1. 35th International IGIP Symposium, 2006, Tallinn, Estonia 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 Agenda Exercise Case based PBL in Medicine at AAU PBL Aalborg practice: Teams, Projects and Problems Questions left for discussion 1

2. 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

3. 35th International IGIP Symposium, 2006, Tallinn, Estonia Exercise Propose a project for first year students across existing disciplines within engineering. Think Blue Sky – No limits, No problems with colleagues, study board, expenses etc. The project shall include basic knowledge from different engineering areas represented in your group. The starting point shall be a problem that has a context and the student need to analyze it to fully understand the problem Be creative, use brain storm, mind map or other tools. Deliveries: A written project proposal Learning goals or possibilities for the students A short presentation (max. 10 min) of the above

4. 35th International IGIP Symposium, 2006, Tallinn, Estonia Groups for exercise Group 1Group 2 Peter Sorknæs Ane Katharina Paarup Meyer Lishuai Jing Nima Nonejad Thomas Jacobsen Louise Krog Jensen Maksym Kotenko Carsten Skovmose Kallesøe

5. 35th International IGIP Symposium, 2006, Tallinn, Estonia The case PBL model in medicin at AAU 5

6. 35th International IGIP Symposium, 2006, Tallinn, Estonia An example of PBL case in Medicine Woman, 22 years old, not married, lives with her parents, she is a nursing aide in an old peoples home, youngest of 5 children. The G.P. sees her every now and then with complaints of hyperhidrosis*. Complaint now: since three days sick and vomiting, everything comes back. Stools normal, no abdominal pains. She is not feeling very ill, on the other hand she is not feeling able to work. When asked whether there has been anything special recently, the patient relates that for three weeks she has been in charge of a nursing department of the old peoples home, because the person normally in charge went on holidays. "The old people looked down at me as a youngster, they did not accept any instruction from me". The complaints started directly after this period, when the head of the department had returned from her holiday (three days ago). You don't notice any abnormality in her physical appearance. family physician practice * Hyperhidrosis: excessive sweating 6

7. 35th International IGIP Symposium, 2006, Tallinn, Estonia PBL Aalborg Practice Three main characteristics Problem Project Team work Examples mainly from Engineering 7

8. 35th International IGIP Symposium, 2006, Tallinn, Estonia PBL Aalborg Model : Principles of Project-organized problem-solving Learning ‘The Aalborg Experiment – project innovation in university education’ - Kjaersdam & Enemark (1994) 8

9. 35th International IGIP Symposium, 2006, Tallinn, Estonia 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 9

10. 35th International IGIP Symposium, 2006, Tallinn, Estonia 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 10

11. 35th International IGIP Symposium, 2006, Tallinn, Estonia 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 an oral individual examination is held. Before the examination the group presents the project 11

12. 35th International IGIP Symposium, 2006, Tallinn, Estonia Team work Why ? A survey in 1997 showed that 75% of the companies wanted new employees to have good skills in team work Most engineers work in teams The individual student in the group learns from the others (peer learning) Responsibility towards the group leads to very hard work Group members provide social support, thus lower drop-out rate 12

13. 35th International IGIP Symposium, 2006, Tallinn, Estonia 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 New groups formed every semester Team building courses: – Roles, communication, co-operation, conflicts 13

14. 35th International IGIP Symposium, 2006, Tallinn, Estonia 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 14

15. 35th International IGIP Symposium, 2006, Tallinn, Estonia 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 a result at a given time: – As a minimum a written report 15

16. 35th International IGIP Symposium, 2006, Tallinn, Estonia Projects Why ? More and more companies use project organization Much engineering work is performed as projects Motivates the students and increases student activity Secures deep learning in subjects covered in the project Improves documentation skills 16

17. 35th International IGIP Symposium, 2006, Tallinn, Estonia Projects How ? One project each semester Necessary theories and methods given in (project) courses 17

18. 35th International IGIP Symposium, 2006, Tallinn, Estonia The New Aalborg Model 50% courses 50% project Course 5 ECTS Project 15 ECTS In groups up to 8 persons Individual assessment Self-selected groups Appointed supervisor(s) One semester 1 ECTS (European Credit Transfer System) = 30 working hours Course 5 ECTS Course 5 ECTS 18

19. 35th International IGIP Symposium, 2006, Tallinn, Estonia 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 19

20. 35th International IGIP Symposium, 2006, Tallinn, Estonia 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 20

21. 35th International IGIP Symposium, 2006, Tallinn, Estonia 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? 21

22. 35th International IGIP Symposium, 2006, Tallinn, Estonia 22

23. 35th International IGIP Symposium, 2006, Tallinn, Estonia PROBLEM What? It can be theoretical, practical, social, technical, symbolic-cultural or scientific It grows out of students’ wondering within different disciplines and professional environments It is the starting point directing the students’ learning process and situates the learning in a context It may involve an interdisciplinary approach in both the analysis and solving phase It has to be exemplary 23

24. 35th International IGIP Symposium, 2006, Tallinn, Estonia EXEMPLARITY Selection of relevant specific learning outcomes and content/scientific knowledge that is exemplary to overall learning outcomes That is, the problem needs to refer back to a particular practical, scientific and/or technical domain The problem should stand as one specific example of more general learning outcomes related to knowledge and/or modes of inquiry 24

25. 35th International IGIP Symposium, 2006, Tallinn, Estonia Problems 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 25

26. 35th International IGIP Symposium, 2006, Tallinn, Estonia 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 26

27. 35th International IGIP Symposium, 2006, Tallinn, Estonia Problems How ? 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 27

28. 35th International IGIP Symposium, 2006, Tallinn, Estonia 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 28

29. Homework for tomorrow Watch the video ”Teaching teaching and understanding understanding” on YouTube and prepare for discussion of the following questions tomorrow: What are the main characteristics of a ‘good’ or academic student and of a ‘bad’ or non-academic student? What are the major differences between a level 1, a level 2 and a level 3 teacher? How do human beings (most often) learn? What characterises deep versus surface learning according to the SOLO taxonomy? How would you explain in your own words the main principle of constructive alignment? 29

30. 35th International IGIP Symposium, 2006, Tallinn, Estonia 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 Aalborg practice Questions left? 30