1. Lars Peter Jensen Associated Professor at Automation and Control Department of Electronic Systems URL: http://es.aau.dk/staff/lpj Introduction to Problem Based Learning The AAU Way: Project examples from AAU PBL Aalborg practice 1 Problem based Learning in Engineering and Science – Development of Facilitator PBL as practiced at Aalborg University

2. Technological Projectwork 5 ECTS: Robocup Robocup 2

3. Electrical engineering 1. semester: Operator Assistant collision avoidance system for forklifts 3

4. 1.5% of occupational injuries in Denmark is due to internal transport systems in companies. The need for an anti-collision system in stocks is therefore investigated using two case studies: LEGO System A / S and DHL. On this basis it is estimated that there is a need for an operator assistant collision avoidance system for forklifts, and what requirements will be made for such a system. In a technical analysis, the physics of braking is investigated together with problems about detection of distance and speed. For these purposes an ultrasonic distance sensor and a tachometer are selected and designed. A system for automatic braking of forklifts is developed, using PI control. This is demonstrated with a model of a forklift with the system implemented. To control the model's collision avoidance system, data from speed and distance sensors is processed using MATLAB. The controller is implemented in a PIC processor and uses an I/O board to control the speed and direction of a four-quadrant motor control whereby collision can be avoided. The finished model show the system's basic principle and is able to avoid a collision with a wall, from a speed of 8 km/h This however did not meet success criteria at an initial speed of 15 km/h. Possible improvements to the system is suggested in additional with alternative uses of a collision avoidance system. 4

5. Electrical engineering: Operator Assistant collision avoidance system for forklifts Electrical engineering 1. semester: Operator Assistant collision avoidance system for forklifts 5

6. 7th semester Automation and Control 6

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8. 8 Project-example: Aalborg University has been building students satellites since 2001. Cubesat - launched june 2003 was the first student satellite. The project was launched in 2001. SSETI EXPRESS - launched october 2005 AAU students were responsible for many things at the satellite - including computer, camera payload, communication system and groundstation. From start in january 2004 it took only 17 months before the satellite was ready to be launched. A world record. AAUSAT II - a satellite launched oct-nov 2007. AAUSAT3 - was launched spring 2013. AAUSAT5 – launched from The International Spacestation oct. 2015 8

9. 9 Project-example: Biped Humanoid Robot – Build by students – Walk like a human 9

10. Human size robot, started 2006 Walked its first steps 27th of May 2013 Walked its first steps 10

11. PBL Aalborg Practice Three main characteristics Problem Project Team work Examples mainly from Engineering 11

12. PBL Aalborg Model : Principles of Project-organized problem-solving Learning ‘The Aalborg Experiment – project innovation in university education’ - Kjaersdam & Enemark (1994) 12

13. Problems – question – wondering within a frame a project each semester (1. year) each group has a group room group size of 6-8 students first year, 2-3 students the last year each group has at least one supervisor self selected group and projects within themes and disciplines group examination with individual marking Lectures 8:15-10:00 Lecture-related Assignment 10:15-12:00 Supervision -initiated & arranged by students Doing project In groups PBL Aalborg Model - practice 13

14. 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 Competences through the study 14

15. 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 15

16. Problem based project work - a model Initial problem of the project – what makes you wonder? Analysis of the initial problem : central themes and elements of the problem. Problem statement based on the analysis Statement of the question(s) which will be addressed in the project. -Project limitations -Project design Addressing the problemstatement -Methods -Theories -Empirical work -Finding a solution? -Creating new knowledge Conclusions Answering the question of the problem statement. Placing the question into other perspectives 16

17. Process oriented project work - a model Establishing the group as a team Clarifying strengths and weaknesses of the group members, group visions, and expectations What increases and decreases motivation for the work and the team? Defining individual and collective learning objectives Establishing structures for knowledge sharing and process evaluation First evaluation of work process – do we reach our objectives? Do we work towards collective goals? Do we share motivation? Do we share knowledge? How can we strengthen the process? Focus on evaluation of the project content and process: Sharing knowledge Motivation Collective goals Team collaboration Do we need to change strategies or structures? Reflections on the project and team process Did we reach our objectives? Why – why not? What do we wish to do different in our next project? 17

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19. Problems Three different types of problem based projects at AAU: Assignment projects (AP) – planning and control by the teachers/supervisors – problem and the subject chosen beforehand Subject projects (SP) – definition of the subject by the teachers beforehand. – students choose a problem and method. Problem projects (PP) – problem determines the choice of disciplines and methods.

20. AAU students on problems ”We are engineers – our responsibility is to solve real technological problems.” ”This is the first time we found a real problem ourselves rather than getting something from supervisors. It is really exciting. It fits my way of learning. I learn better when I find the way myself. This way of learning is much better than only attending lectures, because I have to know why I need to learn this. When I know the objective clearly, I learn much better.” ”When working on a problem, I am strongly motivated and attracted. We need to solve this problem.” Xiangyun Du, 2005 20

21. We are engineers, our tasks are to solve problems (Male EE) Students’ perceptions We want to make it possible that we can learn from each other and everybody can learn what they want to learn This makes our study serious… like real work place (Male EE) We develop social skills in group work, this improves the learning process We get mental support from each other, it involves lots of responsibility so that we don’t easily drop out (Female A&D) We develop ourselves and get mature along the way I understand things better through explaining, discussing and practicing We feel easier to learn the technical skills through group work I am confident in different tasks now after these experiences… I am strongly motivated when working on problems We learn best when the knowledge can be related to the assignment and our project Project work help me get some ideas of what I am going to learn… PBL as educational model - practice at AAU students’ reflection 21

22. Lars Peter Jensen Associated Professor at Automation and Control Department of Electronic Systems URL: http://es.aau.dk/staff/lpj Problem based Learning in Engineering and Science – Development of Facilitator PBL as practiced at Aalborg University Questions left? 22