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. This is where assessment is carried out!!! 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

3. 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. 3

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. Mona Dahms, 2009

5. Examples of course designs / teaching experiments and assessment

6. Republic Polytechnic (RP) – Visions Students of RP should be: Knowledgeable (understand, share, apply) Inquirers and thinkers with ability to reason Open minded, risk takers and decision makers Communicators and negotiators, Teamworkers Caring and tolerant individuals with a balanced outlook and good values Learning-enabled

7. RP – ’one day – one problem’ Diploma program: 3 years, 30 modules 1 semester = 16 weeks, 5 modules per semester 4 contact hours per module and per week 20 contact hours per week 4 ‘understanding tests’ per module and semester 7

8. RP – ’one day – one problem’ 25 students per class – 5 teams of 5 students A facilitator assigned for the day for each class A problem given in the morning Five different but related problems per week Daily assessment supplemented by ’understanding tests’ 8

9. The daily routine at RP - 1 9

10. The daily routine at RP - 2

11. PBL applied to software engieering group projectsNational University of Ireland (Delaney and Mitchell 2006)

12. PBL applied to software engieering group projectsNational University of Ireland (Delaney and Mitchell 2006)

14. An example of project proposal from AAU INTELLIGENT AUTONOMOUS SYSTEMS Objectives and contents of the specialisation The objectives of the specialisation in Intelligent Autonomous Systems are summarised asfollows: to provide students with knowledge in modelling of mechanical systems such as spacecraft, ships, and mobile robots, enable the student to apply modern methods of control to problems related to autonomous systems, to analyse methods of state observation, parameter estimation and sensor fusion in mechanical systems, to provide students with a comprehension of supervisory control, fault-tolerant control and fault detection, to let students analyse software architectures for autonomous systems. The courses include necessary general theoretical topics within process control for autonomous systems but modules are also made available in scientific communication andproficiency in English language for those who need it.

15. An example of Project proposal SPRING Semester – Intelligent Autonomous Systems THEME: Modelling and Control PERIOD: 1 February - 30 June PURPOSE: To give knowledge and comprehension of optimal and robust control theory. To give the students the ability to analyse modern control methods for multi input/multi output systems. To give students the ability to apply modelling methods and control synthesis for advanced mechanical systems. CONTENTS: The project is based on a problem of control and supervision of an autonomous system. Themodel of the mechanical system has to be derived. The vital part of the project is the choiceof the set of actuators and sensors for onboard application. Different control strategies haveto be investigated and compared. The supervisor system responsible for autonomy onboardhas to be designed. The chosen solution has to be implemented on a real time platform andtested, either by the computer simulations or dedicatedhardware. COURSES: Courses will be given in the field of modelling of mechanical systems, supervisory and fault tolerant control, and modern control theory. EXAM: The external oral examination is based on the prepared project documentation. Each studentis marked according to the 13-scale.

16. An case for discussion A 4th-year students’ project on Autonomous Model Airplane Goal: Achieving an autonomous flight with a model airplane A model describing dynamics of the physical airplane employed A controller for stability developed Implementation of the controller – a compact system platform design Test 1 success: log data obtained, verified the dynamics of the derived model Test 2 resulted in a crash of the airplane – a larger airplane is needed Facilitation? Assessment?

17. Team based examination Supervisors examinors Black board (Audience) Team to be assessed OH screen 19

18. Kolmos & Holmgaard, 2009 AAU examination

19. = learning outcomes Tools for assessing and designing teaching experiments – 6 step process The Cowan Curriculum Development model Cowan, 2004

20. A 6-step Process – Step 1 1. Aims = learning outcomes are at the center We need to specify clearly, explicitly and in detail what the students will be able to do after they have completed the course or the programme, that they could not do before, i.e. Which intended competences, skills or knowledge at what level should our students acquire via the course or the programme? The learning outcomes should be made known to the students from the start of the course/programme

21. A 6-step Process – Step 2 Aims = learning outcomes are at the center Assessment drives the learning efforts of students Assessment should be designed to assess achievement of the explicit learning outcomes, i.e. Assessment should measure whether the students have acquired the intended competences, skills or knowledge and should measure nothing but these competences No ’hidden curriculum’ in the assessment process !!

22. A 6-step Process – Step 3 Aims = learning outcomes are at the center Assessment drives the learning efforts of students Learning efforts of students should focus upon achieving the explicit learning outcomes …and will do so when assessment and learning outcomes are aligned We need to find out the learning needs of our students and respond to them in our teaching Cowan, 2004

23. A 6-step Process – Step 4 Aims = learning outcomes are at the center Assessment drives the learning efforts of students Learning efforts of students should focus upon achieving the explicit learning outcomes Teaching should support students seeking to achieve the learning outcomes We should not concentrate on what ’needs to be covered’, or what we ’want’ to teach – only on what is included in Learning Outcomes

24. A 6-step Process – Step 5 Aims = learning outcomes are at the center Assessment drives the learning efforts of students Learning efforts of students should focus upon achieving the explicit learning outcomes Teaching should support students seeking to achieve the learning outcomes Evaluation should be carried out - Collect evidence and feedback from students, colleagues, examinors, graduates, employers etc.

25. A 6-step Process – Step 6 Aims = learning outcomes are at the center Assessment drives the learning efforts of students Learning efforts of students should focus upon achieving the explicit learning outcomes Teaching should support students seeking to achieve the learning outcomes Evaluation should be carried out – formative and summative Revision of: learning outcomes, assessment, learning and/or teaching based on the evaluation - the decision on what to change is ours, not the evaluator’s

26. PBL Learning Principles Learning Problem based Contextualized Experience and activity based Social Participant directed Team based • Content • Interdisciplinary learning • Exemplary learning • Analytical thinking – • theory-practice relation References 28 Learning Principles (Graff & Kolmos 2003)

27. Basic distinctions References

28. 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)