Situated supervision Ability to read the situation …. Where in the process Where in the education Type of projects and objectives Type of students Experienced? Brilliant or poor students Social competence Ability to read the situation ….

Facilitator interventions Summarizing mirroring asking open-ended questions use why, how, what, where dynamic list of questions feedback as thinking loudly

project supervision “supervisor ” “Students” http://meds.queensu.ca/medicine/pbl/pblhome.htm

Communication maps during a project Beginning of the project Progressing in the project

Ideal Learning environment from the perspective of students – group work Ideal group size: 3-4 people Most important things that make group work function Positive attitude Constructive communication Cooperation Compromise New perspectives

Learning environment from the perspective of students -lectures How do lectures function for learning? - Application to practice - Relation to the project. ‘Lecturers give you kind of indications – what are we talking about here? What is the motivation? What is the subject? But normally you don’t really understand it during the lectures. Then you come back to the group room and sit down, facing the problem. You are motivated when you get into the thinking process when trying to solve the problem in the course exercises, especially when they are related to the project. You can look at the computer and get some experiences by doing it. Then the lecturers will visit the group room, and you can talk with them, who can explain to you things in a situation and context. In this way you can gain more understanding.’

Learning environment from the perspective of students -lectures Expectation to lecturers Technical knowledge The art of teaching (more important) to make the ‘killer courses’ interesting rather than to kill the interesting courses Engagement – pay attention to students Providing interesting, understandable informative presentation with clear overviews and well-organized structures (providing slides by emails) Providing clear learning goals Providing examples to link abstract theories and real life Personality – humorous, motivating, provocative

Learning environment from the perspective of students –supervision Functions of supervisors Beginners of each project / the study program More direct inputs regarding how to the project work started and relevant technical knowledge Later part of the project / education Structural comments, emergency support ‘In the first year, we had no idea what we can expect from them and how to communicate with them. So lots of problems coming out along the way. Now we know what we can do from our part. If we have specific problem we have to solve, we will tell him and be clear about what specific help we expect to get. We prepare something for him to read for comments.’ – student group

Learning environment from the perspective of students –supervision Expectation to supervisors clear information about what can be expected Technical knowledge The art of teaching (more important) Engagement, willingness to help Accessibility Mental support, especially in case of problems Instruction of methods (how to learn) regarding how to solve the project and do the project rather than facts answers Constructive communication – with clear knowledge about the expectation from both sides

Evaluation/Assessment YEAR 1 YEARS 2-5 Examiners – supervisors censor students Students Peer group Examiners – supervisors censor

Assessment practice Exam procedures (around 5 hours) All the member in the group present part of the project, 10 minutes each person. Examiner (the supervisor) and the censor give comments. General discussions on the report. Individual questions Individual marks are based on Report Presentation Discussions