Dr. Xiangyun Du Professor Department of Learning and Philosophy Aalborg University

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

2. DIVERSITY OF PRACTICE: PBL & curriculum relations PBL Lectures Lectures + PBL PBL PBL Lectures Tadahiko (2008) Hybrid track PBL track Partial attachment

3. Assessing and designing at an institutional level Implementation Moesby, E. 2004. "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)”, World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia. Volume 3, No. 2, December 2004.

4. Curriculum Development (CD) – a sequential process Study activity 1 Design of 1st sem. Study activity 2 Design of 2nd sem. Study activity 3 Competenceprofile of graduate Design of study program Design of 3rd sem. Study activity 4 Design of 4th sem. Study activity 5 Design of Nth sem. Assessing and designing at an institutional level Mona Dahms, 2009

5. This is where assessment is carried out Curriculum Development (CD) – a top-down process Competence profile of graduate Evaluation of graduate competences Design of study program Evaluation of study program Design of semester program Evaluation of semester program Design of study activity Evaluation of study activity Teaching, learning and assessment Mona Dahms, 2009

6. Change of educational culture for PBL curriculum Du et al. 2009 6

7. PBL implementation in a single course Traditional teaching and PBL in a single course Traditional teaching Classroom teaching or lectures Individual reading and writing Individual assessment PBL Classroom teaching or lectures Team working on problems – collaborative researching and writing Individual assessment Kolmos et al. 2009

8. Considerations Objectives – be aware of what you want to achieve Learning methods how many student members of each group? Will the students set up the groups by themselves – or are you forming the groups? The problems that the students are going to work on – are they allowed to define their own problems within the content frame – or are you going to formulate the problems? If you are formulating the problems – should it be open problems, or rather narrow problems, which indeed will depend on the learning objectives?

9. Considerations Selection of contents especially it is necessary to reselect the content that has to be presented in lectures and what you expect the students to find by them selves. Please note that you have less time for your own oral presentations/lecturing otherwise the students will not get enough time for their work. Students how much do you need to introduce to the students concerning this new method? Have they had experiences in doing courses like this before?

10. Considerations Facilitation how do you plan to facilitate the students during their work? Assessment are you going to use the methods that you have been used to? Or will you give more weight on students’ work?

11. PBL implementation across courses Traditional teaching in three parallel courses Classroom teaching Individual reading and writing Individual assessment Classroom teaching Individual reading and writing Individual assessment Classroom teaching Individual reading and writing Individual assessment PBL cross three traditional courses Classroom teaching or lectures within three discipline fields group assessment Teams working on complex problems – collaborative reading and writing Course 1 Course 2 Course 3 Kolmos et al. 2009

12. Considerations Objectives how do you formulate issues across your subjects? Which objectives do you want to achieve? Normally you formulate objectives at a more abstract level – so instead of having an objective indicating a certain method you formulate objectives indicating functions of the methods that students should learn. Learning methods how many students will there be in each group? Will the students set up the groups by themselves – or will you form the groups?

13. Considerations Organization in cross courses you there are better conditions for students to work on open ended problems which they take actively part in formulating. In order to control this process it might be necessary to formulate a theme with overall objectives so that students have a clear frame in which they are allowed to find problems. Selection of contents especially it is necessary to reselect the content that has to be presented in lectures and what you expect the students to find by themselves. Please note that you have less time for your own oral presentations/lecturing otherwise the students will not get enough time for their work.

14. Considerations Students how much do you need to introduce to the students concerning this new method? Have they had experiences in doing courses like this before? Facilitation how do you plan to facilitate the students during their work? How do you do the work in collaboration with your colleagues? Assessment will you use the methods that you have been used to? Or will you give more weight on students’ work? How do you reach agreement on a balanced assessment system together with your colleagues?

15. change at a departmental or institutional level, there is more to consider, e.g.: Resources for upgrading staff and development of new systems. Physical space –it is necessary to rebuild the building to facilitate team work with smaller rooms. The organisation and management of teaching resources. Cultural issues in team teaching or team tutoring. A conceptual and value change to assure that staff does have a real student centred approach to teaching and learning.

16. Check list The objectives/goals for the content The selection of content what is going to be presented in lecturing and what the students should find out by themselves The concrete organisation of teaching and learning what kind of PBL work are the students going to work on should it be more open ended projects, or should it be more like a Maastricht model with some well defined problems/cases to work on? Assessment practice which is determined for students’ learning strategies should be in alignment with the goals and learning methods how are you going to assess the contents?

17. Check list Students’ expectations and experiences if this is the first time for team work, the students should be given the opportunity to develop needed skills for team communication and collaboration Staff does staff members have the necessary skills for running PBL? Or how do you obtain knowledge and skills to run PBL in the classroom? How do staff collaborate? (sharing information, collective work, etc.)

18. Basic assumptions Examination is dominating the students learning approach Criteria for evaluation are crucial for the learning process Evaluation is a basic part for the learning process (reflection) (Personal skills, metalearning etc. need formative evaluation forms) PBL and Assessment

19. 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

21. Definitions Learning outcomes: ”sets of competences, expressing what the student will know, understand or be able to do after completion of a process of learning” (ECTS Guide 2005); describes the end product of learning Assessment: Judgement of students’ performance, i.e. judgement of whether students have achieved the learning outcomes Evaluation: Judgement of quality of study programs and activities

22. Identify All The Aims set for the project work. Assessment To identify the different aims set in different places: - Goals set by the University. - Goals set by the Study Board. - Goals set by the Project. - Goals set by Students. - Goals set by the Industry.

23. Assessment Important questions to consider are: WHO sets criteria? WHEN and WHERE is evidence prepared? HOW is evidence presented? WHO makes the judgement? WHO provides feed-forward/feed-back?

24. Two “exaggerated” views of learning and institutions The top-down view: There is a well-defined body of knowledge that should be passed on to students through the educational food-chain – from ministry plans to the student – National strategies, material databases, learning objects, curriculum. Knowledge view: “Delivery or transmission of knowledge” Ministry: National curriculum University Faculty Department Education (e.g. human centred informatics) Lecturers Student or groups of students

25. Two “exaggerated” views of learning and institutions The dispersion model – Aalborg’s view – focus on creation of knowledge There is an ill-defined and massive body of knowledge that no individual or institution in itself can handle. Knowledge construction can be seen as diffusion of knowledge between different types of nodes in networks, where some nodes are more central than others. Knowledge is created, through transgressing boundaries, collecting, distributing and aggregating ”bits” of knowledge into regimes of competence Knowledge view: “Chaotic diffusion of knowledge” and a focus on the creation of knowledge

26. Blooms taxonomy 1956

27. Changing competences… …necessitates changes in assessment creating Higher level competences evaluating analysing applying Learning outcomes assessed Declared learning outcomes understanding Lower level competences remembering

28. VICTORIAUNIVERSITYENGINEERING DR ALEX STOJCEVSKI ASSOCIATE PROFESSOR OF ENGINEERING EDUCATION DIRECTOR, OFFICE FOR PROBLEM BASED LEARNING FACULTY OF HEALTH, ENGINEERING AND SCIENCE Email: Alex.Stojcevski@vu.edu.au

29. CHANGE WHAT?

30. CURRENTLY STATUS AT VU Office for Problem Based Learning: www.vu.edu.au/pbl

31. THE OLD TEACHER-CENTERED CURRICULUM

32. OUR FIRST YEAR STRUCTUREA PERSONALISED TEACHING SERVICE

33. In year 1 students work on small PROBLEMS to achieve the Fundamentals In years 2 & 3 students work on PROJECTS which could be community and/or industry based Year 4: Engineering PRACTICE on Industry Projects STOJCEVSKI et al., 2009

34. STOJCEVSKI et al., 2009 Y E A R 1 Y E A R 4 Y E A R 2 & 3 In year 1 students work on small PROBLEMS PROBLEMS (Fundamentals) In years 2 & 3 students work on PROJECTS which are community and/or industry based PROJECTS (Community) Year 4: Engineering PRACTICE on Industry Projects PRACTICE (Industry) (Stojcevski 2008)

35. Curriculum Model @ an Institutional Level which includes a common 1st year Problems/Project initiates the learning process Based on the following PBL Learning Principles PBL INENGINEERING @ VU STOJCEVSKI et al., 2009

36. STOJCEVSKI et al., 2009

37. Course Learning Outcomes STOJCEVSKI & DU, 2008

38. PBL experience Problem formulation (Phase 1) Problem analysis (Phase 1) Problem solving Designing a concrete PBL teaching experiment based on the institutional framework - Possible problems and projects that could be used at GDUT(Phase 3) Presentation (Phase 4) Peer assessment and evaluation (Phase 4)

40. Please reflect on and document issues and challenges that came up during your discussion – for example: Resources for upgrading staff and development of new systems? Physical space –it is necessary to rebuild the building to facilitate team work with smaller rooms? The organisation and management of teaching resources? Cultural issues in team teaching or team tutoring? A conceptual and value change to assure that staff does have a real student centred approach to teaching and learning?