1. Intro Module11 Project-related course (PE): Problem Based and Project Based Learning Xiangyun Du Department of Development and Planning Aalborg University xiangyun@plan.aau.dk

2. Intro Module12 Today’s Programme Presentation of the PBL course Mm 1: Introduction to the study form

3. Intro Module13 The POL course Aim: To help students to develop learning tools in an intercultural PBL environment Credits: 1.4 ECTS, i.e. 5 mini-modules Course assignment: process analysis, learning portfolio

4. Intro Module14 ModuleTimeTopics 1Sep 5 th What is a problem-based project? 2September 12 th Learning strategies – individual and Team skills 3September 19 th Learning in a new culture and Learning in an intercultural context 4September 26 th Project Management and scientific reading 5October 3 rd Communication and group dynamics Problem Based and Project Based Learning Master Programs Introduction Semester 2008

5. Intro Module15 Module 1 Introduction Backgrounds of PBL Backgrounds of PBL PBL Aalborg Model PBL Aalborg Model Problem Problem Project Project Group work Group work Group task Group task

6. Intro Module16 Please think of one of the things that you are good at, write three words describing how you learned it well

7. Intro Module17 Backgrounds of PBL in engineering

8. Intro Module18 What does it demand to be an engineer in your country?

9. Intro Module19 Scientific knowledge Technical competencies Process competencies Project management Communication Teamwork Organization Diversity of engineering competencies

10. Intro Module110 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

11. Intro Module111 (Becker 2006) Comparaison of capabilities taught at universities and required in professional life by young profesionals - Germany

12. Intro Module112 (Becker 2006) Ranking of capabilities important in professional life by young electrical engineers five years after graduation - Germany

13. Intro Module113 Border of “new” knowledge - ever expanding Border of presently “known” knowledge In TRADITIONAL learning environment What the student can learn within a given time Changing traditional teaching and learning

14. Intro Module114 Key competencies Scope and specific aims Methods and skills Student’s own interest Deeper learning through project work Changing traditional teaching and learning

15. Intro Module115 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

16. Intro Module116 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?

17. Intro Module117 PBL Learning Principles (Kolmos & Graff 2003) Content Interdisciplinary learning Exemplary learning Analytical thinking - theory-practice relation Learning Problem based Contextual learning Experience and activity based learning Social Participant directed Team based learning

18. Intro Module118 PBL Aalborg Practice Three main characteristics Problem Project Group work

19. Intro Module119 New study environment at AAU

20. Intro Module120 PBL Aalborg Model : Principles of Project-organized problem-solving Learning ‘The Aalborg Experiment – project innovation in university education’ - Kjaersdam & Enemark (1994)

21. Intro Module121 Project – min. 15 ECTS Project courses lectures seminar min. 7,5 ECTS Study courses and Lectures max. 7,5 ECTS Examination 50% PBL AALBORG MODEL

22. Intro Module122 Problem oriented, Project based, Team work organized Problem Solving + Report writing in group Problem analysis Exam Each group a project room Group formation: (by students based on interest) Group size: 6-8 1st year 4-5 middle years, 2-3 later years Each group 1-2 facilitator Companies Lectures Other experts Literature Experiment Theme - framework

23. Intro Module123 Non project supporting courses 25 % Support to student learning – courses and project Teaching of basic knowledge. Not specifically related to the project. Taught as traditional courses or by other techniques. Traditional examination. Written or oral. Individual examination. Written or oral.

24. Intro Module124 Project supporting courses 25 % Support to student learning – courses and project Courses which specifically support the project. e.g. economics, environment, planning, sociological methods, specific technical issues, group behavior, and group psychology, working environment, etc. Can be traditional courses, case studies, etc. Examination held as part of the project.

25. Intro Module125 Method Semester Collaboration method/ Method of project work/learning Discipline learning Metods used in industry and institutions Scientific method 1 - 2 3 - 6 7 - 8 9 - 10 Development of different Competencies through the study

26. Intro Module126 Problem orientation Why? Real world problems are interdisciplinary and complex a learner-centred process interests and motivation development of analytical, methodological and transferable skills

27. Intro Module127 Problem Orientation How ? The project group chooses a problem The problem has to be analyzed within a relevant context before it can be solved or analyzed further The problem determines the choice of methods and theories to be used

28. Intro Module128 Projects organization Why ? Relating to engineering work in companies Increasing activities and motivating learning Deeping learning Developing transferring skills, like management, planning, documenting.

29. Intro Module129 Projects organization What ? A unique task Complex activities People with different skills A final goal/objective Limited resources (time, money, people) Final results as the product (written report) Deadline

30. Intro Module130 The first semesters The middle semesters The highest semesters Industry related projects Industry based projects Industry projects

31. Intro Module131 Project organisation How? The project is supported by project related courses Students have to look for relevant information beyond the PE courses

32. Intro Module132 Learning goals in project work

33. Intro Module133 It must be possible To accomplish goals Through the project Starting a project

34. Intro Module134 Theme Sub-theme Project Supporting courses Project proposals x x x x Starting a project

35. Intro Module135 Starting point x Target Project = task?

36. Intro Module136 Starting point x Target area Design of a Project

37. Intro Module137 Project process - an example

38. Intro Module138 Exams Courses Project proposals AIMS Theme Role of supervision / facilitation

39. Intro Module139 A supervisor is a person who encourages your learning process through facilitating questions points out the potentials in your work gives constructive critic Access your project in exams

40. Intro Module140 A supervisor is NOT: a parent who is responsible for your behaviour an authority who decides what should be the content of your project a member of your project group an inexhaustible resource – therefore: Use your supervisor’s hours carefully

41. Intro Module141 project supervision “supervisor ” “Students” http://meds.queensu.ca/medicine/pbl/pblhome.htm

42. Intro Module142 Communication maps during a project Beginning of the project Progressing in the project

43. Intro Module143 Tasks of a supervisor Project courses Project Study courses Weekly time Project time Before: Prepare project proposals Plan project courses Beginning: Help to find appropriate literature Help to establish contacts with companies etc. Discuss the potential of the project proposal with students End: Prepare for the exam Chair the exam During the process: Give comments to both oral and written presentations/memos/working papers Monitor the progress and professional level of group and individual students

44. Intro Module144 Group work Why? Peer learning Needs of industry

45. Intro Module145 Group work How ? a group room self formed groups each semester size of 6-8 students first year, 2-3 students later years Doing project and writing report together

46. Intro Module146 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

47. Intro Module147 Diversity of group situation

48. Intro Module148 Diversity of group situation

49. Intro Module149 Group contract – an example

50. Intro Module150 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 3 levels by priority Presentation

51. Intro Module151 Assignment: Group discussion Discussion within your project group: What are your goals and expectations to this project? What can you contribute to the project? Make a presentation of the summary next week