Date: 26th November 2007
Time: 9.00 am – 4.00 pm
Venue: Crown Princess Hotel Kuala Lumpur
Speaker: Karl Smith
Fee: RM 200 (local Participant)/ USD 100 (International Participant)


An ongoing challenge of teaching engineering and other science and technology related classes is engaging students with one another and with the instructor. Many of us are exploring cooperation learning or other forms of active engagement to encourage students to be active and responsible participants in their own learning as well as in the learning of other students. But, how do we structure these experiences in our classrooms, many of which have fixed seating, to ensure that they are most effective and achieve our aims (i.e., student learning)?

This session emphasizes the instructor’s role in designing and implementing individual and group strategies in connection with active and cooperation learning. These strategies are research based, and include positive interdependence, individual and group accountability, face-to-face interaction, teamwork skills, and group processing. Examples will be provided to help the participants select, design and revise cooperation learning and problem-based learning materials. The workshop is hand-on, interactive, and focused on helping participants select, prepare, and structure cooperation and problem-based learning materials and strategies for their classes. Participants will learn how to overcome the challenges and barriers to implementing active and cooperation learning.

Session Objectives:

Participants will be able to describe:
• Key Elements of Cooperation Learning, especially interdependence and accountability
• Approaches for implementing cooperation learning in engineering classes

Date: 6th - 7th December 2007
Time: 9.00 am – 5.00 pm
Venue: Seminar Hall, Block C23, Faculty of Mecahnical Engineering,
             Universiti Teknologi Malaysia

Fee: RM 200

Day-1: 6th December 2007


Speaker: Karl Smith

Many faculty members are using (or considering using) students groups or teams in courses as way of teaching problem formulation, problem solving and collaboration skills while encouraging students to be active participants in their learning. But how do we structure these group/team experiences to ensure that they lead to enhanced learning? How can faculty help facilitate powerful connections among students, between students and faculty, and among all of us and our subject matter?

The workshop focuses on the instructor’s role in designing and implementing group strategies in connection with problem based learning as a means of creating high performance team learning environments. Research-based key elements of cooperation learning positive interdependence, individual and group accountability, promotive interaction, teamwork skills, and group processing are explained and emphasized.

An example of problem-based and case-based learning will be used. This hands-on, interactive aspect of the workshop focuses on the professor’s role in designing, structuring, and practicing case-based and problem-based learning. It includes a simulated exercise, video example from a problem-based learning class as well as the supporting theory and research.

Session Objectives:

Participants will be able to describe:
• Role of problem-based cooperation learning in developing studentís problem formulation and problem solving skills
• Approaches for implementing problem-based cooperation learning in engineering classes.

Day-2: 7th December 2007


Speaker: Prof. Duncan McKenzie Frazer

In this workshop we will explore how to help students engage more effectively in learning in their early years at university. This will include the following topics:

• Making the transition from school to university;
• Helping students to build effective learning partnerships;
• Improving students motivation through teaching engineering in first year;
• Helping students develop their identity as future engineers; and
• Encouraging students to develop good study habits.

Examples of application of these principles will be given, and participants will be encouraged to share their own experiences, as well as plan ways of applying them in their own situations.


Case Studies
Education Technology
Engineering Accreditation
Engineering Curriculum
Engineering Projects
Engineering Technologist
First Year Experience
Generic Skill Development
International Collaboration
Lab-based Training/ Practical/Industrial Training
Lifelong Learning
Multi-Disciplinary Education
On-Line Education
Outcome-based Learning
Students Centred-Learning
University-Industry Collaboration
Others related to engineering education