1. Enquiry Based Learning in Engineering at SHU Professor Mike Bramhall

2. Preparing students for group working Self-selection/ random Lecturer selected ‘Speed dating’ Use of ‘roles in a team’ (Belbin) or personality types (Myers-Briggs)

3. R Meredith Belbin (1981) OverallBelbin rolesDescription Doing / acting Implementer Well-organised and predictable. Takes basic ideas and makes them work in practice. Can be slow. Shaper Lots of energy and action, challenging others to move forwards. Can be insensitive. Completer/Finisher Reliably sees things through to the end, ironing out the wrinkles and ensuring everything works well. Can worry too much and not trust others. Thinking / problem-solving Plant Solves difficult problems with original and creative ideas. Can be poor communicator and may ignore the details. Monitor/Evaluator Sees the big picture. Thinks carefully and accurately about things. May lack energy or ability to inspire others. Specialist Has expert knowledge/skills in key areas and will solve many problems here. Can be disinterested in all other areas. People / feelings Coordinator Respected leader who helps everyone focus on their task. Can be seen as excessively controlling. Team worker Cares for individuals and the team. Good listener and works to resolve social problems. Can have problems making difficult decisions. Resource/investigator Explores new ideas and possibilities with energy and with others. Good networker. Can be too optimistic and lose energy after the initial flush.

4. Myers Briggs Type Indicator What is personality? A person’s preferred style of behaviour We are “creatures of habit” So, tend to be consistent over time and situations If behaviour or personality wasn’t reliable, there’d be no point in measuring it One measurement system is the Myers Briggs Type Indicator

5. Myers-Briggs Type Indicator What the MBTI is: Measure of our dominant preferences for taking in information and making decisions May not be polarised clearly between scales So, you can be “a little of both” No profile is better or worse than another Helps explain our working style preferences Based on the theory of Carl Jung What the MBTI isn’t: A measure of abilities – it’s not a test No right or wrong answers Tool is an ‘indicator’ – you can agree or disagree

6. Take the Test  You have to select one letter from each of 4 pairs of opposing personality type indicators  This will result in a 4 letter code  The code is matched to one of 16 Myers Briggs types (given on a handout)

7. The first pair – Direction of your Energy Force You prefer to direct your energy to deal with people, things, situations. You prefer to direct your energy to study ideas, information, explanations or beliefs. IE or

8. The second pair – Information Processing You prefer to deal with facts, what you know, to have clarity, a realist in the here & now – for you the force is a tool - a fission screwdriver You prefer to deal with ideas, look into the unknown, to generate new possibilities or to anticipate what isn't obvious, you seek the nature of the force N S or

9. The third pair – Making Decisions You prefer to decide on the basis of logic, using an analytic and detached approach. You prefer to decide using values and/or personal beliefs. FT or

10. The fourth pair – Organizing your Life You prefer your life to be planned in a stable and organised way You prefer to go with the flow, to maintain flexibility and respond to events PJ or

11. The Scales Extraversion (E) Introversion (I) Sensing (S) Intuition (N) Thinking (T) Feeling (F) Judging (J) Perceiving (P)

13. More information –You can complete a more comprehensive Myer Briggs test online: http://www.mypersonality.info/personality-types/ –Other Links http://www.famoustype.com/index.htm http://www.myersbriggs.org/ http://www.personalitypage.com/home.html

14. First Year Learner autonomy in engineering First year (level 4) undergraduate engineering students studying Materials, Manufacturing and Environmental Engineering. Module traditionally taught over two semesters, with keynote lectures and laboratories / tutorials in semester one. Followed on by case studies in semester two.

15. First year engineering Students chose from two case study themes: -Engineering disaster management -Manufacturing processes Assignment concluded with an end of module ‘student conference’

16. Learner autonomy in engineering Aims of assignment To gather, analyse and present technical information with regard to materials and/or manufacturing and/or environmental engineering, recognising the related design issues, as well as commercial factors, where appropriate.

17. Student Conference

18. Learner autonomy in engineering Students were prepared for their project work in a number of ways: Introduction of 'Users as Producers' workshops to develop skills in video and media production Students were also introduced to the Belbin model of team roles to help them develop and maximise their group working skills. Drop-in support was also provided

19. Student Voices – Year 1

20. Learner autonomy in engineering Project outcomes: Development of employability skills – Learner autonomy (research/ enquiry skills) – Team working and communication skills – Presentation skills (enhanced self confidence) – Project management skills – Media production & IT skills (enhanced motivation) Opportunities for developing staff – Innovative teaching methods – Professional development profile Overall enhanced student performance – Previous year first time pass rate – 80% – Using new approach first time pass rate – 95% – (5% failure didn't engage)

21. Third year engineering students Studying polymers and composites Written case study replaced with media presentation format Students chose their topic Students chose the format Completed work handed in as media presentation

22. Student Work

23. Student Work – Final year

24. Student Voices – Final Year

25. Student Voices Confidence Depth Disguised Enquiry Group work Ideas development Staff view Old fashioned Technical skills Time management Research

26. Student voices Inspired their learning, a chance to be creative Learning was disguised by the activity Deeper technical learning through storyboarding & editing Improved their teamworking skills Improved their communication skills Developed employability skills

27. Outcomes Students quickly adapt to the technology Students enjoy these kind of project and enquiry-based approaches which means:  They become more motivated and.....  The overall learning experience is enhanced  Higher marks are attained  A deeper level of learning is achieved Provides a source evidence of skills for interviews (autonomous and group working) Learner autonomy developed (students manage their own learning and assessment) Students produce future media learning resources These approaches are not staff labour intensive

28. In Conclusion Use of EBL is a way of inspiring students, developing their learner autonomy and enhancing the student experience Thank you for listening!

29. Further Information CPLA website: http://extra.shu.ac.uk/cetl/cpla/cplahome.html Contact: Mike Bramhall m.d.bramhall@shu.ac.uk