2. 1 Project Organised Problem Based Learning (POPBL) What is a Problem Based Project? Introduction to course Lecturer: Lars Peter Jensen

3. 2 Today’s Programme Presentation of the POPBL course Mm 1: Introduction to the study form

4. 3 The POPBL course Objective:Students who complete the module will have: Knowledge about Fundamental learning theories and styles Different approaches to problem based learning including the Aalborg University model Group processes and effective organisation of small groups Acquiring and sharing of knowledge Intercultural competences Scientific documentation and academic honesty

5. 4 The POPBL course Objective:Students who complete the module will have: Skills to Plan and manage a project within a fixed time schedule Reflect on group collaboration and ways to improve it Reflect on personal contribution to project work and learning Prepare, present and discuss scientific documentation using correct terminology Maintain efficient communication within project groups and to supervisor(s)

6. 5 The POPBL course Objective:Students who complete the module will have: Competencies to Evaluate personal learning and collaboration with peers and supervisors Apply project organized problem based learning in professional contexts

7. 6 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 the beginning of the semester

8. 7 Foundation for the POPBL course Theoretical: Theories of learning, organisations and communication Practical: More than 35 years of experience with the ’AAU-model’

9. 8 Information about the course POPBL at SICT Moodle homepage: http://sict.moodle.aau.dk/ http://sict.moodle.aau.dk/ –Handouts –Literature

10. Intro Module19

11. 10

12. 11 SubjectTopics 1What is a problem-based project? Course introduction 2Learning in a new culture and Learning in an intercultural context 3Project Management and scientific writing 4Learning strategies – individual and Team skills 5Communication and group dynamics Problem Based and Project Based Learning

13. 12 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 project 4)Exercise: What it takes to survive in the desert

14. 13 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

15. 14 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

16. 15 Backgrounds of PBL in engineering

17. ELiTE March 2010 Teach me… and I will forget ? Tell me and I will forget Show me and I will remember Involve me and I will understand Step back and I will act Chinese proverb Student centered learning

18. ELiTE March 2010 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.

19. 18 What does it demand to be an engineer in your country?

20. 19 Scientific knowledge Technical competencies Process competencies Project management Communication Teamwork Organization Diversity of engineering competencies

21. 20 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

22. 21 Key competencies Scope and specific aims Methods and skills Student’s own interest Deeper learning through project work Changing traditional teaching and learning

23. 22 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 1980 - H.S. Barrows 1980

24. Intro Module123 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?

25. 24 New study environment at AAU

26. 25 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

27. 26 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

28. 27 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

29. 28 project supervision “supervisor ” “Students”

30. 29 Communication maps during a project Beginning of the project Progressing in the project

31. The New Aalborg Model 30 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

32. 31 The Aalborg-model – the study form The key words are: Problems Project Team work Let’s take the last first!

33. 32 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.

34. 33 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 (Peer Learning) Responsibility towards the group makes the individual student work hard

35. 34 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)

36. 35 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.

37. Supervision36 Group contract – an example

38. 37 BREAK 15 minuts

39. 38 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

40. 39 Diversity of group situation

42. 41 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 …

43. 42 If you feel confused, don’t worry. You are not the only one… You will have more opportunities to figure out…

44. 43 Project – 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.

45. 44 Project – 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.

46. 45 Project – HOW? The project is supported by courses Students have to look for relevant information beyond the courses

47. 46 Project – HOW? Timing of a semester Courses Project Weekly time Project time

48. 47 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

49. 48 Problems - 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

50. 49 Problems – 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

51. 50 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

52. 51 Problems - 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

53. 52 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

54. 53 About the project 1.Problem analysis 2.Documentation

55. 54 Problem analysis – WHAT? Looking at the problem from different perspectives/angles Dividing into different aspects/elements Examining all the aspects/elements one by one

56. 55 Problem analysis - WHY? Me My wife Water What to do to get to my wife?

57. 56 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

58. 57 Problem analysis – HOW? 2) The 6 W model Problem Whom? Why? What? Where? When?How?

59. 58 Documentation 3 types of project documentation: Working papers Project diary Project report The project report have to be handed in by the end of the project period

60. 59 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

61. 60 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

62. 61 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?)

63. 62 Working papers – HOW? If diagrams, drawings etc. the working papers should as a minimum contain: Header for identification Explanatory text

64. 63 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

65. 64 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

66. 65 Recommended group discussion Discussion within your project group: What are your goals and expectations to our project? What can you contribute to the project? Make a co-operation contract for your group

67. Break for 15 minuts Eller er det biksemad ? 66