1. E7-Intro, E071 Project-related course (PE): Project Organised Problem Based Learning (POPBL) Master of Science – Introductory Semester (E7 – Intro) Lecturer: Lars Peter Jensen Ass. teacher: Xiangyun Du

2. E7-Intro, E072 Today’s Programme Presentation of the POPBL course Mm 1: Introduction to the study form

3. E7-Intro, E073 The POPBL course Purpose: To facilitate students ability to study in an environment with focus on Team Work and Problem Based Learning Objectives: During the course the students will develop: Understanding of: project organized problem based learning Knowledge about: group work/conflicts and ways to solve conflicts planning a project and structure the documentation of it intercultural competencies learning styles Ability to apply the project organized learning to actual problem related work in groups presentation of results communication within a group

4. E7-Intro, E074 The POPBL course content The contents include among others issues: Problem based learning Planning/controlling project work Group work Conflict handling Communication Presentation Learning Intercultural competencies Experience with project work in small scale (short time) Duration: 1 ECTS, i.e. 5 mini-modules in P0 http://acoustics.aau.dk/~mbi/E2007_intro7/sites/dirs/Studieor dn/P1-9.pdf

5. E7-Intro, E075 The POPBL course assesment Assed during project exam based on a group process analyses written and assessed after first 5 weeks combined with a personal portfolio reflecting personal development within the course content, written at the end of the project period

6. E7-Intro, E076 Foundation for the POPBL course Theoretical: Theories of learning, organisations and communication Practical: More than 25 years of experience with the ’AAU-model’

7. E7-Intro, E077 Demo From E7-intro homepage to POPBL homepage POPBL homepage –Handouts –Literature

8. E7-Intro, E078 Mm 1: Introduction to the study form Learning outcome: After this mm you should have Knowledge of PBL and the study form at Aalborg University, Knowledge of a few of the simple tools which can be used during the study.

9. E7-Intro, E079 Mm 1: Introduction to the study form Content: 1)Lecture 1: PBL and the ’Aalborg-model’ 2)Group task: Experience with group work 3)Lecture 2: About the P0-project

10. E7-Intro, E0710 Lecture 1: PBL and the ’Aalborg-model’ 1.Introduction to PBL 2.Physical and structural frame work at AAU 3.Educational frame work at AAU 4.The study form at AAU

11. E7-Intro, E0711 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

12. E7-Intro, E0712 Backgrounds of PBL in engineering

13. E7-Intro, E0713 What does it demand to be an engineer in your country?

14. E7-Intro, E0714 Scientific knowledge Technical competencies Process competencies Project management Communication Teamwork Organization Diversity of engineering competencies

15. E7-Intro, E0715 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

16. E7-Intro, E0716 Key competences Scope and specific aims Methodical skills Student’s own interest Deeper learning through project work Changing traditional teaching and learning

17. E7-Intro, E0717 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

18. E7-Intro, E0718 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?

19. E7-Intro, E0719 New study environment at AAU

20. E7-Intro, E0720 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 presentation followed by individual 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

21. E7-Intro, E0721 What is a supervisor? A person who through facilitating questions encourages your learning process A person who points out the potentials in your work A person who gives loyal and constructive critic of your work A person who at the project exam is one of the examinors

22. E7-Intro, E0722 What is a supervisor NOT? Not a teacher who is responsible for your learning process Not a person who tells you what to do Not a person who decides what should be the content of your project Not a member of your project group Not an inexhaustible resource – therefore: Use your supervisor hours carefully

23. E7-Intro, E0723 project supervision “supervisor ” “Students” http://meds.queensu.ca/medicine/pbl/pblhome.htm

24. E7-Intro, E0724 Communication maps during a project Beginning of the project Progressing in the project

25. E7-Intro, E0725 The Aalborg-model – educational frame work Project Project related courses General courses Own exam Project exam 50%

26. E7-Intro, E0726 The Aalborg-model – the study form The key words are: Problem orientation Project organisation Team work Let’s take the last first!

27. E7-Intro, E0727 Team work – WHAT? 6 - 8 students co-operating on the same project (at later semesters 1 - 3 students per group) They have to carry out the project and document the results An oral group presentation is the starting point for en individual exam based on the documentation, held at the end of the project period. Individual marks are given.

28. E7-Intro, E0728 Team work – WHY? A survey carried out in 1997 showed that 75 % of companies wanted new employees to have good skills in group work. The individual student in the group learns from the others (i.e. a synergy effect) Responsibility towards the group makes the individual student work hard

29. E7-Intro, E0729 AAU students on team work ”I think that it becomes easier when you learn technical matters in groups. Normally we use the blackboard to discuss things. … You gain more from the time you have to spend in the university in this kind of education when you work in teams. We are getting energy in this way.” ”Working in groups we get mental support from each other; it is also a responsibility so that we won’t drop out easily.” (Xiangyun Du 2005)

30. E7-Intro, E0730 Team work – HOW? Students are in charge of forming their own groups Project groups choose their own project It is important  to be aware of different roles in the group and  to learn how to use strengths in a constructive way while improving on weaknesses A Contract of Cooperation (CoC) is a useful tool in making mutual expectations explicit.

31. E7-Intro, E0731 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

32. E7-Intro, E0732 Diversity of group situation

33. E7-Intro, E0733 Diversity of group situation

34. E7-Intro, E0734 Group contract – an example

35. E7-Intro, E0735 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 …

36. E7-Intro, E0736 If you feel confused, don’t worry. You are not the only one… You will have more opportunities to figure out…

37. E7-Intro, E0737 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…)

38. E7-Intro, E0738 Project organisation – WHAT? A project is characterised by being A unique task which includes Many, complex activities and therefore requests Many project group members with different skills and competencies; The project is goal oriented, Limited in time and resources and has to produce a final result, i.e. the goal.

39. E7-Intro, E0739 Project organisation – WHY? A survey carried out in 1997 showed that 75 % of companies wanted new employees to have good skills in project work. Working with realistic projects is motivating for students. It increases student activity and thereby increases the learning. Develops transferable skills, incl. project management, documentation etc.

40. E7-Intro, E0740 Project organisation – HOW? The project is supported by project related courses Students have to look for relevant information beyond the PE courses

41. E7-Intro, E0741 Project organisation – HOW? Timing of a semester Project courses Project Study courses Weekly time Project time

42. E7-Intro, E0742 It must be possible To accomplish goals Through the project Starting a project

43. E7-Intro, E0743 The four phase model of a Project Analysis Design Implementation Test Industriel Project Student Project too broad Student Project too narrow The ideal Student Project

44. E7-Intro, E0744 Problem orientation - WHAT? The project group unpicks and formulates the problem embedded in the project The problem has to be analyzed within a relevant context before it can be solved The problem determines the choice of methods and theories to be used in the analysis as well as in the solution

45. E7-Intro, E0745 Problem orientation – WHY? ‘Real life’ problems are interdisciplinary and complex Working with ‘real life’ problems meets the learners' interests and enhances motivation It emphasizes development of transferable skills, i.e. analytical, problem solving and information processing skills

46. E7-Intro, E0746 AAU students on problems ”We are engineers – our responsibility is to solve real technological problems.” ”This is the first time we found a real problem ourselves rather than getting something from supervisors. It is really exciting. It fits my way of learning. I learn better when I find the way myself. This way of learning is much better than only attending lectures, because I have to know why I need to learn this. When I know the objective clearly, I learn much better.” ”When working on a problem, I am strongly motivated and attracted. We need to solve this problem.” Xiangyun Du, 2005

47. E7-Intro, E0747 Problem orientation- HOW? You are working problem oriented when you –Ask questions –Point out contradictions –Scrutinize sources of information –Wonder upon given information –Observe the lack of information –Problematise the obvious

48. E7-Intro, E0748 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

49. E7-Intro, E0749 Lecture 2: About the P0-project 1.P0 in the Study guidelines 2.Problem analysis 3.Documentation 4.Exchange of P0-experience

50. E7-Intro, E0750 P0 - content P0: (1. period, 5 weeks) Preparation of a problem formulation, project limits and time schedule for the P1 project. The supervisor will give a short description of the initiating problem. The students will carry out an analysis, identify central areas of knowledge, and tackle the planning of the P1 project period. P0 will end with a common evaluation seminar, where the students present their work and receive appraisal from supervisors and fellow students. Following this seminar limited regrouping is allowed before the start of P1

51. E7-Intro, E0751 Problem analysis – WHAT? Looking at the problem from different perspectives/angles Dividing into different aspects/elements Examining all the aspects/elements one by one

52. E7-Intro, E0752 Problem analysis - WHY? Me My wife Water What to do to get to my wife?

53. E7-Intro, E0753 Problem analysis – HOW? 1) Post It brain storm 1) All group members write key words on PostIt stickers and place the stickers on the board. 2) All group members read the stickers and participate in (re-)structuring them into a relevant structure 3) All group members participate in assessing and choosing project activities, based on the structure

54. E7-Intro, E0754 Problem analysis – HOW? 2) The 6 W model Problem Whom? Why? What? Where? When?How?

55. E7-Intro, E0755 Documentation 4 types of project documentation: Working papers Project diary Project report Proces analysis The last 2 have to be handed in by the end of the P0-project period

56. E7-Intro, E0756 Working papers – WHAT? All types of written documentation, whether on paper or as an electronic file, which is related to the project task, the project management the group work

57. E7-Intro, E0757 Working papers – WHY? To capture, coordinate and distribute the information collected and/or created by individual members of the group, to the other group members as well as to the supervisor

58. E7-Intro, E0758 Working papers – HOW? If written text the working papers should contain the following four parts: 1.Header for identification 2.Introduction (What? Why?) 3.The main text 4.Summary (What did we learn?)

59. E7-Intro, E0759 Working papers – HOW? If diagrams, drawings etc. the working papers should as a minimum contain: Header for identification Explanatory text

60. E7-Intro, E0760 Working papers – HOW? In the Contract of Cooperation you could include points on production of working papers: How to distribute the work tasks How many persons write in a sub-group How to give response to working papers How and when to get response from the supervisor

61. E7-Intro, E0761 Diary A diary documents the most important activities and decisions in the group The group has to decide upon a suitable format for and content of the diary

62. E7-Intro, E0762 How is the structure of a project report? FrontPage – often with a picture/illustration Title page – with all relevant information Preface – guidance, acknowledge Contents – to get an overview of the project Chapter 1 – remember references : Chapter n – remember references Literature Appendix – what you have accomplished Enclosure – ”copies” from others

63. E7-Intro, E0763 Project report A project report will normally contain the following parts: Synopsis Foreword List of contents Chapter 1: Introduction, incl. initial problem Part I: Problem analysis Chapter 2… Chapter 3… The Problem analysis is concluded by a precise problem formulation and possibly a project delimitation, after which follows

64. E7-Intro, E0764 Project report (cont.) Part II: Problem solution Chapter x… Chapter x+1.. The problem solution is concluded by a discussion and an assessment of the solution, a conclusion and a section putting the solution into perspective. There should be a clear relationship between the problem formulation, the project delimitation and the conclusion

65. E7-Intro, E0765 How to make references 1.The Harvard method (Jensen, 2001a:21) http://www.library.uq.edu.au/training/citation/harvard.html http://www.library.uq.edu.au/training/citation/harvard.html 2.By numbers (eg. Vancouver method) Jensen [2] http://www.library.uq.edu.au/nott/subject_vr.php?id=CI Literature is the listed alphabetic (1) or numbered (2). We have to know all possible information's to be able to find the quoted source: Books: Author(s), year, title, publisher, ISBN or ISSN no. Journals: As above + name of journal, number and date Internet: URL and date for downloading Persons: Name, title, company

66. E7-Intro, E0766 This was all for today – good luck with your P0-project!