EDU 6205B

SPECIAL METHODS IN TEACHING TECHNOLOGY & ENGINEERING

EDUCATION
BY: Kiplimo Solomon

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EDU 6205D:SPECIAL METHODS IN TEACHING TECHNOLOGY AND ENGINEERING
EDUCATION.
Course Content
Introduction to key terminologies and theories of learning, introduction to TE area of
specialization as a Trainer: special areas in Engineering Education, teaching documents/files,
reflective practice, developing a training philosophy, embracing professional ethics, teaching of
technical subjects, learning processes, styles and strategies, motivating learners, specific methods
of teaching engineering: Observation, expository, lecture method, question/answer, Demonstration
method, illustration, use of examples, discussions, discovery/problem solving approach,
Assignments, Guided study methods, field work approach, field trip method, role playing/
simulation method, team games, group tutorials. Handling projects in Engineering, evaluation of
Engineering Education instruction, types of evaluation.
Main objective
Breakdown the syllabi in to course units, teach CBET, course topics and course sub-topics, prepare
schemes
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 How do you define
learning?
Teaching?
Pedagogy?
Which theories guide us to learn new ideas?
Where is the difference between a teaching method and a
learning method?
What methods are best for teaching TE?
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 Theories of learning
• Despite of many exiting educational theorists, there are three labels
that they all fall under. Behaviorism, Cognitivism and
Constructivism.
Bottom-line
Observation of natural
behavior

Mental thinking
processes based on IQ

Ideological constructs
based experience

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 The major theories of learning; Theorist’s
• Behaviorism theory; Pavlov, Watson, Skinner, Piaget, Thorndike, Vygotsky

• Cognitivism theory; Maslow, Brunner, Miller, Ryan, Piaget etc.

• Constructivism theory; Bransford, Collins, Brunner, Keller, Nowell etc.

• Humanism theory; A. Maslow, C. Rodgers, B. James

• Connectivism(Digital age) learning theory; E. Thorndike

• Transformativism(Adult) learning theory; Jack Mezirow

• Socialism learning (Peer) theory; A. Bandura & BF. Skinner

• Experientialism(Teach by doing it) learning theory; Gell-Mann, Taylor & Kolb,

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 Behaviorism theory
(Pavlov, Watson, Skinner, Piaget, Thorndike, Vygotsky)
• Concern behaviors with observable stimulus-response
• The learner is a blank slate that should be provided with the information to be learnt.

• Behavior is studied in a systematic and observable manner

• Learning is based on a system of routines that drive information into a student’s memory
bank

• Positive reinforcement is required

• Behaviorism involves repeated actions, verbal reinforcement and incentives to take part.
• Is all about change in behavior

• Illustration, Lecture, Practical observation, problem solving, guided discussions groups

methods of instruction are recommended in this theory
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 Cognitivism theory
(Maslow, Brunner, Miller, Ryan, Piaget)
• Learning relies on both external factors and internal mental thinking processes

• Cognitivism focuses on the idea that students process information they receive rather than just

responding to a stimulus

• Focuses on the mind’s role in learning.

• In cognitivism theory, learning occurs when the student reorganizes information, either by

finding new explanations or adapting old ones.

• Is about change in knowledge rather than behavior

• Discussions, and Problem-solving, Critical thinking, Role play, discovery and question answer

methods are recommended by cognitivists

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 Constructivism theory
(Bransford, Brunner, Collins, Keller, Nowell)
• The learner builds upon his or her own prior knowledge, previous experience and

understanding to “construct” a new/better understanding of a phenomenon.

• Students construct their own knowledge

• Learning, therefore, is unique to the individual learner.

• Learners construct meaning only through active engagement with the world (such as
experiments or real-world & find solutions to problems)

• Students need to have a prior base of knowledge for constructivist approaches to be effective

• Problem-based learning, research, creative projects, group collaborations, simulation

Experiments,
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 Humanism theory
(A. Maslow, C. Rodgers, B. James)
• A “learner-centric approach” in which the potential is the focus rather than the
method or materials. (think of CBC &CBET)

• Creates an environment conducive to self-actualization.

• learners’ needs are met and they are then free to determine their own goals

• The Teacher only assists in meeting the learning goals.

• Practice, Experiments, Critical thinking, Role play, discovery, Problem solving, field trips,
case studies & industrial attachments methods are recommended by Humanism theory
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KEY THEORIES OF LEARNING
Behaviorism Cognitivism

B • Direct
• Programmed
• Social Learning
Instruction

LEARN
•
•
•
•
Attribution
Elaboration
Cognitive Instruction
Conditioning
C
Theories
Constructivism Humanism

C •
•
•
•
Case- study
Apprenticeship Instruction
Problem- solve
Activity & Actor network
• Experiential learning
H
• Discovery & situated/trips
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Application of Learning theories
• Linking concepts to real-world examples – Cognitive

• Providing students with structure and a comfortable, steady environment.

• Help educators, administrators, students and parents align ED. goals with outcomes.

• Empowering teachers on their teaching approaches to best fit the perceived needs of the students.

• Impacting how and what a person learns – behavior .

• Help stakeholders (colleges, testing firms, industry etc.) determine the kind and nature of education acquired.

• Gives students a voice in determining how the class is managed.

• Help decide whether the method of instruction will teacher-led or student-led.

• Determine how much collaboration/participation will happen in a classroom.

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Assignment 1

• Discuss how Connectivism and experientialism theories of learning

relate to each other. Explain their relevance in teaching TVET.

Use font; Times New roman, 12 font size, 1.5 line spacing, justified paragraphs and
APA referencing.

Submit in two weeks time.

Email: [email protected]
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 Bloom’s Domains of Learning(Bloom’s Taxonomy)
(Benjamin Bloom,1956).
• American psychologist who proposed three domains of learning (by
filtering the many theories)

Cognitive domain Affective/Feeling domain

6 Objectives 5 Objectives related to
related to the feelings and
cognition emotions ranked
(Thinking) is from Receiving to
ranked from Characterization
knowledge to Psycho-motor domain
Evaluation. 6 objectives related to specific to reflex
actions interpretive movements and discreet
physical functions ranked from reflex to non-
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discursive communication (co-curricula) 15
 Cognitive Bloom’s Create Bloom’s Taxonomy
Taxonomy Create. Produce new/
original work Create
Evaluation Produce new or
Justify a point Original Work
Evaluation
Evaluate
Justify a stand or
Analysis
Analyse view point
Link ideas
Analyse
Evaluation Make connections
Justify a point Application between ideas
Apply
Use information in new
Comprehension /Understanding situations
Explain Understand
Explain ideas or
concepts
Knowledge Remember
Recall Recall facts and basic
concepts
Affective Bloom’s Bloom’s Taxonomy
Taxonomy Characterization
Chara. Practice & act on
Characterize
values Review, conclude, Judge

Organization
Organize Conceptualize values Organize
Examine, clarify, integrate

Valuing
Value Appropriation of Value
worth Show preference, respect

Respond
Responding
Act to an external
Respond
Satisfy, enjoy, contribute
stimulus

Receiving Receive
Receive Awareness of Feel, sense, experience
external stimulus

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Psycho-Motor Bloom’s Reflex Bloom’s Taxonomy
Taxonomy(Movements) Reflex. Natural movements
acquired since birth Reflex
Fundamental Breath, close or open eyes,
Basic movements Fundamental shivering when cold
By limbs
Fundamental
Perceptual Run, jump, walk
Perceptual Allow to sense the
world around Perceptual
Physical Visual, audio, hearing
Ability to use Physical
strength Physical
Strength, endurance,
Skilled flexibility
Learned movements
Skilled
Dancing, playing music

Non-Discursive Non-Discursive
Use of signals Face exp., posture,
Gestures
Where and how do we apply blooms taxonomy
domains of learning?

End of lesson 1
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