1 Problem based Learning – The AAU Way A Work Shop given by: Mona Dahms Department of development and planning Fibigerstraede 11, DK Aalborg East Phone: , Lars Peter Jensen Department of Control Engineering Fredrik Bajers Vej 7C, DK Aalborg East Phone: , URL: Both Associated Professors at Aalborg University

2 Problem based Learning – The AAU Way Program for day two: Supervision Role play of a supervising situation Lunch Role play of a supervising situation Unanswered questions Assessment of work shop

Supervision3 Forms of Supervision Process supervision Product supervision Control Supervision Laissez-faire Supervision

Supervision4 Forms of Supervision - 1 Process supervision: Sees the project as a cognitive process Facilitates co-operation in the group Starts reflexive processes Asks facilitating (reflexive) questions in stead of pointing out solutions

Supervision5 Forms of Supervision - 2 Product supervision: Focus on theoretical knowledge Focus on solutions, which are often given Project report must be coherent The product/construction (or part of) should be finished

Supervision6 Forms of Supervision - 3 Control Supervision: The group is tested Thinks on the exam The project period is one long exam Is interested in the knowledge of the individual student

Supervision7 Forms of Supervision - 4 Laissez-faire Supervision: The students are left to themselves Lack of engagement General and occasional comments Uses minimal time

Supervision8 Forms of groups - 1

Supervision9 Forms of groups - 2

Supervision10 Characteristics for a well functioning group: Common goal or objectives Agreement about group standards The members ”play” all the necessary roles All group members respect each other

Supervision11 Co-operation: group classification IntegratedInstrumentalHierarchicChaotic Role castingAllSome No Work sharingAllSome No Control/LeadershipAllYesFewNo PowerEqualEqual ?UnequalNo Personal EngagementHighFairDifferentLow Group identityHighLow Conflict solvingYesNo

Supervision12 What might go wrong in the co-operation between supervisor and group ?

Supervision13 Different expectations Students expectations Study guide objectives Supervisors expectations Project and documentation

Supervision14 Students opinions on supervision Good Supervision: Overview in chaos Cut through in critical situations Solutions are not presented by the supervisor Ask facilitating questions The group is not controlled by the supervisor but by the group it self Supervisor is well prepared and well informed

Supervision15 Students opinions on supervision Poor Supervision: Supervisor does not express opinions about affective questions Supervisor does not give constructive feed back/criticism Lack of interest in the project and/or the students The supervisor has poor knowledge about the students’ work and work process Supervisor takes ownership of the project and controls the students’ learning process

Supervision16 Roles of the supervisor – good or poor ? The group member – discipline oriented supervision with focus on product –Takes over responsibility for the project work –Very active in choice of theory and methods –Gives answers in stead of asking questions The visitor – both discipline and problem oriented supervision with focus on process –Stands on the sideline, ready to kick or withdraw –Points out directions where to seek answers –The students own the project The consultant – discipline or problem oriented laissez-fair supervision –Only activated on request –Only answers the questions asked –leave all decisions, planning and control to the group

Supervision17 Tasks of a supervisor Before the semester start: –Prepare project proposals –Plan project courses In the beginning of a project: –Help to find appropriate literature –Help establishing contacts with companies ect. –Discussing the project proposal with the students During the whole project period: –Commenting both oral and written presentations/memos/working paper –Continued assessment of the professional level of both group and individual At the end: –Examination

Supervision18 Tools for supervision Learning objectives (Bloom)

Supervision19 Levels of understanding - Bloom Knowledge –memorize Comprehension –translation,interpretation Application –Use, in new situations Analysis –uncover relations between entities Synthesis –Building something new of the entities Evaluation –Judging

Supervision20 Tools for supervision Learning objectives (Bloom) Contracts

Supervision21 Contracts Why ? Create common expectations Secure clear agreements

Supervision22 Contracts How? Content could be: –Form of meetings –how often are you going to have meetings –how long meetings –where –agenda –chair of the meeting –students’ own objectives for the period –supervisors objectives for the period –areas of response to the Aworking during the period: Language, structure, details, methods –external contacts –response to the group process

Supervision23 Tools for supervision Learning objectives (Bloom) Contracts Students’ peer assessment Process analysis Facilitation

Supervision24 Facilitation summarizing mirroring asking open-ended questions use why, how, what, where dynamic list of question feedback as rethinking loudly

Supervision25 Tools for supervision Learning objectives (Bloom) Contracts Students’ peer assessment Process analysis Facilitation Questioning the team work

Supervision26 Questioning team work - 1 Put on the students’ agenda when starting the project: level of ambitions how to share the work discipline of meetings how to solve conflicts social relations

Supervision27 Questioning team work - 2 ask to the way the students organize the work and discuss the working process ask to special project functions discuss objectives for the organizational aspects give individual consultations feel the atmosphere - be present let the students discuss try to involve all the students

Supervision28 Project supervision - preparation The Group (two days in advance) : What have we accomplished (working papers) What are we doing right now Requested supervision Agenda The Supervisor : Read the working papers Reflect upon and formulate questions to structure and details Prepare for input to requested supervision

Supervision29 Project supervision – meeting The Group : Chairs the meeting Takes minutes Presents the points of the agenda All participate in the discussions The Supervisor : Facilitates the students’ own reflection by asking questions Involves all students in the discussions Secure reflections on: –Contracts, working processes, progress, time schedule

Supervision30 Project supervision – follow up The Group : Sends minutes of the meeting to the supervisor Discusses and assesses the input from the supervisor Revises working papers, time schedule etc. The Supervisor : Reads the minutes and replies Follows up on requested tasks

Supervision31 Role-play Six role plays illustrate supervising situations (meetings) Imagine that your group is working on the project from yesterday The group members assign roles between themselves, so that the outlined situation in the role play occurs Each role play lasts approximately 15 minutes Each role play is commented by 4-5 observers

32 Lunch until 13.15

33 Assessment of course This was good/usefull: 1.Bdkabdjgme _______________ 2.Jhfsohfhfjlfjfj _______________ 3.Bfhfhajjjljhhk _______________ This needs to be improved or could be left out: 1.Bfkbfkhnfnlk _______________ 2.Bvjsfghfglnlh _______________ 3.Gbehfhthkjkj _______________