1. 1 Introduction to Problem based Learning – The AAU Way A Course given by: Xiangyun Du Department of development and planning Fibigerstraede 13, DK - 9220 Aalborg East + 45 96358353 xiangyun@plan.aau.dk URL: http://www.plan.aau.dk/~xiangyun Lars Peter Jensen Department of Control Engineering Fredrik Bajers Vej 7C, DK - 9220 Aalborg East + 45 96358740 lpj@control.auc.dk URL: http://www.control.aau.dk/~lpj Both Associated Professors at Aalborg University

2. Programmes Monday, the 28th of August 2006: The Aalborg model 9.00 Welcome by lecturer Xiangyun Du and Lars Peter Jensen Introduction and presentation of lecturer and participants. Discussion of participants expectations (reflection-for-action). Introduction to the program. 10.00 Coffee 10.30 PBL as educational model and Practice at Aalborg University 12.00 Lunch 13.00 PBL as educational model and Practice at Aalborg University - continued 13.30 Structure and conditions: Structure of Aalborg University Working tasks for VIP's Directing the studies Teaching task's 14.00 Coffee 14.30 Intercultural Communication in a PBL environment 16.00 End of day one

3. Programme: Tuesday, the 29th of August 2006: Supervision + courses 9.00 Introduction to role play 9.15 Exercise: Role play of a supervising situation 10.00 Coffee 10.20 Exercise continued 12.00 Lunch 13.00 Supervision 14.15 Coffee 14.45 Courses Description Syllabus Exercises in groups Differences between project course (PE) and study course (SE) 15.15 Unanswered questions 15.45 Until next time ? 16.00 End of day two

4. PBL as an Educational Model and Practice at Aalborg University

5. Overview Why PBL - Challenges and changes in engineering education What is PBL PBL principles and theories PBL Aalborg Practice Students experiences in PBL environment at AAU

6. Scientific knowledge Technical competencies Process competencies Project management Communication Teamwork Organization Diversity of engineering competencies

7. Globalized context Engineering competencies Diverse capabilities Lifelong learning Project management Social, environmental, and ethical concerns Effective communication Intercultural competences 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

8. Border of “new” nowledge - ever expanding Border of presently “known” knowledge In TRADITIONAL learning environment What the student can learn within a given time Changing traditional teaching and learning

9. Key competences Scope and specific aims Methodical skills Student’s own interest Deeper learning through project work Changing traditional teaching and learning

10. 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) New challenges and tasks for educators

11. What is problem-based learning? A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge. - H.S. Barrows 1982 - H.S. Barrows 1982

12. Pioneers McMaster 1968 Maastricht 1972 Linköping 1972 Roskilde 1972 Aalborg 1974 Different practices Single courses Problem & project organized Individual project Team work Where and how are PBL practiced?

13. Diversity of PBL PBL: Problem based learning PBL: Project based learning POL: Project organised learning POPBL: Problem based and Project organized Learning (Aalborg version) PBLE: Problem based learning engineering TPL: Total Project Learning (Finland) P5BL: Problem, project, product, process and people (Stanford version) Architecture and Design version: Play based learning

14. PBL Learning Principles (Kolmos & Graff 2003) Content Interdisciplinary Exemplary Analytical thinking - theory-practice relation Cognitive Learning Problem Project Experience Context Collaborative Participant directed Team work

15. Change to PBL– improvement? Research results from Dochy et al (2003) –deep knowledge; better understanding –Improvement of motivation and engagement among both students and staff Research results from Thomas (2000) –Improved subject interest –Improved engagement and motivation –Difficult to implement –Difficult in relation to independency and self directed learning –Tendency that the effect of PBL is related to the degree of implementation in the organisation

16. Effect of PBL on students learning Promoting deep approaches of learning instead of surface approach (Dochy et al 2003, Biggs 2003), Improving active learning (Graff and Cowdroy 1997, Du 2006a), Improving engagement and motivation (Thomas 2000, Frenay 2007, Bedard 2007), Developing criticality of learners (Savin-Baden 2003), Improving self-directed learning capability (Hmelo & Evensen 2000, Du 2006a), Increasing the consideration of interdisciplinary knowledge and skills (Kjaersdam 1994, Graaff and Kolmos 2003), Developing management, collaboration and communication skills (Kolmos 1996, 1999, Du 2006a), Developing professional identity and responsibility development (Hmelo and Evensen 2000, Kolmos 2006, Du 2006a, 2006b), Improving the meaningfulness of learning (Savin-Baden 2000, Du 2006a).

17. Benefit for university / department Decreasing drop-out rates and increasing rate of on-time completion of study (Kolmos and Graaff 2007); Supporting development of new competencies for both teaching staff and students (Biggs 2003, Kolmos and Graaff 2007), Promoting a motivating and friendly learning environment (Du 2006a), and Accentuating institutional profile (Kolmos and Graaff 2007).

18. Aalborg Practice

19. Theoretical base - Experiential learning Set up experiments Discuss and start it up Theories and ideas Lecture Reflection Facilitate Development of Experience Participation - Kolb’s learning cycle 1984

20. PBL Aalborg Model : Principles of Project-organized problem-solving Learning ‘The Aalborg Experiment – project innovation in university education’ - Kjaersdam & Enemark (1994)

21. 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 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. Project – min. 15 ECTS Project courses lectures seminar min. 7,5 ECTS Study courses and Lectures – max. 7,5 ECTS Examination 33%- 50% 50% - 67% PBL AALBORG MODEL

23. Non project supporting courses 25 % Support to student learning – courses and project Teaching of basic knowledge. Not specifically related to the project. Taught as traditional courses or by other techniques. Traditional examination. Written or oral. Individual examination. Written or oral.

24. Project supporting courses 25 % Support to student learning – courses and project Courses which specifically support the project. e.g. economics, environment, planning, sociological methods, specific technical issues, group behavior, and group psychology, working environment, etc. Can be traditional courses, case studies, etc. Examination held as part of the project.

25. Method Semester Collaboration method/ Method of project work/learning Discipline learning Metods used in industry and institutions Scientific method 1 - 2 3 - 6 7 - 8 9 - 10 Development of different Competences through the study

26. 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 group examination is held, but the marks are individual

27. 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

28. Team work Why ? A survey in 1997 showed that 75% of the companies wanted new employees to have good skills in team work Most engineers work in teams The individual student in the group learns from the others (peer learning) Responsibility towards the group leads to very hard work Group members provide social support, thus lower drop-out rate

29. 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

30. 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

31. Projects Why ? More and more companies use project organization Much engineering work is performed as projects Motivates the students and increases student activity Secures deep learning in subjects covered in the project Improves documentation skills

32. Projects How ? One project each semester Necessary theories and methods given in project courses

33. The first semesters The middle semesters The highest semesters Industry related projects Industry based projects Industry projects

34. Phases of the project - Seven jumps

35. Project organisation Timing of a semester Project courses Project Study courses Weekly time Project time Lecturer/instructor Examinor Lecturer/instructor Supervisor: Advisor and facilitator Examinor/censor

36. Theme Sub-theme Project Supporting courses Project proposals x x x x Starting a project

37. Starting point x Target Project = task?

38. Starting point x Target area Design of a Project

39. Project process - an example

40. 40 Lunch until 13.00