Implementing PBL in Europe and Asia – can we do it? Anette Kolmos, UNESCO Chair in Problem Based Learning http://www.ucpbl.net 1
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Implementing PBL in Europe and Asia – can we do it?
Anette Kolmos,
UNESCO Chair in Problem Based Learning
http://www.ucpbl.net 1
PBL Global Network
3
Collaboration agreements: staff training
and PhD
Master in Problem Based Learning
Research Symposium
Research • 15 PhD studerende
– Creativity and mega projects (satellit)
– Organisational change to PBL
– PBL and the subject identity
– Design of PBL curricula in Thailand, India og Malaysia
– Intercultural learning in teams
– PBL and sustainability – strategies for implementation
• Research projects
– External: research council projects on engineering practice, sustainability, currciculum construction
– Internal projects evaluation of the new PBL model – ongoing
– Group assessment and PBL
Master in PBL in EE - Curricula Program Module
Modules ECTS Assessment
1.
semester
Course: Teaching and Learning in Engineering , Science and Health
5 P/NP Internal
Project: Teaching portfolio 5 7 step scale
Internal
2.
semester
Course: PBL models and change strategies
5 P/NP Internal
Course: Process competences and facilitation
5 P/NP Internal
Project: PBL experiments 10 7 step scale
External
3.
semester
Course: Theory and methods 5 7 step scale Internal
Optional course: PBL and sustainability PBL and intercultural learning PBL and management
5 P/NP Internal
Project: Master project 20 7 step scale External
In total 60
6
Thailand
8
Malaysia?
9
Malaysia
Joint PhD programme
with UTM
PhD
Training
Singhad Institute,
India
• Training,
• PhD scholarship,
• Establishment of
sub center
Consultancy
Tsinghua University –
memory of understanding
signed
Tsinghua University: Training
13
New Zealand
Swinburne University
14
Tomsk University – project and
training
Chile – training and master
Victoria University/Australia combined with learning in the work place
17
30 participants from
Victoria university
MPBL
18
EUROPE - Bologna 1. European Qualification Framework
2. Bachelor-Master system 3+2 3. Credit system (ECTS transfer and
accumulation)
4. Mobility 5. European cooperation in quality
assessment
6. Integrated study
programmes and joint
degrees (revision of national
legislation)
Sustainability, innovation and
employability as integrated part of
competency profiles at many
universities
Europe 2020 •Smart growth •Sustainable growth •Inclusive growth + seven flagships
20
why
• Institutional strategy/profile – brand
• Improving learning
• Research driven learning
• Regional development and collaboration
with community/companies
• Overstuffed curriculum
• Increase retention/decrease drop out/
resources
21
22
innovation
Keith Sawyer, 2007:
Innovation is no longer based on individual knowledge – innovation is based on:
collaborative knowledge
interdisciplinary knowledge
cross cultural knowledge
Research on PBL
Learning Motivation and engagement Graff and Cowdroy 1997, Thomas 2000, Kolmos
and Du, 2006
Self-satisfaction and meaningfulness Savin-Baden 2000, Du 2006a
Critical learning Savin-Baden 2003
Deep learning Biggs, 2004
Skills Professional Skills improvement Dochy et al 2001, Frenay et al 2007
Process skills Kolmos 1996, 1999, Du 2006, Kolmos and Du
2006, Croshwaite, 2006,
23
I I D E A
(Ingeniøren, 2008)
25
Project dilemma
Importance of decisions
Knowledge level
Dilemma and risk
time
History of PBL
26
McMaster, 68
Linkoping 72
Roskilde 72 and Aalborg
University 74 Maastricht 72
•Problems form the focus and stimulus for learning
•Problems are the vehicle for development of problem
solving skills
•New information is acquired through self directed
learning
•Student-centred
•Small student groups
•Teachers are facilitators/guides
•Problem orientation
•Interdisciplinarity
•Exemplary learning
•Participant directed
•Teams or group work
Crossing the PBL models and disciplines
http://www.wakehealth.edu/Physician-Assistant-
Program/
Projects go into medicine
Cases go into engineering
PBL as a mean for interdisciplinary
knowledge construction
PBL- learning principles
Learning Problem based Project based / organised Contextual learning Activity based Social Participant directed Team based learning Content Theory-practice/context Interdisciplinary learning Exemplary learning
28
29
Objectives, outcomes
Type of problems, projects and
lectures
Progression, size and duration
Students’ learning
Academic staff and facilitation
Space and organization
Assessment and evaluation
PBL curriculum
model Alignment
30
Content objectives Methodological objectives
Discipline knowledge Interdisciplinary
Discipline project Problem project
Narrow problems Open problems
Course approach System approach
Objectives
Type of problems and projects
Progression
31
Training and energizers
Teacher controlled Student centred
No group rooms Groups rooms
No organisational sup. Organisational support
Individual assessment Group assessment
No training
Aquisition of knowledge Construction of knowledge
Staff
Organisation
Assessment
Learning
Design based research: DBR
• Pragmatic – real world
problems
• Grounded in both theory and
real world problems – design
derives from theory
• Interactive, iterative and
flexible –
• Collaboration with practitioners
• Integrative and contextual
• Leading to contextually-
sensitive design principles and
theories
DBR preparation
• Begin with a meaningful problem
• Collaborate with practitioners
• Conduct literature review, needs analysis, etc.
• Integrate theory about learning and teaching
• generate research questions and the project
objectives
http://projects.coe.uga.edu/dbr/enact01.htm#eigth
Begin with a meaningful
problem
Conduct literature review, needs
analysis, etc.
Discuss with practitioners
Integrate theory about learning and
teaching
Formulate research questions
DBR: Design an Educational Intervention
• Develop the design – and does culture play a role- how much do we dare to do differently?? What will work in a Thai, Malay or an India culture – and what does only work in DK?
• Implement, collect data and revise the design intervention - more micro-cycles
• Iterative micro-cycles of planning/action/analysis – Researchers continuously communicate (document) how the conjectured
design was to function and how it is functioning
– Researchers and practitioners interact around the evolving design
• Selected data used to inform these micro-cycles
http://projects.coe.uga.edu/dbr/enact01.htm#eigth
DBR: evaluate the impact
• Evaluate the impact of the intervention: Retrospective Analysis
• Analyse the the data –“How did it function, when did it have
difficulties, why did these things happen to it?”
• Produce a “thick description” of how the study proceeded - “What did you learn?”
• Core design principles are developed and refined
http://projects.coe.uga.edu/dbr/enact01.htm#eigth
employability
learning sustainability
Green academics
It is not only what we
have to meet –
It is how we create jobs
in the future
It is not only
about how to
acquire
knowledge
It is about
how to create
collaborative
knowledge
And learning
environment
It is not only
issues that we
have to solve
It is how it
becomes an
embedded
value for
innovation and
for life
37
Modes of Learning and Engagement
( Adapted from Sterling 2002)
Mode 1: Education about
sustainability an “add-on”
strategy
Linear block system Mode 2: Education for
sustainability a “build in”
strategy
System approach
CDIO, PBL Mode 3: Education as
sustainability a “re-build”-
strategy
Awareness
Critical reflection on and in
action
Collaboration with
companies
Values, identity,
commitment, risks,
contextualising, culture and
negotiating visions of
sustainability Toward a Sustainable Education
Paradigme? Holgaard, 2009
Reduction of contact hours
Traditional curriculum
lectures
Students individual work
Assessment
Active learning curriculum
Lectures
Team work
Assessment
38
• Re-selection
• Speed mode
• Laissez faire
Strategies for
reduction of stuff
39
Vision
+
Consensus
+
Skills
+
Incentives
+
Resources
+
Action
Plan + =
Change
Consensus + Skills + Incentives + Resources + Action Plan
+ =
Confusion
Vision + Skills + Incentives + Resources + Action Plan
+ =
Sabotage
Vision + Consensus + Incentives + Resources + Action Plan
+ =
Anxiety
Vision + Consensus + Skills + Resources + Action Plan
+ =
Resistance
Vision + Consensus + Skills + Incentives + Action Plan
+ =
Frustration
Vision + Consensus + Skills + Incentives + Resources + =
Treadmill
Knoster/Moesby
40
Participation leads to
students’ motivation
and learning
Talk to me.... and I will
forget
Show me.... and I will
remember
Involve me.... and I will
understand
Step back.... and I will act
Related Documents
