PBL and educational innovation

1. Problem based Learning in Engineering and Science – Development of Facilitator PBL and educational innovation Lars Peter Jensen Associate profesor 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. Reflection on own learning stories

4. ’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/

5. Same materials year after year…

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

7. Transferred knowledge will be returned after exams

8. Your learning stories Please spend 3 minutes sharing your learning stories with your neighbours

9. Am I teaching the same way I was taught? Need for Innovation in Engineering Education

10. Room for innovation?

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

12. 5 minutes’ discussion What is your understanding of learning? Based on your own experiences, what are the roles of university teaching in relation to learning?

13. Teaching = Learning ?

14. 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)

15. Teaching = Learning? “Teaching does not mean transferring knowledge but creating opportunities for …producing and constructing it.” (Paulo Freire) (Karl Smith, UMN)

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

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

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

19. Learning in Communities of Practice Participation Informal Unintended Knowledge sharing

20. 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

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

22. Blooms taxonomy 1956

23. PBL Learning Principles Learning Principles (Graff & Kolmos 2003)

24. A conceptualisation of PBL • PBL can be conceptualised as three central dimensions or processes that are stretched between teacher and participant control: • Problem – who defines and re-formulate? • Work Process – who chooses theory, methods and ways of working? • Solution – who owns the solution?

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

26. 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/

27. Need for change: industry expectations Comparaison of capabilities taught at universities and required in professional life by young profesionals - Germany (Becker 2006)

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

29. Change of profession and interdisciplinarity Changes in the medical education system in many countries have been endorsed aiming to reduce the volume of factual knowledge taught didactically and to increase students` abilities to direct and maintain their own learning through methods such as Problem Based Learning

30. 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

31. 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

32. 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

33. 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

34. PBL Learning Principles Learning Principles (Graff & Kolmos 2003)

35. 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

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

37. 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.

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

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

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

41. PBL at institutional level Problem and Project Based Learning - An innovation of the Aalborg Model Study courses 7,5 ECTS 50%courses Projectcourses 7,5 ECTS One semester Group examination Individual examination 50%project Project 15 ECTS Model from The Aalborg PBL model - Progress, Diversity and ChallengesAnette Kolmos, Flemming K. Fink & Lone Krogh 1 ECTS (European Credit Transfer System) = 30 working hours

42. Evaluation from Danish industry on graduates

43. Employers judgement of innovation, IDA, 2008 (N=209) 43

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

45. DIVERSITY OF PRACTICE – ‘MODELS’

46. Major changes of PBL curricula • Stage 3 2005 – now COMPASS curriculum (concept-oriented, multidisciplinary, problem-based, practice for transfer, simulations in clerkship, streaming). 2005 • Challenges: insufficient assimilation of fundamental basic science concepts, insufficient attention on behavior and population perspectives, professional competencies, etc. • Stage 2 1983 - 2005 Curriculum focused on population problems. Aiming at essential knowledge, fundamental skills, personal qualities, values, and attitudes to becoming physicians. 1983 • Challenges: students required a broad-based basic medical science foundation before they could begin problem solving. 1969 • Stage 1 1969 -1983 Curriculum focused on Biomedical problems. Aiming at skills of self-directed learning for information explosion, critical appraisal, self-assessment, etc. 1965 (Neville et al 2007)

47. Major changes of PBL curricula 2010 • Stage 3 2009-2010 Integrated courses of basic medical sciences 2009 • Stage 2 2006-2008 increased number of courses and PBL percentage in overall curricula 2008 2006 • Stage 1 2004-2005 11 basic medical courses and 12 clinical courses (100%, over 50%, and less than 50% of curriculum) 2005 2004

48. The case PBL model in medicine at AAU

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

50. Comparison of the three models