Introduction to Problem based Learning – The AAU Way

Introduction to Problem based Learning – The AAU Way
A Course 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 Tell about each bullit by reading up the content from the program

Program for day one (26th of august): 8.30 Introduction and presentation of participants 9.30 The Aalborg model of PBL: Problems, Projects, Team work A little theory: Reflection Structure and conditions Role play about communication Lunch Intercultural Communication Mini project Presentation of projects End of day one Tell about each bullit by reading up the content from the program

Program for day two (27th of august): 8.30 Role play of a supervising situation Lunch Supervision Courses Unanswered questions Until next time ? End of day two Tell about each bullit by reading up the content from the program

The Aalborg model - one way of dealing with PBL
Key words: Problems Projects Team work The Aalborg model

Team work What ? A group of students working together on a project
They have to both carry out the project and document the results Based on the documentation there is a group examination, but the marks are individual The Aalborg model

Team work Why ? A survey in 1997 showed that 75% of the companies wanted new employees to have good skills in team work The individual student in the group learns from the others (synergy) Extra: Responsibility towards the group leads to very hard work The Aalborg model

Team work How ? Each group has a group room
Group size of 6-8 students first year, 2-3 students last year Students are in charge of forming groups Team building courses: Roles, communication, co-operation, conflicts The Aalborg model

Projects What ? A unique task Have a lot of complex activities
Needs several people with different skills Have a final goal/objective Limited resources (time, money, people) Have to deliver a result at a given time: As a minimum a written report The Aalborg model

Projects Why ? More and more companies use project organization
Much engineering work is performed as projects Motivates the students Leads to student activity Improves documentation skills Secures deep learning in subjects covered in the project The Aalborg model

Projects How ? One project each semester
Necessary theories and methods given in project courses The Aalborg model

Structure of a semester:
Study courses Project courses Examination 50% - 33% Project So now you know what a semester is , but what is your teaching task’s on a given semester? Depending on what semester we look at the projects takes among 50% (first year) and 67% (9’th semester) of the students time, so a major teaching task is to be supervisor for a project group. The tasks for the supervisor will be a major issue on Wednesday, but now I will say that it is about advising and facilitating. At the end of the semester each of the projects and the members of the project group have to be examined, so the supervisor will now act as an examinator, and there will be appointed another teacher as a censor. So if you for instance is a supervisor for 2 project groups at 6’th semester, you also might be asked to be censor for one of your colleagues on another semester that is within your expertise. The study board pays you some hours for being a supervisor, depending upon which semester it is and how many students there is in the study group, but it will normally correspond to 10 – 15 % of your working time within a semester, meaning that if you e.g.. Is supervisor for four groups, then you will be fully occupied as a teacher (50 %) if you are an associated professor. The rest of the time the students take courses, both the project related ones, where your job is to held lectures but also, as you will know in the afternoon to instruct the students doing exercises. When there are many students following the course (normally more than 5 groups) there will be an extra instructor to help during the exercises, and this job is often done by Ph.D. students who are not yet giving courses them selves. The payment for giving courses depend on the length of the course, but I will tell you about that in the afternoon. The study courses needs lectures and instructors as well, but as they are general courses they have to be examined individually, and this is done by the lecturer, mostly by a written examination without a censor. The study board will pay you ½ hour for each student to make the examination exercises and to control the students answers. 50% - 67% Examination The Aalborg model

Timing of a semester Project courses Study courses Project
In order to get the best connection between the project courses and the project, the semester is timed as you see on this slide: Most of the project courses are given at the beginning of a semester, meaning that there will be less time in the beginning for the project work, but as the semester moves along the project time increases. We have found out in Aalborg that this is a good timing because the students need to know the theory on beforehand to be able to use it in the projects. And at the same time it takes some time to ”dig” into the project in the beginning, and this is calendar time – not actual time according to hours, so it doesn’t matter that they have less time for the project in the beginning, because they are not ready to work hard on the project until they have a broad understanding of the problem and the implications. When they reach this understanding – after 5-7 weeks – they uses a lot of time on the project, so it matches perfectly with the fact that now their are less courses, and for the last five weeks the students have almost all their time for project work, except for some of the study unit courses that are given at the end of a semester. Please move on to the next slide The Aalborg model

Projects How ? One project each semester
Necessary theories and methods given in project courses Each group has (at least) one supervisor Documentation: a written report, oral defence, (construction) Courses in: project management and planning The Aalborg model

The four phase model of a Project
Analysis 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. The Aalborg model

What is analysis? Get an overview of the problem
Asking Questions See Perspectives Divide into different aspects Top Down Bottum Up Look critically at all aspects 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. The Aalborg model

How to start analysing – presentation of two tools
The six W- model Post It Brain storm Everybody writes keywords on Post It notes for 5 min All notes are placed on the blackboard All notes are read out Everybody goes to the blackboard and structures the notes together 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) The Aalborg model

Problems What ? Three different types of problem based projects at AAU: The task project The discipline project The problem project What kind of problems could be the basis for a student group project? At the engineering educations in Aalborg three different ways of using problem orientation has emerged: The task project, the more discipline oriented project and the real or total problem project. I will now explain more about them. Please move to the next slide. The Aalborg model

The task project Considerable planning and control by the supervisors
The problem and the subject as well as the methods are chosen beforehand The educational objectives are easily controlled Being a supervisor is easy in that the supervisor knows exactly what is going to be explored in the project and can direct the students' choices in the planned direction. The less problem oriented project is called the task project, which is characterised by a very high degree of planning and direction by the teacher, involving a large task to be solved. Both the problem, the subjects and the methods are chosen in advance. This means that the educational objectives are easily controlled and the supervisor knows exactly what is going to be explored in the project and he or she can direct the students in the planned direction. But we know that the more the supervisor control’s the project the less the students feel that it is their project and their motivation falls. Please move to the next slide. The Aalborg model

The task project Problem Discipline The Aalborg model
Metaphorically, you may think of the task project as a football game where you know where the football ground and the ball are as well as the basic rules, so you can just go and learn how to play, knowing 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. Please move to the next slide. The Aalborg model

The discipline project
The disciplines and the methods are chosen in advance The students have to identify and define a problem within the described disciplines The educational objectives are mostly formulated for each discipline 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 discipline project is more problem oriented although the disciplines and the methods are chosen by the teachers. But it is the students that – within these disciplines have to identify a problem and define it and solve it. The educational objectives will be defined for each of the disciplines and although the supervisor don’t know which problem the students will choose, the scientific field is well known and hardly any surprises will occur. Please move to the next slide. The Aalborg model

The discipline project
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 and set the game into play. An example of a student project could be a description of the scientific objectives as using a digital signal processor and creating a filter. The student will then have to start by finding a problem where a filter is needed in the solution and it would be a good idea to use a digital signal processer. This kind of project might be used at semesters where there are a lot of different disciplines to be learned, and the teachers wants to be sure that they all becomes part of the project. Please move to the next slide. The Aalborg model

The problem project Based on problems as the starting point
The problem will determine the choice of disciplines, theories and methods The educational objectives emphasises ability to analyse and methodological skills The problem has to be chosen within a broader social and technical frame Being a supervisor in this process may be difficult because it is a self-directed learning process and the supervisor may find him/herself at the edge of capacity The 'problem project' is, contrary to the two former types of problem orientation, based on problems as the starting point. 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, as explained in lecture six, 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 he’s capacity. Please move to the next slide. The Aalborg model

The problem project Problem Discipline The Aalborg model
Metaphorically, we here deal with a situation where the students do not know what the football ground look like, and they hardly know the basic rules. But they have a ball and they are eager to play. They have to start from scratch and set up the whole frame, marking the field and defining the playing rules before the game can be started. An example of a student project could be that in the firm X there is too much noise emitted in the production hall. Analyze the problem in order to find the noise sources and find solutions. Please move to the next slide. The Aalborg model

Common features of project work
For all three types of projects, a problem has to be analysed and solved by means of different theories and methods The phases of the project are common to all three project types Although there are great differences in if it is the teacher or the students that are in control in the tree project categories there are also similarities: All the project types start with an analysis of a problem an then the student will try so solve it by means of some engineering theories and methods that has already been presented in a project unit course in the beginning of the semester. This mean that the phases of a project are typically undependable of the type of project. Please move to the next slide. The Aalborg model

Problems Why ? Real world problems are interdisciplinary and complex
It is a learner-centred process It meets the learners' interests and enhances motivation It emphasizes development of analytical, methodological and transferable skills Why do we use problem based project work in Aalborg ? Because real world problems are both interdisciplinary and complex and being able to solve this kind of problems are skills that we want the students to develop. It is a learner centered process which very much meets the learners interest and therefore enhances the motivation among the students. The skills they develop are both analytical and methodological but most important – they are transferable in the sense that they can be used when solving other problems as well Please move to the next slide. The Aalborg model

Problems How ? The project groups choose their own problem to work with in the projects The problem has to be analyzed within a relevant context before it can be solved or analyzed further The problem determines the choice of methods and theories to be used How do we treat the problems ? Most important is that each student group are to choose their own problem to work with as their project each semester. This is the basis for their feeling of ownership of the project, which is a very important motivation factor and enhances the learning process. The problem has to be analyzed within its context before it can be solved and the result of this analysis determines the choice of methods and theories to be used. Please move to the next slide. The Aalborg model

Who is in control of what ?
Problem Discipline Results Task Project Supervisor + Students (?) ? Discipline Project (+) Problem Project When a teacher have to develop a project proposal it would be a good idea to look at the project classification , and propose a project that is well suited for the actual semester, but also for he’s or her capability. As you can see the supervisor is able to control the problem, the disciplines or methods and the results for the task project, where the students only know the problem and have to learn the methods and gain a result. A new and insecure teacher or supervisor might be attracted towards this kind of project but it has the disadvantage that the student motivation might be very low if they are directed to much by the supervisor, so it is recommended to use one of the other project types or categories. In the subject project the supervisor is in control of the disciplines and methods and have also some control over the problem as he can talk the students into a specific problem and thereby also to a certain amount control the results, at least concerning the disciplines they learn. The students control the problem and the result them selves. In the problem project the supervisor knows what disciplines and methods can be used, but who controlles the methods the problem and the results is very much up to the cooperation between the student group and the supervisor. Please move to the next slide. The Aalborg model

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). Theory

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 Theory

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 Theory

Structure of Aalborg University
Secretary and labs Research Teaching University Senate Rectorate Faculty of Humanities Faculty of Engi- neering and Sc. Social Science Project work Course activities Institute of Elec- tronic Systems Computer Eng. Electronic and . So the study programmes mainly consists of project work and courses. Structure of Aalborg University

Working tasks for VIP’s
Professor Associated Professor Assistent Professor Ph.D. student Research 40% 45% 83% Teaching 60% 55% 17% In hours 504 h 462 h 142 h Lets leave the structure for a while and summarize what are your working tasks, namely research, teaching and taking part in the administration. A professor and an associated professor is basically given the same amount of time for the tree tasks, but of course the professors usually has a main part of their teaching as supervisors for Ph.D students working within the professors research area, and thereby helping with the research. The figures for research and administration are approximately and differs a little bit from year to year depending on how the faculty divides their research capacity, and how good the research is founded by the government. If you get less research and administration you will just get more teaching. The assistant professors are guarantied 50% research time to continue their research education as a Ph.D. student towards a senior researcher. Finally the Ph.D. students are supposed to a little teaching but no administration. Structure of Aalborg University

Directing the studies Study Regulations: General regulations
When looking at the study regulations we start at the most general level, where The Danish government has maid some general regulations for all engineering educations in Denmark, both bachelors and masters, and on top of those the faculty of engineering and science have made some general regulations for all engineers educated at Aalborg university. You can read those general regulations on the next two slide’s which I will not comment orally, so just move ahead in your own time until slide five. Directing the studies

No oral comments Directing the studies

Sector’s, lines or specialization’s Objectives and content Based on these general regulations each study board describe what the students have to learn. The first level are the sectors lines and specializations, which is 2-3 semesters from a specific education closely connected to form a kind of unit that all the student’s on the sector, line or specialization has to follow. On the figure you can see an example from the study board of electronic and information technology. The first year is a basic study year, and then the study board offers two sectors for the next 3 semesters. The 6 and 7’th semester offers 8 lines and the 8’th to 10’th semester hold a lot of specialization possibilities. Lets take an example from one of the specializations from this study board that are open for foreign students. It start on the 8’the semester and has a length of three semesters providing the students with an international master degree. It is described by objectives and content and you can see it by moving to the next slide. Directing the studies

4.6. INTELLIGENT AUTONOMOUS SYSTEMS
Objectives and contents of the specialisation The objectives of the specialisation in Intelligent Autonomous Systems are summarised as follows: to provide students with knowledge in modelling of mechanical systems such as spacecraft, ships, and mobile robots, enable the student to apply modern methods of control to problems related to autonomous systems, to analyse methods of state observation, parameter estimation and sensor fusion in mechanical systems, to provide students with a comprehension of supervisory control, fault-tolerant control and fault detection, to let students analyse software architectures for autonomous systems. The courses include necessary general theoretical topics within process control for autonomous systems but modules are also made available in scientific communication and proficiency in English language for those who need it. As you can read the objectives and content are sort of mixed in a list of learning objectives and tasks for the students. At the bottom you can see that because this is an international master education there are both courses in technical issues and in scientific communication and proficiency in English language. Read the slide in your own time and then move to the next slide. Directing the studies

Sector’s, lines or specialization’s Objectives and content Specific semesters Theme Within these blocks called sectors lines etcetera we have a specific semester. It will have a theme, and there is a more detailed description of purpose and content of that semester and its courses, like you can se when you move to the next slide. Directing the studies

SPRING Semester – Intelligent Autonomous Systems
THEME: Modelling and Control PERIOD: 1 February - 30 June PURPOSE: To give knowledge and comprehension of optimal and robust control theory. To give the students the ability to analyse modern control methods for multi input/multi output systems. To give students the ability to apply modelling methods and control synthesis for advanced mechanical systems. CONTENTS: The project is based on a problem of control and supervision of an autonomous system. The model of the mechanical system has to be derived. The vital part of the project is the choice of the set of actuators and sensors for onboard application. Different control strategies have to be investigated and compared. The supervisor system responsible for autonomy onboard has to be designed. The chosen solution has to be implemented on a real time platform and tested, either by the computer simulations or dedicated hardware. COURSES: Courses will be given in the field of modelling of mechanical systems, supervisory and fault tolerant control, and modern control theory. EXAM: The external oral examination is based on the prepared project documentation. Each student is marked according to the 13-scale. This is the first semester of the specialization in Intelligent Autonomous systems, that is the 8 semester in a International Master of Science education, running in spring semesters. The theme for the whole semester is Modeling and control. The purpose is a list of learning objectives for the students, and in the content it is tried to explain more about what the frame for the projects should be, both in terms of what kind of problems the students might work with, like in this case the control and supervision of en autonomous system, where it is a demand to derive a model of the involved mechanical system. It is a vital part of the project to chose actuators and censors for onboard application, and the students should try more than one control strategy and compare to chose the best suited. They should also design a supervisory system and implement both this and the control system on a real time platform and test it, either on the dedicated hardware or by computer simulations. This is a very huge task and to help the students getting started with the theory and methods , project unit courses are given in modeling of mechanical systems, supervisory control, fault tolerant control and modern control theory. The examination is external, which means that the censors are from outside the university, either from companies or from other universities. It is an oral examination based on the project documentation, that is the project report and the oral defend, and although it is a group examination the students are marked individually according to the Danish 13-scale. Please move to the next time when you are ready Directing the studies

Sector’s, lines or specialization’s Objectives and content Specific semesters Theme Projects Besides the theme their will be some proposals for projects, that the students can do. Based on these descriptions and often and oral presentation from the supervisors the students forms groups (5-6 persons) and chooses one of the project proposals for their project within the semester. Please move on to the next slide. Directing the studies

Model based tracking for navigation
Background As part of an ongoing research project (with Computer Science AAU and The Danish Institute of Agricultural Sciences) an autonomous vehicle is developed which navigates autonomously in the field. The aim is to reduce the inputs to the field and monitor the growth of the individual plants, thereby providing obvious environmental and economic advantages over more traditional farming. Purpose It is important in such applications to both navigate accurately in the field but also to be able to identify individual plants. The aim in this project is to use perspective images captures from a camera mounted on the front of the vehicle to provide estimates of structure of the crop rows as well as position of the individual plants. The focus will not be on the image analysis but on sensor fusion with non-vision sensors mounted on the vehicle e.g. wheel encoders, differential GPS as well as integration of information about the known structure of the field. The aim is to use all available information on the autonomous vehicle in order to achieve the best possible estimates of the vehicle and individual plant position (in the order of cm). Methods The project will include: Modeling of vehicle system and plant pattern in the camera image Prediction of the crop structure based on the system models as well as previous measurements (images and data from sensors) Estimation of vehicle position and orientation as well as plant position Algorithms are simulated in the laboratory on simple setup. If possible the algorithms are applied to data acquired in the field. To continue the examples from the specialization in intelligent autonomous systems i present this project proposal. As the last of the lectures was about projects and project proposals i will not comment this proposal in detail but leave it to your self to read it and maybe you will categorize it. If you want my opinion on categorization of this project proposal you can click on number 2 loudspeaker after making your own judgment. ….. This is a project concerning very specific problems and it is a very free project concerning solutions, so it is close to a problem project, but because it is a development and research project the vehicle can’t be change much and there are a lot of other constraints according to instruments, so it is slightly turned towards a discipline project as well. Please turn to the next slide. Directing the studies

Sector’s, lines or specialization’s Objectives and content Specific semesters Theme Projects Courses For each semester there will also be a list of courses, most of them related to the projects but also some more related to the study in general. Every one of these courses has its own specific description, as I told you in the last lecture. My example continue on the next slide. Directing the studies

Study related courses (SE):
Fault Detection and Automated Systems Modelling of Mechanical Systems Controller Structures Modelling of Mechanical Systems II Engineering Responsibilities Project related courses (PE): Robust Control Optimal Control Supervisory Control Neural Networks and Fuzzy Logic Again this is from the first semester of the specialization in Intelligent Autonomous systems, that is the 8 semester in a Master of Science education, and at this high end of the education it some times happen that some project relevant courses are named study related courses because they are given for more than one specialization, like in this case where all the study unit courses except for the one about Engineering responsibilities might be helpful for the specific project, like the one about autonomous vehicles. About the project related courses you can se by comparing to the list from the semester description of the theme that this specific version of the semester there are some extra courses. The reason for this is that the theme are more or less locked in the study regulations until next revision, but the project proposals and specific list of project unit courses are to be taken as an example, that might be changed a bit from year to year by the semester group, which is the group of teachers responsible for the development and running of the semester, that I told you about in the last lecture. This was all about directing the studies by the use of study regulation. If you want to now more about the specific regulations, you can find them all on the homepage of the specific study boards, that again are found on the home page of Aalborg University. When you move to the next slide I will change the subject to examination. Directing the studies

Structure of Aalborg University
Teaching task’s Structure of a semester: Study courses and lectures Project courses lectures seminar Lecturer/instructor Examination 50% - 33% Examinor Lecturer/instructor Project So now you know what a semester is , but what is your teaching task’s on a given semester? Depending on what semester we look at the projects takes among 50% (first year) and 67% (9’th semester) of the students time, so a major teaching task is to be supervisor for a project group. The tasks for the supervisor will be a major issue on Wednesday, but now I will say that it is about advising and facilitating. At the end of the semester each of the projects and the members of the project group have to be examined, so the supervisor will now act as an examinator, and there will be appointed another teacher as a censor. So if you for instance is a supervisor for 2 project groups at 6’th semester, you also might be asked to be censor for one of your colleagues on another semester that is within your expertise. The study board pays you some hours for being a supervisor, depending upon which semester it is and how many students there is in the study group, but it will normally correspond to 10 – 15 % of your working time within a semester, meaning that if you e.g.. Is supervisor for four groups, then you will be fully occupied as a teacher (50 %) if you are an associated professor. The rest of the time the students take courses, both the project related ones, where your job is to held lectures but also, as you will know in the afternoon to instruct the students doing exercises. When there are many students following the course (normally more than 5 groups) there will be an extra instructor to help during the exercises, and this job is often done by Ph.D. students who are not yet giving courses them selves. The payment for giving courses depend on the length of the course, but I will tell you about that in the afternoon. The study courses needs lectures and instructors as well, but as they are general courses they have to be examined individually, and this is done by the lecturer, mostly by a written examination without a censor. The study board will pay you ½ hour for each student to make the examination exercises and to control the students answers. Supervisor: Advisor and facilitator 50% - 67% Examinor/censor Examination Structure of Aalborg University

Role play about Communication – 10 minutes
Holiday is coming up and you have decided to travel together. Discuss where to go ? And why ? What do you want to learn about the culture in the country you visit ? Play your role and enjoy the game !

Lunch until 12.45

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 afterwards

Introduction to Problem based Learning – The AAU Way

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