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Implementation of POPBL - from the administration point of view Egon Moesby

Implementation of POPBL - from the administration point of view Egon Moesby Director of Studies, Head of Study board Basic Studies of Science and Engineering Deputy Director of UICEE Problem Based Learning Centre for Engineering Education - UCPBL Aalborg University, Denmark hem@aaue.dk.

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Implementation of POPBL - from the administration point of view Egon Moesby

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  1. Implementation of POPBL - from the administration point of view Egon Moesby Director of Studies, Head of Study board Basic Studies of Science and Engineering Deputy Director of UICEE Problem Based Learning Centre for Engineering Education - UCPBLAalborg University, Denmarkhem@aaue.dk

  2. Who is making the decision? And how can it be carried out?

  3. A Radical decision on change Moesby, E. 2004. Submitted paper to World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia, under the title "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)". Expected published in Volume 3, No. 2, December 2004.

  4. A progressive implementation of the new educational model Moesby, E. 2004. Submitted paper to World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia, under the title "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)". Expected published in Volume 3, No. 2, December 2004.

  5. A three-step model of phases in an implementation 1. The Adoption Phase 2. The Implementation Phase 3. The Institutionalization

  6. We need to know what we whish to reach when introducing a new educational model. We need to have a common understanding of what we are talking about.

  7. Institutional level System/group level Personal level Moesby, E. 2004. Submitted paper to World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia, under the title "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)". Expected published in Volume 3, No. 2, December 2004.

  8. Personal level

  9. Personal level • Practice within traditional models. • Single performance. • Does not change the examinations.

  10. System/group level Personal level

  11. System/group level • Cause for considering change in the courses and programme objectives. • Cause for considering change in the organization’s teaching and learning methods. • Cause for considering change in the organization’s examination methods • Cause for considering change in the organization’s teaching and learning culture. • Cause for considering change in the organization itself. • Cause for considering change in the examination methods and in the objectives.

  12. Institution level System/group level Personal level

  13. Institutional level • The students are cooperative partners in the planning of the education. • The teaching and learning is contextual and experienced based. • The teaching and learning is cross- disciplinary (interdisciplinary). • Students are self directed and partners in their project work.

  14. Changes influence many areas: • Managerial areas • Programme areas • Teaching areas • Administrational areas • Public relations areas • Institution-parents areas, etc

  15. How far can “we” actually go then?

  16. The “Aalborg Model” split between courses and project. Support to student learning – courses and project Non project Supporting courses 25 % Project Supporting courses 25 % Project - 50 % The “Project Unit”

  17. But the split between courses and project can be different. PS NPS P P PS NPS P PS NPS

  18. Institution level Course Project System/group level Personal level Personal Level Moesby, E. 2004. Submitted paper to World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia, under the title "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)". Expected published in Volume 3, No. 2, December 2004.

  19. Institution level System/group level Personal level Course Project Project Course Personal Level Moesby, E. 2004. Submitted paper to World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia, under the title "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)". Expected published in Volume 3, No. 2, December 2004.

  20. Institution level System/group level Personal level Course Project Course Personal Level or System/group Level Moesby, E. 2004. Submitted paper to World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia, under the title "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)". Expected published in Volume 3, No. 2, December 2004.

  21. Institution level System/group level Personal level Project Course Course Course System/group Level Moesby, E. 2004. Submitted paper to World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia, under the title "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)". Expected published in Volume 3, No. 2, December 2004.

  22. Institution level System/group level Personal level Course Course Project Course Institutional level Moesby, E. 2004. Submitted paper to World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia, under the title "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)". Expected published in Volume 3, No. 2, December 2004.

  23. Course Institution level Course Project System/group level Course Personal level Theme frame Institutional level Moesby, E. 2004. Submitted paper to World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia, under the title "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)". Expected published in Volume 3, No. 2, December 2004.

  24. Elements in a transition plan

  25. Vision Evaluation programme Action Plan N times in loop Training programme Definition of criteria of success Communication (Make it know) Communicate it Adoption Implementation

  26. A Radical decision on change Moesby, E. 2004. Submitted paper to World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia, under the title "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)". Expected published in Volume 3, No. 2, December 2004.

  27. A progressive implementation of the new educational model Moesby, E. 2004. Submitted paper to World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia, under the title "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)". Expected published in Volume 3, No. 2, December 2004.

  28. Start up seminar Programme start Executives Academic Directors Teachers Supporting Staff Training programme activity Working activity

  29. This was a brief look into how an implementation may look like seen from an administrative point of view. So, please! Any questions?

  30. Thank you very much for your attention. Hope to see you again.

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