1 / 53

Lars Peter Jensen Associated Professor at Aalborg University Department of Control Engineering

Project Organized Learning - a course from the Master Programs Introduction Semester for foreign student in Electronics and Information Technology. Lars Peter Jensen Associated Professor at Aalborg University Department of Control Engineering Fredrik Bajers Vej 7C, DK - 9220 Aalborg East

saber
Download Presentation

Lars Peter Jensen Associated Professor at Aalborg University Department of Control Engineering

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Project Organized Learning- a course from the Master Programs Introduction Semester for foreign student in Electronics and Information Technology Lars Peter Jensen Associated Professor at Aalborg University Department of Control Engineering Fredrik Bajers Vej 7C, DK - 9220 Aalborg East Phone: + 45 96358740, e-mail: lpj@control.auc.dk URL: http://www.control.auc.dk/~lpj Project Organized Learning

  2. Thursday the 10th of June (Fibigerstraede 11, room 115) 09.00: Coherence between projects and courses 09.30: Co-operation in small teams - cases and theories 10.00: Exercises on co-operation 12.00: Lunch 13.00: Project Management – cases and methods 14.00: Exercise on project management 15.45: Supervision, coaching, facilitation 16.00: Reflection on outcome and expectation Project Organized Learning

  3. Friday the 11th of June (Fibigerstraede 11, room 115) 09.00: Cases on supervision. 11.00: Supervision - strategies and tools 12.00: Lunch 12.45: Assessment 15.00: Development of action plans – and peer review of action plans 15.30: Evaluation Project Organized Learning

  4. 1. What is a problem based project? • The Aalborg model: • PBL, Projects, Team work • A four phase model of a Project • Analysing: why, what and how? • Reflection for action • Exercise, start analysing your project Project Organized Learning

  5. P0 – 5 weeks P1 – 10 weeks Projects in the first semester Reflective evaluationReflective evaluation Process analysis Process analysis Evaluation Evaluation 1 2 3 4 5 6 7 Lessons Project Organized Learning

  6. How to start analysing Why? What? • The six W- model • Post It Brain storm • Everybody writes keywords on Post It notes for 5 min • All notes are placed on the blackboard • All notes are read out • Everybody goes to the blackboard and structures the notes together Problem Whom? Where? How? When? Project Organized Learning

  7. Reflection for Action Project Organized Learning

  8. Results: Project Organized Learning

  9. 2. P0-experience exchange Programme 8.15: Lecture I: On reflection and learning 9.00: P0-experience exchange i cross- groups 10.45: Poster presentation 11.30: Lecture II: On the P0- process analysis Project Organized Learning

  10. HOW to reflect? Experience Test Reflection Generalisation The P0 project has given you some experience. You analyse your experience through reflection. By asking what and how to do better you generalise in the form of ’Good Advice’ which can be tested in P1 and give you new experience. Project Organized Learning

  11. Poster Presentation Project Organized Learning

  12. Project Organized Learning

  13. International Master Program POL Course Mm3 Cross-cultural Team BuildingLearning in a New Culture Xiangyun Du October 15th 2003 Project Organized Learning

  14. Am I Strange? I could not understand what was happening -metaphors, references and jokes Am I Different? I thought and communicated things in a different way Problems Study Am I Stupid? I got a nick name of ‘question person’ from asking all kinds of stupid questions in Project Organized Learning

  15. Project Organized Learning

  16. 4. Project Management Contents: • The project settings and goal • Managing people: • Co-operation contract, Team health assessment • Project Planning, managing time: • Activity diagram • How long time do we need for a given activity? - how to make a qualified guess • The Gantt chart • Project monitoring Project Organized Learning

  17. Agree on the goal, or you won’t reach it! • OR GET ON A • DESERT WALK Project Organized Learning

  18. Be aware of your differences YOU ARE STUPID ! WE DON’T KNOW Project Organized Learning

  19. The co-operation agreement – A tool for project management • Expectations and ambitions ? • Meetings – How often ? – What if somebody is late ? • Organising meetings , chairman, referee, use of blackboard ? • Division of labour ? • What kind of response do you give within the group ? • How do you prepare a meeting with your supervisor ? Project Organized Learning

  20. Contracts - example Project Organized Learning

  21. 5. Learning and learning styles Project Organized Learning

  22. What is ’learning’? Yes, it’s actually true – you can get a degree by repeating everything the teacher says. The psychological mistake in learning: ”We pretend that there is co-incidence between what is being taught and what is being learned” (Illeriis, 1998) Project Organized Learning

  23. A ’Knowledge’ is objective, measurable, conscious. ’Learning’ is ’to receive knowledge’ from outside. ’Teaching’ is ’to handout knowledge’ (’waterglass-pedagogics). B ’Knowledge’ is subjective, non-measurable – often implicit. ’Learning’ is ’personal transformation of experiences’. ‘Teaching’ is ‘to stage transformation of experiences’, ‘to establish room for learning’. Learning – two different perceptions Project Organized Learning

  24. Passive versus active learning • A study performed by Socony-Vacuum Oil Company shows that students learn (i.e. remember) : • 10% of what they read • 26% of what they hear • 30% of what they see • 50% of what they see and hear • 70% of what they say • 90% of what they say and do passive active Project Organized Learning

  25. Experience Test Reflection Generalisation/ conceptualisation Experiential learning- Kolb’s learning cycle Learning is the process whereby knowledge is created through the transformation of experiences - David Kolb Learning is a function of the activity, context, and culture in which it normally occurs, thus it is situated - Jean Lave & Etienne Wenger Project Organized Learning

  26. Experiential learning – the Cowan loopy diagram P0-proces analysis ”P1-midway seminar” P1-process analysis on action Reflection for in Next project Eksperimental, testing Consolidating, verifying P0-project start Time Project Organized Learning

  27. Everyday reflections – an enhanced Cowan loopy diagram Reflection Planned and joint ’grand’ reflections Incidential and personal ’small’ reflections Time Project Organized Learning

  28. On Learning Styles Overview: • WHAT is learning style? • WHY test learning style? • The test • Different learning styles Project Organized Learning

  29. WHAT is learning style? • A person’s way of taking in and processing information – and thereby learn. • Different persons have different learning styles. Project Organized Learning

  30. WHY test learning style? • To make you aware of how you learn • …and thereby improve your learning process • To enable the group to take into consideration the group members’ different learning styles • … and thereby improve your team work Project Organized Learning

  31. Different learning styles – Information channel Visual Learners • ‘Show me’ • Pictures • Diagrams • Sketches • Schematics • Flow charts Verbal learners • ‘Explain it to me’ • Spoken word • Written words Project Organized Learning

  32. Different learning styles – Information processing Active Learners • ‘Let’s try it out’ • Process actively • Jump in prematurely • Like group work Reflective Learners • ‘Let’s think about it’ • Process introspectively • Work quietly • Slow in starting • Like solo or pair work Project Organized Learning

  33. Different learning styles – Perceiving Sensing Learners • Concrete: facts and data • Focus on sensory input • Practical • Observant • Repetition Intuitive Learners • Abstract: theory and models • Focus on subconscious • Imaginative • Look for meanings • Variety Project Organized Learning

  34. Different learning styles – Comprehension Sequential Learners • Function with partial understanding • Steady progress • Explain easily • Analysis, details Global Learners • Need big picture to function • Initially slow, then major leaps • Can’t explain easily • Synthesis, systems-ecological thinking Project Organized Learning

  35. REMEMBER: • The test cannot be used to categorise people. • No learning style is better than another – they are simply different. • The test informs you about your preferred learning style(s) – strengths and weaknesses • The more ways you are able to learn the better you learn. • Take into consideration differences in learning styles when cooperating in the group. Project Organized Learning

  36. 6: Conflict handling Agenda: • Conflicts, what, why and how • Role play about conflicts • Break • Preventing conflicts • Break • Conflict behaviour and conflict solving Project Organized Learning

  37. Conflicts – WHAT? WHY? HOW? • WHAT? Behaviour exhibited by one (or more) person(s) which bothers another (or other) person(s) and/or prevents them from doing something they would like to do. • WHY? Disagreement, “bad chemistry”, fight about power, lack of respect, cultural insensitivity e.g.. • HOW? It is easy to start a conflict – but it might be hard to solve it satisfactorily!. Project Organized Learning

  38. Preventing Conflicts Conflicts are best prevented by: • Knowing and understanding expectations, opinions and feelings - your own as well as those of others (dialogue, I-messages) • Agreeing on rules, roles and relations in the group, (co-operation agreement) • Evaluating your group co-operation regularly (’hot chair’, team health profile). Project Organized Learning

  39. Evaluating personal relations: The ’Hot chair’ Every 2-3 weeks group members evaluate each other one at a time according to the following rules: • The person in the ‘hot chair’ is not allowed to comment, she/he is supposed to listen to the constructive and loyal criticism of other group members • All the others have to give positive and negative feedback e.g. Two things they like about the person’s behaviour within the group, and two things they don't like Project Organized Learning

  40. Evaluating personal relations: The ’Hot chair’ Feedback must: • Describe behaviour – not interpret motives • Express your own feelings directly – not indirectly • Be specific – not general • Only address issues which can be changed • Make room for change • Be non-judgmental • Only be given when asked for/agreed upon – not uninvited • Be motivated by a wish to help others – not to hurt Project Organized Learning

  41. How to use ’I’-messages to tell others about something you don’t like Project Organized Learning

  42. Behavioural self-assessment test Assertive, submissive and aggressive behaviour ? Project Organized Learning

  43. The concept of assertion • Assertive communication is to say what you mean and to mean what you say – without demeaning or hurting others • Assertive behaviour is to be able to and dare express feelings, opinions and needs clearly, unambiguously and honestly – with respect for others • Assertive behaviour is to be who you are and let others be who they are • Assertive behaviour increases your self-confidence and gives you personal impact that improves the positive feelings in the situation Project Organized Learning

  44. How to spot a conflict • Very loud discussion in stead of dialogue – nobody is trying to understand each other • Very long arguing but no decisions • Goes ‘for the man’ not ’for the ball’ • Postulate in stead of reasoning • Formation of cliques • Talk about people behind their backs REMEMBER: Deal with conflicts, the sooner the better !!! Project Organized Learning

  45. Relations Important Smooth things out Confronting Compromising Drawing Forcing Goal Not important Important Personal conflict behaviour Project Organized Learning

  46. Remember: Conflicts arises !!! It is your choice whether they shall lead to positive or negative results. It depends upon whether your mental frame is positive or negative ! What do you read here? • OPPORTUNITYISNOWHERE • OPPORTUNITY IS NOWHERE • OPPORTUNITY IS NOW HERE Project Organized Learning

  47. 7. Presentation and Communication Content: • Models of Communication • Types of communication + exercise • Oral presentations • Illustrations • How to write • How to review technical papers • Exercise Project Organized Learning

  48. Communication Talk - in order to be understood and listen - in order to understand Project Organized Learning

  49. Planning what to ”send” • What is my point? Message • Why do i want to tell? Purpose • Who is to know? Receiver • How should i tell it? Media • Where and when should it be told? Situation Project Organized Learning

  50. Disturbances at sender • Intentions not well considered • Conflict between needs and interests • Verbalising-problems • Non-logical sequence • Too much information • Nervousness • Tone and body language • Speed • Lack of knowledge of media • Bad choice of medium • Not adjusted to receiver Project Organized Learning

More Related