1 Problem Based Learning: A teaching and learning tool for enhancing innovative capacity in EAC higher education engineering institutions The 2 nd EEEP workshop Makerere University August 7 – 8, 2014 Mona Dahms, Aalborg University, Denmark

2 The Rationale of this Presentation The Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability (UCPBL) launched May 2014 at Aalborg University (AAU) under the auspices of UNESCO One of the objectives of UCPBL is to disseminate information about Problem Based Learning (PBL) worldwide This workshop aims to contribute to fulfilling this objective

The activities in the programme TimeEvent Thursday Part I: Problem Based Learning (PBL) – What is it? Why introduce it in EAC Engineering institutions? (MLD) 15:00-15:20Part II: Challenges and Strategies in implementing PBL in Teaching and Learning – comments based on country reports (MLD) General discussion (all) Health break 3

The activities in the programme 4 TimeEvent Friday Announcements Summary of yesterdays work. Introduction to group work on educational change (MLD) Health break Challenges and strategies in implementing PBL in my institution (Groups) Lunch break and networking Group presentations (Group leaders) General discussion (all) Wrap up and the way forward (MLD)

Intended learning outcomes for the workshop After this workshop you should be able to describe and discuss the PBL learning theories and principles describe strategies for, factors in and patterns of change in a higher education institution discuss and analyse challenges and strategies for implementing PBL in your own institution 5

An important beginning A dynamic list of questions Please list, for your own purposes, the questions for which you hope to have an answer by the end of this workshop Cowan, 2003

And keep watching it….. …. or even adding to it, to make sure you get what you need by the time we finish I rely on you to ask, as we go along Cowan, 2003

Part I: Problem Based Learning (PBL) – What is it? Why introduce it in EAC Engineering institutions? Outline: 1.PBL – paradigm shifts 2.Characteristics of PBL 3.Different PBL models 4.Reasons for introducing PBL This lecture contributes to achieving ILO 1 8

1. PBL – PARADIGM SHIFTS 9

Paradigm shifts PBL represents a paradigm shift at three levels: 1. Epistemological level 2. Educational management level 3. Teaching and learning level 10

1. Epistemological level From Mode 1 knowledge –disciplinary knowledge, hierarchically structured, produced by and for academia in the ‘ivory tower’, driven by quest for knowledge to Mode 2 knowledge –interdisciplinary knowledge, non-hierarchical, produced by stakeholders in and outside of university, driven by quest to solve local problems 11 (SA NQF, 2006)

A quote on knowledges ”..sustainability can only be achieved if … institutions of higher learning interrogate indigenous knowledges and practices of sustainable development and articulate them with existing scientific and technological knowledges in order to generate policies and programs that are Africa- centred, and acceptable to the local people.” 12 (Okolie, 2003, p. 236)

2. Educational management level From ‘Inputs Based’ Education (IBE) –focus on ‘inputs’, i.e, transmission of theoretical knowledge delivered through lectures based on textbooks and disciplinary needs for contents and coverage to Outcomes Based Education (OBE) –focus on ‘outcomes’, i.e. graduates’ competences to create and apply practical knowledge in solution to real-life problems 13 (SA NQF, 2006)

The relation between OBE and PBL ”Outcome-based Education … is a student-centered learning process..” (Kavishe, 2014) OBE is an educational system where focus is on students’ achievement of outcomes and therefore on the student-centered learning process PBL is one of several student-centered approaches to teaching and learning in which the learning process is focused on achieving the learning outcomes Other student-centered approaches are team-based learning, project organised learning, etc. 14

3. Teaching and learning level From teacher centered Mode 1 knowledge transmission to student centered Mode 2 knowledge creation and application 15

3. Teaching and learning level Shifting role of teacher: From lecturer transmitting knowledge to facilitator of creation and application of knowlegde ‘from the sage at the stage to the guide at the side’ Shifting role of student: From passive recipient of knowledge to active creator of knowledge that is applied to solve real-life problems 16

2. CHARACTERISTICS OF PBL 17

PBL learning theories Social constructivism Experiential learning – the Kolb cycle Peer learning – zone of proximal development Collaborative learning – communities of practice 18

Social constructivism –Learning is the student’s individual process of constructing knowledge and meaning, based on information inputs from many sources and in collaboration with others –Teaching is the ”setting up of a situation from which a motivated learner cannot escape without having learned” (Cowan, 2003) – teaching is not (only) lecturing but creating enabling and sustainable learning environments 19

Experiential learning – the Kolb cycle 20 ”Learning is the process whereby knowledge is created through the transformation of experiences” (Kolb)

Peer learning – zone of proximal development 21 Peer learning takes place in the ‘zone of proximal development’ which is …. “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers” (Vygotskij 1978)

Collaborative learning – communities of practice “Learning is a function of the activity, context, and culture in which it normally occurs, thus it is situated” (Ref: Lave & Wenger 1991) 22

PBL learning principles Contents: Problem based Contextualised Interdisciplinary Exemplary Action oriented Theory – practice relation Form: Team organised Participant directed Experience based Critically questioning Dialogic and democratic A facilitating tutor/teacher Project organised or case based 23 Graff and Kolmos 2003; Qvist 2008

PBL competences PBL develops students’ professional competences, incl.  problem solving  analytical and methodological  critical thinking  social and environmental responsibility  creativity, innovation and entrepreneurship  project management  communication, negotiation and conflict resolution  life long learning 24

3. DIFFERENT PBL MODELS 25

Four different PBL Models a)University of Brasilia, Brazil b)Republic Polytechnic, Singapore c)University of Maastricht, the Netherlands d)Aalborg University, Denmark 26

27 University of Brasilia Established in 1960 by progressive socialist government in Brazil. Main aims: Counteract scientific dependency on the West Help solve development problems in Brasilian society

28 University of Brasilia Main characteristics: Problem solving Interdisciplinarity Experimentation Integration of research and teaching Critical, incl. self-critical, approach to teaching and research Collaboration with society

Three existing PBL models 29 Republic Polytechnic University of Maastricht Aalborg University No. of stud – 7 Lectures - problem work No lecturesFew lectures ½ lectures ½ project Length of problem work One dayOne weekOne semester Pre-structure of problem HighMediumLow ‘Teacher’ direction HighLowMedium to low Outcome Presentation + learning Learning Report, product, presentation + learning

… and now the crucial question: What is PBL? What would you answer? Think - pair - share ( min) Buzz with the nearest persons Please contribute to plenary discussion 30

31 What is PBL? Q: Which PBL model is the right / the best?? A: There is no ‘right / best’ PBL model - because PBL is a learning philosophy, based on given learning theories and a set of principles - not a prescribed teaching method – PBL is not ‘a tool’ !! There is no ‘one size fits all’ PBL approach – each university and each department has to develop its own PBL model

4. REASONS FOR INTRODUCING PBL 32

Perspectives of five stakeholder Government Industry/society Educational institutions Teachers Students 33

Government Governments want value for money invested in higher education and the only way they can get that is by securing high outcomes of the education in terms of useful competences of graduates. Governments have a legitimate right to formulate national learning outcomes for higher education. South Africa has formulated the most impressive cross-critical national learning outcomes of all nations I know of 34

Local government ”Aalborg University has had enormous influence on the development of Aalborg and North Denmark during the last 40 years… The university has been pivotal in the region’s transformation from traditional industrial society to knowledge society characterised by advanced technology companies” (Former Aalborg Mayor Henning G. Jensen and North Denmark Regional Council Chairman Ulla Astman) 35

36 - an industry/society perspective 57% of private employers prefer candidates from AAU over candidates from [a traditional university] Reasons given by industry: –good skills in team work –innovation skills –project management skills –ability to acquire new knowledge and skills –methodological and structured way of working Kandidat 2002

37 - an industry/society perspective One respondent in the survey said: –“The ones [i.e. the candidates] coming from, for example, Aalborg University, go in and work in projects from the start.” No lengthy ‘on-the-job’ training is needed! Kandidat 2002, p. 33

Are there one or more institutions which you find particularly good at developing engineering education according to the needs of society and companies? 38 Ingeniøren, 2008

39 - an institutional perspective Advantages of PBL are, among others, that PBL: breaks the ‘social heritage’ decreases completion time increases retention rate decreases drop out rate supports innovation and entrepreneurship education supports education for sustainability

Breaks the ‘social heritage’ Students from non-academic families, i.e. parents with no university education (%) 40 Jyllandsposten 2012

Decreases completion time Average time of study 3 years bachelor + 2 years master 41

Improves retention rate Students completing their studies (%) 42 Universities Denmark 2011

Decreases drop out rate 43

Supports innovation and entrepreneurship education (EE) EE: Interdisciplinary and integrated approach to learning Active methods of engaging students’ creativity and innovativeness Hands-on real-life learning experiences Outside-the-classroom activities Experiential learning processes Diverse student body enabling innovation PBL: Interdisciplinary Action oriented Real-life problems Contextualised Theory – practice relation Experience based Team organised Participant directed 44

Supports education for sustainability (ES) ES: Multiperspective context Interdisciplinary Team based Empowering Critical and systemic thinking Creative, innovative and constructive Consciousness of limits Challenging Life long learning PBL: Contextualised Interdisciplinary Team organised Participant directed Critically questioning Action oriented Theory – practice relation Dialogic and democratic 45 BUP, 2013; Guerra, 2012

46 - a teacher perspective Closer relation between your research and your teaching Working with motivated and interested students is almost like working with younger colleagues You become a life long learner and learn together with your students – more fun than just lecturing the same old stuff you know by heart ;-)

47 - a student perspective Working with real life problems  meets the interests of students and therefore  enhances motivation, study efforts and competence achievement which  increases employability

48 - a student perspective  AAU students on problem orientation:  ”This way of learning is much better than only attending lectures, because I have to know why I need to learn this. When I know the objective clearly, I learn much better.”  ”We are engineers – our responsibility is to solve real technological problems.”  ”When working on a problem, I am strongly motivated and attracted. We need to solve this problem.” Du 2006

- A student perspective ”Our generation has … a number of characteristics… We are independent. We are good at seeking information. We are very aware that we will be working in ‘the real world’ when we complete our studies. And therefore, application of knowledge is important to us. We refuse to do things just because ‘this is how you do’. We want our studies to be meaningful.” I wonder if African students are very different from Danish students in this respect? 49 Vestergaard 2014; own translation

50 … time for questions and discussion …

Part II: Challenges and strategies for implementing PBL in teaching and learning Facilitators comments based on country reports and on previous presentation from African Regional Conference on Engineering Education (ARCEE), Dar es Salaam, April

ARCEE keynote - April Why introduce PBL in Africa? PBL addresses some of the main challenges to universities in Africa:  Defective and irrelevant curricula, not responsive to African society

ARCEE keynote - April PBL and Relevance to Society PBL emphasises the use of local, i.e. African, formal and informal knowledge, combined with Western knowledge, in analysing and solving local, i.e. African real- life problems

ARCEE keynote - April PBL and Relevance to Industry - 1 DTU AAU Ingeniøren 2004

ARCEE keynote - April Why introduce PBL in Africa? PBL addresses the main challenges to universities in Africa:  Irrelevant curricula not responsive to African society  Traditional approaches to teaching and learning

ARCEE keynote - April PBL and Learning PBL emphasises creation of knowledge for problem solving transformation of information into new knowledge translation of new knowledge into applications learning to learn

ARCEE keynote - April Learning to Learn - 1 City University of Hong Kong: After 15 months of study, ‘ non-academic ’ first year students following a PBL curriculum showed greater improvements (28%) in meta-cognitive processes of planning, monitoring and evaluating their own learning than a matched group of ‘ academic ’ first year students following a non-PBL curriculum with the same contents (0%). Downing 2007

ARCEE keynote - April Learning to Learn - 2 Downing 2007 Learning And Studying Strategy Inventory

ARCEE keynote - April Why introduce PBL in Africa? PBL addresses the main challenges to universities in Africa:  Irrelevant curricula not responsive to African society  Changed modes of knowledge production, teaching and learning  Mass education, ’poor’ students, inequities in access

ARCEE keynote - April PBL and Mass Education PBL enhances peer teaching and –learning, thus reduces staff work load on lecturing and marking individual exam papers

PBL and ‘Poor’ Students Passive High level engagement Low level engagement Theorizing Applying Relating Explaining Describing Note taking Memorizing Non-academic Student Academic Student Student activity required Active (i.e. PBL) Biggs 2003, p. 4 A B A > B

ARCEE keynote - April PBL and Inequities PBL may address gender inequities because women are attracted to engineering when technology is applied to solve real life problems Women in engineering are important because innovation is greatly enhanced by diversity

ARCEE keynote - April Why introduce PBL in Africa? PBL addresses the main challenges to universities in Africa:  Irrelevant curricula not responsive to African society  Changed modes of knowledge production, teaching and learning  Mass education, ’poor’ students, inequities in access  Brain drain

ARCEE keynote - April The Brain Drain “More African scientists and engineers are working in the United States than there are in Africa” (Ndulu 2004, p. 60) Estimated African educational investment in highly skilled emigrants to the US: US$ 640 million in 1990 (Ndulu 2004)

ARCEE keynote - April PBL and Brain Drain PBL may provide an intellectually challenging learning and research environment enhance the students’ sense of ‘ownership’ of their education and their society utilise the skills and knowledge of Africans abroad as supervisors and sources of information

66 … time for questions and discussion … Take a look at your dynamic list of questions – are there any outstanding questions remaining from today’s activities?

Intended learning outcomes for the workshop After this workshop you should be able to describe and discuss the PBL learning theories and principles describe strategies for, factors in and patterns of change in a higher education institution discuss and analyse challenges and strategies for implementing PBL in your own institution Were the first learning outcome achieved today? 67

68 Thank you for today – see you all again tomorrow morning