1. PBL problem based and project based learning
Anette Kolmos
UCPBL
Aalborg University

2. Learning principles Problem based Contextual learning
Participant directed
Group based learning
Experience based learning
Activity based learning
Theory-practice relation
Interdisciplinary learning
Exemplary learning

3. model Objectives and competencies Assessment Selection of content
Methods

4. model Goals and competencies Assessment Selection of content Methods
Teacher
Organisation and culture
Assessment
Selection of content
Frame: Space, resources
Students
Methods

5. ”Aalborg model” 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 examination

6. Study courses and Lectures - 7,5 ECTS Project courses lectures seminar
Examination
50%
Project – 15 ECTS
50%
Examination

7. Ugeskema for projektarbejde
Skema for semester
kurser
projekt

8. PBL - á la Maastricht Thematic blocks group based
based on case studies
interdisciplinary
individual examination

9. Seven jumps (1) clarifying terms and concepts not readily understood;
(2) defining the problem;
(3) analysing the problem;
(4) summarising the various explanations of the problem into a coherent model;
(5) formulating learning objectives;
(6) individual study activities outside the group; and
(7) report and synthesize the newly acquired information

11. What is a theme? A framework for teaching and learning
broad definition: an area where technological delvelopment and human, social economic and political development are explicitly linked and mutually interact

12. Methodological themes
Specification of the overall engineering methods/discplines to be applied - but not specification of the area of specific engineering, to which the method should be applied. It must a be possibility to allow a broad range of different areas, e.g.:
modelling of dynamic systems
design of engineering constructions

13. Problem-oriented themes
Concentrating on issues which are common to all engineering areas, e.g:
working environment,
natural resource consumption
pollution

14. Phases of the project Initiating problem Problem analysis
Task formulation
Project delimitation
Solution
Discussion/conclusion
Implementation
Reporting

15. knowledge gaps ? analysis project project Tradtional teaching ?????
memorising
The one who understands do not need memorising?

16. Variation in the way of organizing project work
size
length
where in the educational progression
size of the groups
types of projects
resources

17. Assessment - practice Peer group Project group
Supervisor and ekternal ex.

18. Themes for discussion Does PBL improve the working conditions?
Do staff need training to be a supervisor?
What about students’ co-operation?
Can students be marked individually in a group examination?
What about the supervisor’s role as facilitator and as well examiner