1. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 1 Towards a new Educational Model Introducing the POPBL Concept in Higher Education

2. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 2 Egon Moesby Director of Studies, Basic Science and Engineering Head of Study Board, Studies of Basic Science and Engineering Member of the Dean Educational Advisory Board Deputy Director UNESCO Center for Problem Based Learning Director of the Section of Educational Questions under the Danish Engineering Society

3. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 3 Why make a change?

4. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 4 What we can ”teach” the students within the given time Boundary of known knowledge Ever expanding boundary of new knowledge

5. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 5 0 Source: Candidate and Enployer research, AUC/RUC 2002

6. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 6 0 Source: Candidate and Enployer research, AUC/RUC 2002

7. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 7 A change seen from a pedagogical point of view !

8. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 8 Experience Reflect Generalize Test (conceptualize) 1 2 3 4 5 (Theory building) 18

9. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 9 Experience Reflect Generalize Test (conceptualize) 1 2 3 4 5 (Theory building) Traditional teaching? 19

10. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 10 Experience Reflect Generalize Test Active Experiment (conceptualize) This phase is where POPBL students get the deeper learning and understanding through the project work Traditional teaching? 20

11. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 11 What is it we want then?

12. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 12

13. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 13 Is POPBL the answer?

14. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 14 KnowledgeReasoning skills Self- directed learning skills Motivation for learning Lecture-based cases Case-based lectures Case studies Problem based Authentic problem-based (POL) 1234512345 1234512345 0034500345 1245512455 Source: Barrows, H.S. (1986) “A taxonomy of PBL methods”, Medical Education, 20, pp. 481-486. Scale: 1 = lowest value, 5 highest value.

15. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 15 Problem-based learning is a pedagogical strategy for posing significant, contextualized, real world situations, and providing resources, guidance, and instruction to learners as they develop content knowledge and problem-solving skills (Mayo, Donnelly, Nash, & Schwartz, 1993). In problem based learning, students collaborate to study the issues of a problem as they strive to create viable solutions. Unlike traditional instruction, which is often conducted in lecture format, teaching in problem based learning normally occurs within small discussion groups of students facilitated by a faculty tutor (Aspy, Aspy, & Quimby, 1993, Bridges & Hallinger, 1991).

16. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 16 One Model is The Aalborg Model of POPBL “Project Oriented and Problem Based Learning carried out in teams”

17. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 17 0 Traditional teaching Project work Case study Role play Self study Excursions POPBL

18. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 18 Non project Supporting courses 25 % Project Supporting courses 25 % Project - 50 % Support to student learning – courses and project The Aalborg Model split between courses and project.

19. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 19 PPSNPS PPSNPS P PSNPS But the split between courses and project can be different.

20. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 20 Courses Project proposals AIMS Supervision is what makes it all coherent. Theme

21. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 21 Theme Sub-theme Supporting courses Project proposals x x x x

22. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 22 x Target area Starting point ?

23. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 23 Starting point x Target Is this a project... or is it a task?

24. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 24 Which kind of things are characteristic in planning for a POPBL change?

25. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 25 Vertical planning

26. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 26 Vertical planning Vertical and lateral planning

27. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 27 Labs ? ? Correspondence?

28. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 28 Non project Supporting courses 25 % Project Supporting courses 25 % Project - 50 % Support to student learning – courses and project The Aalborg Model split between courses and project.

29. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 29 Project Non direct project supporting courses Direct project supporting courses Labs The Aalborg Model split between courses and project.

30. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 30 The projects as genuine and real problems?

31. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 31 The first semesters The middle semesters The highest semesters Industry related projects Industry based projects Industry projects

32. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 32 Some of the characteristics different to traditional education

33. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 33 Initiating Problem Solution Problem Delimitation Task Formulation Problem Analysis Discussion/conclusion Implementation Reporting Project model

34. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 34 Initiating Problem Solution Problem Delimitation Task Formulation Problem Analysis Discussion/conclusion Implementation Reporting Project model

35. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 35 Supervision during a semester and during a career Process Product Time Teams’ needs for supervision

36. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 36 And finally the assessment. We have to find an assessment that matches the new way of teaching and learning.

37. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 37 The change of role towards the student! Problem: Change of the role of supervisor Supervisor Assessor Process Product Time Type Assessment

38. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 38 The elements and outcomes of POPBL as a teaching and learning method: Courses Projects Context Processes Products Supervision Assessment/Examination Development of personal skills and abilities Development of professional and academic skills

39. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 39 Who can initiate the change ….. and who is to do the actual implementation?

40. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 40 A Radical decision on change

41. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 41 A progressive implementation of the new educational model

42. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 42 And now for some of ALL the questions you have before we actually start the workshop…. That means letting you work and experience POPBL yourselves….

43. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 43 POPBL in curriculum planning

44. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 44 Personal level System level Institutional level

45. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 45 Personal level

46. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 46 Personal level Practice within traditional models. Single performance. Does not change the assessment.

47. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 47 Personal level System level

48. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 48 System level Beginning of change in the objectives Beginning of change in the teaching and learning methods Beginning of change in the assessment Beginning of change in the teaching and learning culture Beginning of change in the organization

49. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 49 Personal level System level Institutional level

50. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 50 Instutional level The students are cooperative partners. The teaching and learning is contextual and experienced based. The teaching and learning is cross- disciplinary (interdisciplinary). Students are self directed and participants in the planning of the education.

51. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 51 Management areas Programme areas Teaching areas Administrational areas Public relations areas Institution-parents areas, etc Changes affects also the following areas:

52. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 52 highmod highProgressive var. mod/ high lowSubunit or subculture var. high Radical change DurationInnovativenessMagnitudePervasiveness Placement on dimensions Types of cultural change

53. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 53 1995 1996 1997 1998 1999 1. year 2. year 3. year 4. year 5. year New model Old model A five year transition A tested way for change an Engineering College that was integrated in Aalborg University System in 1995.

54. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 54

55. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 55 There are different ways to make an implementation.

56. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 56 Let us first look at a ”course approach” for implementing POPBL

57. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 57 Course Project Personal Level

58. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 58 Course Project Course Project Personal Level

59. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 59 Course Project Personal Level / System Level

60. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 60 Project Course System Level

61. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 61 Course Project Philosophical level

62. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 62 Course Theme frame Project Philosophical level

63. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 63 Then let us look at a ”project approach”

64. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 64 Think “backwards”

65. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 65 Theme Courses Project Proposals Aims Supervision ensures the coherence! Planning creates the coherence!

66. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 66 Objectives aim setting Vision Strategies Structures Ressources Culture Faculties Students (parents) Assessment Administration Philosophy of POPBL ????? Context

67. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 67 How will you make a plan for making a change towards POPBL at Siam University?

68. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 68 Aalborg University can offer assistance by: Conducting workshops on change Offer consultancy services Conducting “Train the Trainer” programmes Establishing exchange programmes Assisting curriculum development Joint courses and possible joint degrees cooperation in UCPBL Global Network offering a “Master of Education in PBL”

69. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 69 Thank you for your attension

70. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 70 A first semester team at Aalborg University 2002. © E. Moesby

71. © E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October 2003 71 Links: http://www.auc.dk/english/index.htm http://www.ucpbl.org