Teaching P&amp;ID Reading Alongside Critical Thinking, Teamwork and Self-Directed Learning Using E-Learning
Creators: name: Cheah, Sin Moh
Publisher: name: Singapore Institute of Technology
Year: 2022
Subjects: Curriculum and pedagogy theory and development
Higher education

description: <b>Introduction</b>Many graduates from the Diploma in Chemical Engineering (DCHE) found employment in the chemical processing industries as process technicians. The required skill sets are developed progressively over DCHE’s 3-year program using a spiral curriculum (Bruner, 1960). Basic skills in this job role include reading Piping and Instrumentation Diagram (P&amp;ID) of a chemical plant, using it for line-tracing to familiarize oneself with the plant, and operating the plant using standard operating procedures (SkillsFuture Singapore, 2017). The P&amp;ID is a blueprint of a chemical plant, using symbols to represent all equipment, pipes and piping components, instruments and controls, etc; as built in the plant. Developing such competency is of paramount importance, as it is a transferable skill that technicians can rely on when he/she moved from one chemical plant to another. Students are taught P&amp;ID reading in Semester 2 Year 1, in the module Laboratory &amp; Process Skills 2, using e-Learning. <br><b>Method</b>The approach to designing e-learning package was based on the CDIO Framework (www.cdio.org), which DCHE had been using since 2006. A key feature of the CDIO Framework is the design of leaning activities – known as Integrated Learning Experiences – that promotes simultaneous learning of domain knowledge, acquisition of skills and development of desired values and attitudes; in a real-world context (Crawley, Malmqvist, Ostlund &amp; Brodeur, 2006). The pedagogical framework is based on a set of core principles of learning (Sale, 2015), using an evidence-based approach (Hattie, 2009). In addition, information-communication technologies are used to promote active learning as they interact with the e-learning materials. A 4-hour e-learning package was developed to teach P&amp;ID reading using table-top line-tracing. Students are required to prepare Lead Sheets for the P&amp;ID. A Lead Sheet is like a picture dictionary: a collection of symbols used in the P&amp;ID. Key skills integrated into the learning task are critical thinking, teamwork and self-directed learning (SDL). Teamwork had been taught to students in the previous semester, while critical thinking and SDL were covered in the beginning of Semester 2 via a workshop; and these were used in 3 other activities in Laboratory &amp; Process Skills 2 prior to the e-learning. Students in groups of 4-5 members are required to work collaboratively, whereby each student is responsible one category of P&amp;ID symbols. Learning assessment is based on group submission of combined lead sheets and individual reflection journal of each student’s SDL experience. The lead sheet is to be used later for line-tracing and sketching of P&amp;IDs for actual pilot plants. Sketched P&amp;IDs are assessed based on completeness, correctness of symbols, and overall neatness of presentation (categorization, organization). Teamwork assessment is done using online system that computed two factors: SPA (Self and Peer Assessment) and SAPA (Self-Assessment to Peer Assessment). A survey was conducted to obtain students feedback on their learning experience, in particular how it prepared them to work on real pilot plants in the later part of the module. <br><b>Results &amp; Conclusion</b>87 students out of about 140 from 7 classes participated in the survey, i.e. about 62% response rate. In general, most students found the learning experience useful, although they still preferred face-to-face interactions. Close to 60% agreed that SDL is important in learning about P&amp;IDs and their symbols, and almost 80% of students appreciated the importance of teamwork in putting together the Lead Sheets. Students are also expressed confidence in using the skills acquired (sightly above 80%) in later activities. The presentation concludes with actions for improving students’ e-learning experience, as students tend to over-estimate their capability for line-tracing and P&amp;ID sketching; as evidenced by the work submitted.