© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Towards a new Educational.

Slides:

Advertisements

Similar presentations

TWS Aid for Supervisors & Mentor Teachers Background on the TWS.

Advertisements

PROBLEM-BASED LEARNING & CAPACITY BUILDING

The Common Core State Standards: Opportunities and Challenges for the Mathematical Education of Teachers.

Torben Rosenørn, Aalborg University Esbjerg, 2010 POPBL in classes where new students with no previous experience in POPBL are to be integrated with students.

Teachers development. It can not be longer accepted that academic career gives automatically qualifications for new didactic tasks It is anachronic to.

© Egon Moesby, Aalborg University Denmark, 2004 International Workshop on Project Organized Problem Based Learning - POPBL – Esbjerg, Denmark 1 Implementation.

Change strategies. Why change? New skills and competencies updating -life long learning searching for new knowledge interdisciplinary and creative problemsolving.

Doc.dr. Rasa Balvočiūtė, doc.dr. Dalia Rudytė, lekt.dr. Janina Šeputienė ir lekt. Jūratė Marcišauskienė Workshop on Problem Based and Project Based Learning.

Cooperative/Collaborative Learning An Instructional technique in which learning activities are specifically designed for small interactive groups Collaborative.

1 Why is the Core important? To set high expectations – for all students – for educators To attend to the learning needs of students To break through the.

Problem Based Lessons. Training Objectives 1. Develop a clear understanding of problem-based learning and clarify vocabulary issues, such as problem vs.

Southeastern Louisiana University College of Education & Human Development Conceptual Framework: Setting the Standard for Excellence through Best Practice.

PBL and accreditation Anette Kolmos. Research on engineering education and PBL 18 PhD studerende – Creativity and mega projects (satellit) – Organisational.

تابع نتائج البحث المحتويات. Quality Standards of Performing an university instructional Job in Egyptian Kindergarten's Faculties “ Prospective vision”

1. 2 Why is the Core important? To set high expectations –for all students –for educators To attend to the learning needs of students To break through.

Oregon Pathways for Adult Basic Skills Transition to Education and Work (OPABS) Initiative.

Intro Module11 Project-related course (PE): Problem Based and Project Based Learning Xiangyun Du Department of Development and Planning Aalborg University.

11/07/06John Savery-University of Akron1 Problem-Based Learning:An Overview John Savery The University of Akron.

Instructional Strategy By: Florence Tima, RN Derek Lawson, RN Kristen Taggart, RN John Rigor, RN Wilmington University.

1 Introduction to Problem based Learning – The AAU Way A Course given by: Xiangyun Du Department of development and planning Fibigerstraede 13, DK

Woodrow Wilson Indiana Fellowship Program Vision Statement –Highly qualified STEM teachers –Problem-based STEM curricula –Rural schools network –New models.

Re-envisioning Teacher Preparation: Stage II September 16, 2011.

Intro Module11 Project-related course (PE): Project Organized Problem Based Learning (POL) Introductory Semester Xiangyun Du Department of development.

NCATE Standard 3: Field Experiences & Clinical Practice Monica Y. Minor, NCATE Jeri A. Carroll, BOE Chair Professor, Wichita State University.

Problem-Based Learning. Process of PBL Students confront a problem. In groups, students organize prior knowledge and attempt to identify the nature of.

Sultan Qaboos University College of Education Course: Instructor:

University job placement as a first gate to the world of work: the good practices in Genoa Prof. Marilena Carnasciali University Deputy for Guidance activities.

Vygotsky’s Zone of Proximal Development (ZPD) Don Martin EPSY 6304 Cognition and Development UT-Brownsville Professor Garcia By PresenterMedia.comPresenterMedia.com.

THE TEACHING & LEARNING CENTER- AN OVERVIEW MOHAMMED EL-AFFENDI AUGUST 2014.

Problem-Based Learning (PBL)

1 Ideas of Problem-based Learning As a learner-centred process, problem- based learning meets the learners' interests and as such gives room for developing.

MYP Pre-authorisation Report April 12-13, 2010 Recommendations Summary Professional Development Day May 17 th 2010.

Expectations Widening my knowledge of general pedagogic methods and learning teaching structure at Aalborg University. I hope that I learn the teaching.

Understanding Problem-Based Learning. How can I get my students to think? Asked by Barbara Duch This is a question asked by many faculty, regardless of.

Illinois Community College BoardIllinois State Board of Education Programs of Study Self-Assessment: Starting the Journey on the Right Foot February 4,

NOVA Evaluation Report Presented by: Dr. Dennis Sunal.

The Conceptual Framework: What It Is and How It Works Linda Bradley, James Madison University Monica Minor, NCATE April 2008.

Session Objectives Analyze the key components and process of PBL Evaluate the potential benefits and limitations of using PBL Prepare a draft plan for.

Problem-Solving Approach of Allied Health Learning Community.

NOVA Evaluation Report Presented by: Dr. Dennis Sunal.

Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009.

Introduction to Concepts and Principles of Learning ( Medical Education) (CMD 211) Dr. Muhammad Ghauth Qureshi Dr. Muhammad Nour-El-din Saleh Dr. Khadija.

Dr. Dan Y. Jacobsen: The LAOS-project at NTNU; UNIQUAL Conference

A Vision of Student Engagement Living and Learning Communities Southwestern Indian Polytechnic Institute (SIPI) Cathy Abeita, Director, Title III/Special.

2007. Faculty of Education ► Staff 300 (incl.100 in Teacher training school) ► 20 professorships ► 80 lecturers ► 9 senior assistants ► 12 assistants.

Curriculum Implementation Support Program (CISP).

CDIO: Overview, Standards, and Processes (Part 2) Doris R. Brodeur, November 2005.

PBL problem based and project based learning

TRANSVERSAL COMPETENCIES IN EDUCATION POLICIES AND PRACTICE

Learning by Doing Discover Engage Reflect Lead

TRAINERS AND TRAINING PROCESSES

Learning Without Borders: From Programs to Curricula

Keywords: Engineering ethics, design education,

Field Experiences and Clinical Practice

NCATE Standard 3: Field Experiences & Clinical Practice

Problem-Based Learning “Within the problem lies the solution”

ASSESSMENT OF STUDENT LEARNING

Ana Kanareva-Dimitrovska, PhD

Wesley Beddard Associate VP, Programs

“CareerGuide for Schools”

How Shall we prepare teachers for deeper community partnerships?

21st Century Learning Environments Phase 1 Professional Development

Problem-Based Learning:An Overview

The Heart of Student Success

Design & Implementation of Problem-Based Cooperative Learning

Internal and External Quality Assurance Systems for Cycle 3 (Doctoral) programmes "PROMOTING INTERNATIONALIZATION OF RESEARCH THROUGH ESTABLISHMENT AND.

Simon Kuznets Kharkiv National University of Economics (KhNUE)

Instructional Plan and Presentation Cindy Douglas Cur/516: Curriculum Theory and Instructional Design November 7, 2016 Professor Gary Weiss.

14-15 October 2002 Toby Linden World Bank

Doctoral Education in Europe: An Introduction

Presentation transcript:

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Towards a new Educational Model Introducing the POPBL Concept in Higher Education

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Egon Moesby Director of Studies, Basic Science and Engineering Head of Study Board, Studies of Basic Science and Engineering Member of the Dean Educational Advisory Board Deputy Director UNESCO Center for Problem Based Learning Director of the Section of Educational Questions under the Danish Engineering Society

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Why make a change?

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October What we can ”teach” the students within the given time Boundary of known knowledge Ever expanding boundary of new knowledge

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Source: Candidate and Enployer research, AUC/RUC 2002

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Source: Candidate and Enployer research, AUC/RUC 2002

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October A change seen from a pedagogical point of view !

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Experience Reflect Generalize Test (conceptualize) (Theory building) 18

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Experience Reflect Generalize Test (conceptualize) (Theory building) Traditional teaching? 19

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Experience Reflect Generalize Test Active Experiment (conceptualize) This phase is where POPBL students get the deeper learning and understanding through the project work Traditional teaching? 20

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October What is it we want then?

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Is POPBL the answer?

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October KnowledgeReasoning skills Self- directed learning skills Motivation for learning Lecture-based cases Case-based lectures Case studies Problem based Authentic problem-based (POL) Source: Barrows, H.S. (1986) “A taxonomy of PBL methods”, Medical Education, 20, pp Scale: 1 = lowest value, 5 highest value.

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Problem-based learning is a pedagogical strategy for posing significant, contextualized, real world situations, and providing resources, guidance, and instruction to learners as they develop content knowledge and problem-solving skills (Mayo, Donnelly, Nash, & Schwartz, 1993). In problem based learning, students collaborate to study the issues of a problem as they strive to create viable solutions. Unlike traditional instruction, which is often conducted in lecture format, teaching in problem based learning normally occurs within small discussion groups of students facilitated by a faculty tutor (Aspy, Aspy, & Quimby, 1993, Bridges & Hallinger, 1991).

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October One Model is The Aalborg Model of POPBL “Project Oriented and Problem Based Learning carried out in teams”

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Traditional teaching Project work Case study Role play Self study Excursions POPBL

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Non project Supporting courses 25 % Project Supporting courses 25 % Project - 50 % Support to student learning – courses and project The Aalborg Model split between courses and project.

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October PPSNPS PPSNPS P PSNPS But the split between courses and project can be different.

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Courses Project proposals AIMS Supervision is what makes it all coherent. Theme

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Theme Sub-theme Supporting courses Project proposals x x x x

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October x Target area Starting point ?

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Starting point x Target Is this a project... or is it a task?

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Which kind of things are characteristic in planning for a POPBL change?

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Vertical planning

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Vertical planning Vertical and lateral planning

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Labs ? ? Correspondence?

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Non project Supporting courses 25 % Project Supporting courses 25 % Project - 50 % Support to student learning – courses and project The Aalborg Model split between courses and project.

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Project Non direct project supporting courses Direct project supporting courses Labs The Aalborg Model split between courses and project.

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October The projects as genuine and real problems?

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October The first semesters The middle semesters The highest semesters Industry related projects Industry based projects Industry projects

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Some of the characteristics different to traditional education

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Initiating Problem Solution Problem Delimitation Task Formulation Problem Analysis Discussion/conclusion Implementation Reporting Project model

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Initiating Problem Solution Problem Delimitation Task Formulation Problem Analysis Discussion/conclusion Implementation Reporting Project model

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Supervision during a semester and during a career Process Product Time Teams’ needs for supervision

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October And finally the assessment. We have to find an assessment that matches the new way of teaching and learning.

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October The change of role towards the student! Problem: Change of the role of supervisor Supervisor Assessor Process Product Time Type Assessment

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October The elements and outcomes of POPBL as a teaching and learning method: Courses Projects Context Processes Products Supervision Assessment/Examination Development of personal skills and abilities Development of professional and academic skills

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Who can initiate the change ….. and who is to do the actual implementation?

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October A Radical decision on change

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October A progressive implementation of the new educational model

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October And now for some of ALL the questions you have before we actually start the workshop…. That means letting you work and experience POPBL yourselves….

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October POPBL in curriculum planning

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Personal level System level Institutional level

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Personal level

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Personal level Practice within traditional models. Single performance. Does not change the assessment.

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Personal level System level

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October System level Beginning of change in the objectives Beginning of change in the teaching and learning methods Beginning of change in the assessment Beginning of change in the teaching and learning culture Beginning of change in the organization

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Personal level System level Institutional level

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Instutional level The students are cooperative partners. The teaching and learning is contextual and experienced based. The teaching and learning is cross- disciplinary (interdisciplinary). Students are self directed and participants in the planning of the education.

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Management areas Programme areas Teaching areas Administrational areas Public relations areas Institution-parents areas, etc Changes affects also the following areas:

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October highmod highProgressive var. mod/ high lowSubunit or subculture var. high Radical change DurationInnovativenessMagnitudePervasiveness Placement on dimensions Types of cultural change

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October year 2. year 3. year 4. year 5. year New model Old model A five year transition A tested way for change an Engineering College that was integrated in Aalborg University System in 1995.

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October There are different ways to make an implementation.

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Let us first look at a ”course approach” for implementing POPBL

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Course Project Personal Level

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Course Project Course Project Personal Level

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Course Project Personal Level / System Level

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Project Course System Level

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Course Project Philosophical level

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Course Theme frame Project Philosophical level

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Then let us look at a ”project approach”

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Think “backwards”

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Theme Courses Project Proposals Aims Supervision ensures the coherence! Planning creates the coherence!

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Objectives aim setting Vision Strategies Structures Ressources Culture Faculties Students (parents) Assessment Administration Philosophy of POPBL ????? Context

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October How will you make a plan for making a change towards POPBL at Siam University?

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Aalborg University can offer assistance by: Conducting workshops on change Offer consultancy services Conducting “Train the Trainer” programmes Establishing exchange programmes Assisting curriculum development Joint courses and possible joint degrees cooperation in UCPBL Global Network offering a “Master of Education in PBL”

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Thank you for your attension

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October A first semester team at Aalborg University © E. Moesby

© E. Moesby & T. Rosenørn, Aalborg University Denmark, 2003 Towards a new educational model, Siam University Thailand October Links: