1. 35th International IGIP Symposium, 2006, Tallinn, Estonia Lars Peter Jensen Associated Professor at Automation and Control Department of Electronic Systems URL: http://es.aau.dk/staff/lpj Principles of Project and Problem Based Learning Agenda Introduction to PBL History of PBL Diversity of PBL practice PBL Aalborg practice: Project and Problem Based Learning

2. 35th International IGIP Symposium, 2006, Tallinn, Estonia The Origin of PBL PBL is a didactic method focusing on the learner. It builds on pedagogic traditions like: Jerôme Bruner: learning by discovery Maria Montessori: playing is learning William Killpatrick: whole hearted learning Carl Rogers: student centered learning The Harvard method: case based learning 2

3. 35th International IGIP Symposium, 2006, Tallinn, Estonia 3 Carl Rogers on teaching at Harvard in 1951 I have come to feel that the only learning which significantly influences behavior is self-discovered, self-appropriated learning. It seems to me that anything that can be taught to another is relatively inconsequential, and has little or no significant influence on behavior.

4. 35th International IGIP Symposium, 2006, Tallinn, Estonia The early history of PBL Don Woods coins the words PBL for his teaching in a chemistry class in McMaster’s university by the end of the sixties. PBL chosen as the didactic method for the development of a new medical curriculum at McMaster’s university (1969). Introduction of PBL in Maastricht, also for the development of a new medical curriculum. 4

5. 35th International IGIP Symposium, 2006, Tallinn, Estonia The Maastricht model: A Curriculum based on thematic modules PBL Modules: lasting six weeks containing just some cases integrating knowledge form different disciplines Tutorial Groups self-directed learning eight students in a group cooperation and teamwork Facilitated by a tutor: guiding the process without taking the lead guarding quality without interfering in the process 5

6. 35th International IGIP Symposium, 2006, Tallinn, Estonia The case PBL model in medicin at AAU 6

7. 35th International IGIP Symposium, 2006, Tallinn, Estonia A PBL CASE FROM MEDICINE Woman, 22 years old, not married, lives with her parents, she is a nursing aide in an old peoples home, youngest of 5 children. The G.P. sees her every now and then with complaints of hyperhidrosis*. Complaint now: since three days sick and vomiting, everything comes back. Stools normal, no abdominal pains. She is not feeling very ill, on the other hand she is not feeling able to work. When asked whether there has been anything special recently, the patient relates that for three weeks she has been in charge of a nursing department of the old peoples home, because the person normally in charge went on holidays. "The old people looked down at me as a youngster, they did not accept any instruction from me". The complaints started directly after this period, when the head of the department had returned from her holiday (three days ago). You don't notice any abnormality in her physical appearance. family physician practice * Hyperhidrosis: excessive sweating 7

8. 35th International IGIP Symposium, 2006, Tallinn, Estonia Characteristics of PBL Thematic curriculum structure Integration of knowledge and skills Integration of different domains Focus on the learning process Cooperative learning in small groups Students responsible for their own learning 8

9. 35th International IGIP Symposium, 2006, Tallinn, Estonia 9 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

10. 35th International IGIP Symposium, 2006, Tallinn, Estonia 10 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 Enquiry Based Learning Outcome Based Learning Modes of practice Senario Case Transdisciplinary Intercultural projects Mega project Individual / team Online Based / Face to face

11. 35th International IGIP Symposium, 2006, Tallinn, Estonia Formats of problem oriented learning  the type of problem  the available time per problem  the number of students working on the assignment  the role of the teachers  the expected end results  the methods of assessment 11

12. 35th International IGIP Symposium, 2006, Tallinn, Estonia 12 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 and writing together, Individual judgement in a team Based exam Facilitation based – Consultancy (low level of instruction) MaastrichtOne week - Case based Seven jumps5-10 Ss Discussing together Individual exam progress Testing Facilitation based - tutoring (low level of instruction) Republic Polytechnic One day -structured 3 meetings a day – Problem Solving process 5 Ss Discussing together Quiz and Individual Written reflection Problem giver and instruction

13. 35th International IGIP Symposium, 2006, Tallinn, Estonia 13 DIVERSITY OF PRACTICE: PBL & curriculum relations Lectures PBL Lectures + PBL PBL track Hybrid track Partial attachment PBL Lectures PBL Tadahiko (2008)

14. 35th International IGIP Symposium, 2006, Tallinn, Estonia 14 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

15. 35th International IGIP Symposium, 2006, Tallinn, Estonia 15 Project Based Learning Subject 1 Project 1 Subject 2 Project 2 Moesby 2004 http://www.cnsphoto.com/

16. 35th International IGIP Symposium, 2006, Tallinn, Estonia 16 Subject 1 Project Subject 2 Subject 1 Project Subject 2 Subject 3 Moesby 2004 Innovations

17. 35th International IGIP Symposium, 2006, Tallinn, Estonia Advantages of PBL-PO in Engineering Education Students learn knowledge and skills in the context of practice. Students become aware of their recourses in practice oriented problem solving. Students learn to communicate and cooperate across discipline boundaries. 17

18. 35th International IGIP Symposium, 2006, Tallinn, Estonia Hazards of PBL-PO in Engineering Education Learning objectives requiring prolonged study activities can be neglected. Students may tend to concentrate on the product, ignoring personal learning results. Teachers focussing on their own experience in practice can unwillingly enforce this tendency. 18

19. 35th International IGIP Symposium, 2006, Tallinn, Estonia Key Features in the Success of PBL Students responsible for their own learning process A clear purpose of all learning activities Sufficient attention for Communication Skills Balanced support from Technical experts to overcome knowledge barriers 19

20. 35th International IGIP Symposium, 2006, Tallinn, Estonia PBL Aalborg Practice Three main characteristics Problem Project Team work Examples mainly from Engineering 20

21. 35th International IGIP Symposium, 2006, Tallinn, Estonia PBL Aalborg Model : Principles of Project-organized problem-solving Learning ‘The Aalborg Experiment – project innovation in university education’ - Kjaersdam & Enemark (1994) 21

22. 35th International IGIP Symposium, 2006, Tallinn, Estonia Problems – question – wondering within a frame a project each semester (1. year) each group has a group room group size of 6-8 students first year, 2-3 students the last year each group has at least one supervisor self selected group and projects within themes and disciplines group examination with individual marks Lectures 8:15-10:00 Lecture-related Assignment 10:15-12:00 Supervision -initiated & arranged by students Doing project In groups PBL Aalborg Model - practice 22

23. 35th International IGIP Symposium, 2006, Tallinn, Estonia Team work What ? A group of students working together on a project They have to both carry out the project and document the results Based on the documentation an oral individual examination is held. Before the examination the group presents the project 23

24. 35th International IGIP Symposium, 2006, Tallinn, Estonia Team work How ? Each group has a group room Group size of 6-8 students first year, 2-3 students last year Students are in charge of forming groups New groups formed every semester Team building courses: – Roles, communication, co-operation, conflicts 24

25. 35th International IGIP Symposium, 2006, Tallinn, Estonia Group meeting Subgroup work Discussion Disagreement Presentation Compromise Exam Report writing Life Social activities Studying engineering via group projects Brainstorm Multiple learning resources Participating communities of practice – active learning, communication, organization, and management 25

26. 35th International IGIP Symposium, 2006, Tallinn, Estonia Projects What ? A unique task Have a lot of complex activities Needs several people with different skills Have a final goal/objective Limited resources (time, money, people) Have to deliver a result at a given time: – As a minimum a written report 26

27. 35th International IGIP Symposium, 2006, Tallinn, Estonia Projects How ? One project each semester Necessary theories and methods given in (project) courses 27

28. 35th International IGIP Symposium, 2006, Tallinn, Estonia The New Aalborg Model 50% courses 50% project Course 5 ECTS Project 15 ECTS In groups up to 8 persons Individual assessment Self-selected groups Appointed supervisor(s) One semester 1 ECTS (European Credit Transfer System) = 30 working hours Course 5 ECTS Course 5 ECTS 28

29. 35th International IGIP Symposium, 2006, Tallinn, Estonia PROBLEM What? It can be theoretical, practical, social, technical, symbolic-cultural or scientific It grows out of students’ wondering within different disciplines and professional environments It is the starting point directing the students’ learning process and situates the learning in a context It may involve an interdisciplinary approach in both the analysis and solving phase It has to be exemplary 29

30. 35th International IGIP Symposium, 2006, Tallinn, Estonia EXEMPLARITY Selection of relevant specific learning outcomes and content/scientific knowledge that is exemplary to overall learning outcomes That is, the problem needs to refer back to a particular practical, scientific and/or technical domain The problem should stand as one specific example of more general learning outcomes related to knowledge and/or modes of inquiry 30

31. 35th International IGIP Symposium, 2006, Tallinn, Estonia PBL as educational model - practice at AAU students’ experiences Multiple learning resources Drawing upon multiple learning resources, students take active role creating learning opportunities and managing their own learning 31

32. 35th International IGIP Symposium, 2006, Tallinn, Estonia We are engineers, our tasks are to solve problems (Male EE) Students’ perceptions We want to make it possible that we can learn from each other and everybody can learn what they want to learn This makes our study serious… like real work place (Male EE) We develop social skills in group work, this improves the learning process We get mental support from each other, it involves lots of responsibility so that we don’t easily drop out (Female A&D) We develop ourselves and get mature along the way I understand things better through explaining, discussing and practicing We feel easier to learn the technical skills through group work I am confident in different tasks now after these experiences… I am strongly motivated when working on problems We learn best when the knowledge can be related to the assignment and our project Project work help me get some ideas of what I am going to learn… PBL as educational model - practice at AAU students’ reflection 32

33. 35th International IGIP Symposium, 2006, Tallinn, Estonia 33 Evaluation from Danish industry on graduates

34. 35th International IGIP Symposium, 2006, Tallinn, Estonia 34 Overall assessment of Danish Engineering Institutions. IDA, 2008

35. 35th International IGIP Symposium, 2006, Tallinn, Estonia Lars Peter Jensen Associated Professor at Automation and Control Department of Electronic Systems URL: http://es.aau.dk/staff/lpj Principles of Project and Problem Based Learning Thank you for listening Questions?