Project: “SHORE”- a new way of thinking?

Project learning at Helsinki Metropolia

University of Applied Sciences –

coaching, feedback and evaluation during the learning process

Carola Fortelius Venezia 9.9.2009

Carola Fortelius, SHORE, 09.09.09

Engineer education - in practice

Theory

Modules of professional subjects

Preplanned learning

Numbers

160 ECTS, 40 working h/week

Grades 1 …5

Formulas

Practice

Laboratory practicals

Working experience period

?

creativity?

Carola Fortelius, SHORE, 09.09.09

Carola Fortelius, SHORE, 09.09.09

Why are we here? – and other common questions from the students, like

- "Do we have to know this for the exam?"

- "What is the next lesson going to be about, is it

compulsory to attend? "

- "Can you please explain it again, I did not listen"

- "What is the lowest pass grade?"

- ”???"

Carola Fortelius, SHORE, 09.09.09

Two questions:

What to do? How to do it?

Carola Fortelius, SHORE, 09.09.09

We decided to do like the big guys

do nowadays:

CDIO-projects

C for conceive

D for design

I for implement

O for operate

Carola Fortelius, SHORE, 09.09.09

Which were/are our questions?

- How do we get them to learn for life and not only for the next exam?

- What do we hope they would learn?

- What is the role of the teacher,

who is responsible for keeping the motivation alert?

how can a boring teacher change to become more interesting?

- How can we get them to trust themselves?

Carola Fortelius, SHORE, 09.09.09

What did we try to achieve during the first run?

Carola Fortelius, SHORE, 09.09.09

goals

maps

Give the first year students

Carola Fortelius, SHORE, 09.09.09

experience of being part of the team

Carola Fortelius, SHORE, 09.09.09

make them do lots of hard work

Carola Fortelius, SHORE, 09.09.09

but step by step

Carola Fortelius, SHORE, 09.09.09

become professionals

Carola Fortelius, SHORE, 09.09.09

…. and be (very) happy and proud of it!

Carola Fortelius, SHORE, 09.09.09

How did we manage?

…………with many, many different tail ends

Discriptions of the different ways of implementing the CDIO-projects, and the students’ feedback to it, are part of the report. Now we discuss how to do it the next time and how the supervising and maybe coaching could support the learning process in a

natural and good resulting way.