1. 1 Introduction to Problem based Learning – The AAU Way A Course given by: Mona Dahms Department of development and planning Fibigerstraede 13, DK - 9220 Aalborg East Phone: + 45 96357205, e-mail: mona@plan.aau.dk Lars Peter Jensen Department of Control Engineering Fredrik Bajers Vej 7C, DK - 9220 Aalborg East Phone: + 45 96358740, e-mail: lpj@control.auc.dk URL: http://www.control.aau.dk/~lpj Both Associated Professors at Aalborg University

2. 2 Introduction to Problem based Learning – The AAU Way Program for day one (29 th of august): 8.30 Introduction and presentation of participants 10.00 The Aalborg model of PBL: –Problems, Projects, Team work 11.30 A little theory on learning 11.45 Structure and conditions 12.00 Lunch 13.00 Role play about communication 13.15 Intercultural Communication 14.00 Mini project 15.00 Presentation of projects 16.00 End of day one

3. 3 Introduction to Problem based Learning – The AAU Way Program for day two (30 th of august): 8.30 Role play of a supervising situation 12.00 Lunch 13.00 Supervision 14.45 Courses 15.15 Unanswered questions 15.45 Until next time ? 16.00 End of day two

4. The Aalborg model4 The Aalborg model - one way of dealing with PBL Key words: Problems Projects Team work

5. The Aalborg model5 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 an oral group examination is held, but the marks are individual

6. The Aalborg model6 Team work Why ? A survey in 1997 showed that 75% of the companies wanted new employees to have good skills in team work Most engineers work in teams The individual student in the group learns from the others (peer learning) Responsibility towards the group leads to very hard work Group members provide social support, thus lower drop-out rate

7. The Aalborg model7 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)

8. The Aalborg model8 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 New groups formed every semester Team building courses: –Roles, communication, co-operation, conflicts

9. The Aalborg model9 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

10. The Aalborg model10 Projects Why ? More and more companies use project organization Much engineering work is performed as projects Motivates the students and increases student activity Secures deep learning in subjects covered in the project Improves documentation skills

11. The Aalborg model11 Projects How ? One project each semester Necessary theories and methods given in project courses

12. The Aalborg model12 Semester structure Project - min. 50% Project courses (PE) - supporting the project work – min. 25 % Study courses (SE) – general knowledge – max. 25% Examination 50% - 33% 50% - 67% 1 semester = ½ year = 15 + 5 weeks = 900 hours = 30 ECTS

13. The Aalborg model13 Semester timing – an example Mm. 1Free study activity Mm. 2SE-course 1SE-course 2Project work Mm. 3 Mm. 4PE-course 1 Mm. 5PE-course 4 Mm. 6PE-course 2Project work Mm. 7 Mm. 8PE-course 3 Mm. 9Project work Mm. 10 10 minimodules/week – 1 mm = 4 hours or ½ day 5 uger

14. The Aalborg model14 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

15. The Aalborg model15 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

16. The Aalborg model16 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

17. The Aalborg model17 How to start analysing – presentation of two tools The six W- model Post It Brain storm 1.Everybody writes keywords on Post It notes for 5 min 2.All notes are placed on the blackboard 3.All notes are read out 4.Everybody goes to the blackboard and structures the notes together Problem Whom? Why? What? Where? When?How?

18. The Aalborg model18 Problems What ? Three different types of problem based projects at AAU: –The task project –The discipline project –The problem project

19. The Aalborg model19 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.

20. The Aalborg model20 The task project Problem Discipline

21. The Aalborg model21 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

22. The Aalborg model22 The discipline project Discipline Problem

23. The Aalborg model23 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

24. The Aalborg model24 The problem project Problem Discipline

25. The Aalborg model25 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

26. The Aalborg model26 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

27. The Aalborg model27 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

28. The Aalborg model28 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

29. The Aalborg model29 Who is in control of what ? ProblemDisciplineResults Task Project Supervisor+++ Students+(?)? Discipline Project Supervisor(+)+ Students+(?)+ Problem Project Supervisor?(+)? Students+++

30. Learning theory30 Learning principles at AAU –Participant directed learning –Action oriented learning –Experiential learning –Theory practice interrelation –Exemplarity –Contextualisation –Interdisciplinarity

31. Learning theory31 What is ’learning’? Yes, it’s actually true – you can get a degree by repeating everything the teacher says. The psychological mistake in learning: ” We pretend that there is co-incidence between what is being taught and what is being learned” (Knud Illeriis, 1998)

32. Learning theory32 Passive versus active learning A study performed by Socony-Vacuum Oil Company shows that students learn: –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 J. E. Stice, 1987

33. Learning theory33 Who is active and who is passive in traditional teacher-centred education?

34. Learning theory34 ”Teaching is to set up a situation from which a motivated learner cannot escape without having learned something” (Cowan, 1998)

35. Learning theory35 Experiential learning - Kolb’s learning cycle Test Generalisation/ conceptualisation Reflection Experience Cowan, 1998

36. Learning theory36 Experiential learning – the Cowan loopy diagram Reflectionforinonaction Time Cowan, 1998

37. Structure of Aalborg University37 Project work Course activities Secretary and labs Research Teaching Structure of Aalborg University University Senate Rectorate Faculty of Humanities Faculty of Engi- neering and Sc. Faculty of Social Science Institute of Elec- tronic Systems Computer Eng. Electronic and.

38. Structure of Aalborg University38 Working tasks for VIP’s ProfessorAssociated Professor Assistent Professor Ph.D. student Research40% 45%83% Teaching60% 55%17% Teaching In hours 504 h 462 h142 h

39. Directing the studies39 Directing the studies Study Regulations: General regulations

40. Directing the studies40

41. Directing the studies41

42. Directing the studies42 Directing the studies Study Regulations: General regulations Sector’s, lines or specialization’s –Objectives and content

43. Directing the studies43 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.

44. Directing the studies44 Directing the studies Study Regulations: General regulations Sector’s, lines or specialization’s –Objectives and content Specific semesters –Theme

45. Directing the studies45 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.

46. Directing the studies46 Directing the studies Study Regulations: General regulations Sector’s, lines or specialization’s –Objectives and content Specific semesters –Theme –Projects

47. Directing the studies47 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.

48. Directing the studies48 Directing the studies Study Regulations: General regulations Sector’s, lines or specialization’s –Objectives and content Specific semesters –Theme –Projects –Courses

49. Directing the studies49 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

50. Structure of Aalborg University50 Teaching task’s Project Project courses lectures seminar Study courses and lectures Examination 50% - 33% 50% - 67% Lecturer/instructor Supervisor: Advisor and facilitator Examinor/censor Examinor Structure of a semester:

51. 51 Lunch until 13.00

52. Intercultural communication52 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 !

53. Intercultural communication53 Intercultural communication in teaching and learning

54. Intercultural communication54 An overview 1.What is culture? 2.Why is culture important for you? 3.The ideal ‘multicultural’ teacher

55. Intercultural communication55 What is culture? Many definitions – one of them is: “Culture is shared learned behavior which is transmitted from one generation to another for purposes of promoting individual and social survival, adaptation, and growth and development” (Marsella 1994; here quoted from Samovar & Porter 2004)

56. Intercultural communication56 A cultural model

57. Intercultural communication57 The cultural dimensions 1.Environment 2.Time 3.Action 4.Communication 5.Space 6.Power 7.Individualism 8.Competitiveness 9.Structure 10.Thinking

58. Intercultural communication58 Why is culture important for you? Increasing internationalisation of higher education leads to more and more foreign students studying in Denmark, and therefore increasing demand on teachers to teach in international study programmes with students from many different backgrounds

59. Intercultural communication59 Why is culture important for you? Without cultural awareness miscommunication between foreign students and Danish/foreign teachers will happen more frequently Miscommunication arises when behaviour of a person from one culture is judged within the framework of another culture

60. Intercultural communication60 Discussion Have you experienced intercultural communication episodes – funny, strange, annoying, chocking etc.? –What did you think in the situation? –How did you react in the situation? –How do you think about the situation and its consequences now? Have you experienced situations where cultural differences have influenced the teaching/learning situation –positively or negatively? How can we as teachers ensure that the multicultural diversity becomes an advantage rather than a disadvantage? How is the ideal ‘multicultural’ teacher?

61. Intercultural communication61 The ideal ‘multicultural’ teacher? Is aware of her/his own cultural background Is interested in learning about the cultural background of the foreign student(s) Is open-minded towards persons from other cultures Considers cultural diversity an advantage rather than a problem Avoids stereotyping based on culture

62. 62 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