Creating Sharable Learning Activities: Examples From A Manufacturing Engineering Curriculum

0
483

Many engineering faculty have been involved in projects to improve teaching and learning using web-based resources. Information-based learning materials have proven to be adaptable and dynamic; they have enhanced the educational process. As the number of people involved in the development of IT-based educational materials expands, the engineering education landscape has become dotted with islands of innovation—isolated areas where IT-based materials are available. However, these materials are not available to a large number of users, thereby reducing opportunities for synergy, discourse, and exchange. The NSF-funded Greenfield Coalition has developed a technology strategy to facilitate an ability to re-purpose web-based learning activities for a new context, enabling reuse and exchange. This paper describes GreenfieldÂ’s approach to share learning activities, and describes a suite of material that is available from the Coalition website. A Unique Educational Environment The Greenfield Coalition [1] is a coalition of five universities, three university affiliates, six manufacturing companies, the Society of Manufacturing Engineers, and Focus:HOPE. Focus:HOPE supports an amazing web of programs to underpin its educational objectives. Founded in 1968 after the urban riots in Detroit, it pledges intelligent and practical action to overcome racism, poverty and injustice—to make a difference within the city and its suburbs. Focus:HOPE began by feeding the undernourished needy (women with children and then adding senior citizens), but quickly added programs to enable inner city youth to acquire knowledge to seize opportunities for highly skilled and well paying jobs. Today, an individual may begin the journey by enrolling in First Step or FastTrack. These four and seven week programs use computer-based learning to build fundamental skills in mathematics and English. When the student graduates from FastTrack, they have skills certified at the ninth and tenth grade level in reading and math. This provides the appropriate prerequisite skills for entering the Machinist Training Institute (MTI). MTI is a thirty-one week program in which students earn certification in the operation of material processing equipment (machining), metrology, computer-aided design, computer numerical control, and the associated math, computer, and communication skills. Alternatively, students may also choose to pursue a career pathway through Focus: HOPE’s Information Technologies Center. Greenfield presents an opportunity for graduates of MTI to cap their practical experience with further studies toward advanced university degrees. Those students who qualify, enter a 24 week pre-engineering program after completing MTIÂ’s basic machining program. After a series of diagnostic tests and interviews they become Candidates in the Center for Advanced 1 Coalition Members: Lawrence Technological University, Lehigh University, Michigan State University, University of Detroit Mercy, Wayne State University; Affiliate Partners: Ohio State University, University of Mich igan, Walsh College. 2 Cincinnati Machine, DaimlerChrysler, Detroit Diesel, Electronic Data Systems, Ford Motor Company, and General Motors Corporation. P ge 837.1 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright ï›™ 2003, American Society for Engineering Education Technologies (CAT)—Focus:HOPEÂ’s manufacturing facility. The Center for Advanced Technologies is a not-for-profit entity which is a first tier supplier of manufactured components and systems to Ford, General Motors, DaimlerChrysler, Detroit Diesel, and the U.S. Department of Defense. The Candidates are employed by Focus:HOPE and work in a broad range of manufacturing, production, and support activities. While this employment provides financial support, more importantly it becomes a real-world laboratory to support their learning. Focus: HOPE Mission Statement Recognizing the dignity and beauty of every person, we pledge intelligent and practical action to overcome racism, poverty and injustice. And to build a metropolitan community where all people may live in freedom, harmony, trust and affection. Black and white, yellow, brown and red, from Detroit and its suburbs of every economic status, national origin and religious Persuasion. We join in this covenant. (Adopted March 8, 1968) GreenfieldÂ’s Instructional Design Strategy The design strategy of the Greenfield Coalition is predicated on the set of beliefs about teaching and learning. In order to implement these beliefs, Greenfield has adopted a blended learning approach [2], where classroom exercises, manufacturing shop floor work experiences and technology merge to form a collaborative, reality-based learning environment. When designing a course, a team of subject matter experts from both academe and industry collaborate with an instructional designer, a programmer, and a media specialist in order to create instructionally-sound, technically-supported, engaging learning activities. The resulting material includes key manufacturing engineering concepts and directly applies these to realworld, on-the-job experiences. Often these materials include templates, tools and step-by-step instructions used by practicing engineers. Using GagneÂ’s Nine External Events of Instruction as a guide [3], Greenfield is able to maximize the motivation for learning, add relevance to the content and foster an active learning atmosphere. Within our learning activities we present situations and pose questions to stimulate Greenfield Beliefs • Learning is a shared responsibility between learner and teacher. • Faculty play a key role guiding students in the learning process. • Learning is made real if it is integrated with real-world experience. • Learners must prepare to engage in classroom experiences. • Learning is a social process, which requires interaction with mentors and peers. • By actively participating in their learning, students achieve deeper understanding and enhanced skills. • Technology is not a silver bullet, which by itself promotes learning, but if used effectively, it can provide new capabilities to support learning.