Abstract:
The traditional perspective of teaching has for a long time been centred on
“how much” content has been learnt by the students, resulting in the lecture
method as the main teaching method. However, this method of teaching is
progressively being replaced by one that focuses on “how well” the content
has been learnt. According to Huber & Hutchings (2005), students are
subsequently engaged more actively and become masters of their own
learning. The Scholarship of Teaching and Learning (SoTL) undoubtedly
enhances the development of innovative ways of teaching through learning
practices that reflect on evidence. Through the reflection on evidence, and
communication of results, SoTL has inspired a progressively innovative
teaching method in the core module Professional Orientation, a project-based,
first-year module presented in the UP EBIT ENGAGE programme. By
inquiry and reflection on the way Professional Orientation students learn when
doing the project activities in one project, the LEGO tower crane project,
progressive re-curriculation had been done from 2010 to 2014. With the 2014
LEGO project, positive results were noted – a higher mean statistic (result)
and a lower standard deviation statistic for the total weights lifted. Student feedback on conducting the project activities and on teamwork, were also
positive. Future LEGO projects may yield even better results if lecturers
employ a more holistic assessment rubric to include aspects such as the
optimization of the budget. In general, the application of the CDIO framework
as used in the LEGO project has additionally been found to enhance the
integration of a student's learning experiences in acquiring knowledge for his
or her/her discipline as well as developing skills such as teamwork, goal
setting, conflict resolution and effective communication.
