PBL and educational innovation

1. Problem based Learning in Engineering and Science – Facilitator Development PBL and educational innovation Lars Peter Jensen Associateprofesor Department of Control Engineering lpj@es.aau.dk Xiangyun Du Associate professor Department of Education, Learning and Philosophy xiangyun@learning.aau.dk

2. Overview • Reflection on university teaching and learning • Why PBL - Challenges and changes • PBL history and related theories • Diversity and ongoing change • Reflection and discussions

3. ’There is still one more seat in the wall’ The way I was educated Big class, little room for individual ideas http://www.cnsphoto.com/

4. Same materials year after year…

5. Memory is more important than application skills for high scores…

6. Transferred knowledge will be returned after exams

7. Yourlearningstories Pleasespend 3 minutessharingyourlearningstorieswithyourneighbours

8. Am I teaching the same way I wastaught? Need for Innovation in Engineering Education

9. Room for innovation?

10. http://eby.cc/p/1961.htm Can innovation be facilitated in this way?

11. Discussion In your opinion, what are the major issues/challenges for university teaching in order to maximize the support of learning? Please discuss in a 4-5 persons team and list 3 most important ones as a team. (15 minutes)

12. Teaching = Learning ?

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

14. Effectivity of educational formats (afterBales) Average retention Lecture 5 % 10 % Reading 20 % Audiovisual Demonstration 30 % Discussion group 50 % Practice 75 % Teaching others 80 % ELiTE March 2010

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

16. Theories related to PBL Constructivism Knowledge and learning is created by the students – not given to them

17. Learning to become Life Long Learning and professional identity development Original figure in Wenger 2004

18. Learning in Communities of Practice Participation Informal Unintended Knowledgesharing

19. 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

20. Experiential learning –the Cowan loopy diagram on action Reflection for in Time

21. A conceptualisation of PBL • PBL canbeconceptualised as three central dimensions orprocessesthatarestretchedbetweenteacher and participantcontrol: • Problem – whodefines and re-formulate? • WorkProcess – whochoosestheory, methods and ways of working? • Solution – whoowns the solution?

22. Why change? Why PBL ? – NEW Competencies Scientific knowledge • Process and professional competencies • Project management • Communication • Teamwork • Organization Technical competencies

23. Globalized context Effective communication Interdisciplinary knowledge Designing and conducting experiments Identity and solve applied science problems Application of mathematics and science knowledge Analytical skills Lifelong learning Project management Team work Social, environmental, and ethical concerns Intercultural competencies Need for change:accreditations Diverse capabilities • National Academy of Engineering, The Engineer of 2020, 2004 • EUR-ACE (Accreditation of European Engineering Programmes and Graduates,http://www.feani.org/EUR_ACE/EUR_ACE_Main_Page.htm • - ABET: http://www.abet.org/

24. Need for change: industryexpectations Comparaison of capabilitiestaught at universities and required in professional life by youngprofesionals - Germany (Becker 2006)

25. Ranking of capabilities important in professional life by young electrical engineers five years after graduation - Germany (Becker 2006)

26. Educational changes in Denmark • New study programs: enriched engineering disciplines • New expectations: broadened engineering skills and competences • New study forms: implementing student centred and work place-imitated learning environment (for example, PBL as an educational strategy) New challenges and tasks for educators

27. 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

28. Objectives of PBL (Barrows 1986) Structuring of knowledge and clinical context Clinical reasoning Self directed learning skills Intrinsic motivation • Motivation and drivers (Barrows 1996) • Failure of conventional teaching methods in improving students’ the clinical reasoning and problem-solving ability • Students’ dissatisfaction • Need for involving medical practice into curriculum PBL literature & theories • Five major characteristics (Vernon and Blake 1993,550-551) • real or hypothetical clinical cases • small discussion groups • collaborative independent study • hypothetico-deductive reasoning • Focus on group process rather than provision of information • Evaluation (quantitative studies) • Effectiveness (Albanese and Mitchell 1993, Vernon and Blake 1993) Norman and Schmidt (1992), Barrows (1996), Norman and Schmidt (2000), Colliver (2000), Enarson and Cariaga-Lo (2001) • Academic achievement • Academic process • Clinical functioning • Concerns (Colliver 1993, 2000, Newman 2000, Morrison 2004) • Basic medical science knowledge • cost

29. http://www.cnsphoto.com/ What is/are PBL(s)? What do people do… • Some who claim to be doing might not be • Some are doing without realizing

30. Learning Problem based Contextualized Experience and activity based Social Participant directed Team based Content Interdisciplinary learning Exemplary learning Analytical thinking – theory-practice relation PBL Learning Principles Learning Principles (Graff & Kolmos 2003)

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

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

33. 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.

34. Lectures Literature Questions Answers Seminars Problem solving skills in the lecture

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

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

37. DIVERSITY OF PRACTICE – ‘MODELS’

38. Comparison of three PBL models in Medicine

39. Bachelor program (project-oriented PBL in green) otherwise case-based PBL – all shared with medicine

40. The case PBL model in medicine at AAU

41. An example of PBL case in 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

42. Example case • Uge 3: Biokemi • Marie Hansen • Marie har bedt om en hastekonsultation. Du har ikke mødt hende før, da hun først lige er flyttet til byen for at begynde på universitet. Marie er bekymret fordi hun pludseligt fik det dårligt den foregående aften. Hun havde været i gaden med de andre sutderende, og havde fået en breezer. Hun er ikke vant til at drikke, da hendes far er indremissionsk præst i Hirtshals. Marie havde det sjovt, men da hun var færdig med sin drink følte hun sig lidt utilpas, og hun opdAgede også at hun var mere påvirket end de andre. Nogen kommenterede at hun var helt rød i hovedet. Selv om hun derefter kun drak vand, fik hun det mere og mere dårligt, og en af tutorerne hjalp hende hjem. Hun vågnede op i morges med hovedpine. • Du sikrer dig at der ikke var mulighed for at nogen havde ”kommet noget i” hendes drink, og fortæller Marie, at nogle mennesker har en særlig isoform af et af enzymerne i mitokondrierne, der involveret i metabolismen af alkohol. Denne isoform har en laveret aktivitet og medfører en ophobning af acetaldehyd, som kan give de symptomer hun har beskrevet. Marie vil nok være nødt til at være særlig påpasselig med mængden af alkohol hun indtager.

43. Learning outcomes • CASE L.O • Explain the meaning of “enzyme”, “isoform”, “metabolism”, “mitochondria” • Describe why low enzyme activity at a particular step can result in build up of intermediates in a metabolic pathway • Summarise guidelines for responsible alcohol consumption • Supporting lecture(5 in all) • Metabolism and nutrition , L.O. • Name the two main functions of metabolism • List the main constituents of the UK diet and know the distinction between macronutrients and micronutrients. • Describe in broad terms the roles of carbohydrate, fat and protein in providing the body with energy. • Describe, in general terms, the stages and location (mitochondrial/cytoplasmic) by which nutrients are oxidised to provide ATP. • Distinguish between ATP formation via aerobic respiration and glycolysis. • Explain how lactate (generated by glycolysis), amino acids and glycerol, can be converted to glucose/glycogen by the liver (gluconeogenesis) • Describe the conditions under which ketone bodies are formed, and their importance in sustaining brain metabolism

44. Typical schedule

45. The seven steps of case PBL From Meg Duroux

46. Example: brain storm From Meg Duroux

47. Comparison of the three models • History, backgrounds, goals • Students and staff resources • Curriculum design in relation to educational philosophy and theories (How much percentage of the curricula) • Assessment and evaluation • Educational/Staff development