DESIGNING BLENDED-TYPE INTEGRATED LEARNING EXPERIENCE USING CORE PRINCIPLES OF LEARNING

This paper shares the experience in designing a blended learning to provide an integrated learning experience (CDIO Standard 7) for students to develop a core competency required in the workplace. The integrated learning experience is designed using a set of core principles of learning. Specifically, the integrated learning experience is contextualized to develop the required skills and desired attitude in carrying out line-tracing in the chemical process industries. The students are from the Diploma in Chemical Engineering, who spent about 4 hours per week on the learning tasks, for a total of 3 weeks. In blended learning approach, students first learn how to read an engineering drawing known as the piping and instrumentation diagram (P&ID), a blueprint for a chemical plant. This is achieved through an e-learning package developed by the author. Students then learn about skills in conducting line-tracing, based on a pilot plant in the workshop. They are then given the opportunity to practice line-tracing using the same pilot plant. Lastly, they are required to sketch their own P&ID for other pilot plants that they will later use in subsequent activities. The paper first provides a brief background of line-tracing and P&ID, to set the context (CDIO Standard 1) for designing the integrated learning experience, and the key desired learning outcomes (CDIO Standard 2) are explained. The paper then gives a quick overview of core principles of learning and proceeds to provide detailed explanation of how the integrated learning task is designed. The paper then elaborates on the choice of collaborative learning as key pedagogy, and the design leveraged on students’ prior learning in chemical plant operation, teamworking and self-directed learning (CDIO Standard 3). The paper also addresses the assessment of student learning (CDIO Standard 11). High effect size strategies to scaffold student learning (such as workbook, feedback and reflective practice) and promote collaboration, as well as measures to evaluate effectiveness of teamworking are also shared. The latter requires students to carry out self and peer assessment using an online platform, which automatically calculates the Self and Peer Assessment (SPA) factor and the Self-Assessment to Peer Assessment (SAPA) factor. Lastly, as part of continual improvement (CDIO Standard 12), the paper concludes with findings of student learning experience via a survey, the author’s own reflection and suggestions to further enhanced the learning from such an endeavour.