PBL problem based and project based learning

PBL problem based and project based learning

Anette Kolmos

UCPBL

Aalborg University

http://www.plan.auc.dk/~ak

Learning principles

- Problem based - Contextual learning

- Participant directed- Group based learning- Experience based learning

- Activity based learning - Theory-practice relation- Interdisciplinary learning - Exemplary learning

modelObjectives and competencies

Selection of content

Methods

Assessment

model

Goals and competencies

Selection of content

Methods

Assessment

Teacher

StudentsFrame: Space, resources

Organisation and culture

”Aalborg model”• Problems – question – wondering within a frame• a project each semester (1. year)• each group has a group room• group size of 6-8 students first year, 2-3 students

the last year• each group has at least one supervisor• self selected group and projects within themes

and disciplines• group examination

Project – 15 ECTS

Project courses lectures seminar7,5 ECTS

Study courses and Lectures - 7,5 ECTS

Examination

Examination

50%

50%

Ugeskema for projektarbejde

Mandag Tirsdag Onsdag Torsdag Fredag

formiddag projekt projekt kursus kursus projekt

eftermidda kursus kursus projekt kursus projekt

Skema for semester

projekt

kurser

PBL - á la Maastricht

• Thematic blocks

• group based

• based on case studies

• interdisciplinary

• individual examination

Seven jumps• (1) clarifying terms and concepts not readily understood;

• (2) defining the problem;

• (3) analysing the problem;

• (4) summarising the various explanations of the problem into a coherent model;

• (5) formulating learning objectives;

• (6) individual study activities outside the group; and

• (7) report and synthesize the newly acquired information

Goals and subject frame

Themes and project types

Project proposals

Project andlearning

Newdomain

Ability to transfer =methods and analysis

Eksemplarity

deduction andinduction

What is a theme?

• A framework for teaching and learning

• broad definition: an area where technological delvelopment and human, social economic and political development are explicitly linked and mutually interact

Methodological themes

• Specification of the overall engineering methods/discplines to be applied - but not specification of the area of specific engineering, to which the method should be applied. It must a be possibility to allow a broad range of different areas, e.g.:– modelling of dynamic systems– design of engineering constructions

Problem-oriented themes

• Concentrating on issues which are common to all engineering areas, e.g: – working environment, – natural resource consumption – pollution

Phases of the project

Initiating problem

Problem analysis

Task formulation

Project delimitation

Solution

Discussion/conclusion

Implementation

Reporting

knowledge gaps ?

memorising

analysis

Tradtional teaching

project project

???

The one who understands do not need memorising?

?????

Variation in the way of organizing project work

• size

• length

• where in the educational progression

• size of the groups

• types of projects

• resources

Assessment - practice

1. ALL THE MEMBERS IN THE GROUP PRESENT PARTS OF THE PROJECT.MAX 10 MINUTES EACH and TEACHER AND EXTERNALEXAMINATORER GIVE COMMENT TO THE PRESENTATION

2. GENERAL DISCUSSION OF THE REPORT

3. INDIVIDUAL QUESTIONS

INDIVIDUAL MARKS BASED ON:

1. REPORT2. PRESENTATION3. DISCUSSION4. INDIVIDUAL QUESTION

Peer group

Project group

Supervisor and ekternal ex.

Themes for discussion

• Does PBL improve the working conditions?

• Do staff need training to be a supervisor?

• What about students’ co-operation?

• Can students be marked individually in a group examination?

• What about the supervisor’s role as facilitator and as well examiner