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. Introduction to me • Master 2001 Roskilde University Denmark • Master 2002 Linkoping University Sweden • PhD 2005 Aalborg University (AAU) Denmark • Assistant Professor AAU) 2006 - 08 • Associate Professor AAU 2008 - 11 • Management program at Harvard 2011 • Professor AAU 2011 - • 2005- AAU PBL course for Master students, PhD students and new employees • 2006- PBL workshops over 10 countries • Educational Research on PBL and cultural learning

3. Denmark in Europe

4. Aalborg at the Fjord – 200,000 inhabitants

5. Aalborg University Faculty of Engineering and Sciences Faculty of Medicine and Health Faculty of social Sciences Faculty of Humanities • Department of • Civil Engineering • Building Technology & • Structural Engineering • Chemistry and Applied • Engineering Science • Electronic Systems • Production • Physics • Energy Technology • Mechanical Engineering • Computer Science • Mathematical Science • Life Sciences • Architecture and Design • Development and Planning • Health Science and Technology • Department of • Health Science Technology • - Bio- Med engineering • - Industrial Medicine • - Clinical Medicine • Clinic sciences • Hospital • Department of • Social Studies & • Organisation • Economics, Politics and • Public Administration • Business Studies • Department of • History, International, • and Social Studies • Music and Music Therapy • Learning • Communication • Human Centered Informatics • Languages and • International studies

6. Workshop Aims To facilitate the development of local, institutionally sustainable PBL-frameworks for GDUT To support the participants with relevant knowledge and skills to design and plan PBL-teaching experiments, based on PBL principles, that are suitable for implementation within the local context, as well as for the overall strategy of educational development at GDUT To provide PBL experiences for participants

7. PBL experience for participants Problem formulation (Phase 1) Problem analysis (Phase 1) Problem solving Group Work I: Designing an institutional PBLframework for GDUT (Phase 2) Group Work II: 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)

8. Phase one Problem identification and analysis + preparation for team work + inputs for theoretical understanding Presentation I: Need for change: challenges from learning and teaching experiences - Problem identification Group discussions Presentation II: PBL introduction –theory, philosophy, definition, examples of PBL and variations of PBL practices Presentation III: What is a problem? What is a project? Examples of different practices of designing problems and projects Introducing design plan and group work - Forming groups around topics, challenges and issues of common interest

9. Phase two Designing an institutional PBLframework for GDUT(problem-solving in team work + theories) Presentation IV: Designing a PBL inspired curriculum (curriculum and pedagogical design, assessment and constructive alignment) Group Work I: Developing institutional framework for PBL Teachings at GDUT Preparing poster for presentation Presenting and discussing the outcomes of the groups’ work (the institutional framework for PBL teaching)

10. Phase three Designing PBL Teaching Experiments (problem-solving in team work + theories) • Presentation V: Designing a PBL teaching experiment (restructuring the courses and balancing Presentation and project work, assessment) • Group Work II: Designing a concrete PBL teaching experiment based on the institutional framework - Possible problems and projects that could be used in GDUT • Preparing poster for presentation • Presenting and discussing the outcomes of the groups’ work (PBL teaching experiments)

11. Phase four Presentation, assessment and evaluation • Phase four – Presentation + assessment and evaluation of the solutions + plans for future • Presentation VI: Facilitation: The role of teaching in a PBL context • Participants’ Presentation and discussion of results • Peer assessment and evaluation • Evaluation of the workshop • Discussion on follow up activities

12. Activity 1 CompetenceProfiles Pleasework in team to list the mainkeywords of the expectedcompetences of yoursubject/profession in the current society.

13. Group A Team and communication competence Eagerness to study and learn Software development skills Knowledge in at least one application domain (business process engineering) Group B Abstract thinking Programming skills Analytical skills Team spirit Well-structured work approach Professional competencies- from previous workshop (soft-wareengineer)

14. Group A Basic studies: programming and software engineeringskills, usibility. Introduction to different domains Self management and languageskills Main studies: Software development lab (tools, project management that student led work) Advanced computer science (theory and algorithms, networks, mathmaticmodling and simulation) Work placement Majors: Two domains to choose from, system engieneering, business applications, Soft skills Group B Team work – presentationskills Praticalprojectskills Abstract, Analyticalthinking ? (to whatlevel) Application to problem solving Whatare the competencesareyourgraduatesprovided with the current curriculum?

15. Are our graduates provided with sufficient competence profile that are required in the professional work?

16. The way I was educated Big class, little room for individual ideas ’There is still one more seat in the wall’ 16 http://www.cnsphoto.com/

17. Same materials year after year… 17

18. Memory is more important than application skills for high scores… 18

19. Transferred knowledge will be returned after exams 19

20. Room for innovation? 20

21. Can innovation be facilitated in this way? http://eby.cc/p/1961.htm 21

22. Am I teaching the same way I was taught? 22

23. Need for Innovation in Engineering Education Is there a need for change? Why do we need educational change? Global experiences

24. Need for Educational Innovation PRODUCTION INNOVATION http://www.cnsphoto.com/ 24 • Overloaded curricula and improve learning • Complexity of problems demands new skills: collaboration, interdisciplinary knowledge, skills for innovation, sustainability and life long learning, etc. • Innovation and sustainable development – regional develpment and global competition

25. Demand from Globlobalization and technological development – human concern, sustainability, environment, ecomonics, ethics, social responsibility… http://www.cnsphoto.com/

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

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

28. Need for change: Diversity of competencies Scientific knowledge • Process competencies • Project management • Communication • Teamwork • Organization • Professional identity and responsibility • Life long learning Professional competencies

29. Need for change:How to facilitate innovation – role of university? Cortese 2003

30. Need for change:accreditations 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 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/

31. Need for change: Challenges for the curricula In TRADITIONAL learning environment What the student can learn within a given time Student’s own interest Border of presently “known” knowledge Border of “new” knowledge - ever expanding Expected skills from industry Social & global responsibilities

32. Bologna Declaration – European Higher Education Areas (EHEA) by 2010 • A multitude of expectations to the realization of the EHEA (Becker 2004): • shorter study time through intense and job-relevant curricula • Program combination and student integration into professional life • Possibilities of transferring • Attractiveness for international students • Transparency for employers • Independence and market orientation • Attractiveness of technical studies – bachelor degree

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

35. Global experiences and practices of educational change Australia – accreditation and attribute UK – inquiry based learning China – research oriented learning Malaysia (2006?) and South Africa (1997) have both introduced Outcomes Based Education (OBE) at all levels

36. Malaysian Qualification Framework (MQF) Learning Outcomes 1. knowledge of discipline areas 2. practical skills 3. social skills and responsibilities 4. value, attitude and professionalism 5. communication, leadership and team skills 6. problem solving and scientific skills 7. information management and life-long learning skills 8. managerial and entrepreneurial skills

37. South African Critical Cross-Field Learning Outcomes Identify and solve problems and make decisions using critical and creative thinking Work effectively with others as members of a team, group, organisation and community Organise and manage themselves and their activities responsibly and effectively Collect, analyse, organise and critically evaluate information Communicate effectively using visual, symbolic, and/or language skills in various modes Use science and technology effectively and critically showing responsibility towards the environments and the health of others Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation

38. Victorial University, MELBOURNE - AUS

39. Why CHANGE • Through late 2004 and 2005, the vice-chancellor and president of VU set up a working party of professional academics and industry partners to: • distinguish competencies of professionals which industry ‘really’ seeks for • Industry partners expressed and stated that a professional (engineer) should posses the following competencies: • Technically sound • Posses strong oral and written skills • Project management skills

40. CHANGE PROCESS • Announcement in 2005 of the decision to commit to PBL as a teaching and learning style in 2006 • The proposals were endorsed by the Board of Studies of the on the 21st July 2005 • Considered by the Higher Education Course Approval Committee (HECAC) of VU on the 5th of August 2005

41. IMPLEMENTING PBL CURRICULUM IN 6 MONTHS

42. WHAT IS REQUIRED? • Management support • Curriculum design • Staff/faculty Training • A team of ‘champions’ who: • Not only understand the concept, but • Believe in the concept

43. Group discussion 1 (Problem identification) Challenges/issues/problems from your teaching experiences Please summarize 3 common issues (headlines) in a poster presentation Time duration 30minutes Summing up

44. Please analyze the problems (using the six W- model) Group discussion 2 (Problem Analysis) What? Why? Problem Whom? Where? How? When? 44

45. Open discussion • Summing up key issues • Strategies for improving the situation in relation to identified issues • What have you been doing to make a difference? • What you would like to do? – hypotheses for potential solutions