THE MODEL RAILROAD AS AN EXAMPLE AVOIDING TACIT

KNOWLEDGE IN MICROELECTRONICS STUDIES

Wiebke Schwelgengräber, Ralf Salomon and Ralf Joost

Department of Computer Science and Electrical Engineering, University of Rostock, Germany

Keywords: Model Railroad, Problem-Based Learning, Tacit Knowledge, Learning Effect, Situated Cognition, Self-

Regulated Learning.

Abstract: Even though neither teachers nor learners are running for tacit knowledge, it is omnipresent even in

engineering disciplines, such as electrical engineering and computer science. This paper is about a problem-

based learning environment, the model railroad project that is being developed at the University of Rostock.

Two case studies, done in the Summer Term 2009, indicate that this problem-based learning environment

can indeed support the students in their studies.

1 INTRODUCTION

Tacit knowledge is an omnipresent phenomenon in

almost all teaching environments (Gräsel and Mandl

1999a, p. 54). It might come to a little surprise that

this problem is also very present in rather practical

sciences, such as electrical engineering and

microelectronics: even though these disciplines are

about physical entities, knowledge is presented on a

rather theoretical level.

In the fields of electrical engineering and

computer science it can be frequently observed that

students have severe difficulties in applying

theoretically learned knowledge to practical (real-

world) problems. For example, even though the

students know the mathematical model of a simple

DC motor, they cannot explain the underlying

physical working principles nor can they configure

some appropriate controlling circuitry.

Section 2 briefly reviews the pertinent literature

on tacit knowledge. According to this review,

previous research has argued that for the avoidance

of tacit knowledge, it is important to consider both

the learner and its learning context. Previous

research has already proposed the concept of

problem-based learning as a relief to this problem: it

is a learning and teaching environment that

integrates theoretical concepts and practical

applications by its very nature. It thus gives the

learner the opportunity to embed any new theoretical

concepts into practical (real-world) problems. Since

this paper is about a particular problem-based

learning environment, Section 2 summarizes some

of the existing case studies as well as some of its

core principles.

In order to improve the learning efficiency in

electrical engineering and computer science at the

University of Rostock, the authors have instantiated

its own problem-based learning environment, the

model railroad project, which is described in Section

3. Because of its design, this project offers tasks as

diverse as simple wiring, attaching light bulbs,

developing switch controllers, and configuring field-

programmable gate arrays.

Even though the model railroad project is still

under construction, it has already been used in

several teaching activities. Section 4 presents two

case studies that have recently been done. In these

case studies, two groups of students have developed

a wireless train controller as well as an advanced

switch controller board. Both case studies

demonstrate that the model railroad project is

suitable to include all the various stages (activities)

relevant to problem-based learning.

Section 5 presents an evaluation of the two case

studies described in Section 4. This evaluation

suggests that the model railroad project is not

limited to selected teaching topics but suitable as a

platform of rather general interest, since it allows for

the implementation of various teaching concepts and

methods. Finally, Section 6 concludes this paper

with a brief discussion.

246

Schwelgengräber W., Salomon R. and Joost R. (2010).

THE MODEL RAILROAD AS AN EXAMPLE AVOIDING TACIT KNOWLEDGE IN MICROELECTRONICS STUDIES.

In Proceedings of the 2nd International Conference on Computer Supported Education, pages 246-251

DOI: 10.5220/0002851702460251

 SciTePress

2 PROBLEM DESCRIPTION:

TACIT KNOWLEDGE IN

ENGINEERING

This section discusses the concept of tacit

knowledge and some reasons of its occurrences. As a

working hypothesis, this section adopts the view that

problem-based learning can be very effective for

avoiding tacit knowledge.

Tacit Knowledge is defined as passive, non-

applicable knowledge (CTGV, 1990, p. 2; Gruber

and Renkl, 2000, p. 155; Gruber et al., 2000, pp.

139-140). In other words, tacit knowledge is

something that is sitting in the brain but cannot be

used for anything useful. In that view, tacit

knowledge is a waste of resources: it takes time for

learners and teachers, it occupies nerve cells, and it

gives the illusion of knowledge, even though it

should be considered just noise.

It might come to a surprise to some readers that

tacit knowledge is an issue even in engineering

disciplines, such as computer science and electrical

engineering. These disciplines are on physical

entities that provide a real-word context, which

should help the learner acquire the presented

information. But obviously, a significant amount of

information is presented in terms of symbols,

equations, and definitions without providing any link

to previously acquired knowledge or to specific real-

world problems; particularly real-world problems

would give plenty of opportunities for exercises and

routines.

Previous research has provided several

explanation models of how and why tacit knowledge

develops. Among those avenues, these models have

been looking at meta processes, structural deficits,

and situated cognition (Gruber and Renkl, 2000, p.

164; Law 2000, pp. 253-255; Gräsel and Mandl,

1999b, p. 4, Mandl et al. 1994, pp. 170-175).

Situated Cognition is based on instructional

approaches (CTGV, 1990; Gruber and Renkl, 2000,

p. 166) and assumes that learning is a process that

not only depends on the (teaching) input but also on

the learner's context (Gruber and Renkl, 2000, p.

167). In other words, situated cognition also

considers the learner’s activities and interactions as

well as the learner’s environment, which are all very

important to the learning process (Law, 2000, p.

257).

Since the existence of tacit knowledge is not a recent

phenomenon, previous research has also proposed

some reliefs. Among those are inquiry learning,

experimental learning, constructivist learning and

problem-based learning (Kirschner, Sweller, and

Clark, 2006, p. 75), with the latter being the focus of

the remainder of this section.

Problem-based Learning, also known as PBL, is

one of those reliefs proposed against the

development of tacit knowledge. Essentially, a

problem-based learning environment provides

complex and authentic problems to the learners. In

this approach, complexity should help the learner

construct mental models in order to embed

previously learned “facts” into the semantic

networks the learner has already established, and

authenticity should be both motivationally and

emotionally stimulating.

Problem-based learning environments help avoid

the development of tacit knowledge in several ways.

For example, PBL students more often use

resources, such as libraries and literature, and also

appear more competent in investigating and

searching of information than their traditional

learning classmates (Vernon and Blake, 1993, as

referenced in Zumbach, 2003, p. 53), they feel less

stress in self-regulated learning (Moore-West et al.,

1989, as referenced in Zumbach, 2003, pp. 54-55),

and they exhibit better problem-solving strategies

due to their ability to better utilize hypotheses and

background information (Hmelo, 1998, as

referenced in Zumbach, 2003, pp. 62-63).

Furthermore, PBL students put more emphasis on

developing a deeper understanding rather than rote

learning (Coles, 1990; Newble and Clark, 1986, as

referenced in Zumbach, 2003, p. 53).

Kirschner, Sweller, and Clark (2006) interpreted

the studies presented above in a less positive way,

and claim that PBL is actually less inefficient,

because of the minimal guidance during the learning

process. In light of this statement, Strobel and

Barneveld (2009) analyzed several studies in a meta

synthesis according to possible PBL-inefficiencies.

They stated that problem-based learning is more

effective than traditional classrooms with respect to

increasing the transfer of knowledge (Strobel and

Barneveld, 2009, pp. 53-55).

In general, a problem-based learning

environment consists of the following core

principles (Zumbach, 2003, p. 20):

a) The students can learn in authentic situations and

on close-to-reality problems, which initiate the

processes of knowledge elaboration,

b) The students can learn in small groups such that

all members are motivated to discuss problems,

solutions, and methods,

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247

c) Tutors may support the formal organization and

the problem-solving processes, and

d) Resources, such as specialized technical

literature, facts presented by the tutor, and models,

should be available in order to assist the students in

their additional learning processes.

3 THE MODEL RAILROAD

This section presents a brief description of the model

railroad project. It was launched, because the authors

have experienced several instances of tacit

knowledge in many lectures and on all levels. Due to

its origin, the model railroad project is intended to

mainly help computer science and electrical

engineering students.

Because of this intention, the three major design

goals are (technical) functionality, flexibility, and

simplicity. Furnishings, such as landscaping,

tunnels, bridges, mountains, trees, lakes, cars, etc.,

which are a main focus of most home-owned model

railroads, are less important or not suitable, since

they might interfere with the intended technical

experiments.

Due to space limitations in the laboratories, the

project employs trains and tracks of size N, i.e., a

scale of 1:160. The tracks are mounted on a board of

1m x 3m in size. Figure 1 provides a fairly good

overview of the model. From the figure, it can also

be seen that the model basically consists of two

parallel circles, two main railroad stations, several

side tracks, as well as an elevated plateau. The very

many switches and crossings allow for a large

variety of operational alternatives.

Figure 1: Overview of the model railroad project.

In contrast to most privately owned model railroads,

the present project has employed a digital control

mode of operation by means of the digital command

control (DCC) protocol (NMRA, 2007). The digital

control has the following advantages: every train can

assume its own speed, thus playing is much more

fun, and it allows for several exercises with the

focus in micro electronics. Furthermore, a digitally

controlled model can be connected to a PC, which

offers plenty of software exercises.

To the technically oriented reader, it should be

obvious that the model railroad can be used as a

problem-based learning environment, since it is on

physical entities by its very nature. This

environment offers exercises as diverse as simple

wiring and soldering, designing switch controllers,

designing controller boards based on micro

controllers and/or field-programmable gate arrays,

designing wireless motor controls, developing

communication protocols, and designing graphical

user interfaces.

4 CASE STUDIES

This section presents two case studies that were

done in the summer term 2009 and in which the

model railroad was used as problem-based learning

environment. According to Zumbach (2003, pp. 22-

23), every case study proceeded in three steps: (1)

problem presentation and discussion, (2) individual

and collaborative learning phases, and (3) final

discussions. It might be mentioned that in both case

studies, the students had to complete a rather

complex task. As a consequence, they had to work in

small teams, i.e., they had to cooperate.

4.1 Case Study 1: Wireless Train

Control

In order to extend the operational capabilities, the

goal of this case study was to develop a wireless

train controller. This task included the development

of a wireless communication (based on ZiggBee),

the actual motor control, a link between the motor

control and the communication, as well as an

appropriate communication protocol.

Three students participated in this case study.

They were all regular electrical engineering students.

Two of these students were of age 22 and in the

forth semester, and the third student was of age 27

and in the seventh semester.

Problem Presentation and Discussion. This case

study started with a kick-off meeting in which the

students were presented with a brief and rough

description of the overall task and its goals. Then,

the students entered a self-managed discussion and

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brainstorming phase. In this phase, the students first

divided the task into three subtasks, i.e.,

communication, motor control, and speed sensor as

well as project support by means of a Wiki. Then,

they developed a fine-grained specification of the

entire project as well as the sub-projects, and they

arranged educational objectives. This process was

supported by the tutor.

Individual and Collaborative Learning Phase.

During the following eight weeks, the students

frequently switched between individual work and

group meetings. In the latter, they presented their

progress, discussed problems as well as possible

solutions, and organized the subsequent steps.

During that time, the students used the Wiki in order

to document their work and to reflect their learning

process.

Final Discussions. Finally the students discussed,

reflected, and presented results referring to the

problem and the educational objectives in an

assignment paper by using the Wiki and by

participating in a survey. Furthermore, to increase

meta cognitive competencies, the students'

discussion included some reflections about the

individual learning processes to make their learning

strategies and methodical actions aware.

4.2 Case Study 2: Switch Controllers

The second case study was about the development of

an intelligent switch controller. The controller was

expected to offer the following features: (1)

connections to a large number of switches, (2)

advanced control features, such as puls-width

modulation and blinking, and (3) integration of at

least a USB (universal serial bus) communication

interface.

Again, this task was too complex in order to be

completed by just one student in the context of a

thesis work. Therefore, two students from the forth

semester and of age 22 worked as a team. Basically,

the students assumed the same procedure as those in

Case Study 1.

5 EVALUATION

Both case studies have been evaluated in two ways:

(1) by informal observations during the meetings

and student works (Subsection 5.1) and (2) by a

rather formal questionnaire that was done after the

projects had been completed (Subsection 5.2).

5.1 Informal Observations

The participating students have shown significant

achievements in various respects. Some examples

are:

– The students have learned to work as a team and

to organize the entire team work,

– They have developed quite a good understanding

of the actual technical content, and were able to

establish connections to previously learned

fields,

– And for the team members, it was more than a

natural behavior to help each other, they have

experienced that a group, team-oriented

performance is more than just the sum of the

individual contributions.

5.2 Formal Evaluation

The Questionnaire. The formal evaluation was

done by means of a questionnaire. This

questionnaire contained open and closed questions.

The questions addressed the following three main

targets: (1) motivational aspects, (2) social and

personal development, and (3) the acquisition and

application of new content. This questionnaire was

distributed close to the end of the project and

evaluated the students' expectations they had at the

beginning of the project as well as at the time of

evaluation. These questions focused on the

following two hypotheses: (1) does the model

railroad project increase the students' motivation and

(2) does this problem-based learning environment

support the transfer of knowledge. The interested

reader can download this questionnaire from the web

(Salomon, 2009b).

The Teachers' Expectations. The students

participated in these case studies with good grace

and were highly motivated. The working atmosphere

between the students and teachers was very good

and was characterized by a very good discussion

attitude. Therefore, the project leaders expected that

the students highly sympathize with the two

projects.

Motivation. The evaluation of the questionnaires

showed – quite astonishing for the authors – that

most students did not expect any positive effect the

model railroad might have on their learning

motivation. In addition, the students were not aware

of any such effect by the time of evaluation. This

rather surprising result might be interpreted as

follows: the selected students were volunteers and

THE MODEL RAILROAD AS AN EXAMPLE AVOIDING TACIT KNOWLEDGE IN MICROELECTRONICS

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were thus anyhow interested in extra-curricular

activities as well as in non-mainstream content.

But it might also be the case that these students were

not fully aware of the motivational properties of the

model railroad project on themselves: In several

open questions, they indicated that they have

participated in this project because they expected

fun, can complement theoretical knowledge with

practical experiences, and can realize their own

ideas. Furthermore, the participating students

anticipated an easy-to-handle and casual contact to

the professor-in-charge. Finally, some participating

students have indicated that they have chosen this

project because they might be able to identify their

own interests. In summary, the answers to those

open questions suggest a high motivational spirit of

this project.

Learning Effects. The students expected that at the

end of the project, they can fuse theoretical

knowledge and practical experiences. Even though

the students did not expect a deeper understanding

of the learned theories, they have apparently

experienced a positive learning effect, since they

have applied the theories during the design of the

practical experiments. In other words, the model

railroad learning environment has helped transform

passive knowledge into active knowledge.

6 CONCLUSIONS

AND OUTLOOK

This paper has discussed that tacit knowledge is

present even in engineering disciplines, such as

electrical engineering and computer science. As a

possible relief, this paper has presented the model

railroad project, as it is being developed at the

University of Rostock. The main purpose of this

project is to provide a problem-based learning

environment to the faculty's students as well as

engineering students in general.

This paper has also presented two case studies

that have been carried out in the Summer Term

2009. These case studies have been done in the

context of the model railroad project, and indeed

indicate that the model railroad might be an

appropriate approach for the avoidance of tacit

knowledge.

In a survey, the participating students have

testified that the model railroad has increased their

motivation and that it has allowed to appreciate a

self-regulated learning atmosphere. Furthermore, the

evaluation has shown that the chosen learning

environment supports some knowledge transfer.

Future research will be devoted to a more in-depth

analysis of both causes and fulfillments of the

students' expectations. In order to better appreciate

the students' answers, future evaluations will be

focusing on the identification of the students'

individual learning concepts. In addition, future

evaluations will also be considering relevant meta

processes (especially individual learning, group and

motivational processes), the effects of the model

railroad has on knowledge application and structural

deficits.

ACKNOWLEDGEMENTS

The authors gratefully thank the structural

engineering department of the Vocational School of

Rostock for contributing all the wood work, which is

the chassis for all the tracks etc. Particular thanks are

due to the many students (Salomon, 2009a) for

working on selected project. Special thanks are due

to Matthias Hinkfoth, Christian Heyen, Jan

Fuhrmann, Stefan Neumann, Erik Sander, and

Henning Jürß for participating in the case study. Last

but not least, the authors gratefully thank Prof.

Thomas Häcker for his valuable discussions and for

providing his expertise in didactics and education.

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