Learning Theory by Developing Important Skills

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Learning Theory by Developing Important Skills

• Marcelo Massarani
• Escola Politécnica da Universidade de São Paulo,
  Brazil

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Focus

• Teaching X Learning
• Objectives
• Knowledge.
• Skills.

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Syllabus

• Identify the restraints.
• Set the discipline objectives.
• Syllabus design.
• Psychological contract.

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Case 1 graduate discipline

• Structural Analysis Using Finite Element Method.
• Master Degree Program in Automotive Engineering.
• 25 students.
• 36 hours.

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Case 1 graduate discipline

• Knowledge objectives
• Matrix methods matrix methods, stiffness method.
  
• Finite element method introduction.
• Topics on finite element methods convergence
  criteria, interpolation function, serendipity
  family, numerical integrations, isoparametric
  elements.
• Skills objectives
• Written communication.
• Oral communication.
• Research techniques.
• Teamwork.

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Case 1 graduate discipline

• Results
• Expository lessons were reduced to a minimum,
  about a quarter of each class.
• Students engagement in each activity was very
  intense.
• Frequency were high.
• All students passed.
• The method was fully approved and the students
  strongly recommended its use in other
  disciplines.
•  

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Case 2 MBA discipline

• Training and Research Methodology .
• Master Business Administration Program in Quality
  Engineering .
• 20 students.
• 30 hours.

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Case 2 MBA discipline

• Knowledge objectives
• Training discipline plans, courses plans,
  learning and teaching strategies, learning
  evaluation, lecturer practice.
• Quality ISO10015 standards.
• Research information sources, techniques for
  data acquisition, data organization.
• Monograph types of texts, themes and objectives
  and text planning.
• Skills objectives
• Teamwork.
• Flexibility to help the students to manage
  changes.
• Learning capacity.
• Critical analysis.
• Time management.

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Case 2 MBA discipline

• Results
•  The results were exactly the same as the case 1
  !

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Conclusions

• At the same time students can learn theoretical
  topics and develop skills.
• The students effectively participate in the
  syllabus design.
• This level of participation leads to a serious
  students commitment with the discipline success.
• The psychological contract guarantees their
  active participation in the activities.
• Thus the focus must be on learning and not on
  teaching.

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• MARCELO MASSARANI (massara_at_usp.br) is a
  Mechanical Engineer with Ms. and Ph.D. degrees
  from Escola Politécnica, USP, Brazil. His
  research areas are mechanical design, engineering
  education, creativity and entrepreneurship
  education.