Innovative Pedagogy and PBL-Inspired Teaching Experiments Dr. Xiangyun Du Professor Department of Learning and Philosophy Aalborg University

PBL introduction PBL definitions Philosophy and theories Variation of practices Questions and Discussions

What do you know about PBL so far? What are your PBL related experiences?

PBL as a strategy for change: development and diversity of practice McMaster 1968 Maastricht 1972 Linkoping 1972 Roskilde 72 Aalborg 74 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 4 4

What is/are PBL(s)? A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge. - H.S. Barrows 1982

What is/are PBL(s)? PBL reflects the way people learn in real life; they simply get on with solving the problems life puts before them with whatever resources are to hand. (Biggs 2003)

What is/are PBL(s)? Problem-based learning helps students to see that learning and life take place in contexts, contexts that affect the kinds of solutions that are available and possible. (Savin-Baden 2003)

What is PBL? Problem based learning is a pedagogical strategy for posing significant, contextualised, real world situations, and providing resources, guidance and instruction to learners as they develop content knowledge and problem-solving skills (Mayo et. Al., 1993)

What is PBL? PBL is Student-Centred Learning Where motivating and activating students is the prime concern The point of departure for the learning process is an ill-structured real life problem

Variation Modes of practice Senario Case Transdisciplinary 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 P3PBL P5PBL Play PBL Modes of practice Senario Case Transdisciplinary Intercultural projects Mega project Individual / team Online/ICT Based / Face to face

What is/are PBL(s)? Some who claim to be doing might not be What do people do… Some who claim to be doing might not be Some are doing without realizing http://www.cnsphoto.com/

Teaching = Learning ?

Yes, it’s actually true – you can get a degree by repeating everything the teacher says. Teaching = learning? ”We pretend that there is co-incidence between what is being taught and what is being learned” (Knud Illeriis, 1998)

Teaching = Learning? “Teaching does not mean transferring knowledge but creating opportunities for …producing and constructing it.” (Paulo Freire) (Karl Smith, UMN)

Learning – is it only about how brain works?

Constructivist view on Learning Philosophy and theories related to PBL Constructivist view on Learning Learning is not only a process of transferring knowledge to the students, who should not be passive receivers Too much learning directed towards curriculum that the student must learn (or rather memorize) Overweighed focus on assessment measurement of the knowledge students have memorized – but not ability to produce new knowledge or to use their knowledge in real settings

Constructivism on learning Knowledge and learning created by students – not given Learning and knowledge construction is facilitated by collaboration – dialogue, critical reviews, coordinating efforts. Knowledge and learning should be about construction, and not re-construction of knowledge Learning is about producing new knowledge, solutions, theories and methods.

Learning in Communities of Practice Participation Informal Unintended Knowledge sharing

Integration of formal curriculum and informal learning Social learning Integration of formal curriculum and informal learning Life Long Learning Learning to become an engineer Original figure in Wenger 2004

Active learning students learn (a survey report from Felder 1988): 10% of what they read 26% of what they hear 30% of what they see 50% of what they see and hear 70% of what they say 90% of what they say and do passive active

Experiential learning - Kolb’s learning cycle Concrete Experience Active Experiment Reflective Observation Abstract conceptualisation Learning is the process whereby knowledge is created through the transformation of experiences - David Kolb 1984

Experiential learning – the Cowan loopy diagram on action Reflection for in Time

Everyday reflections – an enhanced Cowan loopy diagram Planned and joint ’grand’ reflections Incidential and personal ’small’ reflections Time

Levels of understanding - Bloom Knowledge - memorize Comprehension Application Analysis Synthesis Evaluation Surface learning Deeper learning

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?

Problem solving skills in the lecture Diverse PBL practice Problem solving skills in the lecture Lectures Literature Questions Answers Seminars

Project Based Learning Subject 1 Project 1 Subject 2 Project 2 http://www.cnsphoto.com/ Moesby 2004

Innovations Subject 1 Subject 1 Subject 2 Subject 2 Subject 3 Project Moesby 2004

AAU PBL practice as an example

Problem and Project Based Learning - An innovation of the Aalborg Model Study courses 7,5 ECTS 50% courses Project courses 7,5 ECTS One semester 50% project Project 15 ECTS Project examination Model from The Aalborg PBL model - Progress, Diversity and Challenges Anette Kolmos, Flemming K. Fink & Lone Krogh 1 ECTS (European Credit Transfer System) = 30 working hours

Lecture Courses and Project Work 50 % project work : a major assignment within a given subject-related framework determined for each semester. project related courses supporting the project work Evaluated as oral examinations based on the project report. mandatory courses relating to the overall academic profile of the curriculum. Evaluated through individual written or oral examinations. 25 % 25 %

Problem oriented, Project based, Team work organized Physical facilities for project work Group formation: (by students based on interest) Group size: 6-8 1st year 4-5 middle years, 1-3 later years Problem oriented, Project based, Team work organized Problem Solving + Report writing in group Problem Formulation + analysis Exam Each group 1-2 facilitator Companies Lectures Other experts Literature Experiment Theme - framework

Project management and planning

Learning goals, Knowledge sharing, Collaboration, Peer learning

Evaluation from Danish industry on graduates

Employers judgement of innovation, IDA, 2008 (N=209) 36

Overall assessment of Danish Engineering Institutions. IDA, 2008

PBL – Regional development PBL AAU as a good example of linking students with the local economy (OECD 2007, Puukka and Marmolejo 2008) Students benefit from Gaining transferable skills and authentic work experiences University benefits from gaining feedback and access to instructive cases and ideas for research and teaching Improving graduate retention Higher rate on-time finishing ( AAU 87% v.s 38% others in DK) Lower drop-out rate (AAU lowest in DK) Improved interdisciplinary collaboration among teaching staff Enterprises benefit from A clearer picture of what the university stands for and how the students might fit in as prospective employees

Group discussion 2 (Problem Analysis) Please analyze the problems (using the six W- model) Problem Whom? Why? What? Where? When? How? 39 39

Presentation 3 What are ‘problems’ and what are ‘projects’ Examples of different practices of designing problems and projects

Taxonomy PBL practice (Barrows 1986) Lecture-based cases: cases used to demonstrate the relevance of information provided by lectures Case-based lectures: cases are used to highlight material that will be covered in the subsequent lecture Case method: cases are studied in preparation for class discussion Modified case-based method: cases provide opportunities for deciding between a limited number of options Problem-based learning: cases are used in a problem simulation format that encourages free inquiry Closed loop, or problem-based learning: a reflective phase complements the problem-based format

Problem Based Learning and Project Based Learning (Savin-Baden 2007) Aim and focus Solution or strategy for problem Solving, project management Problem management Role of teaching supervision / facilitation Tutoring / facilitation Outcome Report or design Not necessary

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 instruction) Maastricht One week - Case based Seven jumps 5-10 Ss Discussing together exam progress Testing based –tutoring (low level of instruction) Republic Polytechnic One day -structured 3 meetings a day – Solving process 5 Ss Quiz and Written reflection Problem giver and instruction

Types of projects – nature of problems Problem and Project in AAU PBL Types of projects – nature of problems The task project The discipline project The problem project

THE TASK PROJECT Problem Discipline An Example: In firm X they have a machine emitting too much noise. The task given is to measure the noise level, to calculate the necessary attenuation and find a silencer. Problem Discipline Considerable planning and control by the supervisors The problem and the subject as well as the methods are chosen beforehand The educational objectives are easily controlled More control

THE DISCIPLINE PROJECT An example: a description of the scientific objectives as using a digital signal processor and creating a filter. The student will then have to start by finding a problem where a filter is needed in the solution and it would be a good idea to use a digital signal processor. Discipline Problem disciplines and methods are chosen in advance students identify and define a problem within the described disciplines educational objectives are mostly formulated for each discipline supervisor - a bit uncertain, however, the scientific field is described well Again, metaphorically you may think of the football game. Now you know where to find the football ground and you know the basic rules, but before starting the game you must find the ball and set the game into play. An example of a student project could be a description of the scientific objectives as using a digital signal processor and creating a filter. The student will then have to start by finding a problem where a filter is needed in the solution and it would be a good idea to use a digital signal processer. This kind of project might be used at semesters where there are a lot of different disciplines to be learned, and the teachers wants to be sure that they all becomes part of the project. Please move to the next slide.

THE PROBLEM PROJECT Problem Discipline An example: In firm X there is too much noise emitted in the production hall. Analyze the problem in order to find the noise sources and find solutions. Problem Discipline problems as the starting point The problem will determine the choice of disciplines, theories and methods educational objectives emphasises ability to analyse and methodological skills The problem has to be chosen within a broader social and technical frame a self-directed learning process supervisor – challenging (can be part of the big research projects)

DESIGN OF A PROJECT Starting a project Project proposals x Project Supporting courses x x x Theme Sub-theme

Design of a Project Starting point Target x

Design of a Project Starting point Target area x

Diversity – discipline and group aspect ‘It is so exciting to work on this, we solve problems and we see things happen…’ - Students from EE ‘It is boring to only focus on technical things… I don’t want to become nerds by studying engineering. I want to work with technology in a creative way and to do something for people…’ - Students from A&D

International Master Program of Environmental Management Semester 1 Theme Company perspective – Environmental management industries and cleaner production and products Project focus In-depth analysis of a company’s environmental strategies and performance and suggests improvements in relation to production processes, the product life cycle, or management policies. At the end of the semester, a project report is submitted, presenting relevant theories and an analysis of the case study. Courses Feasibility Studies 2 ECTS Research Methodology 2 ECTS Organisation Theory 1 ECTS Approaches to environmental problem solving 2 ECTS Introduction to Energy Systems 1 ECTS Sustainable Energy Systems Analyses 2 ECTS Fundamental Investment Theory and Excel 1 ECTS

Group 3: Environmental Impacts of Passive Houses (group 3 report) Context and aims To determine how significant the choice of materials is when designing energy-efficient houses in relation to their lifecycle environmental impacts. Research question Controlling for energy efficiency and design, what are the estimated costs and environmental impacts related to two energy-efficient houses, conceived in accordance with either a sustainable development or an energy efficiency criteria? Theories Life cycle thinking, sustainable development and construction, passive house, passive and active systems, big bale building, LS/EPS Passive house methods Case study, interviews Costs analysis, life cycle assessment Results The construction costs were the most persuasive element of the partial results. The BBB is significantly less expensive to construct. The use stage showed an important financial dominance over the two other stages. The global warming category revealed itself to be the most important feature to consider among the environmental categories selected in this study, and at a lesser degree nutrient enrichment. The choice in the materials is of great importance of the other stages especially in relation to the embodied energy due to transport which formed an important feature in LS/EPS impact profile.

Cooperative Header Compression for GPRS systems First trial: Hard process Good product

Republic Polytechnic (RP) – Visions Students of RP should be: Knowledgeable (understand, share, apply) Inquirers and thinkers with ability to reason Open minded, risk takers and decision makers Communicators and negotiators, Teamworkers Caring and tolerant individuals with a balanced outlook and good values Learning-enabled

RP – ’one day – one problem’ Diploma program: 3 years, 30 modules 1 semester = 16 weeks, 5 modules per semester 4 contact hours per module and per week 20 contact hours per week 4 ‘understanding tests’ per module and semester

RP – ’one day – one problem’ 25 students per class – 5 teams of 5 students A facilitator assigned for the day for each class A problem given in the morning Five different but related problems per week Daily assessment supplemented by ’understanding tests’

RP - Key elements in the daily routine Class room settings and learning environment Daily routine – meetings and break out time Problem statements and designs – critical Scaffolding - in the form of a worksheet Presentation - using different media Assessment – self-, peer- and facilitator

RP 1: Statistical Methods for Engineering Title: Overbooking The problem ‘trigger’: Budget Hotel Singapore is a newly established 200 room hotel. Last minute cancellations result in many rooms being left empty for the night. Therefore management has decided to allow overbooking. Target is at least 90% occupancy and the risk of more guests than rooms as low as possible. As part of the quality assurance team of the hotel you are tasked to perform a statistical analysis and present recommendations to hotel management, highlighting any risks to be considered.

RP 1: Statistical Methods for Engineering Title: Overbooking Scaffolding: A total of 12 questions conc. statistics: A coin is biased so that the probability of head is 2/3. What is the probability that a tail will happen in the next toss of the coin? What is the probability that exactly four heads will come up when the coin is tossed 7 times? For Budget Hotel Singapore, is the random variable of overbooking of hotel rooms binominally distributed? What is the meaning of allowing the guests to overbook? What problems or risks do you think may happen when you overbook?

Problem Based Learning at China Medical University (CMU) Implementing PBL as part of a grant 2004 90% political reason Resources decide scale 100% 2 subjects 50% 8 subjects Below 50% 20 subjects 1000 staff and 12000 medical students are involved (Sun 2008)

Innovative implementation (Sun 2008) 120 students Big class and team work Text book Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 Unit 2 Unit 3 Unit 4 Unit 1 Unit 5 30 ss /Class 6 ss/ group

PBL Tutorial Process - UNIT Preset Problem based cases in small classes (1 hour) Define procedures to be discussed (1 hour) Formulate objectives (1 hour) Information gathering by individuals (4-8 hours) Discussion in groups (1-2 hours) Presentation by individuals (2 hours) Brief lectures given by tutors in big/small class (1 hour) Accessment PBL performance 40% Homework, discussion, presentation Final test 60% (Sun 2008)

Student small group discussion And meeting tutors

Lessons to learn Effect – initial following up studies show Motivated students Improved problem solving skills Satisfactory learning outcome seeing from teaching staff Challenges 86% students worried that they would not get good score in the final test Mismatch of textbooks Need of more tutors Skills of tutors (Sun 2008)