1. Torben Rosenørn, Aalborg University Esbjerg, 2010 POPBL in classes where new students with no previous experience in POPBL are to be integrated with students experienced in POPBL. by Torben Rosenørn Head of Aalborg University Esbjerg Implementing Project-Organized Problem-Based Learning in international master programs

2. Torben Rosenørn, Aalborg University Esbjerg, 2010 In this presentation the new students are understood as students with no previous experience in POPBL where the projects are allocated from 50% to 100% of the students workload every semester.(450 – 900 hours/student) These students may come directly from high school or come from other universities and join (master) programs which are conducted based on POPBL

3. Torben Rosenørn, Aalborg University Esbjerg, 2010 When the students come directly from high school they are in the first and second semesters attending courses in which they learn how to learn through POPBL. The courses are project supporting courses and the learning is developed through the work with projects ( 6 to 7 before B.S. level) Students from other universities who join master programmes must usually work together with students with previous experience in POPBL. The ”new students” must consequently learn about the POPBL teaching method in order to be able to work together with the other students who are familiar with the method

4. Torben Rosenørn, Aalborg University Esbjerg, 2010 Why Project organized problem based learning? Change in young peoples’ culture and values Continously growing amount of new knowledge Industry and society request new competences International competition Because it is easy to adapt the teacing to: and it is motivating for the students as well as For the teaching staff

5. Torben Rosenørn, Aalborg University Esbjerg, 2010 What we can ”Teach” the students within the given time Boundary of known knowledge Ever moving boundary of new knowledge Introduction to POPBL

6. Torben Rosenørn, Aalborg University Esbjerg, 2010 Product

7. Torben Rosenørn, Aalborg University Esbjerg, 2010 The main areas to address to new students: The learning concept (POPBL) Analytical approach (they are very discriptive in their approach) Work and learn in teams – also when the facilitator is not present Collaboration (contracts) Learning contracts – Bloom’s taxonomy Written and oral communication/presentation Writing reports (references, validation of information) Assessment/examination

8. Torben Rosenørn, Aalborg University Esbjerg, 2010 The project Seen from the learning point of view

9. Torben Rosenørn, Aalborg University Esbjerg, 2010 Product

10. Torben Rosenørn, Aalborg University Esbjerg, 2010 Product

11. Torben Rosenørn, Aalborg University Esbjerg, 2010 Key competences, Learning requirements, Courses, Students’ interests and The project work

12. Torben Rosenørn, Aalborg University Esbjerg, 2010 Key competences Scope and specific aims

13. Torben Rosenørn, Aalborg University Esbjerg, 2010 Key competences Scope and specific aims Deeper learning Methodical skills Personal competences

14. Torben Rosenørn, Aalborg University Esbjerg, 2010 Key competences Scope and specific aims Deeper learning through project work Methodical skills Student’s own interest

15. Torben Rosenørn, Aalborg University Esbjerg, 2010 Key competences Scope and specific aims Methodical skills Student’s own interest Deeper learning through project work

16. Torben Rosenørn, Aalborg University Esbjerg, 2010 Pedagogical method: Experiential learning

17. Torben Rosenørn, Aalborg University Esbjerg, 2010 Experience Reflection Test Conceptualization The Kolb learning cycle

18. Torben Rosenørn, Aalborg University Esbjerg, 2010 Experience Test Reflection Conceptualization Course start Course ends The Kolb learning cycle and courses

19. Torben Rosenørn, Aalborg University Esbjerg, 2010 Experience Reflection Conceptualization Course start Course ends The Kolb learning cycle and courses ? ?

20. Torben Rosenørn, Aalborg University Esbjerg, 2010 Analytical approach to planning of own learning process: Reflection

21. Torben Rosenørn, Aalborg University Esbjerg, 2010 The Cowan Diagram In On Reflection ExplorativeConsolidating Action Fore The Cowan reflection diagram

22. Torben Rosenørn, Aalborg University Esbjerg, 2010 Status seminar Conceptualization

23. Torben Rosenørn, Aalborg University Esbjerg, 2010 Analytical approach to project work and learning: Problem analysis

24. Torben Rosenørn, Aalborg University Esbjerg, 2010 Initiating problem Relevans of problem Problem analysis Task to solve Social Science Technological knowledge Language Banks insurance Owners employees Customers Interested parties In society Legislation authorities Quality Ethics Economy Health Environment Working Environment

25. Torben Rosenørn, Aalborg University Esbjerg, 2010 Technical content: Models Calculations Theory Laboratory work Results Discussion/conclusion And, and, and

26. Torben Rosenørn, Aalborg University Esbjerg, 2010 Non project Supporting courses 25 % Project Supporting courses 25 % Project - 50 % SUPERVISION Courses and project Moesby & Rosenørn, Aalborg University Denmark, 2002

27. Torben Rosenørn, Aalborg University Esbjerg, 2010 Distribution of time between courses and project. (Necessary for students’ time and resource planning) 100 % 0 % 015 weeks NPS courses PS courses Project Moesby & Rosenørn, Aalborg University Denmark, 2002

28. Torben Rosenørn, Aalborg University Esbjerg, 2010 The change of supervisor’s role seen from the students’ point of view! Problem: Change of the role of supervisor Supervisor Assessor Process Product Time Type Assessment

29. Torben Rosenørn, Aalborg University Esbjerg, 2010 Processes in oil and gas industry Desription of the theme includes relevant possible problem areas from existing practical systems The description of the theme generalizes the problem and must be the basis for the projects

30. Torben Rosenørn, Aalborg University Esbjerg, 2010 The project for the 7th semester Master course in Oil and Gas Tehcnology is: “Design an off shore separation train for separating gas, oil and water”

31. Torben Rosenørn, Aalborg University Esbjerg, 2010 Key competences are: Flash calculation Separation system Instrumentation Control Oil and gas techniques Project and team work

32. Torben Rosenørn, Aalborg University Esbjerg, 2010 Project unit courses are: Thermodynamics Chemical unit operations Introduction to oil and gas techniques Project and team work - course in POPBL

33. Torben Rosenørn, Aalborg University Esbjerg, 2010 Thermodynamics: Gas/liquid systems Ideal/non ideal systems Flash calculations

34. Torben Rosenørn, Aalborg University Esbjerg, 2010 Chemical unit operation: Separation systems Mechanical separation Destillation Absorption Heat transfer Heat exchangers

35. Torben Rosenørn, Aalborg University Esbjerg, 2010 Oil and gas techniques: Oil and gas chemistry Instrumentation Pumps and valves Control systems Safety and security Environmental care

36. Torben Rosenørn, Aalborg University Esbjerg, 2010 Course in POPBL Allready discussed

37. Torben Rosenørn, Aalborg University Esbjerg, 2010 The difficult thing is to analyse the problems and to make assumptions They need to explain the assumptions It is difficult to define the problems to solve based on the received information And it is difficult to learn to act as a team and not as the individual student