© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 1 Implementation of POPBL - from the administration point of view Egon Moesby Director of Studies, Head of Study board Basic Studies of Science and Engineering Deputy Director of UICEE Problem Based Learning Centre for Engineering Education - UCPBL Aalborg University, Denmark

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 2 Who is making the decision? And how can it be carried out?

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 3 Executive Level Academic Directors Teachers Administration and support A Radical decision on change Moesby, E Submitted paper to World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia, under the title "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)". Expected published in Volume 3, No. 2, December 2004.

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 4 Executive Level Academic Directors Teachers Administration and support A progressive implementation of the new educational model Moesby, E Submitted paper to World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia, under the title "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)". Expected published in Volume 3, No. 2, December 2004.

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 5 A three-step model of phases in an implementation 1. The Adoption Phase 2. The Implementation Phase 3. The Institutionalization

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 6 We need to know what we whish to reach when introducing a new educational model. We need to have a common understanding of what we are talking about.

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 7 Personal level System/group level Institutional level Moesby, E Submitted paper to World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia, under the title "Reflections on making a change towards Project Oriented and Problem- Based Learning (POPBL)". Expected published in Volume 3, No. 2, December 2004.

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 8 Personal level

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 9 Personal level Practice within traditional models. Single performance. Does not change the examinations.

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 10 Personal level System/group level

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 11 System/group level Cause for considering change in the courses and programme objectives. Cause for considering change in the organization’s teaching and learning methods. Cause for considering change in the organization’s examinationmethods Cause for considering change in the organization’s teaching and learning culture. Cause for considering change in the organization itself. Cause for considering change in the examination methods and in the objectives.

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 12 Personal level System/group level Institution level

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 13 Institutional level The students are cooperative partners in the planning of the education. The teaching and learning is contextual and experienced based. The teaching and learning is cross- disciplinary (interdisciplinary). Students are self directed and partners in their project work.

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 14 Managerial areas Programme areas Teaching areas Administrational areas Public relations areas Institution-parents areas, etc Changes influence many areas:

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 15 How far can “we” actually go then?

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 16 Non project Supporting courses 25 % Project Supporting courses 25 % Project - 50 % Support to student learning – courses and project The “Aalborg Model” split between courses and project. The “Project Unit”

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 17 NPSPPS P NPS P PSNPS But the split between courses and project can be different.

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 18 Course Project Personal Level Moesby, E Submitted paper to World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia, under the title "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)". Expected published in Volume 3, No. 2, December Personal level System/group level Institution level

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 19 Course Project Course Project Personal Level Moesby, E Submitted paper to World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia, under the title "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)". Expected published in Volume 3, No. 2, December Personal level System/group level Institution level

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 20 Course Project Personal Level or System/group Level Moesby, E Submitted paper to World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia, under the title "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)". Expected published in Volume 3, No. 2, December Personal level System/group level Institution level

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 21 Project Course System/group Level Moesby, E Submitted paper to World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia, under the title "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)". Expected published in Volume 3, No. 2, December Personal level System/group level Institution level

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 22 Course Project Institutional level Moesby, E Submitted paper to World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia, under the title "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)". Expected published in Volume 3, No. 2, December Personal level System/group level Institution level

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 23 Course Theme frame Project Institutional level Moesby, E Submitted paper to World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia, under the title "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)". Expected published in Volume 3, No. 2, December Personal level System/group level Institution level

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 24 Elements in a transition plan

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 25 Vision Action Plan Definition of criteria of success Adoption Communication (Make it know) Training programme Evaluation programme Implementation N times in loop Communicate it

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 26 Executive Level Academic Directors Teachers Administration and support A Radical decision on change Moesby, E Submitted paper to World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia, under the title "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)". Expected published in Volume 3, No. 2, December 2004.

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 27 Executive Level Academic Directors Teachers Administration and support A progressive implementation of the new educational model Moesby, E Submitted paper to World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia, under the title "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)". Expected published in Volume 3, No. 2, December 2004.

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 28 Executives Academic Directors Teachers Supporting Staff Programme start Start up seminar Training programme activity Working activity

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 29 This was a brief look into how an implementation may look like seen from an administrative point of view. So, please! Any questions?

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 30 Thank you very much for your attention. Hope to see you again.