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PBL and accreditation

PBL and accreditation. Anette Kolmos. Research on engineering education and PBL. 18 PhD studerende Creativity and mega projects (satellit) Organisational change to PBL PBL and the subject identity Design of PBL curricula in Thailand, India og Malaysia Intercultural learning in teams

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PBL and accreditation

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  1. PBL and accreditation Anette Kolmos

  2. Research on engineering education and PBL • 18 PhD studerende • Creativity and mega projects (satellit) • Organisational change to PBL • PBL and the subject identity • Design of PBL curricula in Thailand, India og Malaysia • Intercultural learning in teams • PBL and sustainability – strategies for implementation • Research projects • External: research council projects on engineering practice, sustainability, currciculum construction • Internal projects evaluation of the new PBL model – ongoing • Group assessment and PBL

  3. Master in PBL in EE - Curricula Pt 15 indskrevne ved Master in PBL in EE

  4. Vision of the contexts for engineering in 2020: • Technological (e.g., bio-tech, digital systems, computer systems/tools, sustainable technology, interdisciplinarity) • Societal, Global, and Professional (e.g., social, political & economic, diversity, multi-disciplinarity, global markets & contexts, interaction of engineering and public policy) • Attributes of the Engineer of 2020: • Strong analytical skills • Practical ingenuity • Creativity • Communication competencies (oral, written, and cultural) • Business, management, and leadership skills • High ethical standards and professionalism • Agility, resilience, flexibility

  5. Industrial simulation such as constructionarium and pilot plants • Sponsored programmes • Industrial liaison boards • Project-based and other forms of active learning • Industrial group projects • Lectures / seminars from engineers in industry • Case studies from industry Influence of part-time and mature students on full-time students • Site visits and field trips • National and international competitions

  6. The ability to take a broader perspective - application of curriculum across countries • An appreciation of what we do in developing countries impact upon ourselves. • Understanding our culture doesn’t have all the answers and there is more than one perspective and approach. • Understanding the local context of development • Coping with uncertainty Douglas Bourn and Ian Neal EAP and Development Research Centre

  7. Overall assessment of Danish Engineering Institutions by companies (Ingeniøren, 2008)

  8. Are there one or more institutions which you find particular good at developing engineering education according to the needs of society and companies? (Ingeniøren, 2008)

  9. The new Aalborg Model Courses 5 ECTS Individual assessment Courses 5 ECTS Individual assessment 50%courses Courses 5 ECTS Individual assessment One semester 50%project Project 15 ECTS Group based project assessment One semester – half year 1 ECTS (European Credit Transfer System) = 30 working hours

  10. Self organised groups Project management

  11. Courses, lectures, seminars

  12. Facilitation and group dynamics

  13. Many different types of projects ‘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

  14. PBL learning principles Learning Problem based Cases or Projects Contextual learning Social Participant directed Team based learning Content Interdisciplinary learning Exemplary learning Theory-practice relation Research methodology

  15. PBL design for different purposes Subject based Problem based Tasks Cases Projects Discipline Contextualisation Teacher directed Participant directed Individual learning Peer learning Collaboration Disciplinary Interdisciplinary Trans-disciplinary Text book learning Exemplary learning Theory Practice

  16. Problem analysis Problem solving

  17. Realistic process Problem analysis Problem solving

  18. Obvious problems

  19. Western obvious problem“Why fix it, when you can buy something new?”

  20. Project dilemma Knowledge level Dilemma and risk Importance of decisions time

  21. Project phases • Problem definition • Pre phase study • Design • Detailed design • Implementation – prototype • Implementation – real system PBL Next generation of PBL

  22. Research on PBL • More motivated • Deeper learning • Increased skills and competences • Employability increased – relevant skills process skills: collaboration, project management… etc. • Higher retention • Faster duration • Higher salary after ten years from enrollment • Higher grades

  23. Ruth Graham, 2012

  24. Educational focus of the changes • Contextualising engineering learning in authentic, professional settings • Hands-on immersive projects, often in cross-disciplinary or international teams • Linking students with industry mentors • Creation of a collegial student culture where students can take risks and fail in a safe environment • Emphasis on self-reflection • Often set within a global or societal context Ruth Graham, 2012

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