1. Introduction to the PV course September 3rd 2012 Lars Peter Jensen and Lone Stub Pedersen lpj@es.aau.dklpj@es.aau.dk lsp@plan.aau.dklsp@plan.aau.dk © SLP-gruppen, Aalborg Universitet PV Problem Based Learning in Science, Technology and Society

2. © SLP-gruppen, Aalborg Universitet Learning goals for today © SLP-gruppen, Aalborg Universitet Billede: http://home.online.no Knowledge of PV-course content Knowledge of problem-oriented project work at Aalborg University. Knowledge of project phases and report writing to such an extent that you can use it in P0 period

3. Introduction to course Problem Based Learning in Science, Technology and Society (PV) Size: 5 ECTS i P0/P1 Prerequisites: No special prerequisites for the module. Objectives: The students shall theoretically as well as practically understand how to plan and execute a scientific problem-based project with technological, social and humanistic relevance. This includes an understanding of how technological aspects and contextual circumstances can be identified and included in the development of a problem solution.

4. Introduction to course Problem Based Learning in Science, Technology and Society (PV) Size: 5 ECTS i P0/P1 Prerequisites: No special prerequisites for the module. Objectives: The students shall theoretically as well as practically understand how to plan and execute a scientific problem-based project with technological, social and humanistic relevance. This includes an understanding of how technological aspects and contextual circumstances can be identified and included in the development of a problem solution. Part one

5. Introduction to course Problem Based Learning in Science, Technology and Society (PV) Size: 5 ECTS i P0/P1 Prerequisites: No special prerequisites for the module. Objectives: The students shall theoretically as well as practically understand how to plan and execute a scientific problem-based project with technological, social and humanistic relevance. This includes an understanding of how technological aspects and contextual circumstances can be identified and included in the development of a problem solution. Part one Part two

6. Introduction to course Part one: Problem based project work: Problem Based Learning is generally in groups, allowing the best opportunities to embrace the complexity that working with real problems contains both professionally and contextually. Simultaneously, the problem area be delineated taking into account the project unit goals and the resources available. In a problem- based project, it is therefore essential to exploit and develop the project team's capacity for collaboration, learning and project management, while individuals are allowed to unfold and develop knowledge, skills and competencies.

7. Introduction to course Part one: Problem based project work: Problem Based Learning is generally in groups, allowing the best opportunities to embrace the complexity that working with real problems contains both professionally and contextually. Simultaneously, the problem area be delineated taking into account the project unit goals and the resources available. In a problem- based project, it is therefore essential to exploit and develop the project team's capacity for collaboration, learning and project management, while individuals are allowed to unfold and develop knowledge, skills and competencies. Part two: sociental relevance: Problem-based learning is based on a real problem, ie. that both the problem and potential solutions are embedded in a technological and social context. To work in a problem-oriented field of Engineering, science and health thus entails identifying relevant contextual contexts, including human and societal needs, and inclusion of these in developing a problem solving.

8. Students who complete the course module will obtain the following qualifications: Knowledge §Must have knowledge of basic learning theories §Must have knowledge of project planning and managements techniques §Must have knowledge of different approaches to problem-based learning (PBL); including the Aalborg Model approach, where problems are related to social and/or humanistic contexts §Must have understanding of different resources for analysis and assessment of Medialogyproblems and solutions from scientific, technological, ethical and social perspectives §Must apply methods for analysis and assessment of a Medialogyproblem; including user segmentation, user tests and technology assessment

9. Students who complete the course module will obtain the following qualifications: Knowledge §Must have knowledge of basic learning theories §Must have knowledge of project planning and managements techniques §Must have knowledge of different approaches to problem-based learning (PBL); including the Aalborg Model approach, where problems are related to social and/or humanistic contexts §Must have understanding of different resources for analysis and assessment of Medialogyproblems and solutions from scientific, technological, ethical and social perspectives §Must apply methods for analysis and assessment of a Medialogyproblem; including user segmentation, user tests and technology assessment

10. Students who complete the course module will obtain the following qualifications: Knowledge §Must have knowledge of basic learning theories §Must have knowledge of project planning and managements techniques §Must have knowledge of different approaches to problem-based learning (PBL); including the Aalborg Model approach, where problems are related to social and/or humanistic contexts §Must have understanding of different resources for analysis and assessment of Medialogyproblems and solutions from scientific, technological, ethical and social perspectives §Must apply methods for analysis and assessment of a Medialogyproblem; including user segmentation, user tests and technology assessment

11. Students who complete the course module will obtain the following qualifications: Skills §Must be able to apply basic principles related to planning and management of a problembased project; basic study techniques, phases in a problem-oriented project, from initial problem to problem analysis and problem formulation, design and implementation §Must be able to analyse and evaluate the organisation of the project group work and collaboration, especially regarding identification of strong and weak factors and, based on this, suggest how group organisation and collaboration can be improved in future situations; team roles, group dynamics, communication within the group and externally, creativity, methods for analysis and documentation of learning processes §Must be able to analyse group conflicts; causes and possible solution §Must be able to analyse and evaluate own contribution to study and learning, especially regarding identification of strong and weak factors and, based on this, consider continuous course of events and their contributions to the learning processes, learning styles and the study §Must be able to analyse methods used in the project from a scientific point of view; science theory, qualitative and quantitative approaches §Must be able to apply fundamental key areas, concepts, and methods for evaluation and development of technical solutions considering the technology in itself, and in relation to social contexts and human circumstances (holistically); technology assessment methods, contexts and communication, media sociology (e.g. life styles, consumption, sociological methods), different forms of user test, innovation and creativity

12. Students who complete the course module will obtain the following qualifications: Skills §Must be able to apply basic principles related to planning and management of a problembased project; basic study techniques, phases in a problem-oriented project, from initial problem to problem analysis and problem formulation, design and implementation §Must be able to analyse and evaluate the organisation of the project group work and collaboration, especially regarding identification of strong and weak factors and, based on this, suggest how group organisation and collaboration can be improved in future situations; team roles, group dynamics, communication within the group and externally, creativity, methods for analysis and documentation of learning processes §Must be able to analyse group conflicts; causes and possible solution §Must be able to analyse and evaluate own contribution to study and learning, especially regarding identification of strong and weak factors and, based on this, consider continuous course of events and their contributions to the learning processes, learning styles and the study §Must be able to analyse methods used in the project from a scientific point of view; science theory, qualitative and quantitative approaches §Must be able to apply fundamental key areas, concepts, and methods for evaluation and development of technical solutions considering the technology in itself, and in relation to social contexts and human circumstances (holistically); technology assessment methods, contexts and communication, media sociology (e.g. life styles, consumption, sociological methods), different forms of user test, innovation and creativity

13. Students who complete the course module will obtain the following qualifications: Skills §Must be able to apply basic principles related to planning and management of a problembased project; basic study techniques, phases in a problem-oriented project, from initial problem to problem analysis and problem formulation, design and implementation §Must be able to analyse and evaluate the organisation of the project group work and collaboration, especially regarding identification of strong and weak factors and, based on this, suggest how group organisation and collaboration can be improved in future situations; team roles, group dynamics, communication within the group and externally, creativity, methods for analysis and documentation of learning processes §Must be able to analyse group conflicts; causes and possible solution §Must be able to analyse and evaluate own contribution to study and learning, especially regarding identification of strong and weak factors and, based on this, consider continuous course of events and their contributions to the learning processes, learning styles and the study §Must be able to analyse methods used in the project from a scientific point of view; science theory, qualitative and quantitative approaches §Must be able to apply fundamental key areas, concepts, and methods for evaluation and development of technical solutions considering the technology in itself, and in relation to social contexts and human circumstances (holistically); technology assessment methods, contexts and communication, media sociology (e.g. life styles, consumption, sociological methods), different forms of user test, innovation and creativity

14. Students who complete the course module will obtain the following qualifications: Competencies §Must be able to apply knowledge (application) and understanding regarding being part of a team-based project work §Must be able to understand and communicate project work (application) §Must be able to analyze own learning processes §Must be able to analyze and document learning processes within the group (analysis) §Must be able to create optimal collaborative learning processes (application) §Must be able to evaluate professional situations in relation to the surrounding society (analysis) §Must be able to apply knowledge and understanding of science, technology and society (application); from a technological perspective (including competencies on applying different technology assessment methods) and from a holistic perspective (including competencies on life style, consumption and technology development, different contexts and forms of communication, innovative and creative processes)

15. Students who complete the course module will obtain the following qualifications: Competencies §Must be able to apply knowledge (application) and understanding regarding being part of a team-based project work §Must be able to understand and communicate project work (application) §Must be able to analyze own learning processes §Must be able to analyze and document learning processes within the group (analysis) §Must be able to create optimal collaborative learning processes (application) §Must be able to evaluate professional situations in relation to the surrounding society (analysis) §Must be able to apply knowledge and understanding of science, technology and society (application); from a technological perspective (including competencies on applying different technology assessment methods) and from a holistic perspective (including competencies on life style, consumption and technology development, different contexts and forms of communication, innovative and creative processes)

16. Students who complete the course module will obtain the following qualifications: Competencies §Must be able to apply knowledge (application) and understanding regarding being part of a team-based project work §Must be able to understand and communicate project work (application) §Must be able to analyze own learning processes §Must be able to analyze and document learning processes within the group (analysis) §Must be able to create optimal collaborative learning processes (application) §Must be able to evaluate professional situations in relation to the surrounding society (analysis) §Must be able to apply knowledge and understanding of science, technology and society (application); from a technological perspective (including competencies on applying different technology assessment methods) and from a holistic perspective (including competencies on life style, consumption and technology development, different contexts and forms of communication, innovative and creative processes)

17. Introduction to course - Content §Academic integrity §Written and oral communication of project results §Experience exchange §Project Planning, inc. project management and leadership §Communication in and out of the group §Learning styles, team roles and group dynamics §Conflict handling §Stages of a problem-oriented project from initiating problem via problem analysis to problem formulation §Theory of learning processes §Methods for analysis and documentation of group learning processes §Creativity in project work §Theory of science §Sociological methodology: qualitative and quantitative research methods §Approaches to identification, analysis and assessment of technological problems and solutions related to the user and the surrounding communities with emphasis on: §Environmental, resource and social responsibility §Economics §Cultural understanding and intercultural processes §Political processes, power and control

18. Introduction to course Organization and examination: §The course is organized as a mix of lectures, seminares, workshops, group consultation and self studies §After some of the lessons each group shall prepare a written response to exercises relating to the lecture. §The written assignments are included in a portfolio that is used to: 1. Reflection to the status seminar 2. Reflection and documentation (evidence) for process analysis 3. Background (maybe appendices) and repetition for the exam §The course is examined individually based on a written exercise based on the portfolio’s (7 hours) §The exam result is passed/non passed

19. Academic integrity and dissemination

20. Written and oral communication of project results

21. Experience exchange

22. Project Planning, inc. project management and leadership

25. Communication in and out of the group

26. Learning styles, team roles and group dynamics

28. Conflict handling

29. Stages of a problem-oriented project from initiating problem via problem analysis to problem formulation

30. Theory of learning processes

31. Creativity in project work

32. Theory of science

33. Sociological methodology: qualitative and quantitative research methods

34. Technological problems and solutions related to the user and the surrounding communities Billede: samfundsfaget.dk

35. Environmental, resource and social responsibility

36. Cultural understanding and intercultural processes

37. Economics Billede: greekshares.com

38. Political processes, power and control Billede: greekshares.com

39. Introduction to course - Content of course – a total of 12 lessons (events) Part one: problem based projekt workPart two: societal relevance PV1: Introduction to course and PBL PV10: Professional project dissemination PV4:Experience exchange from P0 PV2: Intro- duction to STS and IT Companies in context PV9: Project Management PV7: Plan how to co-operate in the team PV6: Target groups and Sociological methodology 1 PV5: Creative problem solving PV11: Technology Assessment PV12: Software systems in context + Process analysis PV8: Sociological methodology 2 andScience theory PV3: P0 project, Get started

40. Course plan PV 5 ECTS © SLP-gruppen, Aalborg Universitet 1.Introduction to the course.LPJ and LSPweek 36 2.Introduction to STS and IT Companies in context.LSP week 37 3.P0 project (tools, structure, get started).LPJ week 37 4.Experience exchange from P0.LPJ and LSP week 39 5.Workshop: Creative Problem Solving.JEH and HJA week 41 6.Target groups and Sociological methodology 1.LSP week 42 7.Plan how to co-operate in the team and.LPJ week 42 8.Sociological methodology 2 andScience theory.LSP week 43 9.Project Management.LPJ week 43 10.Professional project dissemination.LPJ week 44 11.Technology Assessment.LSP week 47 12.Software systems in context + Process analysis.LSP og LPJ week 48

49. 49 Break Deadline is deadline !