1. PBL and accreditation Anette Kolmos

2. Research on engineering education and PBL 18 PhD studerende – Creativity and mega projects (satellit) – Organisational change to PBL – PBL and the subject identity – Design of PBL curricula in Thailand, India og Malaysia – Intercultural learning in teams – PBL and sustainability – strategies for implementation Research projects – External: research council projects on engineering practice, sustainability, currciculum construction – Internal projects evaluation of the new PBL model – ongoing – Group assessment and PBL

3. Master in PBL in EE - Curricula Program Module ModulesECTSAssessment 1. semester Course: Teaching and Learning in Engineering, Science and Health 5P/NPInternal Project: Teaching portfolio57 step scale Internal 2. semester Course: PBL models and change strategies 5P/NPInternal Course: Process competences and facilitation 5P/NPInternal Project: PBL experiments107 step scale Externa l 3. semester Course: Theory and methods57 step scaleInternal Optional course: PBL and sustainability PBL and intercultural learning PBL and management 5P/NPInternal Project: Master project207 step scaleExternal In total 60 Pt 15 indskrevne ved Master in PBL in EE

4. Technological (e.g., bio-tech, digital systems, computer systems/tools, sustainable technology, interdisciplinarity ) Societal, Global, and Professional (e.g., social, political & economic, diversity, multi-disciplinarity, global markets & contexts, interaction of engineering and public policy) Attributes of the Engineer of 2020: Strong analytical skills Practical ingenuity Creativity Communication competencies (oral, written, and cultural) Business, management, and leadership skills High ethical standards and professionalism Agility, resilience, flexibility Vision of the contexts for engineering in 2020:

5. Industrial simulation such as constructionarium and pilot plants Sponsored programmes Industrial liaison boards Project-based and other forms of active learning Industrial group projects Lectures / seminars from engineers in industry Case studies from industry Influence of part-time and mature students on full-time students Site visits and field trips National and international competitions

6. The ability to take a broader perspective - application of curriculum across countries An appreciation of what we do in developing countries impact upon ourselves. Understanding our culture doesn’t have all the answers and there is more than one perspective and approach. Understanding the local context of development Coping with uncertainty Douglas Bourn and Ian Neal EAP and Development Research Centre

7. Overall assessment of Danish Engineering Institutions by companies (Ingeniøren, 2008)

8. Are there one or more institutions which you find particular good at developing engineering education according to the needs of society and companies? (Ingeniøren, 2008)

9. Courses 5 ECTS The new Aalborg Model 9 50% courses 50% project Courses 5 ECTS Project 15 ECTS One semester 1 ECTS (European Credit Transfer System) = 30 working hours Courses 5 ECTS One semester – half year Group based project assessment Individual assessment

10. 10 Self organised groups Project management

11. Courses, lectures, seminars 11

12. 12 Facilitation and group dynamics

13. Many different types of projects 13 ‘ 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

14. PBL learning principles Learning Problem based Cases or Projects Contextual learning Social Participant directed Team based learning Content Interdisciplinary learning Exemplary learning Theory-practice relation Research methodology 14

15. PBL design for different purposes Subject based Problem based Tasks Cases Projects Discipline Contextualisation Teacher directedParticipant directed Individual learning Peer learning Collaboration Disciplinary Interdisciplinary Trans-disciplinary Text book learning Exemplary learning Theory Practice

16. Problem analysis Problem solving

17. Problem analysisProblem solving Realistic process

18. Obvious problems

19. Western obvious problem “Why fix it, when you can buy something new?”

20. 20 Project dilemma Importance of decisions Knowledge level Dilemma and risk time

21. Project phases Problem definition Pre phase study Design Detailed design Implementation – prototype Implementation – real system 21 PBL Next generation of PBL

22. Research on PBL More motivated Deeper learning Increased skills and competences Employability increased – relevant skills process skills: collaboration, project management… etc. Higher retention Faster duration Higher salary after ten years from enrollment Higher grades

23. Ruth Graham, 2012

25. Educational focus of the changes Contextualising engineering learning in authentic, professional settings Hands-on immersive projects, often in cross- disciplinary or international teams Linking students with industry mentors Creation of a collegial student culture where students can take risks and fail in a safe environment Emphasis on self-reflection Often set within a global or societal context Ruth Graham, 2012