By Joseph Kasser. This presentation shows that by a slight modification to the current concept of operations of a class in which the students provide the lecture rather than the instructor, the learning experience can be more effective. The modification is called ‘knowledge readings’ which: Allow students to exercise cognitive skills at levels 3-6 of the upgraded version of Blooms’ taxonomy. Provide a better learning experience, since learning for the purposes of presentation is a good way of ensuring retention of the knowledge. Easily identify if students understand the knowledge being taught in the session. Demonstrate that different people perceive information differently. Enable the instructor to correct misinterpretations as they arise. Provide students with the opportunity to practice presentation skills and obtain feedback on content and style. The major contribution of this presentation is the use of systems engineering to combine the modified Bloom’s taxonomy (Overbaugh and Schultz, 2013) with the often quoted learning pyramid developed in the 1960’s at the National Training Laboratories, Bethel, Maine (Lowery, 2002), and the earlier Dale Cone of Experience (Dale, 1954).

1. Introducing “knowledge readings”:
Systems engineering the pedagogy
for effective learning
Joseph Kasser
Kasser J.E., “Introducing “knowledge readings”: Systems
engineering the pedagogy for effective
learning”, proceedings of the APCOSEC, Yokohama, 2013.
1

2. Topics







System development process (SDP)
problem-solving perspective
Holistic problem-solving
Perspectives on the undesirable situation
Knowledge readings
Requirements for knowledge readings
Results
Questions and comments
2

3. Problem-solving
Problem
Remedial action
(problem solving)
Solution
3

4. SDP Problem-solving perspective
Undesirable
situation (t2)
Undesirable
situation (t0)
Yes or partial
Still
undesirable?
Feasible Conceptual
Future Desirable
Situation (FCFDS) (t0)
Problem
No
Remedial
action
(problem
solving)
Solution
End
Actual situation
(t1)
System Development Process (SDP)
4

5. The classroom

The undesirable situation



The Feasible Conceptual Future Desirable
Situation (FCFDS)


An effective learning environment in classes on systems
engineering and project management
The problem


The learning environment in classes on systems engineering
and project management is ineffective
Need to create an effective learning environment
How to transition from the current classroom to the FCFDS
The remedial action

The solution system development process (SDP)
5

6. Holistic approach to dealing
with problems
8 Descriptive Holistic Thinking Perspectives
Observe
Scientific HTP
Research
Formulate
hypothesis
Test
hypothesis
Refuted
Supported
6

7. Undesirable situation:
Big picture perspective

Learning takes place in a classroom


a system consisting of
students, instructor, technology and
knowledge
The literature discusses the need to
improve cognitive skills of systems
engineers and project managers

Current courses don‟t seem to be doing this
other than providing some degree of
„systems thinking‟
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8. Undesirable situation:
Operational perspective


Students are supposed read the session
material individually before the session begins
(ideal)
Lecture by the instructor




Group exercise


summarises the readings
highlights the main points
adds additional material pertinent to the session
Presentations
Short discussion facilitated by the instructor
8

9. Undesirable situation:
Operational perspective


Students are supposed read the session
material individually before the session begins
(ideal)
Lecture by the instructor




Group exercise


summarises the readings
highlights the main points
adds additional material pertinent to the session
Presentations
Short discussion facilitated by the instructor
9

10. Undesirable situation:
Functional perspective

Students have different learning styles


Teachers have different teaching styles


Lecturing, discussing, focus on type of
knowledge, etc.
Mismatches



Seeing, hearing etc.
Boredom
Poor performance
Effectiveness of delivery method
10

11. Quantitative perspective:
Retention rate after 2 weeks
Flipped Classroom
KR
Classroom
Redrawn Dales‟ cone and Learning Pyramid
11

12. Feasible Conceptual Future
Desirable Situation (FCFDS)

Providing the five top aspects of the engineering design process that best equip
secondary students to understand, manage, and solve technological problems
(Wicklein, et al., 2009):
1.
2.
3.
4.
5.

Grading based on cognitive skills and knowledge


Multiple solutions to a problem/requirement
Oral communications
Graphical/pictorial communication
Ability to handle open-ended/ill-defined problems
Systems thinking
Incorporating higher levels of Bloom‟s taxonomy
Going beyond systems thinking to holistic thinking


Systems thinking provides understanding
Holistic thinking identifies problems and provides solutions
12

13. Solution situation: balanced
classroom
No
classes
on these
Classroom
session
Lecture
5 top aspects (Wicklein, et al.)
(student’s perspective)
Exercises
Knowledge
readings
Individual
assignment
Lecture
Exercises
Knowledge
readings
Multiple solutions to a
problem/requirement
Listened
Experienced
Experienced
additional examples
Oral communications
-
Experienced
Experienced
Received
Experienced
Experienced
-
Experienced
-
Listened
Went beyond
Went well beyond
Graphical/pictorial communications
Ability to handle open-ended/illdefined problems
Systems thinking
Knowledge readings provide additional and extra opportunities
13

14. Solution situation
Classroom
session
Lecture
Bloom’s taxonomy
Lecture
Exercises
Exercises
Knowledge
readings
Individual
assignment
Knowledge readings
6 Creating
√
5 Evaluating
√
4 Analyzing
√
3 Applying
√
2 Understanding
Unknown
√
√
1 Remembering
Listened
√
√
14

15. Requirements for knowledge readings
(team exercise)
1.
2.
3.
4.
5.
6.
7.
8.
Summarize content of reading (<1 minute)
List the main points (<1 minute)
Prepare a brief on two main points
Brief on one main point (<1 minute per point)
Reflect and comment on reading (<2 minute)
Compare content with other readings and external knowledge
State why you think the reading was assigned to the session
Summarize lessons learned from the session and indicate source
of learning (<2 minutes)
o
e.g. readings, exercise, experience, etc.
9. Use a different team leader for each session
10. Presentation to be less than 5 minutes
15

16. Cognitive skills:
Beyond systems thinking
Ability to find
similarities among
objects which seem
to be different
“Ability to find”
comes from
application of
holistic thinking
High
Problem
solvers (III)
Innovators
(V)
Low
Imitators,
Doers (II)
Problem
formulators
(IV)
Low
High
Ability to find differences
among objects which seem to
be similar
Table by Gordon G. et al. “A Contingency Model for the Design of Problem Solving Research Program”, Milbank Memorial
Fund Quarterly, p 184-220, 1974 cited by Gharajedaghi, System Thinking: Managing chaos and Complexity, ButterworthHeinemann, 1999
16

17. Grading
Grade
A+
Taxonomy level
6
Creating
A
5
B+/B
4
B-
3
C+
2
C
1
Ability being tested
Can the student create a new product or
point of view?
Evaluating
Can the student justify a stand, position or
decision?
Analysing
Can the student distinguish between the
different parts?
Applying
Can the student use the information in a
new way?
Understanding
Can the student explain ideas or
concepts?
Remembering
Can the student recall or remember the
information?
Downside – grading on a curve is difficult
17

18. Results: Grades


Initial grades match observed student behaviour
Can be adjusted to curve
7
14
6
12
5
10
4
8
3
6
2
4
1
2
0
0
A+
A
A-
B+
B+
B-
C+
C
Split cognitive skills
C-
D+
A+
A
A-
B+
B+
B-
C+
C
C-
D+
Low cognitive skills
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19. Results

Team presentations in each session differ



Presentations provide excellent „learning opportunities‟



There can be more than one correct/acceptable solution to a
problem
There can be more than one way to satisfy a requirement
Based on the mistakes the students in content, style and
format
Students like feedback on what was good and what
was bad
Presentations evolve


Better techniques for presenting information get picked up by
other teams
The instructor can point this out to the students showing that
learning has taken place
19

20. Results

Some students don‟t seem to be able to make
connections between the different elements of the
knowledge they are learning

They don‟t seem to be able to see connections between



readings on the same topic
readings from the current session and readings from earlier sessions
Students misuse bar charts, line graphs or pie charts
and need to be shown when to use which type of
chart

By comparing the information presented in the different
charts students soon pick up on when to use which chart.
20

21. Example: showing evaluation scores
1
90
80
10
2
70
450
60
400
50
52.35
39.6
350
40
30
9
3
20
300
10
250
24.15
200
50
0
239.5
127
127
150
100
16.95
231.5
8
4
16.5
84
7
0
1
2
3
4
5
5
6
Sensor
Weapon Systems
C2 System
A
B
C
D
E
21

22. Results

Students who are used to classes where they
are lectured at, need to be shown why the
knowledge readings have been introduced


Generally done in the introductory session to the
semester.
Student feedback is



the knowledge readings are a lot of work
they have learnt a lot
the classes are changing the way they think
22

23. In summary Knowledge Readings

Provide 3 of the 5 top aspects of the engineering design process
that best equip secondary students to understand, manage, and
solve technological problems








Multiple solutions to a problem/requirement
Oral communications
Graphical/pictorial communication
Allow students to exercise cognitive skills at levels 3-6 of the
upgraded version of Blooms‟ taxonomy
Demonstrate that different people perceive information differently
Enable the instructor to correct any misinterpretations as they
arise
Provide a better learning experience for the students
Need knowledgeable and confident instructors
23

24. Student evaluations
Why you should use knowledge
readings
What‟s in it for you?
24

25. Questions or comments?
For a free pdf version contact
tdskj@nus.edu.sg
Today’s presentation is based on
Kasser J.E., “Introducing “knowledge readings”: Systems
engineering the pedagogy for effective learning”, proceedings of
the APCOSEC, Yokohama, 2013, http://therightrequirement.com
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