2. PBL in Engineering and Science – Development of Supervisor Skills Session 1: PBL – Why? And What? Lars Peter Jensen Associated Professor at Automation and Control Department of Electronic Systems URL: http://es.aau.dk/staff/lpj

3. Thursday, November 5th 2015: PBL and The Aalborg model 9.00 Welcome by lecturer Lars Peter Jensen Introduction and presentation of lecturer and participants. Discussion of participants expectations (reflection-for-action). Introduction to the program. 9.45 Why PBL? Competence profile 10.20 Break 10.30 What is PBL? Concept mapping 12.00 Lunch 13.00 Learning theories and PBL principles 13.45 Exercise in groups – make a project proposal across different engineering disciplines 14.45 Presentation of project proposals 15.15 PBL as educational model and Practice at Aalborg University 16.00 End of day one Home work for tomorrow: See the Video film about learning: “Teaching teaching and understanding understanding” 2

4. Friday, November 6th 2015: Facilitation 9.00 Discussion of Homework 9.30 Role play of a meeting between facilitator and students. 11.45 Lunch 12.30 Facilitation 14.00 Intercultural Communication in a PBL Environment 15.30 Forming Peer groups and planning experiment 16.00 End of day two 3

5. Tuesday December 15 th 2015: Results from experiments with facilitation situations + Examination Until the last day of the course the participants are helping each other/sharing experience in Peer Groups making an experiment with supervision. 9.00 Presentation and discussion of group excercises. 12.00 Lunch 13.00 Assessment/Examinations of projects: Why and How 15.00 Unanswered questions and evaluation of the course. 4

6. Session 1: PBL – Why? And What? 1)Why PBL? Competence profile 2)A short break 3)What is PBL? Concept mapping, incl. scouting Learning theories and PBL principles 4)Summing up on Why? And What? 5

7. Session 1: Learning outcomes After this session you should be able to Identify and discuss competences required by engineering graduate employers versus taught at universities Explain the learning theories underlying PBL (social constructivism; Kolb’s learning cycle; Dixon’s learning cycles; Wenger’s Communities of Practice) Classify the main categories of PBL principles and list at least three principles in each category 6

8. 1. Why PBL? a)Competence profile

9. Competence profile of a new development engineer You are working in the research and development department of a large international engineering company. The Human Resources manager calls you – he is busy writing a job advertisement for a new development engineer for the company. He asks for your input to the advertisement in the form of keywords specifying required competences of your new colleague. Which keywords do you give to him? 8

10. Activities in this task Individually, write down the 3 – 5 most important key words, describing your new colleague (3 min) In groups of 2-3, discuss and write down the 5 most important key words (5 min) Please be prepared to provide key words in plenary (10 min) 9

11. Competence profile – summing up A few questions to reflect on: Q1: To which extent are the required competences taught at university? 10

12. Competences taught at universities and required by industry - Germany Ref: Becker, 2006 11

13. Competence profile – summing up A few questions to reflect on: Q1: To which extent are the required competences taught at university? Q2: To which extent can the required competences be taught at university? 12

14. Danish Industry on Competences of Young Engineers 13

15. Survey among employers 2002 One respondent in the survey said: –“The ones [i.e. the candidates] coming from, for example, Aalborg University, go in and work in projects from the start.” Kandidat 2002, p. 33 14

16. 15 Is there a need for changes in engineering and science education?

17. 16 Break 15 minutes

18. 2. What is PBL? a)Concept mapping and scouting b)Learning theories and PBL Principles

19. What is PBL? Concept mapping For some of you this exercise will be dead easy because you have been students in AAU For others it will be more difficult because you will have to rely upon what you believe, have observed or been told Join hands and put together a concept map of what to you are the main characteristics of PBL 18

20. Concept mapping – an example Social dimension Content dimension Learning dimension Why What How Who When Where Concept map: cmap.ihmc.us 19

21. Tasks in this activity - 1 In groups of 3-4, place the poster sheet in the middel of the table Write the focus question, i.e. ”What is PBL?” Write the two main concepts, i.e. Problem(based) and Learning Add concepts (nouns) that come to mind Add relations = linking phrases between concepts, non-, uni- or bidirectional as the case may be Use the 6 question stubs What? Why? How? Where? When? and Who? to aid your thinking 20

22. Tasks in this activity - 2 If you feel uneasy about writing directly on the poster, use Post-It’s and later transfer the words from Post-It’s to the poster Scouting: Take time to walk around and see and listen to what happens in the other groups in the room – ask questions if necessary – and pick what you find useful and bring it back to your own group When finished, please place your poster on the wall You have 30 minutes for this exercise 21

23. Teach me… and I will forget ? Tell me and I will forget Show me and I will remember Involve me and I will understand Step back and I will act 22 Student centered learning Chinese proverb PBL extension

24. Learning theories - 1 Based on a social constructivist perception of learning and teaching: Learning is the student’s individual process of constructing knowledge and meaning, based on information inputs from many different sources and in social interaction with others (peers, teachers, experts etc.) 23

25. Learning theories - 1 24 Social constructivism: Knowledge is constructed by the students in social interaction with others

26. Is this learning? 25 Yes, it’s actually true – you can get a degree by repeating everything the teacher says. The psychological mistake in learning: ” We pretend that there is co-incidence between what is being taught and what is being learned” (Ref: Knud Illeriis, 1998)

27. Learning as a circle – experiential learning 26 Test Generalisation Reflection Experience Ref: Kolb 1984 ”Learning is the process whereby knowledge is created through the trans- formation of ex- periences” (Kolb)

28. Learning as a spiral - experiential learning 27 Reflection Time forinonlearning 1. project3. project 2. process analysis 1. process analysis 3. process analysis Ref: Cowan 1998 2. project

29. From lower to higher order thinking skills Learning as a hierarchy – measuring learning Ref: Bloom 1956 Picture: ww2.odu.edu 28

30. Peer learning Peer learning takes place in the ‘zone of proximal development’ which is …. “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers” (Vygotskij 1978) 29 Ref: http://en.wikipedia.org

31. Learning as a double circle – individual and collective learning Ref: Kolb 1984; Dixon 1999 Collective learning is based on …. individual learning 30

32. Learning in a Community of Practice “Learning is a function of the activity, context, and culture in which it normally occurs, thus it is situated” ( Ref: Lave & Wenger 1991 ) 31 More on Wenger’s CoP theory here: www.ewenger.com/theory/index.htm

33. 32 Collaborative learning in Communities of Practice Learning as: Legitimate peripheral participation in Communities of Practice

34. Learning Theories - 2 Based on a social constructivist perception of learning and teaching: Learning is the student’s individual process of constructing knowledge and meaning Teaching is the ”setting up of a situation from which a motivated learner cannot escape without having learned” (Cowan) – teaching is not (only) lecturing !!! 33

35. 34 Is this teaching? With thanks to Karl Smith, UMN “Teaching does not mean transferring knowledge but creating opportunities for …producing and constructing it.” (Paulo Freire)

36. Paulo Freire (1921-1997) “Education is a way of intervening in the world” Freirian Critical Pedagogy is similar to PBL in most aspects 35

37. Efficiency of teaching methods 5 % Lecture Reading Audiovisual Demonstration Discussion group Practice Teaching others Average retention 20 % 30 % 50 % 75 % 80 % 10 % Note the bottom one – this is peer teaching/learning! 36

38. PBL Learning Principles – 3 Dimensions  Cognitive dimension: Problem based Contextualised Action oriented Experience based (Project organised) Ref: de Graff and Kolmos 2003 37

39. PBL Learning Principles – 3 Dimensions  Content dimension: Interdisciplinary Exemplary Theory – practice relation Critical Ref: de Graff and Kolmos 2003 38

40. PBL Learning Principles – 3 Dimensions  Collaborative dimension: Participant directed Team organised Dialogic Democratic Ref: de Graff and Kolmos 2003 39

41. 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 40

42. What is PBL?  ”PBL reflects the way people learn in real life; they simply get on with solving the problems life puts before them with whatever resources are to hand.” (Biggs 2003, p. 232; emphasis added) 41

43. What is PBL? “…. problem-based learning helps students to see that learning and life take place in contexts, contexts that affect the kinds of solutions that are available and possible.” (Savin-Baden 2003; emphasis added) Ref: Savin-Baden, 2003; emphasis added 42

44. What is PBL? PBL is Student-Centred Learning where motivating and activating students is the prime concern. The point of departure for the learning process is an ill-structured real life problem Ref: de Graff and Kolmos 2003 43

45. 44 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?

46. Conclusion – so - What is this PBL? Based on the learning theory and the fundamental learning principles PBL can be implemented in many different ways Thus, PBL is not a certain prescribed teaching and learning method There is no ‘right’ or ‘best’ PBL approach – each university has (to develop) its own PBL model In the next session you will learn about the Aalborg model of PBL 45

47. Summing up on Why? And What? – Any comments or questions 46