1. Programme for PBL, Supervision and Co-operation course, Aalborg University
Tuesday the 13th of January - (Fibigerstraede 13, room 51)
             Welcome UCPBL and workbased learning by Flemming K. Fink
Break
Introduction to the Aalborg Model - exchange of experiences and expectation or the programme by Anette Kolmos
Lunch
Visit in student's groups
Introduction to the CLP-course by Lars Peter Jensen
Reformulation of expectation
Wednesday the 14th of January - (Fibigerstraede 13, room 55)
Co-operation in small teams - cases and theories, using reflecting teams
     Project Management
14:15-14:30 Coffee
Assessment
Reflection on outcome and expectation
Thursday the 15th of January (Fibigerstraede 13, room 55)
Supervision - theory, strategies and tools
Cases on supervision.
Lunch
Reflection on outcome and expectation

2. Development of informal roles in the beginning of the project
The project leader
The prygelknabe
The clown
The responsible
The social person
etc
Organisering og projektledelse

3. Socialisation and professionalisation of the project group
The informal roles are important in socialising
In the beginning it is important for the students to socialise
Later they can start the process of being professional project workers
Professionalisation is a very difficult discipline for many students
Organisering og projektledelse

4. The need for development of professional roles
Project leader
Coordinator
Chairman
Secretary
Note taker
Organisering og projektledelse

5. The project organisation
Division of labour
Meetings? (Every morning / Scheduled / Ad hoc)
Coordination
Brainstorming
Review process
Etc
Organisering og projektledelse

6. Example of an assignment
Discuss your mutual expectations
Discuss your mutual ambitions
How will you make sure that what you agree is also what will happen?
Through motivation or through punishment
Organisering og projektledelse

7. Communication diagram
Draw how the members of
the group are placed around
the table
Draw arrows for each
contribution to the dis-
cussion for about 5 min.

8. Organisering og projektledelse

9. Organisering og projektledelse

10. Organisering og projektledelse

11. Questions to ask about project planning
Does everybody in the group have the same understanding of the work with planning of the project?
Has there been a project leader?
How did the group organise the project management?
Tasks for the project leader?
How are the tasks organised?
Which project plans have been used?
Your experience with the project plans?
Which experiments have been carried through (project-planning and -management?)
Experiences from the experiments?
Suggestion for improvements for better planning and coordination of a project?

12. Questions to ask about co-operation in the group
Criteria for division of tasks (group work)
Do you have an agreement of cooperation?
Expectations (motivation, ambitions, social relations)
Meetings (how?)
Communication in the group?
Different roles in the group?
Motivation of the group (individual and together)
Knowledge of handling conflicts? Has it been used? How?
What has been don to develop your group cooperation?
Any experiments carried out?
Expectations to cooperation in the future?

13. Preparation of meetings with the supervisor
·  Which type of feed-back do you want from the supervisor?
·   Agreement of cooperation with your supervisor?
·   Which type of supervision have you received?
·   Which experiments have been carried through to improve the cooperation with your supervisor?
·  Your experience using experiments?
·   Expectations to your supervisor in future project work?

14. exactly what I‘m telling you !
Pause
O.k., and now you‘ll do
exactly what I‘m telling you !
Access
denied

15. Role-play on projectwork
The set up of the roleplay
Form a group of 6 people
The rest is observing and reflecting the ongoing group dynamics.
Using time-outs and replacements with group members.
The groups task:
Find and formulate a problem concerning teaching in your home University
Make a project plan for a 4 month project
Organise your group
Plan the first meeting with your supervisor

17. Assessment - the hidden curriculum
The aim of the study
goals
objectives
Teaching and learning methods: PBL and project work
Forms of the exams and criteria
The last item of this course is assessment which is a kind of hidden curriculum in the Aalborg model. What is interesting is how the aims of the study, its goals and objectives is assessed continually during the project work and finally at the project exam, and how these things affect each other.

18. Basic assumptions
Examination is dominating the students learning approach
Criteria for evaluation are crucial for the learning process
Evaluation is a basic part for the learning process (reflection)
Who well do project organised PBL meet these criteria?
Usually it is assumed that
This is probably true, so we have to be careful about our assessment to match the goals we want the students to achieve by making their project.
This means that if we want the student to get a deep understanding of the theories and methods they uses, then we have to ask questions that challenge this understanding, in stead of just checking wheater the student can use a specific method.
This is in fact what i told you to do at the weekly meetings, so the students gets used to this kind of assessment and direct their own learning approach in the direction of a deeper understanding of the theory and methods.
This is then of course also the kind of questions to be asked at the final examination after each project period.

19. Supervisor and (external) censor
Assessment - practice
Peer group
Project group
Supervisor and (external) censor
So how is an examination carried out?
The Peer group is seldom used after the basic year, but there is plays an important role as it takes part in the assessment by asking questions to the other group, enhancing the peer assessment.
An often used model is :
After the presentation, there is a short discussion about how it was done in order to help the students improve their presentation technique, and then there is a break where the examination team decides what mark they will give the project at the moment. This is a mark based on the written report and the ”defence” of it that the students just have made. It might be regarded as an average of what this group is able to accomplishes by half a years project work at this specific semester.
Then there is 2....
And 3....
Where you should remember to ask questions that challenge the students understanding.
You are allowed to use as much as three quarters of an hour questioning each student, but it is more normal to use about ½ hour as an average, and it is not as if you ask one student each for ½ hour. It is more like you ask several questions and the student answering switches for each question.
There is often 5-6 students in a group, so you might need more than one break before you think that you have heard enough to mark the students individually.
While the student wait outside the marks is given, based on : ....
1 and 2 you have already given an average mark. Now you look at each student as an individual and judge their presentation, their part in the discussion and how well they have answered the individual questions. Based on 2, 3 and 4 you mark each student individually.
This is normally not very difficult as to mark the students relatively to each other. E.g.. There is often a middle group in the group, e.g.. 3 persons and perhaps one person slightly better and 2 persons slightly worse. What sometimes is a bit difficult is to
Make the specific mark. In the mentioned case you might have doubt about whether the middle group should be marked 8 or 9, which again means that the bottom of the group should have 7 or 8 and the best student 9 or 10.
Then you can use the mark for the project report and the presentation to adjust you level. It would be nice if the average of the individual marks is almost the same as the report mark, given for half a years work. So if you think the project was to 9, then you should give 2 times 8, 3 times 9 and one 10.
This might seem difficult, but it is not and you will be given an experienced censor to help the first time, or you might become censor for an experienced supervisor.

20. A model for Supervision and Assessment in a Project organized PBL study
Gruppevejledning - Har jeg gennemgået
Refleksiv studiejournal - Gennemgå kort princippet
Målformuleringen er for gruppen hvad studiejournalen er for individet - et sted at fastholde refleksioner over eksperimenterne.
Evalueringsoplægget er målformuleringen som den ser ud ved projektets afslutning
Afholdelse af evalueringen
Evalueringsoplæg.
Spørgsmål er kendt på forhånd.
Spørgsmål afspejler spørgerens viden (at kunne se en forskel)
Tilføjelse af eksaminators spørgsmål.
Evaluering gennem analyse af bidrag til diskussionen.
Mulighed for at evaluere projektmedarbejderkvalifikationer direkte gennem at opleve dem.
Spørgsmål skal rettes fra det generelle mod det specifikke og omvendt - ligesom gennem vejledningen.
EVALUERINGEN ER “BARE” ET VEJLEDNINGSMØDE

21. Points
Criteria and methods of self and peer assessment has to be integrated in the summative examination
Evaluation/reflection has to be part of the learning environment - both as structures and at the informal level
Supervisor has a role to play in facilitating students peer assessment
So, if we want to enhance the students learning approach and lead them to a deeper understanding by making projects, then....
The first point we try to enhance by our questions at the meetings with the students and at the basic year we teach them methods for self and peer assessment of both their oral presentations in the group and their written working papers
Reflection is enhanced and as a structure a lot of us uses the 3 times planned reflection we discussed yesterday.
You have a role to play, because you can encourage the students to assess them self within the group.