Presentation on theme: "PBL - a Learning Methodology for Sustainability and Global Innovation in Engineering Education Professor Anette Kolmos, Aalborg University President SEFI."— Presentation transcript:
PBL - a Learning Methodology for Sustainability and Global Innovation in Engineering Education Professor Anette Kolmos, Aalborg University President SEFI
New Centre: PBL and Sustainability 2010: 25 PhD students
Sustainability Global innovation in EE Employability and collaboration with industry
Sustainability - Hot issue for many years – delicate maybe?
Engineers have been part of the problem - Engineers have to become part of the solutions Green engineers – green engineering
Joint communication from SEFI, ASEE, IFEES on sustainability issues in engineering education: EE as a responsible partner Sustainable competences and global innovation Developing countries and developed countries
New requirements PBL and research on PBL Examples of sustainability
9 Economy Environment Eco-markets Resource management Working environment Trade regulations Public environmental regulation Society Citizenship Economic growth Pollution prevention Sustainability
10 Economical considerations Environmental considerations Eco-markets Resource management Working environment Trade regulations Public environmental regulation Social considerations Citizenship Economic growth Pollution prevention Sustainability, global innovation and complexity
Qualification framework ‘ competence’ means the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development. In the context of the European Qualifications Framework, competence is described in terms of responsibility and autonomy. You can not learn this by visit - this is an internalized process – you need to collaborate – you need to experience ….
PBL in engineering - US concepts 12 Service Learning Project Based Service Learning Inquiry Based Learning Project Based Learning Problem Based Learning A well-defined outcome and ill-defined task. PBL for the purposes here is the use of a project that often results in the emergence of various learning outcomes in addition to the ones anticipated. (Capraro and Slough, 2009) Project-based learning begins with an assignment to carry out one or more tasks that lead to the production of a final product—a design, a model, a device or a computer simulation. The culmination of the project is normally a written and/or oral report summarizing the procedure used to produce the product and presenting the outcome. (Prince and Felder, 2006)
Danish models/engineering model 1: Project organised/based formulation of objectives Identification of problems unique and complex tasks active searching and writing process which may lead to deeper understanding teamwork deadlines 13
Danish models/engineering models Problem oriented/based Problem based – innovation projects methodical objectives problem based themes experience based learner directed interdisciplinary Exemplarity Learning new knowledge Construction of knowledge Discipline based – Study projects subject objectives methodological/discipline themes subject understanding learner and teacher controlled disciplines Exemplarity Applying taught knowledge Acquisition of knowledge 14
16 Constructing knowledge Knowledge and learning created by students – not given Learning and knowledge construction is facilitated by collaboration – dialogue, critical reviews, coordinating efforts. Knowledge and learning should be about construction, and not re- construction of knowledge Learning is about producing new knowledge, solutions, theories and methods.
problem based and project based PBL- learning principles Learning Problem based Project based / organised Contextual learning Activity based Social Participant directed Team based learning Content Theory-practice relation Interdisciplinary learning Exemplary learning 17
UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg University 26 Austria network Denmark Hardware control linux Denmark Mission control UK hardware USA review and verification France Space legislation Denmark Ground station server Japan windows
Research on PBL Learning Motivation and engagement Self-satisfaction and meaningfulness Graff and Cowdroy 1997, Thomas 2000, Kolmos and Du, 2006 Savin-Baden 2000, Du 2006a Skills/competences Professional Skills improvement Higher confidence for work life and project management skills/process skills Dochy et al 2001, Frenay et al 2007 Kolmos 1996, 1999, Du 2006, Kolmos and Du 2006, Croshwaite, 2006, Management Higher retention rate/lower drop out Completion rate is higher Kolmos 2009 Employability Companies rank PBL universities higher and regard PBL universities as more innovative Kolmos 2009 28
29 Contextual Knowledge not always Knowledge About, For or As Sustainability! Simple deep-searching on selected key words in a database of 1st year Basic Year projects over a 5-year period (1917 reports) yields the following: Sustainability: 122 Hits Sustainable: 313 Hits Climate: 429 Hits Climate Change: 109 Hits Holgaard, 2009
30 “The Raspberry Solar Cell” - Nanotechnology 2nd Semester Project, Spring Semester 2007, 7 Group Members Technical Content: Solar cell technology and experiments with Dye-Sensitized Solar Cells (DSSCs) Contextual Content: Climate change and its consequences – the scientific basis, effects, economics, adaptation & mitigation strategies and low carbon technologies Initiating Problem Statement: How does the DSSC work, what are the future complications of global warming and how can solar cells help avoid these? Examples I Holgaard, 2009
31 Examples III “GreenEats” – Architecture & Design 2nd Semester Project, Spring Semester 2009, 7 Group Members Technical Content: Design parameters & product development of sustainable food packaging & eating utensil form Contextual Content: History of food packaging, marketing & marketing analysis, sustainability and the Cradle 2 Cradle concept Initiating Problem Statement: Create a food packaging design concept which considers future society and its’ new technologies Holgaard, 2009
Message We need to address global innovation and sustainability in all engineering education programs, It has to be formulated explicitly and not “only” as contextual knowledge in accreditation criteria/curriculum objectives In Europe learning outcomes are now formulated as knowledge, skills and competences and PBL is one way of leading to more complex learning Evidence that PBL makes a difference