1. 1 Problem based Learning – The AAU Way A Work Shop given by: Mona Dahms Department of development and planning Fibigerstraede 11, DK - 9220 Aalborg East Phone: + 45 96357205, e-mail: mona@plan.auc.dk Lars Peter Jensen Department of Control Engineering Fredrik Bajers Vej 7C, DK - 9220 Aalborg East Phone: + 45 96358740, e-mail: lpj@control.auc.dk URL: http://www.control.auc.dk/~lpj Both Associated Professors at Aalborg University

2. 2 Problem based Learning – The AAU Way Program for day one: 10.00 Introduction and presentation of participants 10.30 The Aalborg model : –PBL, Projects, Team work 12.00 A little theory: Reflection 12.15 Lunch 13.15 Mini project + Presentation 16.00 Group examinations of projects

3. 3 Problem based Learning – The AAU Way Program for day two: 10.00 Supervision 11.30 Role play of a supervising situation 12.15 Lunch 13.15 Role play of a supervising situation 16.00 Unanswered questions 16.40 Assessment of work shop

4. The Aalborg model4 The Aalborg model - one way of dealing with PBL Key words: Problem based learning Projects Team work

5. The Aalborg model5 Team work What ? A group of students working together on a project They have to both carry out the project and document the results Based on the documentation there is a group examination, but the marks are individual

6. The Aalborg model6 Team work Why ? A survey in 1997 showed that 75% of the companies wanted new employees to have good skills in team work The individual student in the group learns from the others (synergy) Extra: Responsibility towards the group leads to very hard work

7. The Aalborg model7 Team work How ? Each group has a group room Group size of 6-8 students first year, 2-3 students last year Students are in charge of forming groups Team building courses: –Roles, communication, co-operation, conflicts

8. The Aalborg model8 Projects What ? A unique task Have a lot of complex activities Needs several people with different skills Have a final goal/objective Limited resources (time, money, people) Have to deliver some kind of result at a given time

9. The Aalborg model9 Projects Why ? More and more companies use project organization Much engineering work is performed as projects Motivates the students Leads to student activity Improves documentation skills Secures deep learning in subjects covered in the project

10. The Aalborg model10 Projects How ? One project each semester Necessary theories and methods given in project courses

11. The Aalborg model11 Structure of a semester: Project Project courses Study courses Examination 50% - 33% 50% - 67%

12. The Aalborg model12 Timing of a semester Project courses Project Study courses

13. The Aalborg model13 Projects How ? One project each semester Necessary theories and methods given in project courses Each group has (at least) one supervisor Documentation: –a written report, oral defence, (construction) Courses in: –project management and planning

14. The Aalborg model14 Problem based learning What ? The project groups choose their own problem to work with in the projects 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

15. The Aalborg model15 Problem based learning Why ? Real world problems are interdisciplinary and complex It is a learner-centred process It meets the learners' interests and enhances motivation It emphasizes development of analytical, methodological and transferable skills

16. The Aalborg model16 Problem based learning How ? Three different types of problem based projects at AAU: –The assignment project –The subject project –The problem project

17. The Aalborg model17 The assignment project Considerable planning and control by the supervisors The problem and the subject as well as the methods are chosen beforehand The educational objectives are easily controlled and are often formulated for each discipline within the subject Being a supervisor is easy in that the supervisor knows exactly what is going to be explored in the project and can direct the students' choices in the planned direction.

18. The Aalborg model18 The assignment project Problem Subject

19. The Aalborg model19 The subject project Subjects chosen beforehand The students have to find a problem within the subjects The educational objectives are mostly formulated for each discipline within the subject Being a supervisor in this process may be a bit uncertain, because the students are allowed to make some choices on their own. However, the scientific field is described well and hardly any surprises occur

20. The Aalborg model20 The subject project Subject Problem

21. The Aalborg model21 The problem project Based on problems as the starting point The problem will determine the choice of disciplines, theories and methods The educational objectives emphasises ability to analyse and methodological skills The problem has to be chosen within a broader social and technical frame Being a supervisor in this process may be difficult because it is a self-directed learning process and the supervisor may find him/herself at the edge of capacity

22. The Aalborg model22 The problem project Problem Subject

23. The Aalborg model23 Who is in control of what ? ProblemMethodsResults Assignment Project Supervisor+++ Students+(?)? Subject Project Supervisor(+)+ Students+(?)+ Problem Project Supervisor?(+)? Students+++

24. The Aalborg model24 Common features of project work For all three types of projects, a problem has to be analysed and solved by means of different theories and methods The phases of the project are common to all three project types

25. The Aalborg model25 Problem based learning How ? Three different types of problem based projects at AAU: –The assignment project –The subject project –The problem project A model of a project

26. The Aalborg model26 The four phase model of a Project Analysis Design Implementation Test Industriel Project Student Project too broad Student Project too narrow The ideal Student Project

27. The Aalborg model27 What is analysis? Get an overview of the problem Asking Questions (six W) See Perspectives Divide into different aspects Top Down Bottum Up (Brain Storm) Look critically at all aspects Estimate Measure Compare

28. The Aalborg model28 How to start analysing – presentation of two tools The six W- model Post It Brain storm 1.Everybody writes keywords on Post It notes for 5 min 2.All notes are placed on the blackboard 3.All notes are read out 4.Everybody goes to the blackboard and structures the notes together Problem Whom? Why? What? Where? When?How?

29. Theory29 Reflection – a learning theory The Kolb cycle with words paraphrased by John Cowan (Cowan 1998).

30. Theory30 Reflection in a learning process - a useful model The Cowan diagram

31. Theory31 Reflection in a learning process- a useful model Modified Cowan diagram

32. 32 Lunch until 13.15

33. 33 Mini Project In a Danish brewery there is too much noise emitted in the production hall, due to the bottles. Plan how to find the noise sources and how to find solutions. Prepare a short presentation (10 minutes) of your results to be given afterwards

34. Group Examination34 Examination - the hidden curriculum The aim of the study goals objectives Forms of the exams and criteria Teaching and learning methods: PBL and project work

35. Group Examination35 Statements on evaluation Examination is dominating the students learning approach Personal skills, meta-learning etc. requires formative evaluation forms (Self-)evaluation is a crucial input to the learning process (reflection) Education is forming identity

36. Group Examination36 Examination - practice Peer group Project group Supervisor and (external) censor