Presentation on theme: "PBL models in Australia"— Presentation transcript:
1PBL models in Australia Assoc. Professor Roger Hadgraft Director, Engineering Learning Unit The University of MelbourneALTC National Discipline Scholar (with Prof. Ian Cameron, UQ)Hello, my name is Jannie van Deventer. I am the Dean of the Faculty of Engineering. I am going to talk to you about why you should be an engineer. After all, what images do we have of engineers? Men in white coats, looking at bridges? Something like that? Have any of you considered becoming an engineer?
2OverviewTrace PBL activities in AustraliaDiscuss different approaches taken over 20 yearsConsider future needsMake some recommendations for joint action
4Some HistoryEarly experiments from 1991UQ, Chem Eng from about 1995Monash (Civil Eng) and CQU from 1998USQ, UniSA, UTS from ?RMIT from 2004VU from 2007And others
5Early experimentsFocussed on single subjects by early adoptersEnthusiastic though not much evaluation other than what came through the assessment processSufficiently encouraging for wider adoption in many places
6A New Degree in Civil Engineering Roger Hadgraft and Paul GrundyMonash University
71996 Review of Engineering Education a broader educationmore non-traditional studentsgeneric skills in communication, etclifelong learningdiversity in degree programsinnovation, alliances, collaboration with industry
8Basis of the new degree Project-Based Learning All subjects would have a substantial project component (50-100%)Students develop theoretical understandingas well as those workplace skills identified by the ReviewLearn to DO engineering and BE an engineer
9Project Centred Curriculum for Chemical Engineering Ian T CameronALTC Discipline ScholarSchool of Chemical EngineeringThe University of Queensland, Australia
10A Project Centred Curriculum Design Year 1Year 2Year 3Year 4Systems Based Courses[Project Centred Spine]Integrated technical and professional themesBasic Sciences & Chemical Engineering Science CoursesCore sciences and engineering sciencesIntegration into Project Centred SpineElective CoursesElectives building specialization, depth & breadthOverall architecture: PCC (systems) spine + Core Sciences and Engineering Sciences + Elective stream.PCC spine constitutes 25% of curriculum but other projects and team based activities are run in the core sciences and engineering sciences.
12RMIT – Royal Melbourne Institute of Technology Similar UQ model introduced in:Civil engineering (2004)Chemical Engineering (2005)Environmental Engineering (2005)25% of each semester is an integrating project
13Integrated Industry Projects in Degree Courses David Jorgensen Central Queensland University
14Work Integrated Learning (WIL) in Project Based Learning (PBL) What makes PBL WIL?
151st year PBL Class Project Activities Integrates a ‘work’ project into PBL activity…but is perhaps a bit contrived?…is it WIL?
16WIL/PBL Course Project Expo Structure inspired by Aalborg Univ.50% of semester is project.Final year and later year teams
17Lyn Brodie (Team Leader) On behalf of the Faculty Teaching Team USQ Problem Solving Strand Innovation in curricula, learning and teachingLyn Brodie (Team Leader)On behalf of the Faculty Teaching Team
18PBL (problem/project based learning) delivered to on-campus and distance students working in virtual teamsTeams work entirely in electronic communication media – synchronous and asynchronous, across time zones etcThis strategy has also been taken up by on- campus students
19Strand of 4 articulated courses integrated into a vertical stream within all programs and majors BEng (4yrs), BTech (3yrs), AD (2yrs); 9 majorsTeams are a mixture of all programs and majorsDiverse student cohort – mature age, working in industry etc
20Diverse student intake Prior educational experience; skills and knowledgeAim to use this diversity within teams for peer assistance and mentoring
21Shift in student attitudes 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’
22Project based learning in Civil Engineering at the University of South Australia Assoc Prof Julie Mills
23Project-based learning in Civil Engineering Project work is integrated into almost every course in every year of degreeProjects done individually, in pairs, in small groups or as a whole classProject assessment ranges from 10% to 100% of the assessment for the courseFinal year studies are > 50% project-basedSomewhat similar to the Monash approach
25Project Examples, year 3 Professional Engineering Practice group project: submit a tender for Project ManagementStructural Engineeringdesign of steel and reinforced concrete structures (e.g. Mawson Lakes Hotel)Water Engineeringdesign a stormwater drainage system for a new subdivision
26Project Examples, year 4Environmental 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 loadProjects industry-based, either sponsored or supervised by industry
27The VU Engineering PBL Model Assoc. Prof. Alex Stojcevski VICTORIA UNIVERSITYThe VU Engineering PBL ModelAssoc. Prof. Alex StojcevskiAssociate Professor of Engineering EducationDirector, Office for Problem Based Learning
29THE VU PBL ENG. MODELIn year 1 students work on small PROBLEMS to achieve the FundamentalsIn years 2 & 3 students work on PROJECTS which could be community and/or industry basedYear 4: Engineering PRACTICE on Industry Projects
30INSTITUTIONAL LEVEL MODEL Institutional Level PBL ModelUnit of StudyProjectTheme
31Professional Practice Program at University of Technology, Sydney Anne Gardner
32All local engineering students must complete the BE / DipEngPrac Students enrolled in BE / DipEngPrac must complete 2 x 24 week internships & pass the associated subjectsUp to 300 students each semester complete an internship
34Summary of developments Subject level changes – Monash, USQ, UniSAStructural changes:25% project per semester – UQ and, later, RMIT50% project – CQU and VU (Aalborg inspired)Workplace integrated learning – CQU and UTSAt a distance – USQ and CQU
35Looking Forward Preparing students for: Globalisation Sustainability Rapid changeFlexibility
36embracing an evolving profession Engineers Australiaembracing an evolving professionRolfe Hartley, President of EA in 20072020 CommitteeWhat 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
37Meanwhile …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)
38Create Complex Learning situations through New LearningCreate Complex Learning situations throughProjects + New learning resources (online)Projects reinvent the curriculum each yearProject taskSkill development
39Skill development repositories DirectoriesTitle and URLUK Eng Subject CentreMERLOTEngineering PathwayFoundation CoalitionGateway CoalitionCDIONEEDSSUCCEEDWorld Lecture Hall
40Call for collaboration I propose that we develop the “Engineering Education Body of Knowledge” as a global resource, an ISO standard perhapsA Standard for how engineering education should be doneboth technical and non-technical skillsAvoid reinventing the wheelUse best practice (as identified by the global EE community through peer review)Build on the work of the UK ESC and others
43Subsequent yearsFirst year: design and build; 3 mini-projects per yearSecond year: focus on labs for underpinning knowledgeThird year: capstone experienceFourth year: further integrative designs in each subject including industry participationFinal year: research project and/or major design project – with industry or community engagement
44Staged developmentVarious experiments from 1991 in surveying, computing, communications, drawing, …Significant change in sequence of geomechanics subjects from about 1994Encouraged wider changes in , implemented in 1998Each subject was encouraged to have a project (now around 40% weight)Exam 50% and other assessment 10%Some subjects 100% project (final year design)
45Unity and diversity – A PC Curriculum ProjectsChemical Engineering ScienceElectivesProcess PrinciplesMolecularBiotechnologyChemistryCalculus & Linear AlgebraSystems AnalysisFluid & ParticleMechanicsChemistryELECTIVEInvestigation & AnalysisHeat & Mass TransferProcess Thermo-dynamicsAnalysis of Engineering DataUnitOperationsReaction EngineeringProcess Modelling & DynamicsProcess Control & SynthesisTransport PhenomenaRiskManagementPCC gives a cohesive curriculum structure that emphasises unity and diversity. It provides vertical and horizontal integration.AdvancedELECTIVEAdvancedELECTIVEPROCESS DESIGNAdvanced ELECTIVEAdvanced ELECTIVE
46Curriculum Delivery: Staff Teaching Teams Team Project CourseDevelopsTeam workCommunicationManagementSystems approachMulti-disciplinarityProblem solvingTechnical depthProfessional ethicsSustainabilityInformation skillsLearning SkillsProfessional developmentEngineering ScienceCourseSEMESTER TEACHING TEAMAn important aspect is the delivery mechanisms. Semester teaching teams operate in each year of the program and across the semester course for that year. This helps co-ordinate activities. There is also a Student-staff committee that runs in erach year and each semester for continuous feedback on T&L issues.