Developing and Assessing Lifelong Learning Skills through a Self-Determined Learning Approach

In a Bachelor of Engineering program, educators have developed learning activities and assessment techniques that promote self-directed learning and improve students’ lifelong learning and investigation skills. Inspired by heutagogy and transformative learning theory, two analytical assignments and one annotated bibliography were designed to foster autonomy, resilience, self-efficacy, and motivation, and to accurately assess the associated graduate attributes. To complete analytical assignments, students study peer-reviewed papers on electrostatic transduction and piezoelectricity. They analyze microelectromechanical structures presented in the papers using classical physics and verify their results through computational methods. For the annotated bibliography, students review and assess critically peer-reviewed papers to gain in-depth knowledge in the field of Microelectromechanical Systems (MEMS), particularly sensors, and discuss how the current research contributes to the technology advancements. The developed tasks allow students to reflect, think metacognitively, and adapt learning strategies to address their educational needs. Beyond their role in competency development, these assignments serve as authentic assessments for evaluating graduate attributes, with a particular focus on Life-long Learning.