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Considerations when teaching in a Sim/Vis space

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Considerations when teaching in a Sim/Vis space

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Which activities are required to support student learning?

What type of learning space and/or tool best suits each activity?

How can the learning space be used to differentiate learning and cater for student needs?

What role does technology play in each learning activity and learning space?

How does this learning space, technology and learning activity promote learner success?

The curriculum and learner's context and needs should drive the pedagogical decisions made around the use of Sim/Vis learning spaces. Technology is integrated into the design of learning activities and the Sim/Vis learning space to ensure the best learning outcomes for all students.

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Repertoire of strategies that complement

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Repertoire of strategies that complement

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5R's reflective scale (Bain et al. 2002)

Reporting: brief account of a situation

Responding: assess personal response to the situation (feelings and questions)

Relating: make connections between situation and skills/knowledge

Reasoning: Explain situation in terms of relevant theory or experience

Reconstructing: Draw conclusions and make future action plans

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Foundation skill alongside literacy and numeracy

Conceptualize a continuum of images

Specialised discipline expertise to interpret and create images

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The EWB Challenge supports the integration of authentic project-based work into undergraduate courses with international and domestic, social, cross-cultural and sustainability dimensions. The program is designed to develop four engineering graduate attributes (from a total of ten) specified by the national accrediting body Engineers Australia.

The EWB Challenge develops the following graduate attributes:

•  Understanding of the social, cultural, global and environmental responsibilities of the professional engineer, and the need for sustainable development.

•  Understanding of the principles of sustainable design and development.

•  Understanding of professional and ethical responsibilities and commitment to them.

•  Ability to function effectively as an individual and in multi-disciplinary and multicultural teams.

The program also contributes towards the development of other important graduate attributes related to skills in problem solving, the application of basic science and engineering fundamentals and communication.

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Graduates from an accredited program should have the following attributes:

• ability to apply knowledge of basic science and engineering fundamentals;

• ability to communicate effectively, not only with engineers but also with the community at large;

• in-depth technical competence in at least one engineering discipline;

• ability to undertake problem identification, formulation and solution;

• ability to utilise a systems approach to design and operational performance;

• ability to function effectively as an individual and in multi-disciplinary and multi-cultural teams, with the capacity to be a leader or manager as well as an effective team member;

• understanding of the social,cultural, global and environmental responsibilities of the professional engineer,and the need for sustainable development;

• understanding of the principles of sustainable design and development;

• understanding of professional and ethical responsibilities and commitment to them; and

• expectation of the need to undertake lifelong learning, and capacity to doso.

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Bloom's Taxonomy/Higher Order Thinking

Remember: I did… I observed… I saw… I remember… I noticed…

Understanding: I now understand… I discovered… I now believe… I learned… I realised… I found out that… The most important thing I learned…

Applying: I hope to… I would like to know… I wonder… In the future…

Analysing: I was surprised when… It was challenging to… A problem with… I conclude that…

Evaluating: My ideas were different to… When I think about what others have to say about… I disagree with… I agree with… Another way of looking at this is… If I changed…

Creating: New ideas I have… I think this engineering concept could be used to… I plan to… I wonder what would happen if… I would like to further explore…

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Engineering: applying structured knowledge to unstructured problems

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Engineering: applying structured knowledge to unstructured problems

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University of WA

Overarching Concept: Modelling

System Identification

Dimensional Reasoning

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Problem Based Learning and Practice-Oriented Learning

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Problem Based Learning and Practice-Oriented Learning

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Actively engaged in creative and critical ways of thinking to solve the problem

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Actively engaged in creative and critical ways of thinking to solve the problem

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Instruction that is engaging, responsive, inclusive, and collaborative.

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Instruction that is engaging, responsive, inclusive, and collaborative.

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Guided discovery