1. Innovative Pedagogy and PBL-Inspired Teaching Experiments
Dr. Xiangyun Du
Professor
Department of Learning and Philosophy
Aalborg University

2. PBL introduction PBL definitions Philosophy and theories
Variation of practices
Questions and Discussions

3. What do you know about PBL so far?
What are your PBL related experiences?

4. PBL as a strategy for change: development and diversity of practice
McMaster 1968
Maastricht 1972
Linkoping 1972
Roskilde 72
Aalborg 74
Problems as focus and stimulus for learning
Self directed learning
Student-centred and tutors as facilitators/guides
Team work
Problem orientation
Interdisciplinarity
Exemplary learning
Participant directed
Group work 4 4

5. What is/are PBL(s)?
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 1982

6. What is/are PBL(s)?
PBL reflects the way people learn in real life; they simply get on with solving the problems life puts before them with whatever resources are to hand. (Biggs 2003)

7. What is/are PBL(s)?
Problem-based learning helps students to see that learning and life take place in contexts, contexts that affect the kinds of solutions that are available and possible. (Savin-Baden 2003)

8. What is PBL?
Problem based learning is a pedagogical strategy for posing significant, contextualised, real world situations, and providing resources, guidance and instruction to learners as they develop content knowledge and problem-solving skills (Mayo et. Al., 1993)

9. What is PBL? PBL is Student-Centred Learning
Where motivating and activating students is the prime concern
The point of departure for the learning process is an ill-structured real life problem

10. Variation Modes of practice Senario Case Transdisciplinary
Ways of implementation
Problem solving techniques in the lecture
Problem Based Learning in subjects / at institutional level
Project Based Learning in subjects / at institutional level
Problem and Project Based Learning
P3PBL
P5PBL
Play PBL
Modes of practice
Senario
Case
Transdisciplinary
Intercultural projects
Mega project
Individual / team
Online/ICT Based / Face to face

11. What is/are PBL(s)? Some who claim to be doing might not be
What do people do…
Some who claim to be doing might not be
Some are doing without realizing

12. Teaching = Learning ?

13. Yes, it’s actually true – you can get a degree by repeating everything the teacher says.
Teaching = learning?
”We pretend that there is co-incidence between what is being taught and what is being learned” (Knud Illeriis, 1998)

14. Teaching = Learning?
“Teaching does not mean transferring knowledge but creating opportunities for …producing and constructing it.” (Paulo Freire)
(Karl Smith, UMN)

15. Learning – is it only about how brain works?

16. Constructivist view on Learning
Philosophy and theories related to PBL
Constructivist view on Learning
Learning is not only a process of transferring knowledge to the students, who should not be passive receivers
Too much learning directed towards curriculum that the student must learn (or rather memorize)
Overweighed focus on assessment measurement of the knowledge students have memorized – but not ability to produce new knowledge or to use their knowledge in real settings

17. Constructivism on learning
Knowledge and learning created by students – not given
Learning and knowledge construction is facilitated by collaboration – dialogue, critical reviews, coordinating efforts.
Knowledge and learning should be about construction, and not re-construction of knowledge
Learning is about producing new knowledge, solutions, theories and methods.

18. Learning in Communities of Practice
Participation
Informal
Unintended
Knowledge sharing

19. Integration of formal curriculum and informal learning
Social learning
Integration of formal curriculum and informal learning
Life Long Learning
Learning to
become an engineer
Original figure in Wenger 2004

20. Active learning students learn (a survey report from Felder 1988):
10% of what they read
26% of what they hear
30% of what they see
50% of what they see and hear
70% of what they say
90% of what they say and do
passive
active

21. Experiential learning - Kolb’s learning cycle
Concrete
Experience
Active
Experiment
Reflective
Observation
Abstract
conceptualisation
Learning is the process whereby knowledge is created through the transformation of experiences - David Kolb 1984

22. Experiential learning – the Cowan loopy diagramon
action
Reflection
for in
Time

23. Everyday reflections – an enhanced Cowan loopy diagram
Planned and joint ’grand’ reflections
Incidential and personal ’small’ reflections
Time

24. Levels of understanding - Bloom
Knowledge - memorize
Comprehension
Application
Analysis
Synthesis
Evaluation
Surface learning
Deeper learning

25. A conceptualisation of PBL
PBL can be conceptualised as three central dimensions or processes that are stretched between teacher and participant control:
Problem – who defines and re-formulate?
Work Process – who chooses theory, methods and ways of working?
Solution – who owns the solution?

26. Problem solving skills in the lecture
Diverse PBL practice
Problem solving skills in the lecture
Lectures
Literature
Questions
Answers
Seminars

27. Project Based Learning
Subject 1
Project 1
Subject 2
Project 2
Moesby 2004

28. Innovations Subject 1 Subject 1 Subject 2 Subject 2 Subject 3 Project
Moesby 2004

29. AAU PBL practice as an example

30. Problem and Project Based Learning
- An innovation of the Aalborg Model
Study courses 7,5 ECTS
50% courses
Project courses 7,5 ECTS
One semester
50% project
Project 15 ECTS
Project examination
Model from The Aalborg PBL model - Progress, Diversity and Challenges Anette Kolmos, Flemming K. Fink & Lone Krogh
1 ECTS (European Credit Transfer System) = 30 working hours

31. Lecture Courses and Project Work
50 %
project work : a major assignment within a given subject-related framework determined for each semester.
project related courses supporting the project work
Evaluated as oral examinations based on the project report.
mandatory courses relating to the overall academic profile of the curriculum. Evaluated through individual written or oral examinations.
25 %
25 %

32. Problem oriented, Project based, Team work organized
Physical facilities for project work
Group formation:
(by students based on interest)
Group size: 6-8 1st year
4-5 middle years, 1-3 later years
Problem oriented, Project based, Team work organized
Problem Solving + Report writing in group
Problem
Formulation
+ analysis
Exam
Each group 1-2 facilitator
Companies
Lectures
Other experts
Literature
Experiment
Theme - framework

33. Project management
and planning

34. Learning goals,
Knowledge sharing,
Collaboration,
Peer learning

35. Evaluation from Danish industry on graduates

36. Employers judgement of innovation, IDA, 2008 (N=209)36

37. Overall assessment of Danish Engineering Institutions. IDA, 2008

38. PBL – Regional development
PBL AAU as a good example of linking students with the local economy (OECD 2007, Puukka and Marmolejo 2008)
Students benefit from
Gaining transferable skills and authentic work experiences
University benefits from
gaining feedback and access to instructive cases and ideas for research and teaching
Improving graduate retention
Higher rate on-time finishing ( AAU 87% v.s 38% others in DK)
Lower drop-out rate (AAU lowest in DK)
Improved interdisciplinary collaboration among teaching staff
Enterprises benefit from
A clearer picture of what the university stands for and how the students might fit in as prospective employees

39. Group discussion 2 (Problem Analysis)
Please analyze the problems (using the six W- model)
Problem
Whom?
Why?
What?
Where?
When?
How? 39 39

40. Presentation 3 What are ‘problems’ and what are ‘projects’
Examples of different practices of designing problems and projects

41. Taxonomy PBL practice (Barrows 1986)
Lecture-based cases: cases used to demonstrate the relevance of information provided by lectures
Case-based lectures: cases are used to highlight material that will be covered in the subsequent lecture
Case method: cases are studied in preparation for class discussion
Modified case-based method: cases provide opportunities for deciding between a limited number of options
Problem-based learning: cases are used in a problem simulation format that encourages free inquiry
Closed loop, or problem-based learning: a reflective phase complements the problem-based format

42. Problem Based Learning and Project Based Learning (Savin-Baden 2007)
Aim and
focus
Solution or strategy for problem
Solving, project management
Problem management
Role of
teaching
supervision / facilitation
Tutoring / facilitation
Outcome
Report or design
Not necessary

43. DIVERSITY OF PRACTICE – ‘MODELS’
Problem
Process
Team
Assessment
Role of teaching
Aalborg
One
semester
Problems(5
months) -
open and
narrow
Project
Management
and process
skills
4-7 Ss
Self-form,
Discussing,
writing and
together,
Individual
judgement
in a team
based exam
Facilitation
based –
Consultancy
(low level
Of instruction)
Maastricht
One week
- Case
based
Seven jumps
5-10 Ss
Discussing
together
exam
progress
Testing
based –tutoring
(low level of
instruction)
Republic
Polytechnic
One day
-structured
3 meetings a
day –
Solving
process
5 Ss
Quiz and
Written
reflection
Problem giver
and instruction

44. Types of projects – nature of problems
Problem and Project in AAU PBL
Types of projects – nature of problems
The task project
The discipline project
The problem project

45. THE TASK PROJECT Problem Discipline An Example:
In firm X they have a machine emitting too much noise.
The task given is to measure the noise level, to calculate the necessary attenuation and find a silencer.
Problem
Discipline
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
More control

46. THE DISCIPLINE PROJECT
An example:
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 processor.
Discipline
Problem
disciplines and methods are chosen in advance
students identify and define a problem within the described disciplines
educational objectives are mostly formulated for each discipline
supervisor - a bit uncertain, however, the scientific field is described well
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.

47. THE PROBLEM PROJECT Problem Discipline An example:
In 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.
Problem
Discipline
problems as the starting point
The problem will determine the choice of disciplines, theories and methods
educational objectives emphasises ability to analyse and methodological skills
The problem has to be chosen within a broader social and technical frame
a self-directed learning process
supervisor – challenging (can be part of the big research projects)

48. DESIGN OF A PROJECT Starting a project Project proposals x
Project Supporting
courses x x x
Theme
Sub-theme

49. Design of a Project
Starting
point
Target x

50. Design of a Project
Starting
point
Target
area x

51. Diversity – discipline and group aspect
‘It is so exciting to work on this, we solve problems and we see things happen…’ - Students from EE
‘It is boring to only focus on technical things… I don’t want to become nerds by studying engineering. I want to work with technology in a creative way and to do something for people…’
- Students from A&D

52. International Master Program of Environmental Management
Semester 1 Theme
Company perspective – Environmental management industries and cleaner production and products
Project focus
In-depth analysis of a company’s environmental strategies and performance and suggests improvements in relation to production processes, the product life cycle, or management policies. At the end of the semester, a project report is submitted, presenting relevant theories and an analysis of the case study.
Courses
Feasibility Studies 2 ECTS
Research Methodology 2 ECTS
Organisation Theory 1 ECTS
Approaches to environmental problem solving 2 ECTS
Introduction to Energy Systems 1 ECTS
Sustainable Energy Systems Analyses 2 ECTS
Fundamental Investment Theory and Excel 1 ECTS

53. Group 3: Environmental Impacts of Passive Houses (group 3 report)
Context
and aims
To determine how significant the choice of materials is when designing energy-efficient houses in relation to their lifecycle environmental impacts.
Research
question
Controlling for energy efficiency and design, what are the estimated costs and environmental impacts related to two energy-efficient houses, conceived in accordance with either a sustainable development or an energy efficiency criteria?
Theories
Life cycle thinking, sustainable development and construction, passive house, passive and active systems, big bale building, LS/EPS Passive house
methods
Case study, interviews
Costs analysis, life cycle assessment
Results
The construction costs were the most persuasive element of the partial
results. The BBB is significantly less expensive to construct. The use
stage showed an important financial dominance over the two other
stages. The global warming category revealed itself to be the most
important feature to consider among the environmental categories
selected in this study, and at a lesser degree nutrient enrichment. The
choice in the materials is of great importance of the other stages
especially in relation to the embodied energy due to transport which formed an important feature in LS/EPS impact profile.

54. Cooperative Header Compression for GPRS systems
First trial:
Hard process
Good product

55. Republic Polytechnic (RP) – Visions
Students of RP should be:
Knowledgeable (understand, share, apply)
Inquirers and thinkers with ability to reason
Open minded, risk takers and decision makers
Communicators and negotiators,
Teamworkers
Caring and tolerant individuals with a balanced outlook and good values
Learning-enabled

56. RP – ’one day – one problem’
Diploma program: 3 years, 30 modules
1 semester = 16 weeks, 5 modules per semester
4 contact hours per module and per week
20 contact hours per week
4 ‘understanding tests’ per module and semester

57. RP – ’one day – one problem’
25 students per class – 5 teams of 5 students
A facilitator assigned for the day for each class
A problem given in the morning
Five different but related problems per week
Daily assessment supplemented by ’understanding tests’

58. RP - Key elements in the daily routine
Class room settings and learning environment
Daily routine – meetings and break out time
Problem statements and designs – critical
Scaffolding - in the form of a worksheet
Presentation - using different media
Assessment – self-, peer- and facilitator

59. RP 1: Statistical Methods for Engineering
Title: Overbooking
The problem ‘trigger’:
Budget Hotel Singapore is a newly established 200 room hotel. Last minute cancellations result in many rooms being left empty for the night. Therefore management has decided to allow overbooking. Target is at least 90% occupancy and the risk of more guests than rooms as low as possible.
As part of the quality assurance team of the hotel you are tasked to perform a statistical analysis and present recommendations to hotel management, highlighting any risks to be considered.

60. RP 1: Statistical Methods for Engineering
Title: Overbooking
Scaffolding: A total of 12 questions conc. statistics:
A coin is biased so that the probability of head is 2/3. What is the probability that a tail will happen in the next toss of the coin?
What is the probability that exactly four heads will come up when the coin is tossed 7 times?
For Budget Hotel Singapore, is the random variable of overbooking of hotel rooms binominally distributed?
What is the meaning of allowing the guests to overbook? What problems or risks do you think may happen when you overbook?

61. Problem Based Learning at China Medical University (CMU)
Implementing PBL as part of a grant 2004
90% political reason
Resources decide scale
100% 2 subjects
50% 8 subjects
Below 50% 20 subjects
1000 staff and medical students are involved
(Sun 2008)

62. Innovative implementation (Sun 2008)
120 students
Big class and team work
Text book
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12
Unit 2
Unit 3
Unit 4
Unit 1
Unit 5
30 ss
/Class
6 ss/
group

63. PBL Tutorial Process - UNIT
Preset Problem based cases in small classes (1 hour)
Define procedures to be discussed (1 hour)
Formulate objectives (1 hour)
Information gathering by individuals (4-8 hours)
Discussion in groups (1-2 hours)
Presentation by individuals (2 hours)
Brief lectures given by tutors in big/small class (1 hour)
Accessment
PBL performance 40%
Homework, discussion, presentation
Final test 60%
(Sun 2008)

64. Student small group discussion
And meeting tutors

66. Lessons to learn Effect – initial following up studies show
Motivated students
Improved problem solving skills
Satisfactory learning outcome seeing from teaching staff
Challenges
86% students worried that they would not get good score in the final test
Mismatch of textbooks
Need of more tutors
Skills of tutors
(Sun 2008)