Introduction
Climate change and environmental issues represent significant global challenges, requiring clear communication between experts and the public. With global temperatures rising by over 1.1°C since the late 19th century, resulting in increased sea levels and extreme weather events, effectively communicating these complex issues to the wider audience is critical.
At Tampere University of Applied Sciences (TAMK), 2nd-year Environmental Engineering students explore these issues through an innovative compulsory module that enhances both written and oral communication skills. Students translate complex engineering concepts into accessible blog posts and interactive seminars, developing skills in simplifying terminology, engaging diverse audiences, and presenting technical information clearly. This pedagogical approach not only improves students’ communication skills but also inspires educators to adopt alternative methodologies that foster real-world engagement.
The Concept: From Blogs to Seminars
The module integrates written and oral communication, enhancing students’ ability to explain complex engineering topics to non-specialists. Students began by researching an environmental topic of their choice and writing blogs that clarified complex engineering concepts for lay audiences, including their families and friends. These blogs were shared publicly on an institutional online platform, encouraging students to take ownership of their work and engage with a wider audience.
Building on this, the oral component required students to organize and participate in a seminar based on their blog posts. Each student prepared a presentation, designed illustrative slides, and delivered their talk via Zoom. They received feedback from an opponent (a peer assigned to critique their presentation) and answered spontaneous questions from an audience that included peers, teachers, invited guests, and even relatives and friends. This approach helped students refine their public speaking, critical thinking, and interpersonal skills while reinforcing the importance of engaging with diverse audiences.
Objectives and Implementation
This teaching module was designed with several objectives in mind:
- Enhancing Communication Skills: Helping students articulate complex ideas clearly in writing and speech.
- Encouraging Professionalism: Simulating real-world scenarios where engineers present ideas and receive feedback.
- Fostering Collaboration: Promoting peer-to-peer learning through critiques and discussions.
- Promoting Environmental Awareness: Enabling students to advocate for sustainable solutions.
- Building Digital Competence: Training students to use digital platforms for professional communication.
The module unfolded in three structured phases, each designed to build on the previous one. The first phase, blog writing, began with students selecting topics that aligned with their interests and expertise in environmental and energy engineering. Drafts were initially posted to an internal Moodle blogging platform, where peers provided constructive feedback. After making corrections and adjustments based on this feedback, students published their final blogs on the institutional blogging platform, blogs.tuni.fi/enve, which is accessible to any interested reader with an internet connection worldwide.
In the second phase, seminar preparation, students registered for seminar slots, provided titles for their presentations, and selected an opponent who would critique their work during the seminar. They prepared what they would say, designed a set of illustrative slides to accompany their talk, and rehearsed their delivery. They also created short professional bios, which were posted to Moodle, further preparing them for real-world professional scenarios.
Clear communication is as vital as technical proficiency in environmental engineering.
Finally, during seminar delivery, students presented their topics based on their blogs, incorporating visuals, case studies, and personal insights to make their presentations engaging and accessible. Opponents provided constructive critiques immediately after each presentation, fostering a collaborative and professional atmosphere. The audience, which included peers, teachers, external guests, and the students’ friends and family members around the world, offered additional feedback and posed spontaneous questions. This process not only improved students’ public speaking and critical thinking skills, but also required them to think on their feet, and reinforced the importance of engaging with diverse audiences.
Theoretical Foundations Supporting the Pedagogical Approach
The module is grounded in several educational theories, whose incorporation, both deliberate and implicit, has demonstrated significant benefits for student learning. With a constructivist approach, students actively translate complex environmental issues into comprehensible narratives, effectively linking abstract theoretical knowledge to practical, real-world scenarios (Piaget, 1972; Vygotsky, 1978). Social Learning Theory (Bandura, 1977) further facilitates improvement by enabling students to observe, imitate, and learn from peer interactions and constructive feedback. Experiential Learning Theory, as proposed by Kolb (1984), enables students to refine their competencies by actively participating in iterative cycles of creating, reflecting, conceptualising, and applying their improved understanding.
Additionally, Situated Learning Theory and the concept of Communities of Practice (Lave & Wenger, 1991; Wenger, 1998) anchor students’ educational experiences firmly within authentic contexts, reinforcing relevance, motivation, and a sense of community. These frameworks position students in realistic scenarios, such as public blogs and interactive seminars, thus making learning both meaningful and applicable. Furthermore, Connectivism (Siemens, 2005) underscores the role of digital networks in facilitating learning and knowledge sharing beyond traditional classroom boundaries, encouraging students to engage broadly with external audiences and technological tools. Finally, Self-Determination Theory (Deci & Ryan, 2000) underpins intrinsic motivation by promoting autonomy in topic selection, fostering students’ sense of competence, and ensuring sustained engagement. This comprehensive integration of theories not only enriches the educational experience but also prepares students effectively for global challenges, particularly in communicating scientific knowledge and advocating for sustainability solutions.
Results and Reflections
The module had a significant impact beyond the classroom. Many students reported increased confidence in their communication skills, and it enhanced their ability to convey technical concepts effectively. They also gained confidence in public speaking and responding to live feedback. One student noted, “I felt quite confident about my presentation after proofreading my slides and practicing multiple times.”
Peer feedback proved invaluable. As one student reflected, “Preparing questions for my peers and receiving feedback helped me identify strengths and areas for improvement in my presentation”. The public nature of the blogs and the interactive seminar format heightened students’ motivation and accountability. Moreover, the seminar fostered meaningful discussions on environmental and energy challenges, strengthening community engagement.
Recommendations for Effective Teaching
Integrating written and oral tasks transforms traditional teaching methods into dynamic, skills-focused learning experiences.
- Time Management: Students found balancing blog writing and seminar preparation challenging. A structured timeline with milestones can help them manage workloads effectively.
- Measuring Progress: Incorporating quantitative metrics, such as student surveys on confidence levels before and after the module, can provide insight into areas for improvement.
- Refining Public Speaking: Speech pace and clarity were common challenges. More rehearsal opportunities should be built into the module to help students refine their delivery.
This method underscores the value of bridging academic work with real-world audiences. Encouraging students to write and present on topics relevant to broader audiences fosters a sense of purpose and engagement. Combining writing and speaking tasks provides a holistic communication training ground, while peer feedback and public presentations build confidence and critical thinking skills.
Bridging the gap between academia and public engagement is key to preparing engineers for real-world communication challenges.
The success of this module highlights the need for rethinking traditional teaching practices. By empowering students to communicate effectively with diverse audiences, we prepare them not only for professional success but also for making meaningful contributions to global sustainability discussions. This model offers a blueprint for integrating communication skills into engineering education, inspiring educators to innovate in response to evolving workforce demands.
References
Bandura, A. (1977). Social Learning Theory (1st ed.). Prentice-Hall.
Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development (1st ed.). Prentice-Hall.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation (1st ed.). Cambridge University Press.
Piaget, J. (1972). The Psychology of the Child (1st ed.). Basic Books.
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2(1), pp. 3-10. http://www.itdl.org/Journal/Jan_05/article01.htm
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes (1st ed.). Harvard University Press.
Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity (1st ed.). Cambridge University Press.
Author
As a dedicated educator, I enthusiastically embrace new challenges within the realms of Higher Education, Business English, professional writing, intercultural communication, and global employability. The prevailing trend of Artificial Intelligence (AI) has sparked fresh perspectives on language teaching and learning. This dynamic landscape inspires me to continually explore innovative approaches, ensuring that my teaching methods remain aligned with the evolving needs of the 21st century.
Emmanuel Abruquah
MA. MBA. (Senior Lecturer)
School of Pedagogical Innovations and Culture
Tampere University of Applied Sciences
ORCID: 0000-0002-0176-5254
Photo: Jonne Renvall / University of Tampere