Project Organized Learning - a course from the Master Programs Introduction Semester for foreign student in Electronics and Information Technology Lars Peter Jensen Associated Professor at Aalborg University 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 29/10/03 Project Organized Learning

1. What is a problem based project? The Aalborg model: PBL, Projects, Team work A four phase model of a Project Analysing: why, what and how? Reflection for action Exercise, start analysing your project 29/10/03 Project Organized Learning

Structure of a semester: Study courses Project courses Examination 50% - 33% So now you know what a semester is , but what is your teaching task’s on a given semester? Depending on what semester we look at the projects takes among 50% (first year) and 67% (9’th semester) of the students time, so a major teaching task is to be supervisor for a project group. The tasks for the supervisor will be a major issue on Wednesday, but now I will say that it is about advising and facilitating. At the end of the semester each of the projects and the members of the project group have to be examined, so the supervisor will now act as an examinator, and there will be appointed another teacher as a censor. So if you for instance is a supervisor for 2 project groups at 6’th semester, you also might be asked to be censor for one of your colleagues on another semester that is within your expertise. The study board pays you some hours for being a supervisor, depending upon which semester it is and how many students there is in the study group, but it will normally correspond to 10 – 15 % of your working time within a semester, meaning that if you e.g.. Is supervisor for four groups, then you will be fully occupied as a teacher (50 %) if you are an associated professor. The rest of the time the students take courses, both the project related ones, where your job is to held lectures but also, as you will know in the afternoon to instruct the students doing exercises. When there are many students following the course (normally more than 5 groups) there will be an extra instructor to help during the exercises, and this job is often done by Ph.D. students who are not yet giving courses them selves. The payment for giving courses depend on the length of the course, but I will tell you about that in the afternoon. The study courses needs lectures and instructors as well, but as they are general courses they have to be examined individually, and this is done by the lecturer, mostly by a written examination without a censor. The study board will pay you ½ hour for each student to make the examination exercises and to control the students answers. Project 50% - 67% Examination 29/10/03 Project Organized Learning

Project Organized Learning Timing of a semester Project courses Study courses Project 29/10/03 Project Organized Learning

Projects in the first semester Reflective evaluation Reflective evaluation Process analysis Process analysis Evaluation Evaluation 1 2 3 4 5 6 7 Lessons P0 – 5 weeks P1 – 10 weeks 29/10/03 Project Organized Learning

Project Organized Learning Reflection for Action 29/10/03 Project Organized Learning

Project Organized Learning Results: 29/10/03 Project Organized Learning

2. P0-experience exchange Programme 8.15: Lecture I: On reflection and learning 9.00: P0-experience exchange i cross- groups 10.45: Poster presentation 11.30: Lecture II: On the P0- process analysis 29/10/03 Project Organized Learning

Project Organized Learning HOW to reflect? Experience Test Reflection Generalisation The P0 project has given you some experience. You analyse your experience through reflection. By asking what and how to do better you generalise in the form of ’Good Advice’ which can be tested in P1 and give you new experience. 29/10/03 Project Organized Learning

Project Organized Learning Poster Presentation 29/10/03 Project Organized Learning

Project Organized Learning 29/10/03 Project Organized Learning

Cross-cultural Team Building Learning in a New Culture International Master Program POL Course Mm3 Cross-cultural Team Building Learning in a New Culture Xiangyun Du October 15th 2003 29/10/03 Project Organized Learning

Project Organized Learning 29/10/03 Project Organized Learning

Project Organized Learning 29/10/03 Project Organized Learning

Project Organized Learning 4. Project Management Contents: The project settings and goal Managing people: Co-operation contract, Team health assessment Project Planning, managing time: Activity diagram How long time do we need for a given activity? - how to make a qualified guess The Gantt chart Project monitoring 29/10/03 Project Organized Learning

The co-operation agreement – A tool for project management Expectations and ambitions ? Meetings – How often ? – What if somebody is late ? Organising meetings , chairman, referee, use of blackboard ? Division of labour ? What kind of response do you give within the group ? How do you prepare a meeting with your supervisor ? 29/10/03 Project Organized Learning

Project Organized Learning 29/10/03 Project Organized Learning

Self and group exercise on assessment of Team assessment How ’well’ is your Team ? Self and group exercise on assessment of Team ”Health Profile” 29/10/03 Project Organized Learning

Gannt chart (Timescedule) 29/10/03 Project Organized Learning

5. Learning and learning styles 29/10/03 Project Organized Learning

Project Organized Learning 6: Conflict handling Agenda: Conflicts, what, why and how Role play about conflicts Break Preventing conflicts Conflict behaviour and conflict solving 29/10/03 Project Organized Learning

7. Presentation and documentation skills How to write scientific documentation How to review others writing Oral presentations 29/10/03 Project Organized Learning