1 Project-related course (PE): Project Organised Problem Based Learning (POPBL) Master of Science – Introductory Semester Lecturer: Lars Peter Jensen Xiangyun Du

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

3 The POPBL course Purpose: To facilitate students ability to study in an environment with focus on Team Work and Problem Based Learning Objectives: During the course the students will develop: Understanding of: project organized problem based learning Knowledge about: group work/conflicts and ways to solve conflicts planning a project and structure the documentation of it intercultural competencies learning styles Ability to apply the project organized learning to actual problem related work in groups presentation of results communication within a group

4 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 P0

5 The POPBL course assesment Assed during project exam based on a group process analyses written and assessed after first 5 weeks

6 Foundation for the POPBL course Theoretical: Theories of learning, organisations and communication Practical: More than 25 years of experience with the ’AAU-model’

7 Demo POPBL homepage: –Handouts –Literature

8 Mm 1: Introduction to the study form Content: 1)Lecture 1: PBL and the ’Aalborg-model’ 2)Group task: Experience with group work 3)Lecture 2: About the P0-project

9 Lecture 1: PBL and the ’Aalborg-model’ 1.Introduction to PBL 2.Physical and structural frame work at AAU 3.Educational frame work at AAU 4.The study form at AAU

10 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

11 Backgrounds of PBL in engineering

ELiTE March 2010 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 Chinese proverb Student centered learning

ELiTE March 2010 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.

ELiTE March 2010 The magic of self-directed learning Learning is the process of acquiring new behavior potential. It is an efective strategy to make the learner responsible for their own learning. This explains the succes of methods like project organized learning and Problem-based learning

15 What does it demand to be an engineer in your country?

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

17 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

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

19 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

Intro Module120 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?

21 New study environment at AAU

22 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

23 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

24 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

25 project supervision “supervisor ” “Students”

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

27 The Aalborg-model – educational frame work Project Project related courses General courses Own exam Project exam 50%

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

29 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.

30 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

31 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)

32 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.

33 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

34 Diversity of group situation

36 At the end of each day, ask yourself I noticed that I … I was surprised that I … I was displeased that I … I discovered that I … I realized that I… I relearned that I … I learned that I… I am pleased that I …

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

38 Project – WHAT? A project is characterised by being A unique task which includes Many, complex activities and therefore requests Many project group members with different skills and competencies; The project is goal oriented, Limited in time and resources and has to produce a final result, i.e. the goal.

39 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.

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

41 Project – HOW? Timing of a semester Project courses Project Study courses Weekly time Project time

42 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

43 Problems - WHAT? The project group unpicks and formulates the problem embedded in the project The problem has to be analyzed within a relevant context before it can be solved The problem determines the choice of methods and theories to be used in the analysis as well as in the solution

44 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

45 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

46 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

47 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

48 Lecture 2: About the P0-project 1.P0 in the Study guidelines 2.Problem analysis 3.Documentation 4.Exchange of P0-experience

49 P0 - content P0: (1. period, 5 weeks) Preparation of a problem formulation, project limits and time schedule for the P1 project. The supervisor will give a short description of the initiating problem. The students will carry out an analysis, identify central areas of knowledge, and tackle the planning of the P1 project period. P0 will end with a common evaluation seminar, where the students present their work and receive appraisal from supervisors and fellow students.

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

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

52 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

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

54 Documentation 4 types of project documentation: Working papers Project diary Project report Proces analysis The last 2 have to be handed in by the end of the P0-project period

55 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

56 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

57 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?)

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

59 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

60 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

61 Assignment: Group discussion Discussion within your project group: What are your goals and expectations to this project? What can you contribute to the project?

62 This was all for today – good luck with your P0-project!