1. Introduction to Problem based Learning – The AAU Way
Program for to day, The Aalborg model - trying it out, PBL/Project Work + Assessment:
Problem based learning and/or Project work
Theories behind the Aalborg model: Reflection
Mini project
Lunch
Presentation of mini project
Assessment
Tell about each bullit by reading up the content from the program

2. Problem-based learning and/or Project Work
Why use these pedagogical ideas?
To emphasize learning instead of teaching:
Learning is not like pouring water into a glass
Learning is an active process of investigation and creation based on the learners interest, curiosity and experience and should result in expanded insights, knowledge and skills
To day we will discus The Aalborg model for problem based learning and project work.
Why do we use these ideas……
So what is interesting here is that the learner and not the teacher is in the centre of the learning approach.

3. Comparing two models teamwork selfdirected learning
problembased learning
interdisciplinary
exemplarity
Study groups
working individually
thematic blocks
individual assessment/exam
Project groups
working on a common product
thematic semester ½ year
group assessment/examination
There is a number of different way’s to implement these new ideas using teamwork…
But most of them uses Study groups ….
In comparison the Aalborg model uses Project groups…..

4. Aalborg model 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 assessment
Going into more details about the Aalborg model we have …..

5. Project Organization
The group have to choose a task or problem and set up their own objectives for the project
Every project is a unique and complex task
The students have to be active in the seeking and learning processes, which may lead to a deeper understanding
Teamwork
If we look at problem based learning and project organization separately then the special concept of project organization in Aalborg is ….
The group have to… This way the students takes the responsibility for their own project.
Every project is unique means that although the same project is done by several groups they come up with different solutions and might use different methods – e.g.. There is no correct answer to a project.
The students have… This means that although the focus for the students is problem solving, then the focus of the learning process is understanding.
Teamwork is not just working in groups but actually developing team skills to prepare the students for working in teams when they are finished. The basic year focus very much on that.

6. Problem-oriented – what is that?
Wondering
Asking questions
Draw up contrasts
Learning is about posting questions
We want most of the projects to be problem oriented, but what do we mean or want by that? ….

7. Problem-based awareness
Methodical objectives
Based on experience
The student is in control
Interdisciplinary
Discipline-based:
Technical objectives
Based on subjects
Teacher is in control
One discipline at a time
Actually problem orientation is the Aalborg way of using problem based learning in the projects. If we compare it to discipline based learning then there is a quite different awareness that we as teachers have to keep in mind.
Methodical/technical objectives
…..

8. The four phase model of a Project
Analyse
Design
Implementation
Test
The ideal
Student Project
Industriel
Project
Student
Project
too narrow
Student
Project
too broad
What does a typical project look like? Basically most projects has four phases:
Analyse, design, implementation and test.
If it is an industrial project, like creating a new mobile phone, then of course one have to analyse the whole product and its market situation before designing the whole phone, implementing it and test all parts alone and together before releasing the phone to be produced.
But a student project doesn't have to do it that way. If they try then they will find out that there isn't enough time and probably end somewhere between design and implementation. This is soon realized by the student and then some of them tries to narrow the project right from the beginning, choosing only to analyse a small part of the project, e.g.. The antenna of the mobile phone, and then design, implement and test that. But this is a too narrow approach where the students don't know the actual problem because they haven't analysed the whole problem.
The right way to do a problem oriented project is to start with a problem that isn't too big and then analyse the whole problem, chose which part to design – probably the parts the students think they can learn the most by designing.
Then again narrow the project by only implementing some parts, learning different implementation methods by using them once in stead of learning one method using it 5 times.
Testing is of course done of all the implemented parts to be sure they work, but using more formal testing methods and making test reports is only done for a small part of the implemented parts in order to prove that the students can do it.

9. Why is analysing important?
LP Wife
Some times the students think it is a waste of time to do analyse, they will rather solve the problem as they see it or think it is. Then i tell this little story ….
What i emphasise here is that very often we think we know the problem, but actually we don't and often an analyse will show the the major problem is quite different.
Water
What shall I do to get to my wife?

10. What is analyse? Get an overwiev of the problem
Asking Questions
See Perspectives
Divide into subproblems
Top Down
Brain Storm (Bottum Up)
Look critically at all the subproblems
Draw up contrasts
Estimate
Measure
Compare
If you were to describe what analyse is, what words would you use?
Note down suggestions and then compare to this list.

11. How to start analysing – presentation of two tools
The six W- model
Post It Brain storm
Everybody write notes on post it laps for 5 min
All laps is placed on the blackboard
You read up all the laps
All go to the blackboard and together you structure the brain storm
Why?
What?
Problem
Whom?
Where?
How?
When?
Some times the students find it difficult to start analysing, so we help them by suggesting two tools already at the basic year, and i will present them for you, so that you also know.
…….Demonstrate by using post it laps
The first model can open a problem and the second one is very good for structuring a brain storm.
The strength is that you get a chance to think for your self, you gets a good structure even though it might take some time and finally you can see if more than one has thought of the same (more laps)

12. Reflection – a learning theory
Now we will have a closer look at the theories behind the Aalborg model. One of the views about problem-based learning in groups making a project, is that reflection loops have a predominant place. This understanding of learning processes is based on Kolb’s (1984) learning cycle, and Schön’s (1987) ideas about reflection in the learning process, combined by John Cowan (1998) to a learning concept based on several small reflection loops - Kolb cycles (as paraphrased by Cowan: - experience - reflection - generalisation - test -).
Much of the task of the facilitative teacher is to encourage movement around the cycle. Teachers can bring this about by asking questions which take the student from experience to reflection; or by introducing the task which moves them out of reflection into generalizing.
The Kolb cycle with words paraphrased by John Cowan (Cowan 1998).

13. Reflection – a learning theory
Some times, e.g.. If a group is reflecting together they can cut out the test and just use their different experiences to reflect and generalize and thereby all have a kind of new experience that can be reflected and generalized.
Kolb’s cycle modified by John Cowan (Cowan 1996).

14. Reflection in a learning process- a useful model
John Cowan suggests that a teacher uses planned reflection three times in a learning process, see Fig. 1: before (for) or in the very beginning of the learning process where it is considered what the process shall be to fulfil the learning needs, in the middle of the process, where it is considered how the process so far has fulfilled the scopes and aims, whether they are still relevant and what changes in plans if any are necessary, and finally after (on) the learning process, in order to decide what has been accomplished and what is still missing, bearing in mind improvement of future learning processes One of the main purposes using this approach with three reflection loops is to teach the participants to improve the quality, depth and relevance of what has been learned.
This model is used formally at the basic year, where the students discuss their expectations and goals for the project/semester with their supervisor in the beginning of the project, and in the middle of the project there is a midst term seminar, where they present their results so far and how they plan to continue. This presentation is made for another group and the supervisor, and they comment and give good ideas . At the end of the project the students have to write an analyse of how the project work has been and to point out how they will improve in the next project, so this is a formal reflection on action, and it is used at the examination and assessed together with the technical documentation of the project work.
I have actually planned this course according to the model too, asking you to do the reflection for action before the start, which probably have have focused you on what you wanted to learn, and me to address those issues in the course. In stead of a formal reflection in the middle of the course we have a lot of discussions, and at the end of the course we will try to assess it by doing a reflection on what you have accomplished, and how each of you can use some of your new knowledge in your next teaching task.
The Cowan diagram

15. Reflection in a learning process- a useful model
Reflection-on-action mainly looks back on the action contained in past experiences; it attempts to analyse and summarize that past experience, and thereby to extract generalizations which will be of future use.
Reflection-in-action looks backward to immediately past experiences, and forward to experiences which are imminent. It entails as much anticipative thought and analysis as retrospective review. It is a reflection which should, for example, lead to improved or at least carefully premeditated performance.
Reflection-for-action establishes priorities for subsequent learning by identifying the needs, aspirations and objectives which will subsequently be kept prominently in the learner’s mind.
A closer look at the 3 reflection loops with John Cowan's word:
Imminent: nært forestående
Entails: videregiver
Anticipative: forventningsfuld
Retrospective: tilbageblik
Premeditated: forberedt

16. Reflection in a learning process- a useful model
The tree reflection loop model is of course a practical planning model, that secures that we as supervisors remember to emphasise reflection by planning tree formal reflections, where we help the students to do the reflection. In practice there might be several small reflections every day within a project group, and the supervisor also might provoke some small reflections when he or she visits the group, so this is a more true model of what happens.
The more reflection is encouraged the more it will happen by itself, and by emphasising it at the basic year, we hope to have started a continuing process that will improve throughout the study, even if a supervisor forgets to plan reflection into the supervision.
Modified Cowan diagram

17. The Danish Concept of Project Work
problem orientation and interdisciplinary
open curriculum and experience-based learning
basic year and gradual specialization
project work in study groups
Lets discuss the Aalborg concept of project work and broaden it a little bit, as it actually started as a Danish concept developed at Roskilde University
Since the 1970s, there have been many pedagogical discussions of this model, especially problem orientation. The common understanding of problem orientation is that the problem determines the choice of methods and subject. Furthermore, the understanding is closely connected to experience and society in order to analyze and solve social problems.
There may be a contradiction between what is experience-based and socially relevant and what is relevant to the educational objectives. In scientific and technical education it may be very difficult to practice a problem orientation of that kind. Thus, in reality, problem orientation has transformed into topic orientation.
The practice at Aalborg University shows that the concept of problem orientation somehow has been separated from the concept of project work-in other words from marriage to divorce.

18. Three Types of Project Work
Looking at the practice of project work in engineering ,education at Aalborg University, there are at least three ways in which problem orientation is integrated into project work.
For all types of projects, a problem has to be analysed and solved by means of different kinds of methods.
The phases of the project are common to all described project types
At the engineering educations in Aalborg three different ways of using problem orientation has emerged.

19. The assignment project
Considerable planning and control by the teachers/supervisors.
The 'problem and the subject' as well as the methods are chosen beforehand.
The educational objectives are very easily controlled and they are very often formulated as traditional subject-objectives.
Being a supervisor is easy in that the supervisor knows exactly what is going to be explored in the project and will direct the students' choices in the planned direction.
The less problem oriented project is called the assignment project ….

20. The assignment project
Problem
Subject
Metaphorically, you may think of a football game where you know where the football ground and the ban are as well as the basic rules, so you can just go and play and you know the rules of the game. An example of a student project could be that in the firm X they have a machine emitting too much noise. The task given is to measure the noise level, calculate the necessary attenuation and find a silencer.
This kind of project may be proposed by teachers who want to be totally in control of the project.

21. The subject project Subjects chosen beforehand.
The students have a free choice 'either of problem within the subject' or the problem will be given and the students have a 'free choice among a number of described methods'.
The educational objectives are formulated mostly as traditional subject-objectives.
Being a supervisor in this process may be a bit uncertain, because the students are allowed to make some choices on their own. However, the scientific field is described well and hardly any surprises occur .
The subject project is more problem oriented.

22. The subject project Subject Problem
Again, metaphorically you may think of the football game. Now. you know where to find the football ground and you know the basic rules, but before starting the game you must find the ball. An example of a student project where the subject is chosen could be a description of the scientific objectives as using a digital signal processor and creating a filter. An example of a student project where the problem is chosen beforehand could be that in the firm X there is too much noise emitted in the production hall caused by an old machine. The project is about replacing this machine to find a solution.
This kind of project might be used at semesters where there are a lot of different subjects to be learned, and the teachers wants to be sure that all the subjects becomes part of the project.

23. The problem project Based on problems as the starting point
The problem will determine the choice of disciplines and methods
The educational objectives concern ability to analyse and obtain methodical skills.
The problem has to be chosen within a frame, but this frame is mainly described as a broader social technical topic.
Being a supervisor in this process may be difficult because it is a self-directed process and the teacher may find him/herself at the edge of a capacity .
The 'problem project' is, contrary to the two former types of problem orientation, based on problems as the starting point [7,8] .This means that the problem will determine the choice of disciplines and methods which correspond to the original idea of a problem-oriented learning process where the students have to start with a problem and analyze it, find fundamental solutions to the problem, choose the right solution and outline strategies for implementation It is very often an interdisciplinary project and the educational objectives concern ability to analyze and obtain methodical skills. Of course, the problem has to be chosen within a frame, but this frame is mainly described as a broader social technical topic. Being a supervisor in this process may be difficult because it is a self-directed process and the teacher may find him/herself at the edge of a capacity

24. The problem project Problem Subject
Metaphorically, we here deal with a situation where the students do not know where the football ground is, they do not know where to find the ball, they hardly even know the basic rules. They have to start from scratch and set up the whole frame. An example of a student project could be that in the firm X there is too much noise emitted in the production hall. Find the noise sources and find solutions.

25. Which project type when?
First year: assignment and problem project
Second and third years: assignment and subject project
Fourth and fifth years: mostly problem project
The educational aims differ depending on the semester:
In the first year, some of the aims are to obtain a general project competence and to achieve a general methodical awareness
The rest of the engineering education are focused on specific technical and scientific objectives.
It might be appropriate for you to know which kind of project is the most common at what semester…..
The reason for this is that the educational aims differ ….

26. Mini Project
In a danish brewery there is too much noise emitted in the production hall, due to the bottles. Plan how to find the noise sources and how to find solutions.
Prepare a short presentation (10 minutes) of your results to be given this afternoon.

27. Lunch until 12.45

28. Presentation of the mini project
Each group present the results from their project this morning
The other groups and the lecturer comments both the presentation and the results

29. Assessment - the hidden curriculum
The aim of the study
goals
objectives
Teaching and learning methods: PBL and project work
Forms of the exams and criteria
The last item of this course is assessment which is a kind of hidden curriculum in the Aalborg model. What is interesting is how the aims of the study, its goals and objectives is assessed continually during the project work and finally at the project exam, and how these things affect each other.

30. Basic assumptions
Examination is dominating the students learning approach
Criteria for evaluation are crucial for the learning process
Personal skills, metalearning etc. need formative evaluation forms
Evaluation is a basic part for the learning process (reflection)
Education is forming identity
Usually it is assumed that
This is probably true, so we have to be careful about our assessment to match the goals we want the students to achieve by making their project.
This means that if we want the student to get a deep understanding of the theories and methods they uses, then we have to ask questions that challenge this understanding, in stead of just checking wheater the student can use a specific method.
This is in fact what i told you to do at the weekly meetings, so the students gets used to this kind of assessment and direct their own learning approach in the direction of a deeper understanding of the theory and methods.
This is then of course also the kind of questions to be asked at the final examination after each project period.

31. Supervisor and (external) censor
Assessment - practice
Peer group
Project group
Supervisor and (external) censor
So how is an examination carried out?
The Peer group is seldom used after the basic year, but there is plays an important role as it takes part in the assessment by asking questions to the other group, enhancing the peer assessment.
An often used model is :
After the presentation, there is a short discussion about how it was done in order to help the students improve their presentation technique, and then there is a break where the examination team decides what mark they will give the project at the moment. This is a mark based on the written report and the ”defence” of it that the students just have made. It might be regarded as an average of what this group is able to accomplishes by half a years project work at this specific semester.
Then there is 2....
And 3....
Where you should remember to ask questions that challenge the students understanding.
You are allowed to use as much as three quarters of an hour questioning each student, but it is more normal to use about ½ hour as an average, and it is not as if you ask one student each for ½ hour. It is more like you ask several questions and the student answering switches for each question.
There is often 5-6 students in a group, so you might need more than one break before you think that you have heard enough to mark the students individually.
While the student wait outside the marks is given, based on : ....
1 and 2 you have already given an average mark. Now you look at each student as an individual and judge their presentation, their part in the discussion and how well they have answered the individual questions. Based on 2, 3 and 4 you mark each student individually.
This is normally not very difficult as to mark the students relatively to each other. E.g.. There is often a middle group in the group, e.g.. 3 persons and perhaps one person slightly better and 2 persons slightly worse. What sometimes is a bit difficult is to
Make the specific mark. In the mentioned case you might have doubt about whether the middle group should be marked 8 or 9, which again means that the bottom of the group should have 7 or 8 and the best student 9 or 10.
Then you can use the mark for the project report and the presentation to adjust you level. It would be nice if the average of the individual marks is almost the same as the report mark, given for half a years work. So if you think the project was to 9, then you should give 2 times 8, 3 times 9 and one 10.
This might seem difficult, but it is not and you will be given an experienced censor to help the first time, or you might become censor for an experienced supervisor.

32. Grading System in Denmark

33. Points
Criteria and methods of self and peer assessment has to be integrated in the summative examination
Evaluation/reflection has to be part of the learning environment - both as structures and at the informal level
Supervisor has a role to play in facilitating students peer assessment
So, if we want to enhance the students learning approach and lead them to a deeper understanding by making projects, then....
The first point we try to enhance by our questions at the meetings with the students and at the basic year we teach them methods for self and peer assessment of both their oral presentations in the group and their written working papers
Reflection is enhanced and as a structure a lot of us uses the 3 times planned reflection we discussed yesterday.
You have a role to play, because you can encourage the students to assess them self within the group.