Intro Module1 1 Project-related course (PE): Problem Based and Project Based Learning Xiangyun Du Department of Development and Planning Aalborg University [email protected]
Dec 27, 2015
Intro Module1 1
Project-related course (PE):
Problem Based and Project Based Learning
Xiangyun DuDepartment of Development and PlanningAalborg [email protected]
Intro Module1 2
Today’s Programme
• Presentation of the PBL course
• Mm 1: Introduction to the study form
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The POL course
Aim: To help students to develop learning tools in an intercultural PBL environment
Credits: 1.4 ECTS, i.e. 5 mini-modules
Course assignment: process analysis, learning portfolio
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Module Time Topics
1 Sep 5th What is a problem-based project?
2 September 12th Learning strategies – individual and Team skills
3 September 19th Learning in a new culture and Learning in an
intercultural context
4 September 26th Project Management and scientific reading
5 October 3rd Communication and group dynamics
Problem Based and Project Based Learning Master Programs Introduction Semester 2008
Intro Module1Intro Module1 55
Module 1 Introduction Module 1 Introduction
Backgrounds of PBL Backgrounds of PBL PBL Aalborg ModelPBL Aalborg Model
ProblemProblem Project Project Group work Group work
Group taskGroup task
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Please think of one of the things that you are good at, write three words describing how you learned it well
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Backgrounds of PBL in engineering
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What does it demand to be an engineer in your country?
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Scientific knowledge
Technical competencies
Process competencies • Project management• Communication• Teamwork • Organization
Diversity of engineering competencies
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Globalized context
What kinds of engineers are expected for the future?
Diverse capabilities
Lifelong learning
Project management
Social, environmental, and
ethical concerns
Effective communication
Intercultural competencies
Designing and conducting
experiments
- National Academy of Engineering, The Engineer of 2020, 2004- EUR-ACE (Accreditation of European Engineering Programmes and Graduates, http://www.feani.org/EUR_ACE/EUR_ACE_Main_Page.htm - ABET: http://www.abet.org/
Identity and solve applied science
problems
Team work
Application of mathematics and
science knowledge
Analytical skills
Interdisciplinary knowledge
Intro Module1 11(Becker 2006)
Comparaison of capabilities taught at universities and required in professional life by young profesionals - Germany
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(Becker 2006)
Ranking of capabilities important in professional life by young electrical engineers five years after graduation - Germany
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Border of “new” knowledge - ever expanding
Border of presently “known” knowledge
In TRADITIONAL learning environment
What the student can learn within a given time
Changing traditional teaching and learning
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Key competenciesScope and specific aims
Methods and skills
Student’s own
interest
Deeperlearningthrough projectwork
Changing traditional teaching and learning
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PBL as an example of PBL as an example of student-centered teaching and learning student-centered teaching and learning modelmodel
What is problem-based learning?What is problem-based learning?
A learning method based on the A learning method based on the principle of using problems as a principle of using problems as a starting point for the acquisition starting point for the acquisition and integration of new knowledge. and integration of new knowledge.
- H.S. Barrows 1980- H.S. Barrows 1980
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Pioneers • McMaster 1968• Maastricht 1972• Linköping 1972• Roskilde 1972• Aalborg 1974
Different practices • Single courses• Problem & project organized• Individual project • Team work
Where and how are PBL practiced?
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PBL Learning Principles(Kolmos & Graff 2003)
Content• Interdisciplinary
learning • Exemplary learning• Analytical thinking -
theory-practice relation
Learning• Problem based
• Contextual learning• Experience and activity
based learning
Social • Participant directed
• Team based learning
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PBL Aalborg Practice
Three main characteristics Problem Project Group work
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New study environment at AAU
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PBL Aalborg Model: Principles of
Project-organized problem-solving Learning
Problem Solving
Problem analysis
Report/documentation
Literature Lecture Group studies
Tutorials Field studies Experiments
‘The Aalborg Experiment – project innovation in university education’ - Kjaersdam & Enemark (1994)
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Project – min. 15 ECTS
Project courses lectures seminarmin. 7,5 ECTS
Study courses and Lectures max.7,5 ECTS
Examination
Examination
50%
50%
PBL AALBORG MODEL
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Problem oriented, Project based, Team work organized
Problem Solving + Report writing in group Problem analysis
Exam
Each group a project room
Group formation: (by students based on interest)
Group size: 6-8 1st year4-5 middle years, 2-3 later years
Each group 1-2 facilitator
Companies
Lectures
Other experts
Literature
Experiment
Theme - framework
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Non project supporting courses 25 %
Support to student learning – courses and project
• Teaching of basic knowledge.
• Not specifically related to the project.
• Taught as traditional courses or by other techniques.
• Traditional examination. Written or oral.
• Individual examination. Written or oral.
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Project supporting courses 25 %
Support to student learning – courses and project
• Courses which specifically support the project.
e.g. economics, environment, planning, sociological methods, specific technical issues, group behavior, and group psychology, working environment, etc.
• Can be traditional courses, case studies, etc.
• Examination held as part of the project.
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Method
Semester
Collaborationmethod/
Method of project
work/learning
Discipline learning
Metods used in industry and
institutions
Scientific method
1 - 2
3 - 6
7 - 8
9 - 10
Development of different Competencies through the study
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Problem orientation
Why?• Real world problems are
interdisciplinary and complex• a learner-centred process• interests and motivation • development of analytical,
methodological and transferable skills
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Problem Orientation
How ?• The project group chooses a
problem• The problem has to be analyzed
within a relevant context before it can be solved or analyzed further
• The problem determines the choice of methods and theories to be used
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Projects organization
Why ?• Relating to engineering work in
companies• Increasing activities and motivating
learning • Deeping learning • Developing transferring skills, like
management, planning, documenting.
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Projects organization What ?• A unique task• Complex activities• People with different skills• A final goal/objective• Limited resources (time, money,
people)• Final results as the product (written
report)• Deadline
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The first semesters
The middle semesters
The highest semesters
Industry related projects
Industry based projects
Industry projects
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Project organisation
How? • The project is supported by project
related courses• Students have to look for relevant
information beyond the PE courses
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Student’s own goalsOfficial goals for education
Fullfilment of official goals for education
Fullfilment of student’sown goals
Init problem Project Project report
Project unit
PS courses Consultancy
Learning goals in project work
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Planning
Carry through
Evaluation/assessment
Project design
Precise goalsIt
mus
t be
poss
ible
To
acco
mpl
ish
goal
sT
hrou
gh th
e pr
ojec
t
Requires
Starting a project
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ThemeSub-theme
Project Supportingcourses
Projectproposalsx
x
x
x
Starting a project
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Startingpoint
xTarget
Project = task?
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Startingpoint
x
Targetarea
Design of a Project
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Project process - an example
Oral Exam
Finishing project & Writing report
Project delimitation
Tine & Mike once
worked in the same group
Group formation
Topic choice
Problem analysisProblem formulation
End of previous semester
February 1st 2004 February March April
Working hours 9:00 – 16:00
Monday - Friday
Working hours 9:00 – 18:00
Monday - Saturday
Working hours 9:00 – 20:00 (22:00)
each day
Mini Project Individual
work
During a vacation
they talked about
cooperation in a new project
Arthur used to work with them and showed interest
Sara heard it from Tine
Michael heard it from
Arthur
Registration
Move into project room
Skitsering med marker and
mixed media
Activation and feedback
Clayfoam-modeling
Exam March 2-3
Inspiration from
coordinator
Making presentation
Feedbacks from peer
groups
Meeting supervisors
Visiting companies
Visiting DSB
Making models
Calculation
Comments from other
supervisors
Talking with students from
last year
Suggestion from technical
supervisor
Meeting supervisors
Brain storm
Status Seminar 1
Status Seminar 2
Self reflection
May June
Group meetings
One week holiday
Preparing for oral exam
Meeting supervisors
Taking oral exam
Working hours flexible
Working hours 9:00 – 16:00
Monday – Fridayextension sometimes
Self reflection
Making presentation
Comments from other
supervisors
Report writing
Editing
Group meetings
Dividing tasks
Lectures
Writing working papers
Role play
Discussing interest and expectation
Brain storm
Contacting companies
Searching information from library
Searching informationIn internet
Searching information
from Internet
Contacting companies
Supervisors appointed
Getting to know each
other
Project started
Project finished
Report delivery June 2nd
Drawing
Self evaluation
Group meetings
Initial agreement
Group meetings
Dividing tasks
Group meetings
Dividing tasks
9-07 a semester project of group one
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ExamsCourses
Projectproposals
AIMS
Theme
Role of supervision / facilitation
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A supervisor is a person who
• encourages your learning process through facilitating questions
• points out the potentials in your work
• gives constructive critic • Access your project in exams
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A supervisor is NOT:
• a parent who is responsible for your behaviour
• an authority who decides what should be the content of your project
• a member of your project group• an inexhaustible resource – therefore:
Use your supervisor’s hours carefully
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project project supervisionsupervision
““supervisor ” supervisor ”
““Students”Students”
http://meds.queensu.ca/medicine/pbl/pblhome.htm
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Communication maps during a project
• Beginning of the project • Progressing in the project
Observer
Supervisor
Sara
Tine Mike
Michael
ArthurObserver
Supervisor
Sara
Tine
Michael
Mike
Arthur
Project work
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Tasks of a supervisor
Project courses
Project
Study courses
Weekly time
Project timeBefore:• Prepare project proposals• Plan project courses
Beginning:• Help to find appropriate literature• Help to establish contacts with companies etc.• Discuss the potential of the project proposal with students
End:• Prepare for the exam• Chair the exam
During the process:• Give comments to both oral and written presentations/memos/working papers• Monitor the progress and professional level of group and individual students
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Group work
Why?• Peer learning • Needs of industry
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Group work
How ?• a group room• self formed groups each semester• size of 6-8 students first year, 2-3
students later years• Doing project and writing report
together
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Group meeting
Subgroup work
Discussion
Disagreement
Presentation
Compromise
Exam Report writingLife
Social activities
Studying engineering via group projects
Brainstorm
Multiple Learning ResourcesParticipating communities of practice
– active learning, communication, organization, and management
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Diversity of group situation
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Diversity of group situation
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Group contract – an example
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Group exercise
What are the most important things to make group work function well in the process of managing the project work?
• Please write down your opinions in the post-it – one point on each post-it
• Share within your group• Categorize and organize them into 3
levels by priority • Presentation
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Assignment: Group discussion
Discussion within your project group:
• What are your goals and expectations to this project?
• What can you contribute to the project?
Make a presentation of the summary next week