Lars Peter Jensen Associated Professor at Automation and Control Department of Electronic Systems

1. Principles of Project and Problem Based Learning • Agenda • Introduction to PBL • History of PBL • Diversity of PBL practice • PBL Aalborg practice: Project and Problem BasedLearning Lars Peter Jensen Associated Professor at Automation and Control Department of Electronic Systems URL: http://es.aau.dk/staff/lpj

2. The Origin of PBL PBL is a didactic method focusing on the learner. It builds on pedagogic traditions like: Jerôme Bruner: learning by discovery Maria Montessori: playing is learning William Killpatrick: whole hearted learning Carl Rogers:student centered learning The Harvard method: case based learning

3. Carl Rogers on teaching at Harvard in 1951 • I have come to feel that the only learning which significantly influences behavior is self-discovered, self-appropriated learning. • It seems to me that anything that can be taught to another is relatively inconsequential, and has little or no significant influence on behavior.

4. The early history of PBL Don Woods coins the words PBL for his teaching in a chemistry class in McMaster’s university by the end of the sixties. PBL chosen as the didactic method for the development of a new medical curriculum at McMaster’s university (1969). Introduction of PBL in Maastricht, also for the development of a new medical curriculum.

5. The Maastricht model: A Curriculum based on thematic modules PBL Modules: lasting six weeks containing just some cases integrating knowledge form different disciplines Tutorial Groups self-directed learning eight students in a group cooperation and teamwork Facilitated by a tutor: guiding the process without taking the lead guarding quality without interfering in the process

6. The case PBL model in medicin at AAU

7. A PBL CASE FROM MEDICINE Woman, 22 years old, not married, lives with her parents, she is a nursing aide in an old peoples home, youngest of 5 children. The G.P. sees her every now and then with complaints of hyperhidrosis*. Complaint now: since three days sick and vomiting, everything comes back. Stools normal, no abdominal pains. She is not feeling very ill, on the other hand she is not feeling able to work. When asked whether there has been anything special recently, the patient relates that for three weeks she has been in charge of a nursing department of the old peoples home, because the person normally in charge went on holidays. "The old people looked down at me as a youngster, they did not accept any instruction from me". The complaints started directly after this period, when the head of the department had returned from her holiday (three days ago). You don't notice any abnormality in her physical appearance. family physicianpractice * Hyperhidrosis: excessive sweating

8. Characteristics of PBL Thematic curriculum structure Integration of knowledge and skills Integration of different domains • Focus on the learning process • Cooperative learning in small groups • Students responsible for their own learning

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

10. 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 Enquiry Based Learning Outcome Based Learning Modes of practice Senario Case Transdisciplinary Intercultural projects Mega project Individual / team Online Based / Face to face Variation

11. Formats of problem oriented learning the type of problem the available time per problem the number of students working on the assignment the role of the teachers the expected end results the methods of assessment

12. DIVERSITY OF PRACTICE – ‘MODELS’

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

14. Diversity of PBL practice 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.

15. Subject 1 Project 1 Subject 2 Project 2 http://www.cnsphoto.com/ Project Based Learning Moesby 2004

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

17. Advantages of PBL-PO in Engineering Education Students learn knowledge and skills in the context of practice. Students become aware of their recourses in practice oriented problem solving. Students learn to communicate and cooperate across discipline boundaries.

18. Hazards of PBL-PO in Engineering Education Learning objectives requiring prolonged study activities can be neglected. Students may tend to concentrate on the product, ignoring personal learning results. Teachers focussing on their own experience in practice can unwillingly enforce this tendency.

19. Key Features in the Success of PBL Students responsible for their own learning process A clear purpose of all learning activities Sufficient attention for Communication Skills Balanced support from Technical experts to overcome knowledge barriers

20. PBL Aalborg Practice Three main characteristics • Problem • Project • Team work Examples mainly from Engineering

21. PBL Aalborg Model: Principles of Project-organized problem-solving Learning ‘The Aalborg Experiment – project innovation in university education’ - Kjaersdam & Enemark (1994)

22. Problems – question – wondering within a frame 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 examination with individual marks PBL Aalborg Model - practice Lectures 8:15-10:00 Lecture-related Assignment 10:15-12:00 Supervision -initiated & arranged by students Doing project In groups

23. 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 individual examination is held. Before the examination the group presents the project

24. 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

25. Multiple learning resources Social activities Exam Report writing Studying engineering via group projects Life Group meeting Brainstorm Participating communities of practice – active learning, communication, organization, and management Presentation Subgroup work Compromise Disagreement Discussion

26. 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

27. Projects How ? • One project each semester • Necessary theories and methods given in (project) courses

28. The New Aalborg Model Course 5 ECTS Course 5 ECTS Course 5 ECTS 50%courses One semester Project 15 ECTS In groups up to 8 persons Individual assessment Self-selected groups Appointed supervisor(s) 50%project 1 ECTS (European Credit Transfer System) = 30 workinghours

29. PROBLEM What? It can be theoretical, practical, social, technical, symbolic-cultural or scientific It grows out of students’ wondering within different disciplines and professional environments It is the starting point directing the students’ learning process and situates the learning in a context It may involve an interdisciplinary approach in both the analysis and solving phase It has to be exemplary

30. EXEMPLARITY Selection of relevant specific learning outcomes and content/scientific knowledge that is exemplary to overall learning outcomes That is, the problem needs to refer back to a particular practical, scientific and/or technical domain The problem should stand as one specific example of more general learning outcomes related to knowledge and/or modes of inquiry

31. PBL as educational model - practice at AAU students’ experiences Multiple learning resources Drawing upon multiple learning resources, students take active role creating learning opportunities and managing their own learning

32. Project work help me get some ideas of what I am going to learn… I am confident in different tasks now after these experiences… We are engineers, our tasks are to solve problems (Male EE) We get mental support from each other, it involves lots of responsibility so that we don’t easily drop out (Female A&D) We feel easier to learn the technical skills through group work We develop ourselves and get mature along the way I understand things better through explaining, discussing and practicing I am strongly motivated when working on problems We want to make it possible that we can learn from each other and everybody can learn what they want to learn We develop social skills in group work, this improves the learning process Students’ perceptions We learn best when the knowledge can be related to the assignment and our project This makes our study serious… like real work place (Male EE) PBL as educational model - practice at AAU students’ reflection

33. Evaluation from Danish industry on graduates

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

35. Principles of Project and Problem Based Learning Thank you for listening Questions? Lars Peter Jensen Associated Professor at Automation and Control Department of Electronic Systems URL: http://es.aau.dk/staff/lpj