1. 1 Project Oriented Learning Presentation at Civil Engineering Education and Research in the Enlarged EU. Brno, 19th – 21st April 2004 Professor Eivind Bratteland and Assistant Professor Eilif Hjelseth, Norwegian University of Science and Technology.

2. 2 Why PBL at NTNU? Recommendation from a comprehensive curriculum committee. Advice from the industry. Motivate students and introduce them to civil engineering issues in the beginning of their studies.

3. 3 Overall objectives Put the civil engineering subjects in perspective – in a unified approach, with high quality, and with defined learning objectives and process goals. Responsibility for own learning, training in group- and project work, motivating creativity and developing attitudes. Develop understanding of the complexity of civil engineering subjects, with emphasize on application of ICT, environmental issues, building materials and civil engineering planning and design.

4. 4 Common characteristics 1 of 2 Case-based projects. Groups of five students. Randomly selected. Focus on learning objectives. Lectures designed to assist in working with the project.

5. 5 Common characteristics 2 of 2 Learning assistants are very important. Transparent evaluation system providing feedback during the course. An integrated approach providing a step by step process, within courses, and from one course to another.

6. 6 Complexity of Learning

7. 7 NTNU – strategy and objectives Strategy summarized in: Creative, Constructive and Critical. One of the objectives: We will be a critical and constructive contributor to society, with a reflected, comprehensive approach to the many facets of society’s tasks and challenges.

8. 8 PBL Courses 1. semester: Physical Planning and the Environments. 2. semester: Environmental Engineering. 3. semester: Building Materials. 4. semester: Design of Buildings and Infrastructure.

9. 9 Evaluation System Three main elements: Evaluation principles Credit calculation Feedback system

10. 10 Report evaluation: Reports are evaluated by three general criteria: Professional assessment and validation of results Use of methods/models Report design

11. 11 Activity Categories Major works: –Project reports –Individual tests Minor works: –Teamwork presentations –Brief reflection reports –Laboratory reports –Other smaller tests or exercises

12. 12 Experiences and Lessons Learned 1 of 3 Student responses to the PBL-courses are overall positive. Students are motivated for - and use the allocated time in working with the PBL-courses. Allow diversity and flexibility in layout and design of the courses – within some given overall framework.

13. 13 Experiences and Lessons Learned 2 of 3 The resource input must be assessed relative to the outcome. Improved input and understanding of the complex learning environment. The evaluation system is an extremely important normative tool to achieve the defined learning objectives.

14. 14 Experiences and Lessons Learned 3 of 3 Learning assistants are very useful and important for the facilitation process. Potential for developing student attitudes. Learn to relate to fellow students and the group, and get training in team work. Training in applying knowledge, based on their own assessment of problem solving.