1 Project Organised Problem Based Learning (POPBL) What is a Problem Based Project? Introduction to course Lecturer: Lars Peter Jensen

2 Today’s Programme Presentation of the POPBL course Mm 1: Introduction to the study form

3 The POPBL course Objective:Students who complete the module will have: Knowledge about Fundamental learning theories and styles Different approaches to problem based learning including the Aalborg University model Group processes and effective organisation of small groups Acquiring and sharing of knowledge Intercultural competences Scientific documentation and academic honesty

4 The POPBL course Objective:Students who complete the module will have: Skills to Plan and manage a project within a fixed time schedule Reflect on group collaboration and ways to improve it Reflect on personal contribution to project work and learning Prepare, present and discuss scientific documentation using correct terminology Maintain efficient communication within project groups and to supervisor(s)

5 The POPBL course Objective:Students who complete the module will have: Competencies to Evaluate personal learning and collaboration with peers and supervisors Apply project organized problem based learning in professional contexts

6 The POPBL course content The contents include among others issues: Problem based learning Planning/controlling project work Group work Conflict handling Communication Presentation Learning Intercultural competencies Experience with project work in small scale (short time) Duration: 1 ECTS, i.e. 5 mini-modules in the beginning of the semester

7 Foundation for the POPBL course Theoretical: Theories of learning, organisations and communication Practical: More than 35 years of experience with the ’AAU-model’

8 Information about the course POPBL at SICT Moodle homepage: –Handouts –Literature

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11 SubjectTopics 1What is a problem-based project? Course introduction 2Learning in a new culture and Learning in an intercultural context 3Project Management and scientific writing 4Learning strategies – individual and Team skills 5Communication and group dynamics Problem Based and Project Based Learning

12 Mm 1: Introduction to the study form Content: 1)PBL and the ’Aalborg-model’ 2)About the project 3)During the lectures there will be small exercises, questions and a large exercise

13 Please think of one of the things that you are good at, write three words in the post-it describing how you learned it well

14 Backgrounds of PBL in engineering

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 Student centered learning 15 Chinese proverb PBL extension

Carl Rogers on teaching at Harvard in 1951 I have come to feel that the only learning which significantly influences behavior is self-discovered, self-appropriated learning. It seems to me that anything that can be taught to another is relatively inconsequential, and has little or no significant influence on behavior. 16

17 Scientific knowledge Technical competencies Process competencies Project management Communication Teamwork Organization Diversity of engineering competencies

18 Globalized context What kinds of engineers are expected for the future? Diverse capabilities Lifelong learning Project management Social, environmental, and ethical concerns Effective communication Intercultural competencies Designing and conducting experiments - National Academy of Engineering, The Engineer of 2020, EUR-ACE (Accreditation of European Engineering Programmes and Graduates, ABET: Identity and solve applied science problems Team work Application of mathematics and science knowledge Analytical skills Interdisciplinary knowledge

19 Key competencies Scope and specific aims Methods and skills Student’s own interest Deeper learning through project work Changing traditional teaching and learning

20 PBL as an example of student-centered teaching and learning model 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 H.S. Barrows 1980

21 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?

22 New study environment at AAU

PBL Learning Principles Social Participant directed Team based learning Content Theory-practice relation Interdisciplinary learning Exemplary learning Meta-learning/ Double loop learning Learning Problem based Project based / organised Contextual learning Activity/experience based learning pg 23

24 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 presentation followed by individual examination 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

25 What is a supervisor? A person who through facilitating questions encourages your learning process A person who points out the potentials in your work A person who gives loyal and constructive critic of your work A person who at the project exam is one of the examinors

26 What is a supervisor NOT? Not a teacher who is responsible for your learning process Not a person who tells you what to do Not a person who decides what should be the content of your project Not a member of your project group Not an inexhaustible resource – therefore: Use your supervisor hours carefully

4 types of facilitation Make an index to the report as soon as possible Control facilitation Product facilitation How are things in the group? Well everything seem to be working fine – so ….. Laissez-faire facilitation Process facilitation Can you please go to the blackboar d and… 27

28 project supervision “supervisor ” “Students”

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

The New Aalborg Model 30 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 30

31 The Aalborg-model – the study form The key words are: Problems Project Team work Let’s take the last first!

32 Team work – WHAT? students co-operating on the same project (at later semesters students per group) They have to carry out the project and document the results An oral group presentation is the starting point for en individual exam based on the documentation, held at the end of the project period. Individual marks are given.

33 Team work – WHY? A survey carried out in 1997 showed that 75 % of companies wanted new employees to have good skills in group work. The individual student in the group learns from the others (Peer Learning) Responsibility towards the group makes the individual student work hard

34 AAU students on team work ”I think that it becomes easier when you learn technical matters in groups. Normally we use the blackboard to discuss things. … You gain more from the time you have to spend in the university in this kind of education when you work in teams. We are getting energy in this way.” ”Working in groups we get mental support from each other; it is also a responsibility so that we won’t drop out easily.” (Xiangyun Du 2005)

35 Team work – HOW? Students are in charge of forming their own groups Project groups choose their own project It is important  to be aware of different roles in the group and  to learn how to use strengths in a constructive way while improving on weaknesses A Contract of Cooperation (CoC) is a useful tool in making mutual expectations explicit.

36 Group contract – an example

37 BREAK 15 minuts

38 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

39 Diversity of group situation

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41 If you feel confused, don’t worry. You are not the only one… You will have more opportunities to figure out…

Project – WHAT? A unique and complex task  TEAMWORK A creative and iterative process Time limited Goal oriented Documented result 42

43 Project – WHY? A survey carried out in 1997 showed that 75 % of companies wanted new employees to have good skills in project work. Working with realistic projects is motivating for students. It increases student activity and thereby increases the learning. Develops transferable skills, incl. project management, documentation etc.

44 Project – HOW? The project is supported by courses Students have to look for relevant information beyond the courses

45 Project – HOW? Timing of a semester Courses Project Weekly time Project time

46 …..a week in December …..a week in November …..a week in September MondayTuesdayWednesdayThursdayFriday MorningCourse AfternoonCourseProjectOtherProject MondayTuesdayWednesdayThursdayFriday MorningCourseProjectCourse Project AfternoonCourseProjectOtherProject MondayTuesdayWednesdayThursdayFriday MorningProjectCourseProjectCourseProject AfternoonProject OtherProject

47 The four phase model of a Project Analysis Design Implementation Test Industriel Project Student Project too broad Student Project too narrow The ideal Student Project

Problems - 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 48

Different kinds of Problems An Unsatisfactory Situation –E.g. an increasing number of danish kids are getting fat An Un-Utilized Potential - The homepage of AAU is old fashioned Unknown Impacts - We want to investigate if and how IT and new technology can be used to improve kids habits towards doing regular exercising 49

50 Problems – WHY? ‘Real life’ problems are interdisciplinary and complex Working with ‘real life’ problems meets the learners' interests and enhances motivation It emphasizes development of transferable skills, i.e. analytical, problem solving and information processing skills

51 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

52 Problems - HOW? You are working problem oriented when you –Ask questions –Point out contradictions –Scrutinize sources of information –Wonder upon given information –Observe the lack of information –Problematise the obvious

Strategies for problem analysis An unsatisfactory Situation –Bottom-up analysis – from practise to technology –WHO and WHY questions are dominating An Un-Utilized Potential –Top down analysis – from technology to practise –WHAT-IF questions are dominating Unknown Impacts Theoretical analysis – from technology and within WHAT questions are dominating 53

54 Group exercise What are the most important things to make group work function well in the process of managing the project work? Please write down your opinions in the post-it – one point on each post-it Share within your group Categorize and organize them into 5 levels by priority in the poster A poster presentation

55 About the project 1.Problem analysis 2.Documentation

56 Problem analysis – WHAT? Looking at the problem from different perspectives/angles Dividing into different aspects/elements Examining all the aspects/elements one by one

57 Problem analysis - WHY? Me My wife Water What to do to get to my wife?

58 Problem analysis – HOW? 1) Post It brain storm 1) All group members write key words on PostIt stickers and place the stickers on the board. 2) All group members read the stickers and participate in (re-)structuring them into a relevant structure 3) All group members participate in assessing and choosing project activities, based on the structure

59 Problem analysis – HOW? 2) The 6 W model Problem Whom? Why? What? Where? When?How?

Bottom up analysis Who is causing the problem? Who says this is a problem? Who are impacted by this problem? Etc. WhoWhatWhere WhenWhyHow What will happen if this problem is not solved? What are the symptoms? What are the impacts? Etc. Where does this problem occur? Where does this problem have an impact? Etc. When does this problem occur? When did this problem first start occurring? Etc. Why is this problem occurring? Why? Etc. How should the process or system work? How are people currently handling the problem? Etc. 60

61 Documentation 3 types of project documentation: Working papers Project diary Project report The project report have to be handed in by the end of the project period

62 Working papers – WHAT? All types of written documentation, whether on paper or as an electronic file, which is related to the project task, the project management the group work

63 Working papers – WHY? To capture, coordinate and distribute the information collected and/or created by individual members of the group, to the other group members as well as to the supervisor

64 Working papers – HOW? If written text the working papers should contain the following four parts: 1.Header for identification 2.Introduction (What? Why?) 3.The main text 4.Summary (What did we learn?)

65 Working papers – HOW? If diagrams, drawings etc. the working papers should as a minimum contain: Header for identification Explanatory text

66 Working papers – HOW? In the Contract of Cooperation you could include points on production of working papers: How to distribute the work tasks How many persons write in a sub-group How to give response to working papers How and when to get response from the supervisor

67 Diary A diary documents the most important activities and decisions in the group The group has to decide upon a suitable format for and content of the diary

68 Recommended group discussion Discussion within your project group: What are your goals and expectations to our project? What can you contribute to the project? Make a co-operation contract for your group