
courses courses
(Theore1cal) (Prac1cal)
Engineering Technology
Breadth & Depth Breadth & Depth
of Curricula of Curricula 5

EAC Manual
•  From input based to outcome based

2006 &
1999 2003
2007 revision6

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International Engineering Alliance

Meeting (IEAM) July 2012, Sydney

Gap Analysis for compliance to Washington

Accord

•  Knowledge Profile
•  Level of Problem Solving
•  Graduate Attributes (Programme Outcomes)

Category C: “Significant shortcomings” that
requires resubmission at the June 2013 IEAM

EAC Manual 2012

uploaded on EAC website 31 July 2012

Applicable IMMEDIATELY
Stakeholders consulted:
•  EAC •  MQA
•  IEM •  MOHE (JPT)
•  JPA
•  FMM
•  BEM
•  MCED
•  EAC PANEL
•  MAPCU Representatives
8

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ENGINEERING PROGRAMME ACCREDITATION MANUAL 2012

Engineering Accreditation Council

Submission Guid
Engineering Programme
Accreditation Manual
2012 Revised Append

Revised Section

2012

Engineering Accreditation Council | BEM i

CRITERIA
Students

Curriculum PEO Staff

&
PO

FaciliGes QMS
10

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Expecta1ons of Accredita1on
•  Educa1on co

•  Outcome-bas

•  Systema1c (Q

•  Programme C
(CQI)

11

2.0 EAC’s Accredita1on Objec1ve

•  …graduates of accredited programme sa1sfy

minimum requirement for registra1on with
BEM
•  …ensures CQI is being prac1ced
•  …serves as a tool to benchmark programmes

12

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Big Picture

13

Different Levels of Outcomes

Programme Educational Objectives Few years after

Graduation – 3 to 5 years

Programme Outcomes Upon graduation

Course/subject Outcomes Upon subject completion

Weekly/Topic Outcomes Upon weekly/topic completion

14

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Programme ObjecGves
What is expected (3-5 years) upon
gradua1on (What the
programme is preparing
graduates in their career and
professional accomplishments)

15

Programme Outcomes

•  What the graduates are expected to know

and able to perform or attain by the time of
graduation (knowledge, skills/psychomotor,
and affective/interpersonal/attitude)
•  There must be a clear linkage between
Objectives and Outcomes
Need to distribute the outcomes throughout the
programme, and not one/two courses only
addressing a particular outcome

16

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PROGRAMME OUTCOMES
OLD (2007) NEW (2012)
(i) ability to acquire (i) Engineering Knowledge -
and apply knowledge Apply knowledge of
of science and mathema1cs, science,
engineering engineering fundamentals
fundamentals and an engineering
specialisaGon to the soluGon
of complex engineering
problems;

17

PROGRAMME OUTCOMES
OLD (2007) NEW (2012)
(ii) acquire in-depth (ii) Problem Analysis -
technical competence Iden1fy, formulate, research
in a specific literature and analyse
engineering complex engineering
Discipline; problems reaching
(iii) ability to undertake substan1ated conclusions
problem iden1fica1on, using first principles of
formula1on and mathema1cs, natural
solu1on sciences and engineering
sciences
18

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PROGRAMME OUTCOMES
OLD (2007) NEW (2012)
(v) understanding (iii) Design/Development of
of the principles of SoluGons - Design solu1ons for
design for complex engineering problems
sustainable and design systems, components
development or processes that meet specified
needs with appropriate
considera1on for public health
and safety, cultural, societal,
and environmental
consideraGons
19

PROGRAMME OUTCOMES
OLD (2007) NEW (2012)
(iv) ability to u1lise (iv) InvesGgaGon - Conduct
systems approach to inves1ga1on into complex
design and evaluate problems using research based
opera1onal knowledge and research
performance methods including design of
experiments, analysis and
interpretaGon of data, and
synthesis of informaGon to
provide valid conclusions

20

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PROGRAMME OUTCOMES
OLD (2007) NEW (2012)
- (v) Modern Tool Usage - Create,
select and apply appropriate
techniques, resources, and
modern engineering and IT tools,
including predicGon and
modelling, to complex
engineering ac1vi1es, with an
understanding of the
limita1ons

21

PROGRAMME OUTCOMES
OLD (2007) NEW (2012)
(vi) understanding of (vi)The Engineer and Society -
professional and Apply reasoning informed by
ethical contextual knowledge to
responsibili1es and assess societal, health, safety,
commitment to them legal and cultural issues and
the consequent responsibili1es
relevant to professional
engineering prac1ce

22

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PROGRAMME OUTCOMES
OLD (2007) NEW (2012)
(ix) understanding of (vii) Environment and
the social, cultural, Sustainability - Understand the
global and impact of professional
environmental engineering soluGons in
responsibili1es of a societal and environmental
professional engineer contexts and demonstrate
knowledge of and need for
sustainable development

23

PROGRAMME OUTCOMES
OLD (2007) NEW (2012)
(vi) understanding of (viii) Ethics - Apply ethical
professional and principles and commit to
ethical responsibili1es professional ethics and
and commitment to responsibili1es and norms of
them engineering prac1ce

24

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PROGRAMME OUTCOMES
OLD (2007) NEW (2012)
(vii) ability to (ix)CommunicaGon - Communicate
communicate effec1vely on complex engineering
effec1vely, not ac1vi1es with the engineering
only with community and with society at
engineers but large, such as being able to
also with the comprehend and write effec1ve
community at reports and design documenta1on,
large make effecGve presentaGons, and
give and receive clear instrucGons

25

PROGRAMME OUTCOMES
OLD (2007) NEW (2012)
(viii) ability to func1on (x)Individual and Team Work
effec1vely as an – Func1on effec1vely as an
individual and in a individual, and as a member
group with the or leader in diverse teams
capacity to be a leader and in mulG-disciplinary
or manager se\ngs

26

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PROGRAMME OUTCOMES
OLD (2007) NEW (2012)
(x) recognising the (xi) Life-long Learning -
need to undertake Recognise the need for, and
life-long learning, have the prepara1on and
and possessing/ ability to engage in
acquiring the independent and life-long
capacity to do so. learning in the broadest
context of technological
change

27

PROGRAMME OUTCOMES
OLD (2007) NEW (2012)
- (xii)Project Management and
Finance – Demonstrate knowledge
and understanding of engineering
and management principles and
apply these to one’s own work, as a
member and leader in a team, to
manage projects and in
mulGdisciplinary environments

28

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EAC (I – XII) PROGRAMME OUTCOMES

WA1 (i) Engineering Knowledge Breadth & depth of knowledge
WA2 (ii) Problem Analysis Complexity of analysis
WA3 (iii) Design/Development of Breadth & uniqueness of engineering problems i.e. the extent to
Solu1ons which problems are original and to which solu1ons have
previously been iden1fied and coded
WA4 (iv) Inves1ga1on Breadth & depth of inves1ga1on and experimenta1on
WA5 (v) Modern Tool Usage Level of understanding of the appropriateness of the tool
WA6 (vi) The Engineer and Level of knowledge and responsibility
Society
WA7 (vii) Environment and Type of solu1ons
Sustainability
WA8 (viii) Ethics Understanding and level of prac1ce
WA9 (ix) Individual and Team Role in and diversity of team
Work
WA10 (x) Communica1on Level of communica1on according to type of ac1vi1es performed
WA12 (xi) Project Management Level of management required for differing types of ac1vity
and Finance
29
WA11 (xii) Life-long Learning Prepara1on for and depth of con1nuing learning

Knowledge Profile (Curriculum)

Theory-based natural sciences WK1
Conceptually-based mathemaGcs, numerical WK2
analysis, staGsGcs and formal aspects of
computer and informaGon science to
support analysis and modelling
Theory-based engineering fundamentals WK3
Engineering specialist knowledge that WK4
provides theoreGcal frameworks and bodies
of knowledge for the prac1ce areas; much is
forefront
30

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Knowledge Profile
Knowledge that supports Engineering design in WK5
the prac1ce areas
Knowledge of Engineering pracGce WK6
(technology) in the prac1ce areas
Comprehension of the role of Engineering in WK7
society and iden1fied issues in engineering
prac1ce: ethics and professional responsibility
of an engineer to public safety; the impact of
engineering ac1vity: economic, social,
cultural, environmental and sustainability
Engagement with selected knowledge in the WK8
Research literature 31

Depth of Knowledge Required

Complex Broadly Defined Well defined
Problems Problems Problems
(Engineer) (Technologist) (Technician)

Can be solved
Requires in-depth
Requires using limited
knowledge that
knowledge of theoretical
allows a
principles and knowledge, but
fundamentals-based
applied procedures normally requires
first principles
or methodologies extensive practical
analytical approach
knowledge

32

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Complex Problems (Need High Taxonomy Level)

Complex Engineering Problems have characteristic WP1 and some or all of WP2 to WP7, EP1 and
EP2, that can be resolved with in-depth forefront knowledge

WP1 Depth of Knowledge Resolved with forefront in-depth engineering

required knowledge (WK3, WK4, WK5, WK6 or WK8) which
allows a fundamentals-based, first principles analy1cal
approach
WP2 Range of conflic1ng Involve wide-ranging or conflicGng technical,
requirements engineering and other issues.
WP3 Depth of analysis required Have no obvious soluGon and require abstract thinking,
originality in analysis to formulate suitable models.
WP4 Familiarity of issues Involve infrequently encountered issues
WP5 Extent of applicable codes Beyond codes of prac1ce

WP6 Extent of stakeholder Involve diverse groups of stakeholders with widely

involvement and level of varying needs.
conflic1ng requirements
WP7 Interdependence Are high level problems including many component
parts or sub-problems.
EP1 Consequences Have significant consequences in a range of contexts.
EP2 33
Judgement Require judgement in decision making

Washington Accord Graduate Adributes

PROGRAMME OUTCOMES
WA1 Engineering Knowledge Breadth & depth of knowledge
WA2 Problem Analysis Complexity of analysis
WA3 Design/Development of Breadth & uniqueness of engineering problems i.e. the extent to
Solu1ons which problems are original and to which solu1ons have
previously been iden1fied and coded
WA4 Inves1ga1on Breadth & depth of inves1ga1on and experimenta1on
WA5 Modern Tool Usage Level of understanding of the appropriateness of the tool
WA6 The Engineer and Society Level of knowledge and responsibility
WA7 Environment and Type of solu1ons
Sustainability
WA8 Ethics Understanding and level of prac1ce
WA9 Individual and Team Work Role in and diversity of team

WA10 Communica1on Level of communica1on according to type of ac1vi1es performed

WA12 Project Management and Level of management required for differing types of ac1vity
Finance
WA11 Life-long Learning Prepara1on for and depth of con1nuing learning 34

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PROGRAMME OUTCOME
(i) Engineering Knowledge
(WA1) Apply knowledge of mathema1cs, natural
science, engineering fundamentals and an
engineering specialisa1on to the solu1on of
complex engineering problems; (WK1 to WK4)

WA = Programme Outcome
WK = Knowledge Profile = Curriculum 35

PROGRAMME OUTCOME
(ii) Problem Analysis - Complexity of analysis
(WA2) Iden1fy, formulate, research literature
and analyse complex engineering problems
reaching substan1ated conclusions using first
principles of mathema1cs, natural sciences and
engineering sciences (WK1 – WK4)

36

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PROGRAMME OUTCOME
(iii) Design/Development of SoluGons – Breadth and
uniqueness of engineering problems i.e. the extent
to which problems are original and to which
soluGons have previously been idenGfied or codified
(WA3) Design solu1ons for complex engineering
problems and design systems, components or
processes that meet specified needs with appropriate
considera1on for public health and safety, cultural,
societal, and environmental consideraGons (WK5)
37

PROGRAMME OUTCOME
(iv) InvesGgaGon - Breadth & Depth of
InvesGgaGon & ExperimentaGon
(WA4) Conduct inves1ga1on of complex problems
using research based knowledge (WK8) and
research methods including design of
experiments, analysis and interpretaGon of data,
and synthesis of informaGon to provide valid
conclusions 38

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PROGRAMME OUTCOME
(v) Modern Tool Usage - Level of understanding of
the appropriateness of the tool
(WA5) Create, select and apply appropriate
techniques, resources, and modern engineering
and IT tools, including predicGon and modelling, to
complex engineering problems, with an
understanding of the limita1ons. (WK6)
39

PROGRAMME OUTCOME
(vi) The Engineer and Society - Level of
knowledge and responsibility
(WA6) Apply reasoning informed by contextual
knowledge to assess societal, health, safety, legal
and cultural issues and the consequent
responsibili1es relevant to professional
engineering prac1ce and solu1ons to complex
engineering problems. (WK7) 40

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Course Outcomes (CO)

Contribu1on to Programme Outcomes (PO-vi)
The Engineer and Society
Apply reasoning informed by contextual knowledge to assess
societal, health, safety, legal and cultural issues and the
consequent responsibilities relevant to professional engineering
practice
•  Include structured controversies in engineering
course
•  Conduct class exercise or homework problems
that involve global/societal issues
Exercise:
Identify a course and discuss how it can be implemented
41

PROGRAMME OUTCOME
(vii) Environment and Sustainability - Type of
soluGons
(WA7) Understand and evaluate the sustainabilty
and impact of professional engineering work in the
soluGons of complex engineering problems in
societal and environmental contexts (demonstrate
knowledge of and need for sustainable
development) (WK7)
42

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PROGRAMME OUTCOME
(viii) Ethics - Understanding and level of pracGce
(WA8) Apply ethical principles and commit to
professional ethics and responsibili1es and norms
of engineering prac1ce. (WK7)

43

PROGRAMME OUTCOME
(x) Individual and Team Work – Role in and
diversity of team
(WA9) Func1on effec1vely as an individual, and as
a member or leader in diverse teams and in mulG-
disciplinary se\ngs

44

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Course Outcomes (CO)

Contribu1on to Programme Outcomes (PO-x)
Individual and Team Work
Function effectively as an individual, and as a member
or leader in diverse teams and in multi-disciplinary
settings
n  Assign multidisciplinary design projects in
engineering courses.
n  Implement design projects with
multidisciplinary teams

Exercise:
Identify a course and discuss how it can be
implemented 45

PROGRAMME OUTCOME
(ix) CommunicaGon – Level of communicaGon
according to type of acGviGes performed
(WA10) Communicate effec1vely on complex
engineering ac1vi1es with the engineering
community and with society at large, such as being
able to comprehend and write effec1ve reports
and design documenta1on, make effecGve
presentaGons, and give and receive clear
instrucGons 46

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PROGRAMME OUTCOME
(xi) Project Management and Finance – Level of
management required for differing types of
ac1vity
(WA11) Demonstrate knowledge and
understanding of engineering and management
principles and economic decision-making and
apply these to one’s own work, as a member and
leader in a team, to manage projects and in
mul1disciplinary environments 47

PROGRAMME OUTCOME
(xii) Life-long Learning – PreparaGon for and
depth of conGnuing learning
(WA12) Recognise the need for, and have the
prepara1on and ability to engage in independent
and life-long learning in the broadest context of
technological change
48

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Course Outcomes (CO)

Contribu1on to Programme Outcomes (PO- xi)
Life-long Learning
Recognise the need for, and have the preparation and
ability to engage in independent and life-long
learning in the broadest context of technological
change
•  Teach students about learning styles and help
them iden1fy the strength and weakness of their
styles and give them strategies to improve
•  Use acGve learning methods to accustom them
to relying on themselves
•  Give assignments that requires library and www
searches 49

Knowledge Profile
WK1 WK5
natural sciences engineering
design

WK2
mathemaGcs,
numerical
WK6
analysis,
engineering
staGsGcs,
pracGce
computer and
informaGon
science
4 YEARS WK7
WK3 engineering in
engineering society
fundamentals

WK4
engineering WK8
specialist research
knowledge literature
50

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WK1 WA9 WK5 WA3

natural sciences
IND & TEAM
engineering DESIGN
design
WK2
mathemaGcs,
WA1 numerical WA10 WA5
WK6
ENGINEERING COMMUNICAT-
analysis,
engineering MODERN TOOLS
KNOWLEDGE staGsGcs, ION
pracGce
computer and
WA2
PROBLEM
4 YEARS
informaGon
science
WA11 WK7 WA6 ENGR & SOC
ANALYSIS PROJ MGMT & WA7 ENV & SUST
WK3 engineering in
FINANCE society
engineering WA8 ETHICS
fundamentals

WK4 WA12 WK8 WA4

engineering research
LIFE LONG INVESTIGATION
specialist literature

knowledge
51

WK1 WA9 WK5 WA3

natural sciences
IND & TEAM
engineering DESIGN
design
WK2
mathemaGcs,
WA1 numerical WA10 WA5
WK6
ENGINEERING COMMUNICAT-
analysis,
engineering MODERN TOOLS
KNOWLEDGE staGsGcs, ION
pracGce
computer and
WA2
PROBLEM
4 YEARS
informaGon
science
WA11 WK7 WA6 ENGR & SOC
ANALYSIS PROJ MGMT & WA7 ENV & SUST
WK3 engineering in
FINANCE society
engineering WA8 ETHICS
fundamentals

WK4 WA12 WK8 WA4

engineering research
LIFE LONG INVESTIGATION
specialist literature

knowledge
52

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Course Outcomes
•  Statement … explain, calculate, derive, design,
cri1que.
•  Statement … learn, know, understand,
appreciate – not learning objec1ves but may
qualify as outcomes (non-observable).
•  Understanding cannot be directly observed,
student must do something observable to
demonstrate his/her understanding.

53

Bloom’s Taxonomy New B

•  Knowledge (list)
•  Comprehension (explain)
•  Applica1on (calculate, solve, determine)
•  Analysis (classify, predict, model,derived)
•  Synthesis (design, improve)
•  Evalua1on (judge, select, cri1que)

54

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55

56
lower order Intermediate Higher order

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lower order Intermediate Higher order 57

lower order Intermediate Higher order 58

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Three components of a learning outcome

Verb (V), Condition (C) & Standard (S)
•  describe the principles used in designing X.(V)
•  orally describe the principles used in designing X. (V&C)
•  orally describe the five principles used in designing X.
(V&C&S)
•  design a beam. (V)
•  design a beam using Microsoft Excel design template .
(V&C)
•  design a beam using Microsoft Excel design template based
on BS 5950:Part 1. (V&C&S)
59

Learning outcomes by adding a condition and

standard
Poor
•  Students are able to design research.

Better
•  Students are able to independently design and carry
out experimental and correlational research.

Best
•  Students are able to independently design and carry
out experimental and correlational research that
yields valid results.
Source: Bergen, R. 2000. A Program Guideline for Outcomes Assessment at Geneva College

60

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PEO
WHAT YOU WANT YOUR GRADUATES TO BE IN 3 - 5 YEARS
WA3 WA9
DESIGN IND & TEAM

WA 1

UNIVERSITY EXPERIENCE
WA10
WA5
EXTRA-CURRICULAR

ENGINEERING COMMUNICAT-
KNOWLEDGE MODERN TOOLS
ION


WA 2 4 YEARS

PROBLEM WA11
WA6 ENGR & SOC
ANALYSIS PROJ MGMT &
WA7 ENV & SUST
FINANCE
WA8 ETHICS

WA4 WA12
INVESTIGATION LIFE LONG
61

Learning Style Model

•  Percep1on Sensing Intui1ve

•  Input Modality Visual Verbal

•  Processing Ac1ve Reflec1ve

•  Understanding Sequen1al Global

62

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Student-Centered Learning

63

64

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Problem Organised Project Work

or POPBL (Project Oriented Problem Based
Learning)
Literature Lectures Group Studies

Problem Analysis Problem Solving Report

Tutorials Field Work Experiment

65

ASSESSMENT:
Processes that identify, collect, use and
prepare data for evaluation of achievement
of programme outcomes or educational
objectives.
EVALUATION:
Processes for interpretation of data and
evidence from assessment practices that
determine the programme outcomes are
achieved or result in actions to improve
programme. 66

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MEASURE & EVALUATE

Em
on

plo
pti
rce

ye
r, I
Pe

n
ni

du
lum

str
yP
t, A

erc
en
ud

ep
St

tio
n
University Assessment & Evaluation
67

Evaluation of Outcomes at Programme Level

ECV3092 Civil Engineering Design
MyOBE
(Capstone Design Course) Software

68

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Evaluation of Outcomes at Programme Level

ECV3092 Civil Engineering Design
MyOBE Process
(Capstone Design Course) Module

Teaching and Assessment

Programme Outcomes Course Assessment
Plan
Alributes that are Course Assessment Mark
Planning of course outcome
expected to be alained by Course Assessment
the students Planning of course
Summary
assessment

Programme EvaluaGon
Programme ObjecGves
Programme Outcomes EvaluaGon
Summa1ve
Stakeholders’ Survey
Trend Analysis

69

Evaluation of Outcomes at Programme Level

ECV3092 Civil Engineering Design
MyOBE
(Capstone Design Course) Snapshots

Lecturers’ Module:
Enter all course
assessment marks

70

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Evaluation of Outcomes at Programme Level

ECV3092 Civil Engineering Design
MyOBE
(Capstone Design Course) Snapshots

71

PO Alainment

Final Year
Final Year Project Final Year Courses
Design Project

Third Year Courses

Second Year Courses

Skills Affec1ve Knowle

First Year Courses

72

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Curricula Models
Distribution of Knowledge, Skills & Attitude
elements throughout the 4 years

S&A
S&A
Yr. 4 30%
30%

Yr. 3 K 70% K 70% K 70% K 70%

Yr. 2
S&A
30%
S&A
Yr. 1 30%

A B C D
73

Level of Problem Solving

74

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75

Complex Problem

Need to think broadly and systema1cally

and see the big picture
Complex Problem
Difficult Decision

Uncertain Strategy

Confusing Idea

ContenGous Product

Intractable Change


76

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Difficulty & Uncertainty

•  Complexity – the problem contains a large
number of diverse, dynamic and
interdependent elements
•  Measurement – it is difficult or prac1cally
unfeasible to get good qualita1ve data
•  Novelty – there is a new solu1on evolving
or an innova1ve design is needed
77

CharacterisGcs
Technical Problems Complex Problems
•  Isolatable boundable problem •  No defini1ve problem boundary
•  Universally similar type •  Rela1vely unique or unprecedented
•  Stable and/or predictable •  Unstable and/or unpredictable
problem parameters problem parameters
•  Mul1ple low-risk experiments are •  Mul1ple experiments are not
possible possible
•  Limited set of alterna1ve •  No bounded set of alterna1ve
solu1ons solu1ons
•  Involve few or homogeneous •  Mul1ple stakeholders with different
stakeholders views or interest
•  Single op1mal and testable •  No single op1mal and/or objec1vely
solu1ons testable solu1on
•  Single op1mal solu1on can be •  No clear stopping point
clearly recognised 78

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Limited
Explana1on,
Explana1on,
Predic1on,
Predic1on,
Control
Control
Isolatable
Unbounded Results in an
Systems, Results in a
Systems, No educated
Controlled Covering Law
Experiment guest
Experiment

Complex

Complex Simple causal

? f(x,y,z)
causal Chains Chains
Technical

A limited
All the Salient
number of
Difficult to features are
Measurable features are
measure captured by
captured by
the Model
the Model
Opera1ng with Opera1ng with
scare adequate
resources resources 79

ScienGfic/Technical
Problems A
can combine to Complex Problem
form

80

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Complex Problems (Need High Taxonomy Level)

Complex Engineering Problems have characteristic WP1 and some or all of WP2 to WP7, EP1 and
EP2, that can be resolved with in-depth forefront knowledge

WP1 Depth of Knowledge Resolved with forefront in-depth engineering

required knowledge (WK3, WK4, WK5, WK6 or WK8) which
allows a fundamentals-based, first principles analy1cal
approach
WP2 Range of conflic1ng Involve wide-ranging or conflicGng technical,
requirements engineering and other issues.
WP3 Depth of analysis required Have no obvious soluGon and require abstract thinking,
originality in analysis to formulate suitable models.
WP4 Familiarity of issues Involve infrequently encountered issues
WP5 Extent of applicable codes Beyond codes of prac1ce

WP6 Extent of stakeholder Involve diverse groups of stakeholders with widely

involvement and level of varying needs.
conflic1ng requirements
WP7 Interdependence Are high level problems including many component
parts or sub-problems.
EP1 Consequences Have significant consequences in a range of contexts.
EP2 81
Judgement Require judgement in decision making

Problem Oriented, Team-Based Project Work

as a Learning/Teaching Device
1.  Problem-oriented project-organized education deals with
the solution of theoretical problems through the use of any
relevant knowledge, whatever discipline the knowledge
derives from. We are dealing with KNOW WHY (Research
Problems).
2.  In design-oriented project work, the students deal with
KNOW HOW problems that can be solved by theories and
knowledge they have acquired in their previous lectures.
(Design Problems).

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Complex Engineering Ac1vi1es (Project based)

Preamble Complex acGviGes means (engineering) ac1vi1es or
projects that have some or all of the following
characteris1cs listed below
Range of Diverse resources (people, money, equipment,
resources materials, informa1on and technologies).
Level of Require resolu1on of significant problems arising
interac1on from interac1ons between wide ranging or
conflicGng technical, engineering or other issues.
Innova1on Involve crea1ve use of engineering principles and
research-based knowledge in novel ways
Consequences to Have significant consequences in a range of
society and contexts, characterised by difficulty of predic1on
the environment and mi1ga1on.
Familiarity Can extend beyond previous experiences by
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applying principles-based approaches.

Example 1: Complex Problem Solving

•  Two villages in Timbuktu are separated from each other
by a valley, at its deepest sec1on about 30 metres.
•  The valley is dry all the year around, except for the four
months, from October to December each year, where
torren1al rainfall can flood major parts of the valley to a
depth of over 12 metres in some site.
•  The soil is generally lateriGc with firm bedrock
underneath. A bridge connec1ng the two villages is in a
state of disrepair and has to be replaced.
•  Write a project brief on how would you approach to
design for the replacement bridge.
•  You are limited to the use of locally available building
materials.
•  Heavy equipment is not available for the construc1on.
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Aspects
•  Economics
•  Social
•  Environment
•  Ethics
•  Management
•  Technology
•  Analysis
•  Evalua1on
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Thinking
•  Site condi1on
•  Weather
•  Available technology
•  Building materials
•  Design
•  Cos1ng
•  Scheduling
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SoluGons?
•  Problem solving skills
•  Formulate the problem
•  Literature
•  Experiment?

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Assessment
•  Report – style and content (flow)
•  Display – adracGve ?
•  Viva / ArGculaGon
•  Teamwork
•  Management – scheduling

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Example 2: Complex Problem Solving

River
Spring

Fissured Rocks
Sandy soil

Clayey soil

Groundwater flow
Igneous rock

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How does complexity relates to

curriculum?
•  General Subjects
•  Industrial Placement
•  Core & Specialist (Engineering) Subjects –
Complex Problem Solving
•  Elec1ve Subjects – Complex Problem Solving
•  Design Project – Complex Engineering
Ac<vi<es
•  Final Year Project – Complex Problem Solving 90

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Conclusion
•  Manual is immediately applicable
•  Plan & implementa1on based on cohorts
•  Addressing knowledge profile and complex
problem
•  Immersed in accredita1on
•  Core business

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THANK YOU

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Appendix
93

Complex Problem Solving (CPS)

•  Dynamic, because early ac1ons determine the
environment in which subsequent decision must
be made, and features of the task environment
may change independently of the solver’s ac1ons;
•  Time- dependent, because decisions must be
made at the correct moment in rela1on to
environmental demands;
•  Complex, in the sense that most variables are not
related to each other in a one-to-one manner
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Microworld CPS Model

•  The problem requires not one decision, but a
long series, in which early decisions condi1on
later ones.
•  For a task that is changing conGnuously, the
same ac1on can be defini1ve at moment t1
and useless at moment t2.
•  Include novel soluGons to an old dilemma in
general science (external validity vs.
experimental control)
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Expert-novice CPS Model

•  Expert-novice approach most of the 1me
produces conclusions that are crystal-clear.
•  It almost guarantees sta1s1cally significant
results, because the groups compared (expert
and novices) are very different and tend to
perform very differently when confronted
with similar experimental situa1ons (Sternberg
1995).

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Naturalis1c decision making (NDM)

•  Naturalis1c decision making (NDM) (e.g.,
Zsambok and Klein 1997, Salas and Klein
2001)
•  ‘real-world’ task
•  Example interviewing firefighters aqer
purng out a fire or a surgeon aqer she has
decided in real 1me what to do with a
pa1ent.

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Dynamic decision making DDM

•  Dynamic decision making (DDM) (Brehmer
1992, Sterman 1994).
•  Discrete dynamic decision tasks that change
only when the par1cipant introduces a new
set of inputs.
•  Variables like Gme pressure have been
successfully integrated in models like
Busemeyer and Townsend’s (1993) decision
field theory
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Implicit learning in system control

•  This tradi1on has used tasks like the sugar
factory (Berry and Broadbent 1984) or the
transporta1on task (Broadbent et al. 1986), that
are governed by compara1vely simple
equaGons.
•  The theoriza1on and computa1onal modeling in
this branch of CPS are extremely rich. Models
are based on exemplar learning, rule learning,
and both (e.g., Dienes and Fahey 1995, Gibson
et al. 1997, Lebiere et al. 1998).
99

European complex problem solving (CPS)

•  Ini1ated by Dörner (Dörner and Scholkopf

1991, Dörner and Wearing 1995)
•  A large number of tasks that have been
considered complex problem solving are
nowadays affordable for theory development
and computer modeling (e.g. Putz-Osterloh
1993, Vollmeyer et al. 1996, Burns and
Vollmeyer 2002, Schoppek 2002)
•  Transport real-life complexity to the lab in a
way that can be partly controlled
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Time related
•  Time variant – 1me invariant (dynamic vs.
sta1c systems)
•  Con1nuous 1me – discrete 1me.
•  Degree of 1me pressure – decision has to be
made quickly

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Variable related
•  Number and type (discrete/con1nuous) of
variables
•  Number and palern of rela1onships
between variables
•  Non-Linear - Linear

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System behaviour related

•  Opaque - transparent.
•  Stochas1c - determinis1c
•  Delayed feedback - immediate feedback.

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Delivery
•  Knowledge-lean vs. knowledge-intensive
•  Skill based vs planning based (reac1ve vs
predic1ve
•  Learning vs. no learning during problem
solving
•  Understanding-based vs. search-based
problems
•  Ill-defined vs. well-defined
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Conclusion
•  Problem solving has been tradi1onally a
task-centered field. VanLehn (1989) think
that ‘task’ and ‘problem’ are virtually
synonymous.

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The author would like to thank the contributors of the clip arts
used in this presenta1on

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Acknowledgement
•  Prof Shahrin (UTM)
•  Ir Azlan (UPM)
•  Prof Saleh (UPM)
•  Dato Wan (UKM)
•  Clip arts and image providers

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