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PBL models in Australia Assoc. Professor Roger Hadgraft Director, Engineering Learning Unit The University of Melbourne ALTC National Discipline Scholar.

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Presentation on theme: "PBL models in Australia Assoc. Professor Roger Hadgraft Director, Engineering Learning Unit The University of Melbourne ALTC National Discipline Scholar."— Presentation transcript:

1 PBL models in Australia Assoc. Professor Roger Hadgraft Director, Engineering Learning Unit The University of Melbourne ALTC National Discipline Scholar (with Prof. Ian Cameron, UQ)

2 Overview Trace PBL activities in Australia Discuss different approaches taken over 20 years Consider future needs Make some recommendations for joint action

3 Contributions acknowledged Lyn Brodie, USQ Ian Cameron, UQ Gary Codner, Monash Anne Gardner, UTS David Jorgensen, CQU Julie Mills, UniSA Alex Stojcevski, VU

4 Some History Early experiments from 1991 UQ, Chem Eng from about 1995 Monash (Civil Eng) and CQU from 1998 USQ, UniSA, UTS from ? RMIT from 2004 VU from 2007 And others

5 Early experiments Focussed on single subjects by early adopters Enthusiastic though not much evaluation other than what came through the assessment process Sufficiently encouraging for wider adoption in many places

6 A New Degree in Civil Engineering Roger Hadgraft and Paul Grundy Monash University

7 1996 Review of Engineering Education  a broader education  more non-traditional students  generic skills in communication, etc  lifelong learning  diversity in degree programs  innovation, alliances, collaboration with industry

8 Basis of the new degree n Project-Based Learning –All subjects would have a substantial project component (50-100%) n Students develop theoretical understanding –as well as those workplace skills identified by the Review – –Learn to DO engineering and BE an engineer

9 Project Centred Curriculum for Chemical Engineering Ian T Cameron ALTC Discipline Scholar School of Chemical Engineering The University of Queensland, Australia

10 Year 1 Year 2 Year 3 Year 4 Systems Based Courses [Project Centred Spine] Integrated technical and professional themes Elective Courses Electives building specialization, depth & breadth Basic Sciences & Chemical Engineering Science Courses Core sciences and engineering sciences Integration into Project Centred Spine A Project Centred Curriculum Design

11 Performance (CEQ Data)

12 RMIT – Royal Melbourne Institute of Technology Similar UQ model introduced in: Similar UQ model introduced in: Civil engineering (2004) Civil engineering (2004) Chemical Engineering (2005) Chemical Engineering (2005) Environmental Engineering (2005) Environmental Engineering (2005) 25% of each semester is an integrating project 25% of each semester is an integrating project

13 Integrated Industry Projects in Degree Courses David Jorgensen Central Queensland University

14 Work Integrated Learning (WIL) in Project Based Learning (PBL) What makes PBL WIL?

15 1 st year PBL Class Project Activities Integrates a ‘work’ project into PBL activity…but is perhaps a bit contrived? …is it WIL?

16 WIL/PBL Course Project Expo Final year and later year teams Structure inspired by Aalborg Univ. 50% of semester is project.

17 USQ Problem Solving Strand Innovation in curricula, learning and teaching Lyn Brodie (Team Leader) On behalf of the Faculty Teaching Team

18 PBL (problem/project based learning) delivered to on-campus and distance students working in virtual teams Teams work entirely in electronic communication media – synchronous and asynchronous, across time zones etc This strategy has also been taken up by on- campus students

19 Strand of 4 articulated courses integrated into a vertical stream within all programs and majors BEng (4yrs), BTech (3yrs), AD (2yrs); 9 majors Teams are a mixture of all programs and majors Diverse student cohort – mature age, working in industry etc

20 Diverse student intake Prior educational experience; skills and knowledge Aim to use this diversity within teams for peer assistance and mentoring

21 Category 1: ‘Necessary for program progression’ Category 2: ‘Developing skills to solve technical Engineering and Surveying problems’ Category 3: ‘Developing skills to work effectively in teams in virtual space’ Category 4: ‘A unique approach to learning how to learn’ Category 5: ‘Enhancing personal growth’ Shift in student attitudes

22 Project based learning in Civil Engineering at the University of South Australia Assoc Prof Julie Mills Project based learning in Civil Engineering at the University of South Australia Assoc Prof Julie Mills

23 School of Natural and Built Environments Project-based learning in Civil Engineering Project work is integrated into almost every course in every year of degree Projects done individually, in pairs, in small groups or as a whole class Project assessment ranges from 10% to 100% of the assessment for the course Final year studies are > 50% project-based Somewhat similar to the Monash approach

24 School of Natural and Built Environments Project example Year 2 Spaghetti bridge building

25 School of Natural and Built Environments Project Examples, year 3 Professional Engineering Practice –group project: submit a tender for Project Management Structural Engineering –design of steel and reinforced concrete structures (e.g. Mawson Lakes Hotel) Water Engineering –design a stormwater drainage system for a new subdivision

26 School of Natural and Built Environments Environmental Engineering: evaluation of a major Environmental Impact Report (e.g. Port River expressway, SEA gas pipeline) Full-year, Research project: pairs of students; 25% of final year load –Projects industry-based, either sponsored or supervised by industry Project Examples, year 4

27 27 Assoc. Prof. Alex Stojcevski Associate Professor of Engineering Education Director, Office for Problem Based Learning VICTORIA UNIVERSITY The VU Engineering PBL Model

28 28 VU ENGINEERING PBL LEARNING PRINCIPLES

29 29 In year 1 students work on small PROBLEMS to achieve the Fundamentals In years 2 & 3 students work on PROJECTS which could be community and/or industry based Year 4: Engineering PRACTICE on Industry Projects THE VU PBL ENG. MODEL

30 30 INSTITUTIONAL LEVEL MODEL Institutional Level PBL Model Unit of Study Project Theme

31 UTS:ENGINEERING CRICOS Provider No: 00099F Professional Practice Program at University of Technology, Sydney Anne Gardner

32 UTS:ENGINEERING CRICOS Provider No: 00099F All local engineering students must complete the BE / DipEngPrac Students enrolled in BE / DipEngPrac must complete 2 x 24 week internships & pass the associated subjects Up to 300 students each semester complete an internship

33 UTS:ENGINEERING CRICOS Provider No: 00099F Year 1Year 2Year 3Year 4Year 5

34 Summary of developments Subject level changes – Monash, USQ, UniSA Structural changes: 25% project per semester – UQ and, later, RMIT 50% project – CQU and VU (Aalborg inspired) Workplace integrated learning – CQU and UTS At a distance – USQ and CQU

35 Looking Forward Preparing students for: Globalisation Sustainability Rapid change Flexibility

36 embracing an evolving profession Engineers Australia Rolfe Hartley, President of EA in Committee What is expected of engineers in 2020? How will engineering be practised? What skills and professional development is required for competent practice. Backcasting to find a solution

37 the teacher's fundamental task is to get students to engage in learning activities… what the student does is actually more important … than what the teacher does. (Shuell 1986) Meanwhile …

38 New Learning Create Complex Learning situations through Projects + New learning resources (online) Projects reinvent the curriculum each year Project task Skill development

39 Skill development repositories Directories Title and URL UK Eng Subject Centrehttp://www.engsc.ac.uk/ MERLOThttp://www.merlot.org Engineering Pathwayhttp://www.engineeringpathway.com Foundation Coalitionhttp://www.foundationcoalition.org/ Gateway Coalitionhttp://www.gatewaycoalition.org CDIOhttp://www.cdio.org NEEDShttp://www.needs.org SUCCEEDhttp://succeednow.org World Lecture Hallhttp://web.austin.utexas.edu/wlh/

40 Call for collaboration I propose that we develop the “Engineering Education Body of Knowledge” as a global resource, an ISO standard perhaps A Standard for how engineering education should be done both technical and non-technical skills Avoid reinventing the wheel Use best practice (as identified by the global EE community through peer review) Build on the work of the UK ESC and others

41 Questions?

42 3+2 = BSc + Meng (from 2008) Year 1 EngineeringMathematicsScienceBreadth EngineeringMathematicsScienceBreadth Year 2 EngineeringMathematicsScienceBreadth Engineering ScienceBreadth Year 3 Engineering ScienceBreadth Engineering ScienceBreadth Year 4 Engineering Elective Engineering Elective Year 5 Engineering

43 First year: design and build; 3 mini- projects per year Second year: focus on labs for underpinning knowledge Third year: capstone experience Fourth year: further integrative designs in each subject including industry participation Final year: research project and/or major design project – with industry or community engagement Subsequent years

44 Staged development –Various experiments from 1991 in surveying, computing, communications, drawing, … –Significant change in sequence of geomechanics subjects from about 1994 –Encouraged wider changes in , implemented in 1998 –Each subject was encouraged to have a project (now around 40% weight) n Exam 50% and other assessment 10% n Some subjects 100% project (final year design)

45 Unity and diversity – A PC Curriculum Process Principles Systems Analysis Investigation & Analysis Process Control & Synthesis Risk Management PROCESS DESIGN Molecular Biotechnology ChemistryCalculus & Linear Algebra Fluid & Particle Mechanics Chemistry Heat & Mass Transfer Process Thermo- dynamics Analysis of Engineering Data Unit Operations Reaction Engineering Process Modelling & Dynamics Transport Phenomena ELECTIVE Advanced ELECTIVE Advanced ELECTIVE Advanced ELECTIVE ProjectsChemical Engineering ScienceElectives

46 Curriculum Delivery: Staff Teaching Teams Team Project Course Develops Team work Communication Management Systems approach Multi-disciplinarity Problem solving Technical depth Professional ethics Sustainability Information skills Learning Skills Professional development Engineering Science Course Engineering Science Course Engineering Science Course SEMESTER TEACHING TEAM

47 47 VU ENGINEERING CURRICULUM


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