Abstract:

Encouraging students to “think differently”, to “think like an engineer”, to “just solve the problem” is challenging and depends upon many factors such as the prior learning and experiences of the particular students involved. Sometimes it is difficult to convince students to really engage with activities outside their own comfort zones if they cannot see the potential benefits that might accrue through such engagement.

This paper describes a paradigm, inspired by knowledge management, which the authors have used to explain the importance of engaging with teaching and learning activities to undergraduate students. More importantly it helps these students to understand how each stage of the program builds upon the previous stage, how their learning moves up the levels of Blooms taxonomy to an extended abstract level of understanding, and how this will help them be more effective engineers once they enter the workplace. It has broader significance for the students in that it helps and encourages them to critically reflect upon their learning and really consider the importance of this learning for their future.

Keywords:

Engineering education, critical reflection, multi-stage learning.