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A framework of PBL staff development program for a Thai University Prarthana Coffin department of planning Aalborg university. Outline. Background of the study

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  1. A framework of PBL staff development program for a Thai UniversityPrarthana Coffin department of planning Aalborg university

  2. Outline • Background of the study - Design based research and the PhD project - Designing PBL staff development program as an important element to initiate educational intervention at MFU - Research questions • Methodology • Result • Discussion and conclusion

  3. Design based research An overall methodology of the PhD project

  4. Objective and research questions of the study and the design • To design a suitable PBL academic staff training program for a Thai context( MFU) and therefore leading to a sustainable practice at the institution level. • 1) To what extent is the PBL staff development necessary when initiating the implementation of PBL? • 2) How can university lecturers be assisted to acquire pedagogical competences for effective implementation of PBL curriculum? • 3) What types of staff development methodologies can be used in training the newcomers of PBL practitioners?

  5. Methods Observation and participation at Aalborg University Interview PBL experts Six PBL experts were interviewed ( semi-structured interview). -can be implemented in any field? -What types of skills and competences PBL facilitators need to have? -To what extent is staff training necessary for the PBL classrooms or institutes? -How can university lecturers be assisted to acquire pedagogical competences for effective implementation of PBL curriculum? - AAU provides a program ‘University Pedagogy for assistant Professors’ as one of the requirements to get a promotion; 175 working hours within 15 months.

  6. Results • All agreed that PBL can be practice in most fields, but need to be creative to use PBL with different areas. One form of PBL cannot apply to all. Each context, each discipline needs different kind of PBL. • PBL facilitators need to have an interest in students’ learning and needs, have an awareness of their communication skills, social or emotional intelligence. Therefore, their roles change, depending on stages of where students are in the curriculum. • Training is very necessary; need at least a year of preparation before implement PBL curriculum if you want staff on board properly. • Changing need supports form all levels, mindset is most important for both practitioners and managers.

  7. Implication and discussion • Staff training along with curriculum development is central to a full scale PBL implementation. • The proposed framework for a new PBL staff development program (for MFU) consists of two major elements: 1) a systematic staff training program and 2) a PBL community practice.

  8. Current situation at MFU • Community of practice at School of IT and School of Liberal Arts: single subject mode and semester mode (integrated subjects and a research project) • Approved plan to establish PBL network in a collaboration with UNESCO Chair in PBL at AAU

  9. THANK YOU FOR YOUR ATTENTIONCONTACT: coffin@plan.aau.dk

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