1. Intro Module11 Project-related course (PE): Project Organized Problem Based Learning (POL) Introductory Semester Xiangyun Du Department of development and planning Aalborg University xiangyun@plan.aau.dk http://www.ucpbl.aau.dk/xiangyu nd http://www.ucpbl.aau.dk/xiangyu nd

2. Intro Module12 Today’s Programme Getting to know each other Presentation of the POPBL course Mm 1: Introduction to the study form

3. Intro Module13 Getting to know each other Please work in 3 - 4 persons: Use 5 minutes to introduce each other the reasons you have chosen this study program, this University and Denmark?

4. Intro Module14 The POL course Aim: To help students to develop learning tools in an intercultural PBL environment Credits: 1.4 ECTS, i.e. 5 mini-modules Course assignment: process analysis, learning portfolio

5. Intro Module15 ModuleTimeTopics 1Sep 5 th What is a problem-based project? 2September 12 th Learning in a new culture and Learning in an intercultural context 3September 19 th Project Management and scientific reading 4September 26 th Learning strategies – individually and in the Team 5October 3 rd Communication and group dynamics Project Organized Problem Based Learning Master Programs Introduction Semester 2007

6. Intro Module16 Module 1 Introduction Backgrounds of PBL Backgrounds of PBL PBL Aalborg Model PBL Aalborg Model Problem Problem Project Project Group work Group work Group task Group task

7. Intro Module17 Please think of one of the things that you are good at, write three words in the post-it describing how you learned it well

8. Intro Module18 Backgrounds of PBL in engineering

9. Intro Module19 What does it demand to be an engineer in your country?

10. Intro Module110 Scientific knowledge Technical competencies Process competencies Project management Communication Teamwork Organization Diversity of engineering competencies

11. Intro Module111 Globalized context What kinds of engineers are expected for the future? 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

12. Intro Module112 Border of “new” knowledge - 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

13. Intro Module113 Key competencies Scope and specific aims Methods and skills Student’s own interest Deeper learning through project work Changing traditional teaching and learning

14. Intro Module114 PBL as an example of student-centered teaching and learning model 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

15. Intro Module115 PBL Learning Principles (Kolmos & Graff 2003) Content Interdisciplinary learning Exemplary learning Analytical thinking - theory-practice relation Learning Problem based Contextual learning Experience and activity based learning Social Participant directed Team based learning

16. Intro Module116 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?

17. Intro Module117 PBL Aalborg Practice Three main characteristics Problem Project Group work

18. Intro Module118 New study environment at AAU

19. Intro Module119 PBL Aalborg Model : Principles of Project-organized problem-solving Learning ‘The Aalborg Experiment – project innovation in university education’ - Kjaersdam & Enemark (1994)

20. Intro Module120 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

21. Intro Module121 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.

22. Intro Module122 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.

23. Intro Module123 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 Competencies through the study

24. Intro Module124 Problem orientation Why? Real world problems are interdisciplinary and complex a learner-centred process interests and motivation development of analytical, methodological and transferable skills

25. Intro Module125 Problem Orientation How ? The project group chooses a problem The problem has to be analyzed within a relevant context before it can be solved or analyzed further The problem determines the choice of methods and theories to be used

26. Intro Module126 Projects organization Why ? Relating to engineering work in companies Increasing activities and motivating learning Deeping learning Developing transferring skills, like management, planning, documenting.

27. Intro Module127 Projects organization What ? A unique task Complex activities People with different skills A final goal/objective Limited resources (time, money, people) Final results as the product (written report) Deadline

28. Intro Module128 The first semesters The middle semesters The highest semesters Industry related projects Industry based projects Industry projects

29. Intro Module129 Project organisation How? The project is supported by project related courses Students have to look for relevant information beyond the PE courses

30. Intro Module130 Learning goals in project work

31. Intro Module131 It must be possible To accomplish goals Through the project Starting a project

32. Intro Module132 Theme Sub-theme Project Supporting courses Project proposals x x x x Starting a project

33. Intro Module133 Starting point x Target Project = task?

34. Intro Module134 Starting point x Target area Design of a Project

35. Intro Module135 Project process - an example

36. Intro Module136 Exams Courses Project proposals AIMS Theme Role of supervision / facilitation

37. Intro Module137 A supervisor is a person who encourages your learning process through facilitating questions points out the potentials in your work gives constructive critic Access your project in exams

38. Intro Module138 A supervisor is NOT: a parent who is responsible for your behaviour an authority who decides what should be the content of your project a member of your project group an inexhaustible resource – therefore: Use your supervisor’s hours carefully

39. Intro Module139 project supervision “supervisor ” “Students” http://meds.queensu.ca/medicine/pbl/pblhome.htm

40. Intro Module140 Communication maps during a project Beginning of the project Progressing in the project

41. Intro Module141 Tasks of a supervisor Project courses Project Study courses Weekly time Project time Before: Pre par e proj ect pro pos als Pla n proj ect cou rse s Beginning: Help to find appropriate literature Help to establish contacts with companies etc. Discuss the potential of the project proposal with students End: Prepa re for the exam Chair the exam During the process: Give comments to both oral and written presentations/memos/working papers Monitor the progress and professional level of group and individual students

42. Intro Module142 Group work Why? Peer learning Needs of industry

43. Intro Module143 Group work How ? a group room self formed groups each semester size of 6-8 students first year, 2-3 students later years Doing project and writing report together

44. Intro Module144 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

45. Intro Module145 Diversity of group situation

46. Intro Module146 Diversity of group situation

47. Intro Module147 Group contract – an example

48. Intro Module148 Group exercise – brainstorming and decision making Topic and context Imagine that you are cast ashore on a desert island, naked and with only one man-made object: a belt. Using your wildest imaginations think of as many uses as possible for the belt. Rules to be followed: Write down each idea on a post-it No comments, criticism, judgment or evaluations during the brainstorming phase As many ideas as possible – quantity than quality Wildest ideas possible Build upon other’s ideas When ideas stopped coming – discussing about the possibilities of each idea and choosing ‘a best one’ (by convincing each other, negotiating, voting, etc…)

49. Intro Module149 At the end of each day, ask yourself I noticed that I … I was surprised that I … I was displeased that I … I discovered that I … I realized that I… I relearned that I … I learned that I… I am pleased that I …

50. Intro Module150 If you feel confused, don’t worry. You are not the only one… You will have more opportunities to figure out…

51. Intro Module151 Group exercise What are the most important things to make group work function well in the process of managing the project work? Please write down your opinions in the post-it – one point on each post-it Share within your group Categorize and organize them into 5 levels by priority in the poster A poster presentation