1. PBL and educational innovation 1 Lars Peter Jensen Associate profesor Department of Control Engineering lpj@es.aau.dk Xiangyun Du Associate professor Department of Education, Learning and Philosophy xiangyun@learning.aau.dk Problem based Learning in Engineering and Science – Development of Facilitator

2. Overview Reflection on university teaching and learning Why PBL - Challenges and changes PBL history and related theories Diversity and ongoing change Reflection and discussions 2

3. 3 Reflection on own learning stories

4. 4 ’There is still one more seat in the wall’ The way I was educated Big class, little room for individual ideas http://www.cnsphoto.com/

5. 5 Same materials year after year…

6. 6 Memory is more important than application skills for high scores…

7. 7 Transferred knowledge will be returned after exams

8. Your learning stories Please spend 3 minutes sharing your learning stories with your neighbours 8

9. 9 Am I teaching the same way I was taught? Need for Innovation in Engineering Education

10. 10 Room for innovation?

11. 11 Can innovation be facilitated in this way? http://eby.cc/p/1961.htm

12. 12 What is your understanding of learning? Based on your own experiences, what are the roles of university teaching in relation to learning? 5 minutes’ discussion

13. 13 Teaching = Learning ?

14. 14 Teaching = learning? Yes, it’s actually true – you can get a degree by repeating everything the teacher says. ”We pretend that there is co-incidence between what is being taught and what is being learned” (Knud Illeriis, 1998)

15. 15 Teaching = Learning? (Karl Smith, UMN) “Teaching does not mean transferring knowledge but creating opportunities for …producing and constructing it.” (Paulo Freire)

16. 16 Learning – is it only about how brain works?

17. 17 Constructivism Knowledge and learning is created by the students – not given to them Theories related to PBL

18. 18 Original figure in Wenger 2004 Life Long Learning and professional identity development Learning to become

19. 19 Learning in Communities of Practice Participation Informal Unintended Knowledge sharing

20. 20 Experiential learning - Kolb ’ s learning cycle Learning is the process whereby knowledge is created through the transformation of experiences - David Kolb 1984 Active Experiment Abstract conceptualisation Reflective Observation Concrete Experience

21. 21 Experiential learning – the Cowan loopy diagram Reflectionfor in onaction Time

22. 22 Blooms taxonomy 1956 CompetenceSkills demonstrated 1. KnowledgeObservation and recall of information (describe, identify, who, when, where) 2. ComprehensionUnderstanding information Translate knowledge into new context 3. ApplicationUse information, methods, concepts, theories in new situations 4. AnalysisSeeing patterns, organization of parts, rcognition of hidden meanings 5. SynthesisUse old ideas to create new ones. Generalize from given facts. Draw conclusions 6. EvaluationCompare and discremininate between ideas. Assess value of theories. Make choices based on reasoned arguments. Verify value of evidence

23. 23 PBL Learning Principles Learning Principles (Graff & Kolmos 2003) Learning Problem based Contextualized Experience and activity based Content Interdisciplina ry learning Exemplary learning Analytical thinking – theory- practice relation Social Participant directed Team based

24. 24 A conceptualisation of PBL PBL can be conceptualised as three central dimensions or processes that are stretched between teacher and participant control: –Problem – who defines and re-formulate? –Work Process – who chooses theory, methods and ways of working? –Solution – who owns the solution?

25. Why change? Why PBL ? – NEW Competencies 25 Scientific knowledge Technical competencies Process and professional competencies Project management Communication Teamwork Organization

26. 26 Globalized context Need for change: accreditations Diverse capabilities Lifelong learning Project management Social, environmental, and ethical concerns Effective communication Intercultural competencies Designing and conducting experiments - National Academy of Engineering, The Engineer of 2020, 2004 - EUR-ACE (Accreditation of European Engineering Programmes and Graduates, http://www.feani.org/EUR_ACE/EUR_ACE_Main_Page.htm http://www.feani.org/EUR_ACE/EUR_ACE_Main_Page.htm - ABET: http://www.abet.org/http://www.abet.org/ Identity and solve applied science problems Team work Application of mathematics and science knowledge Analytical skills Interdisciplinary knowledge

27. 27 (Becker 2006) Need for change: industry expectations Comparaison of capabilities taught at universities and required in professional life by young profesionals - Germany

28. 28 (Becker 2006) Ranking of capabilities important in professional life by young electrical engineers five years after graduation - Germany

29. Change of profession and interdisciplinarity Changes in the medical education system in many countries have been endorsed aiming to reduce the volume of factual knowledge taught didactically and to increase students` abilities to direct and maintain their own learning through methods such as Problem Based Learning

30. Educational changes in Denmark New study programs: enriched engineering disciplines New expectations: broadened engineering skills and competences New study forms: implementing student centred and work place-imitated learning environment (for example, PBL as an educational strategy) 30 New challenges and tasks for educators

31. 31 Problems as focus and stimulus for learning Self directed learning Student-centred and tutors as facilitators/guides Team work Problem orientation Interdisciplinarity Exemplary learning Participant directed Group work McMaster 1968 Maastricht 1972 Linkoping 1972 Roskilde 72 Aalborg 74 PBL as a strategy for change: development and diversity of practice

32. Evaluation (quantitative studies) Effectiveness (Albanese and Mitchell 1993, Vernon and Blake 1993) Norman and Schmidt (1992), Barrows (1996), Norman and Schmidt (2000), Colliver (2000), Enarson and Cariaga-Lo (2001) 1)Academic achievement 2)Academic process 3)Clinical functioning Concerns (Colliver 1993, 2000, Newman 2000, Morrison 2004) 1)Basic medical science knowledge 2)cost Five major characteristics (Vernon and Blake 1993,550-551) 1)real or hypothetical clinical cases 2)small discussion groups 3)collaborative independent study 4)hypothetico-deductive reasoning 5)Focus on group process rather than provision of information Objectives of PBL (Barrows 1986) 1)Structuring of knowledge and clinical context 2)Clinical reasoning 3)Self directed learning skills 4)Intrinsic motivation PBL literature & theories Motivation and drivers (Barrows 1996) 1)Failure of conventional teaching methods in improving students’ the clinical reasoning and problem-solving ability 2)Students’ dissatisfaction 3)Need for involving medical practice into curriculum

33. 33 Some who claim to be doing might not be Some are doing without realizing What is/are PBL(s)? What do people do… http://www.cnsphoto.com/

34. 34 PBL Learning Principles Learning Principles (Graff & Kolmos 2003) Learning Problem based Contextualized Experience and activity based Content Interdisciplina ry learning Exemplary learning Analytical thinking – theory- practice relation Social Participant directed Team based

35. 35 Variation Ways of implementation Problem solving techniques in the lecture Problem Based Learning in subjects / at institutional level Project Based Learning in subjects / at institutional level Problem and Project Based Learning Inquiry Based Learning Outcome Based Learning Modes of practice Senario Case Transdisciplinary Intercultural projects Mega project Individual / team Online Based / Face to face

36. 36 DIVERSITY OF PRACTICE: PBL & curriculum relations Lectures PBL Lectures + PBL PBL track Hybrid track Partial attachment PBL Lectures PBL Tadahiko (2008)

37. 37 Implementation Moesby, E. 2004. "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)”, World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia. Volume 3, No. 2, December 2004. Diversity of PBL practice

38. 38 Problem solving skills in the lecture Lectures Literature Questions Answers Seminars

39. 39 Project Based Learning Subject 1 Project 1 Subject 2 Project 2 Moesby 2004 http://www.cnsphoto.com/

40. 40 Subject 1 Project Subject 2 Subject 1 Project Subject 2 Subject 3 Moesby 2004 Innovations

41. 41 50% courses 50% project Project courses 7,5 ECTS Project 15 ECTS Study courses 7,5 ECTS Group examination Individual examination Model from The Aalborg PBL model - Progress, Diversity and Challenges Anette Kolmos, Flemming K. Fink & Lone Krogh One semester 1 ECTS (European Credit Transfer System) = 30 working hours Problem and Project Based Learning - An innovation of the Aalborg Model PBL at institutional level

42. 42 Evaluation from Danish industry on graduates

43. 43 Employers judgement of innovation, IDA, 2008 (N=209) 43

44. 44 Overall assessment of Danish Engineering Institutions. IDA, 2008

45. 45 DIVERSITY OF PRACTICE – ‘MODELS’ ProblemProcessTeamAssessmentRole of teaching AalborgOne semester Problems(5 months) - open and narrow Project Management and process skills 4-7 Ss Self-form, Discussing, writing and together, Individual judgement in a team based exam Facilitation based – Consultancy (low level Of nstruction) Maastric ht One week - Case based Seven jumps5-10 Ss Discussing together Individual exam progress Testing Facilitation based –tutoring (low level of instruction) Republic Polytech nic One day -structured 3 meetings a day – Problem Solving process 5 Ss Discussing together Quiz and Individual Written reflection Problem giver and instruction

46. Stage 1 1969 -1983 Curriculum focused on Biomedical problems. Aiming at skills of self-directed learning for information explosion, critical appraisal, self-assessment, etc. Major changes of PBL curricula 1969 1965 1983 2005 Challenges: students required a broad-based basic medical science foundation before they could begin problem solving. (Neville et al 2007) Stage 2 1983 - 2005 Curriculum focused on population problems. Aiming at essential knowledge, fundamental skills, personal qualities, values, and attitudes to becoming physicians. Stage 3 2005 – now COMPASS curriculum (concept-oriented, multidisciplinary, problem-based, practice for transfer, simulations in clerkship, streaming). Challenges: insufficient assimilation of fundamental basic science concepts, insufficient attention on behavior and population perspectives, professional competencies, etc.

47. Stage 1 2004-2005 11 basic medical courses and 12 clinical courses (100%, over 50%, and less than 50% of curriculum) Major changes of PBL curricula Stage 3 2009-2010 Integrated courses of basic medical sciences 2005 2004 2008 2006 2009 2010 Stage 2 2006-2008 increased number of courses and PBL percentage in overall curricula

48. The case PBL model in medicine at AAU

49. Bachelor program (project-oriented PBL in green) otherwise case-based PBL – all shared with medicine

50. Comparison of the three models 50 Students number /year Starting time of PBL Drivers for changeCurriculum model McMaster 3 year master Around 1401969 Altanative teaching and learning Problem Based Learning (COMPASS) AAU 5-6year master 50-70 1974 AAU Project Based Learing, 2006 medicine PBL AAU tradition? Case + Project based Learning CMU 7 years master More than 1000 200 年 GMERHybrid PBL Shoestring model (Savin-Baden 2009)

51. Comparison of the three models  History, backgrounds, goals  Students and staff resources  Curriculum design in relation to educational philosophy and theories (How much percentage of the curricula)  Assessment and evaluation  Educational/Staff development

52. Questions and discussions 52