Problem based Learning in Engineering and Science ...kom.aau.dk/~lpj/old-control/PBL/PhD2011/PBL... · Problem based Learning in Engineering and Science ... Problem based Contextualized

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PBL and educational innovation

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Lars Peter Jensen Associate profesor Department of Control Engineering [email protected]

Xiangyun Du Associate professor Department of Education, Learning and Philosophy [email protected]

Problem based Learning in Engineering and Science – Development of Facilitator Overview

•  Reflection on university teaching and learning •  Why PBL - Challenges and changes •  PBL history and related theories •  Diversity and ongoing change •  Reflection and discussions

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Reflection on own learning stories

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’There is still one more seat in the wall’

The way I was educated Big class, little room for individual ideas

http://www.cnsphoto.com/

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Same materials year after year…

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Memory is more important than application skills for high scores…

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Transferred knowledge will be returned after exams Your learning stories

Please spend 3 minutes sharing your learning

stories with your neighbours

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Am I teaching the same way I was taught? Need for Innovation in Engineering Education

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Room for innovation?

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Can innovation be facilitated in this way?

http://eby.cc/p/1961.htm 12

What is your understanding of learning? Based on your own experiences, what are

the roles of university teaching in relation to learning?

5 minutes’ discussion

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Teaching = Learning ?

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Teaching = learning? Yes, it’s actually true – you can get a degree by repeating everything

the teacher says. ”We pretend that there is co-incidence between what is being taught and what is being learned” (Knud Illeriis, 1998)

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Teaching = Learning?

(Karl Smith, UMN)

“Teaching does not mean transferring knowledge but creating opportunities for …producing and constructing it.” (Paulo Freire)

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Learning – is it only about how brain works?

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Constructivism Knowledge and

learning is created by the students – not given to them

Theories related to PBL

18 Original figure in Wenger 2004

Life Long Learning and professional identity development

Learning to become

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Learning in Communities of Practice

Participation

Informal

Unintended

Knowledge sharing

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Experiential learning - Kolb’s learning cycle

Learning is the process whereby knowledge is created through the transformation of experiences - David Kolb 1984

Active Experiment

Abstract conceptualisation

Reflective Observation

Concrete Experience

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Experiential learning – the Cowan loopy diagram

Reflection for in on action

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Blooms taxonomy 1956 Competence Skills demonstrated

1. Knowledge Observation and recall of information

(describe, identify, who, when, where)

2. Comprehension

Understanding information Translate knowledge into new context

3. Application

Use information, methods, concepts, theories in new situations

4. Analysis

Seeing patterns, organization of parts, rcognition of hidden meanings

5. Synthesis

Use old ideas to create new ones. Generalize from given facts. Draw conclusions

6. Evaluation

Compare and discremininate between ideas. Assess value of theories. Make choices based on reasoned arguments. Verify value of evidence

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PBL Learning Principles

Learning Principles (Graff & Kolmos 2003)

Learning Problem based Contextualized Experience and activity based

Content Interdisciplinary learning Exemplary learning Analytical thinking – theory-practice relation

Social Participant directed Team based

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A conceptualisation of PBL •  PBL can be conceptualised as three central

dimensions or processes that are stretched between teacher and participant control: –  Problem – who defines and re-formulate? –  Work Process – who chooses theory, methods

and ways of working? –  Solution – who owns the solution?

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Why change? Why PBL ?

– NEW Competencies

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Scientific knowledge

Technical competencies

Process and professional competencies •  Project management •  Communication •  Teamwork •  Organization

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Globalized context Need for change: accreditations

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

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Need for change: industry expectations Comparaison of capabilities taught at universities and required in professional life by young profesionals - Germany

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Ranking of capabilities important in professional life by young electrical engineers five years after graduation - Germany

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Change of profession and interdisciplinarity

Changes in the medical education system in many countries have been endorsed aiming to reduce the volume of factual knowledge taught didactically and to increase students` abilities to direct and maintain their own learning through methods such as Problem Based Learning

Educational changes in Denmark •  New study programs: enriched engineering

disciplines •  New expectations: broadened engineering skills

and competences •  New study forms: implementing student centred

and work place-imitated learning environment (for example, PBL as an educational strategy)

30 New challenges and tasks for educators

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•  Problems as focus and stimulus for learning •  Self directed learning •  Student-centred and tutors as facilitators/guides •  Team work

•  Problem orientation •  Interdisciplinarity •  Exemplary learning •  Participant directed •  Group work

McMaster 1968

Maastricht 1972

Linkoping 1972

Roskilde 72

Aalborg 74

PBL as a strategy for change: development and diversity of practice

Evaluation (quantitative studies) Effectiveness (Albanese and Mitchell 1993, Vernon and Blake 1993) Norman and Schmidt (1992), Barrows (1996), Norman and Schmidt (2000), Colliver (2000), Enarson and Cariaga-Lo (2001) 1)  Academic achievement 2)  Academic process 3)  Clinical functioning Concerns (Colliver 1993, 2000, Newman

2000, Morrison 2004) 1)  Basic medical science knowledge 2)  cost

Five major characteristics (Vernon and Blake 1993,550-551) 1)  real or hypothetical clinical cases 2)  small discussion groups 3)  collaborative independent study 4)  hypothetico-deductive reasoning 5)  Focus on group process rather than

provision of information

Objectives of PBL (Barrows 1986) 1)  Structuring of knowledge and clinical

context 2)  Clinical reasoning 3)  Self directed learning skills 4)  Intrinsic motivation

PBL literature &

theories

Motivation and drivers (Barrows 1996) 1)  Failure of conventional teaching

methods in improving students’ the clinical reasoning and problem-solving ability

2)  Students’ dissatisfaction 3)  Need for involving medical practice into

curriculum

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•  Some who claim to be doing might not be

•  Some are doing without realizing

What is/are PBL(s)?

What do people do…

http://www.cnsphoto.com/

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PBL Learning Principles

Learning Principles (Graff & Kolmos 2003)

Learning Problem based Contextualized Experience and activity based

Content Interdisciplinary learning Exemplary learning Analytical thinking – theory-practice relation

Social Participant directed Team based

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Variation

Ways of implementation •  Problem solving

techniques in the lecture •  Problem Based Learning

in subjects / at institutional level

•  Project Based Learning in subjects / at institutional level

•  Problem and Project Based Learning

•  Inquiry Based Learning •  Outcome Based Learning

Modes of practice •  Senario •  Case •  Transdisciplinary •  Intercultural projects •  Mega project •  Individual / team •  Online Based / Face to

face

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DIVERSITY OF PRACTICE: PBL & curriculum relations

Lectures

PBL Lectures + PBL

PBL track Hybrid track Partial attachment

PBL

Lectures

PBL

Tadahiko (2008)

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Institutional (sub-institutional level)(Subject approach)

System/group level(Subject approach)

Individual level(Subject approach)

Implementation Moesby, E. 2004. "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)”, World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia. Volume 3, No. 2, December 2004.

Diversity of PBL practice

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Problem solving skills in the lecture

•  Lectures •  Literature •  Questions •  Answers •  Seminars

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Project Based Learning

Subject 1 Project 1

Subject 2 Project 2

Moesby 2004 http://www.cnsphoto.com/

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Subject 1

Project

Subject 2

Subject 1

Project Subject 2

Subject 3

Moesby 2004

Innovations

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50% courses

50% project

Project courses 7,5

ECTS

Project 15 ECTS

Study courses 7,5 ECTS

Group examination

Individual examination

Model from The Aalborg PBL model - Progress, Diversity and Challenges Anette Kolmos, Flemming K. Fink & Lone Krogh

One semester

1 ECTS (European Credit Transfer System) = 30 working hours

Problem and Project Based Learning - An innovation of the Aalborg Model

PBL at institutional level

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Project and people managementQuality of engineering and technical skills Contact and working relations to industryInnovative and creative skillsKnowledge of business -life and -economyOverall quality of education

Aalborg University (AAU)Technical University of Denmark (DTU)

Percentage of respondents judging the candidates' skills in the various disciplines as "good" or "very good"

419 8685818150 593618 8774Source: Nyhedsmagasinet Ingeniøren, nr 13, 2004

Project and people managementQuality of engineering and technical skills Contact and working relations to industryInnovative and creative skillsKnowledge of business -life and -economyOverall quality of education

Aalborg University (AAU)Technical University of Denmark (DTU)

Percentage of respondents judging the candidates' skills in the various disciplines as "good" or "very good"

419 8685818150 593618 8774Source: Nyhedsmagasinet Ingeniøren, nr 13, 2004

Project and people management

Quality of engineering and technical skills

Contact and working relations to industry

Innovative and creative skills

Knowledge of business -life and -economy

Overall quality of education

Aalborg University (AAU)Technical University of Denmark (DTU)

Percentage of respondents judging the candidates' skills in the various disciplines as "good" or "very good"

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8685

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59

3618

8774

Source: Nyhedsmagasinet Ingeniøren, nr 13, 2004

Evaluation from Danish industry on graduates

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Employers judgement of innovation, IDA, 2008 (N=209)

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0 10 20 30 40 50 60

Aalborg University

Technical University of Denmark

Employers judgement of innovation, 2008 IDA (N=209)

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Overall assessment of Danish Engineering Institutions. IDA, 2008

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DIVERSITY OF PRACTICE – ‘MODELS’

Problem Process Team Assessment Role of teaching

Aalborg

One semester Problems(5 months) - open and narrow

Project Management and process skills

4-7 Ss Self-form, Discussing, writing and together,

Individual judgement in a team based exam

Facilitation based – Consultancy (low level Of nstruction)

Maastricht

One week - Case based

Seven jumps 5-10 Ss Discussing together

Individual exam progress Testing

Facilitation based –tutoring (low level of instruction)

Republic Polytech

nic

One day -structured

3 meetings a day – Problem Solving process

5 Ss Discussing together

Quiz and Individual Written reflection

Problem giver and instruction

Stage 1 1969 -1983 Curriculum focused on Biomedical problems. Aiming at skills of self-directed learning for information explosion, critical appraisal, self-assessment, etc.

Major changes of PBL curricula

1969

1965

1983

2005

Challenges: students required a broad-based basic medical science foundation before they could begin problem solving.

(Neville et al 2007)

Stage 2 1983 - 2005 Curriculum focused on population problems. Aiming at essential knowledge, fundamental skills, personal qualities, values, and attitudes to becoming physicians.

Stage 3 2005 – now COMPASS curriculum (concept-oriented, multidisciplinary, problem-based, practice for transfer, simulations in clerkship, streaming).

Challenges: insufficient assimilation of fundamental basic science concepts, insufficient attention on behavior and population perspectives, professional competencies, etc.

Stage 1 2004-2005 11 basic medical courses

and 12 clinical courses (100%, over 50%, and

less than 50% of curriculum)

Major changes of PBL curricula

Stage 3 2009-2010 Integrated courses of basic

medical sciences

2005

2004

2008

2006

2009

2010

Stage 2 2006-2008 increased number of courses

and PBL percentage in overall curricula

The case PBL model in medicine at AAU

Knowledge, skills and competence In each subject

Ressource sessionLectures

Clinical Skills ClinicalPractice

Casestart:Definition of learning outcomes

Case-end:•Presentation of knowledge•Perspective to. clinic•Reflection of learning

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Bachelor program (project-oriented PBL in green) otherwise case-based PBL – all shared with

medicine

1. semester

2. semester

3. semester

4. semester

5. semester

6. semester

Communication

Nutritioin and gastroentestinal tract Hematology and immunologi EndocrinologyStatisti

k Public health

Introduction anatomy, biochemistry, genetics, physiology

Basic farmakology

Heart, Respiration, Kidney and urinary tract I First aid

Nervous system and orthopedics Clinical psycology

Research

theory Elective

Reproductional endocrinology Gowth of the child Basic pathology Control of cell growth

Medical Microbiology Nervous system and orthopedics IINutritioin and gastroentestinal tract

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Heart, Respiration, Kidney and urinary tract II Bachelorproject

Comparison of the three models

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Students  number  /year  

Star/ng  /me  of  PBL  

Drivers  for  change     Curriculum  model    

McMaster  

3  year  master  

Around  140   1969   Altana/ve    teaching  and  learning  

Problem  Based  Learning    (COMPASS)  

AAU  

5-­‐6year  master  

50-­‐70   1974  AAU  Project  Based  Learing,    2006  medicine  

 PBL  AAU  tradi,on?    

Case  +  Project  based  Learning    

CMU  7  years  master  

More  than  1000  

200年   GMER   Hybrid  PBL  Shoestring  model  (Savin-­‐Baden  2009)  

Comparison of the three models

§  History, backgrounds, goals §  Students and staff resources §  Curriculum design in relation to educational philosophy and theories (How much percentage of the curricula) §  Assessment and evaluation §  Educational/Staff development

Questions and discussions

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