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Procedia CIRP 54 (2016) 170 – 174

The 6th Conference on Learning Factories

Adaptation and Implementation of Modern Learning Techniques in Master

of Sustainable Manufacturing: Cultural Challenges, Effects and Potential
for Improvement
Jo Stertena*, Kari Nordskogenb, Andriy Verlana
a
Norwegian University of Science and Technology, Teknologiveien 22, Gjøvik 2802, Norway
b
Fagskolen Innlandet, Teknologiveien 12, Gjøvik 2815, Norway
Jo Sterten. Tel.: +4761135287; E-mail address: [email protected]
Kari Nordskogen. Tel.: +4791709559; E-mail address: [email protected]

Abstract

In the modern and globally integrated world, international cooperation in education plays significant role in making the teaching and learning
process more effective, innovative and sustainable. Modern learning methods differ significantly from each other as well as from the classic ones.
This article gives an overview of utilization of flexible learning methods, flipped classroom and describes subsequent changes from post
communistic towards modern teaching style and challenges that professors have to cope with to adopt it. The process of implementation of
techniques within Master of sustainable manufacturing program developed during the run of Eurasia project is presented and the outcomes are
discussed. The study is based on empirical data from project development meetings, interviews with participants, students’ satisfaction and
academic results.
© 2016
© 2015Published
The Authors. Published
by Elsevier by Elsevier
B.V. This is an openB.V.
access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of The International Scientific Committee of the “15th Conference on Modelling of Machining Operations”.
Peer-review under responsibility of the scientific committee of the 6th CIRP Conference on Learning Factories
Keywords: Learning, Teaching

1. Introduction educational technology gap and discovering new pedagogy are

also issues international university cooperation can help to
In the modern and globally integrated world, international overcome.
cooperation in education plays significant role in making the University wants new learning factories based pedagogy to
teaching and learning process more effective, innovative and harness the new technologies to provide a more complete and
sustainable. By creating a synergy and multiplying efforts of effective learning experience, and implement longstanding
different concepts and traditions of different cultures, we may pedagogical notion that students do their best in learning when
manage to reach the sustainability of international they study independently. In addition, we would like restoring
interuniversity cooperation. It can be achieved only by picking life to education, creation of context, which is another vital
up and combining the best practices of different educational pedagogy aspect, trans-disciplinarily, reuniting life and
systems that reinforce the teaching and learning process by knowledge, achieving values-based and person-centered
sharing experience. education, etc. [2].
We may reach sustainability also by adopting and Modern learning methods we have been using are blended
incorporating best matching approaches and utilizing learning, flipped classroom, flexible learning methods and
partnering institutions’ potentials and capacities. Combining modern teaching and learning techniques. Blended learning
efforts within sustainable international university cooperation takes place both online and in the classroom, the online
helps to overcome the traditional educational challenges and component of the learning usually consists of exercises. Flipped
face the current challenges and trends of modern education. The classroom is a kind of blended learning method, where students
challenge to education considering time, closing the

2212-8271 © 2016 Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the scientific committee of the 6th CIRP Conference on Learning Factories
doi:10.1016/j.procir.2016.05.078
 Jo Sterten et al. / Procedia CIRP 54 (2016) 170 – 174 171

at home see video lectures online and uses the time on campus Upon delivering the necessary minimal theoretical
to problem solving mainly as guided teamwork. background on a topic under consideration, students are split on
Flexible learning methods are educational systems providing occasional groups and assigned to fulfil related tasks in a form
students with increased choice, convenience, together with of simplified but very solid research project using all available
personalization to suit their particular learning. Modern means, tools, references and online data. Giving student a
teaching is, contrary to classic lecturing methods of education, chance to express his/her own creativity while doing small
a method to make students active in their learning process, it is group assignment and facilitating competitive presentation and
important with relationship between content and context. The follow up discussion it trains their practical skills. Important
teachers are supposed to practice students centered learning that skills like investigator’s / independent researcher’s and team
includes practice. The methodology includes case studies, player’s skills, rhetoric and presentation capabilities, ability for
interactive activities and students' group discussions. constructive analysis and ground discussion, encourages doing
their best while competing with other group.
2. Person-centered learning model Before assigning the students their task as a small research
project, it is important to explain the general essence of a
The terms non-directive, client-centered, and person- research project. A research project consists of the two major
centered used to describe the therapeutic approach developed stages – analysis (of the information, data, events, processes,
by Carl Rogers. The therapist’s task was to follow the client’s etc.) and synthesis (of the results/conclusions or proposed
lead and helping them to uncover their own solutions. The solution concept).
psychological environment was one where a person felt free In addition, it is important to mention that such tool as info-
from threat, to achieve the environment you had to be in a graphics (preparing / drawing the presentations on a flip chart)
relationship with a person who deeply understood. Rogers helps the student to turn on their imagination, visualize their
replaced the term non-directive with the term client-centered points and findings and train their capability to systemize and
[4]. Rogers’ began to apply his ideas derived from client- logically interrelate things. Finally, it makes the
centered therapy in other contexts, such as education [5]. The presentation/discussion more fun and live.
non-directive student-centred model supposes building a non- The essence of the practical case study (one of the core
judgmental and empathic relationship between professor and element of the student-centered learning) concept is [7]:
student, reaching such level of a student involvement that
he/she becomes an equal partner of the learning process. – Students are encouraged to participate in the
Students are aware of their secured rights and degree of collective exploration of a sustainable development
freedom from one side, and certain responsibility and duties on related problem-solving aiming to reach a joint
the other side. Therefore, the teaching becomes a mutual two- resolution
way creative process. Here it is very essential for a professor to – Analyzing the case story, working out the decision,
not only establish a “contact” with the audience and lead the drawing conclusion from the certain case and
“ship”. However, which is even more vital, to “feel” the relating it to the theory
feedback and how things are developing in order to be more – Three key elements that make a practical case an
flexible and quickly react managing efficiently the teaching effective vehicle for students learning the process
process according to the real time situation. of collective analysis, decision-making and
Thus, a professor transfer to a facilitator, who carefully and reflection: a complex problem, an inside
emphatically listens to the students, respects and takes into perspective, detailed realism
account the student’s point on different issues, trying to be not
judgmental, but rather cooperative. Here we come up with the In addition, it is worth to point out importance of the
principles of modern Contextual Education, “Meaning emerges combined technology of using the internet and face-to-face
from the relationship between the content and its context” [6]. classes. The internet helps with work to be done before and after
The teaching and learning method grounded on a constructivist the classes because it provides important information and an
theory, where data, generally any information, provides or opportunity for exchanges to happen between professors and
delivers such a way, that student are capable to: students which otherwise would not happen. The dialogue
before and after class can add a lot to the richness of the
- construct meaning based on the own practical student’s and professor’s experience, professionally and
experiences personally, allowing for example the clarification of issues left
- process new knowledge with reference to their memory, unclear in class [5].
practical experience and to already gained heuristics

Within the process of teaching, the contextual education 3. Empirical feedback on international cooperation within
supposes a constant emphasis on establishing interrelation link Master of Sustainable Manufacturing Program
between different subjects, between the data and the
accompanying circumstances of the findings, between lesson The project team had to face various challenges – cultural,
and learner, between theoretical knowledge and real life. traditional, distance, lack of face-to-face contact while online
teaching, lack of tutoring and facilitating small group
presentations and follow up discussions. All these issues of
172 Jo Sterten et al. / Procedia CIRP 54 (2016) 170 – 174

transferring resources and even threat of security due to implementation of institutions. We will adjust the course to
unstable political situation. Nevertheless, the major issues have appropriate time allocation to explain these complex
relates to different teaching traditions and approaches. concepts, in Ukraine this is not well understood, designed and
Once we started delivering proposed and accepted very implemented (environmental institutions are the leading
comprehensive Sustainable Development (SD) course, we examples). The SD program did not appear to have adequate
realized that, even having that theoretically rich material, the time allocated to the development of soft skills.
way in which we would teach it is according to the demanded It appeared that there was not enough emphasis on essential
modern active learning methodology. In addition, we, in the soft skills such as communication, entrepreneurship,
real time, have undertaken enormous effort on making the leadership, teamwork – all issues critical to apply the new
needs assessment analysis and updating the course accordingly knowledge and skill in the real life.
to make the course more interactive, live, contextual and The teaching and research in the program focused on
student-centered. business and government, but the household sector, which
Here are the conclusions of the analysis, which we followed plays a more and more important role in modern societies, was
while adjusting the course that may serve as highlights of the missing in the curriculum. This extends to non-governmental
key differences of the two participating partner universities (NGO) activities, which are essential in building civic society
(countries) approaches / traditions. – the social pillar of SD. The institutional aspects of SD
The SD course was proposed on the basis of NTUU “KPI” program were very limited and did not include a crucial
developed unique and ambitious SD educational and research institutional design component. It was also important that
program based on NTUU “KPI”’s traditional academic students had access to real life experiences within the SD
strength, extensive international collaborative networks, and program, such as participation of practitioners as guest
visionary academic leadership. We designed the SD program speakers, possible internships, etc.
to respond to emerging global and domestic challenges and to It was clear that we had to encourage movement from
expand its expertise to new areas. One of the strongest features teaching-centered to student-centered learning. The volume of
of the NTUU “KPI” SD program is the creative application of interactive learning activities, internships, small group
system analysis from global to local systems. discussions among students, or team projects had to be
However, the SD educational program was mainly teaching- essentially increased.
centered with a heavy emphasis on content knowledge and It was a vital need to adjust properly the time allocated to
relatively limited time allocated to the building of applied skills content knowledge, applied skills, and communication,
and collaborative attitudes. The methods used to develop entrepreneurship and leadership skills. The skills component
knowledge, skills and attitudes are critical factors in an should have an appropriate time allocation between hard skills,
effective and efficient educational program. Traditional quantitative methods, and soft skills such as communication,
European learning lack engaged student learning, practical entrepreneurship, leadership, problem solving, teamwork, etc.
skill, and attitude development but has significantly changed in We will put one key thing into focus - attitude building such
Western Europe over the last 20-30 years, but still dominates as openness and willingness for knowledge and experience
in CEE. sharing, individual and team responsibility. Attitude building
would progress only along with the shift to learning-centered
Table 1. Comparison of teaching methods. model of education that includes practical case studies,
Teaching approaches KPI GUC concrete and contractual team projects, simulations, and guest
Teaching-centered * speakers from business and government sectors. New cases and
Content knowledge * attractive textbooks should be developed/proposed with
accompanied teaching manual, cases, simulations,
Collaborative attitudes *
competitions, etc.
Applied skills * Therefore, the professor project team had to react very
quickly to follow the above needs, especially in the context of
The SD program depended heavily on ecological and the student/person-centered teaching methodology of active
technical sciences, while the inclusion of management and the learning.
social sciences, particularly economics, sociology, and political One of the indicative samples of the international
science was limited. cooperation in education might be long-term cooperation
The SD course has ambitious global contents, but the between Gjøvik University College (GUC HIG) and National
coverage of regional, local, firm and household content levels Technical University of Ukraine "KPI" (NTUU KPI), which
was lacking. The incorporation of case studies of policies and was initiated in 2011. This cooperation has passed a long way
institutional change were missing from the course content. from just a joint course development and teaching, to a
Case studies are essential for the development of critical sustainable interuniversity cooperation with promising follow
thinking and decision-making skills in SD. There were strong up development. Mostly the cooperation relates to
indications that we should supplement the comprehensive basic collaborative Eurasia project - CPEA-2011/10023 (2011-2014)
SD course by topical seminars with a more practical focus. Development of Master of Sustainable Manufacturing
However, the time allocation, format, and “product” were Program.
insufficient. The course did not adequately cover importance of Through this project NTUU KPI and GUC HIG have
institutions, including analysis and development, design and established close relations and bilateral development of
 Jo Sterten et al. / Procedia CIRP 54 (2016) 170 – 174 173

curriculums, new teaching methods and teaching materials, as science data and giving access to it for usage both in science
well as research activities, and can be finally characterized by research and study process. NTUU "KPI" initiated an Inter-
the following: University Consortium for Sustainable Development and
Central Eastern European Institute of Sustainable
– Courses given have been offered through flexible Development.
learning methods as well as traditional face-to-face GUC HIG is famous by its powerful experimental and
teaching, “blended learning” [3] laboratory base and close connection to the real industry and
– Using the principles of quality assessment in manufacturing. This promotes modern innovative teaching
distance learning (EQL) methodology. A methodology by means of encouraging
– Flexible learning methods and communication, teachers to practice the students-centered learning model of
adaptability: Internet and digital tools have been education that includes practical case studies, interactive
used for a major part of the students’ studies, learning activities, small student group discussions and team
courses partially or entirely are available for the projects.
students independently of place, space and time This methodology emphasizes appropriate time allocation
– Both institutions experience of distance education between content knowledge, applied skills and communication,
have been combined entrepreneurship and leadership skills. We can divide the
– Cooperative courses have been developed in method into hard skills that are quantitative methods, and soft
Fronter on-line E-learning system for GUC HIG skills such as communication, entrepreneurship, leadership,
and NTUU KPI students based on the blended problem solving, teamwork and attitude building. By attitude
pedagogic approach on flexible learning building, we mean openness and willingness for knowledge
– Bilateral e-learning methods with intention to and experience sharing etc.
bridge already existing learning technology and Such a sustainable interuniversity collaboration contributes
methods to the most profitable and vitally important investment,
– Multi-campus education utilizing designated investment in human capital, and the leaders of the future with
virtual class rooms in the Fronter learning solid driving force based on the sustainability concept. The
management system concept being embodied in modern knowledge, practical skills
and positive attitude is the most valuable and creative
Table 2. Teaching methods established. component of the innovation process.
Cooperative aspects
By joint effort, it promotes reaching right proportions
Evaluation between these three elements of human capital - modern
Bilateral e-learning building of the
methodology
curriculum knowledge, practical skills and positive attitude, which are
Flexible learning critical to make it able to adjust to continuing changes in the
Blended learning Blended learning
methods
global environment. Combining experience, it enriches
Distance education Quality assessment collaborative educational programs. The programs become
Face-to-face teaching
experience (EQL) more practical team projects that expose students with real
problems and challenge their recently learned knowledge,
Fronter learning on- Fronter technology skills, verify their social attitudes and contribute to building
Blended learning
line methods
social capital.
Virtual classrooms Communication
Finally, investing in human and social capital, an effective
intercultural educational cooperation, will contribute to solving
Institutions experience the emerging challenges and sustainable development
problems by:

– quick responses to these challenges, particularly in

4. Sustainable education and human capital the area of sustainable use of natural capital and
biodiversity conservation
Despite of all the differences, constrains to overcome, issues – converting the financial crisis and the economic
and problems to resolve, the Eurasia project CPEA- recession into development and reform
2011/10023 is successful and sustainable with a great impact opportunities
and follow up. It created synergy combining potentials and – taking advantage of climate change as a business
capacities of the two great schools but with different traditions and restructuring opportunity also called greening
and from different cultures. economy
NTUU “KPI” elaborated the academic faculty
comprehensive interdisciplinary educational and training The consequences of the global economic crisis call for
program focusing on Sustainable Development, powerful visionary leadership in mobilizing factors to generate
research school on global analysis of sustainable development environmentally sound economic development, innovations,
in context of quality and security of human life. They entrepreneurship, for converting disadvantages into
established World Data Center for Geoinformatics and advantages, and weaknesses into strength. In addition, the
Sustainable Development for collecting, handling and storing
174 Jo Sterten et al. / Procedia CIRP 54 (2016) 170 – 174

alumni of such a joint educational program could be the x current example is elaborating a new
appropriate candidates who are capable to answer to this call. comprehensive educational and R&D program,
including a perspective joint Master Degree
Program focusing on Energy Security
5. Conclusion and further perspectives
The above development and potentials may serve as a sign
We have accomplished all the CPEA-2011/10023 tasks. The of reaching certain level of sustainability in our international
experience gained and exchanged while developing and collaboration in education and R&D.
teaching the joint courses, have encountered a great necessity
and common interest to advance the existing partnership References
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