Problem-based Learning - The AAU Way Workshop

1. Problem based Learning – The AAU Way A Work Shop given by: Mona Dahms Department of development and planning Fibigerstraede 11, DK - 9220 Aalborg East Phone: + 45 96357205, e-mail: mona@plan.auc.dk Lars Peter Jensen 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 Both Associated Professors at Aalborg University

2. Problem based Learning – The AAU Way Program for day one: 10.00 Introduction and presentation of participants 10.30 The Aalborg model : • PBL, Projects, Team work 12.00 A little theory: Reflection 12.15 Lunch 13.15 Mini project + Presentation 16.00 Group examinations of projects

3. Problem based Learning – The AAU Way Program for day two: 10.00 Supervision 11.30 Role play of a supervising situation 12.15 Lunch 13.15 Role play of a supervising situation 16.00 Unanswered questions 16.40 Assessment of work shop

4. The Aalborg model-one way of dealing with PBL Key words: • Problem based learning • Projects • Team work The Aalborg model

5. Team work What ? • A group of students working together on a project • They have to both carry out the project and document the results • Based on the documentation there is a group examination, but the marks are individual The Aalborg model

6. Team work Why ? • A survey in 1997 showed that 75% of the companies wanted new employees to have good skills in team work • The individual student in the group learns from the others (synergy) • Extra: Responsibility towards the group leads to very hard work The Aalborg model

7. Team work How ? • Each group has a group room • Group size of 6-8 students first year, 2-3 students last year • Students are in charge of forming groups • Team building courses: • Roles, communication, co-operation, conflicts The Aalborg model

8. Projects What ? • A unique task • Have a lot of complex activities • Needs several people with different skills • Have a final goal/objective • Limited resources (time, money, people) • Have to deliver some kind of result at a given time The Aalborg model

9. Projects Why ? • More and more companies use project organization • Much engineering work is performed as projects • Motivates the students • Leads to student activity • Improves documentation skills • Secures deep learning in subjects covered in the project The Aalborg model

10. Projects How ? • One project each semester • Necessary theories and methods given in project courses The Aalborg model

11. Structure of a semester: Study courses Project courses Examination 50% - 33% Project 50% - 67% Examination The Aalborg model

12. Timing of a semester Project courses Study courses Project The Aalborg model

13. Projects How ? • One project each semester • Necessary theories and methods given in project courses • Each group has (at least) one supervisor • Documentation: • a written report, oral defence, (construction) • Courses in: • project management and planning The Aalborg model

14. Problem based learning What ? • The project groups choose their own problem to work with in the projects • The problem has to be analyzed within a relevant context before it can be solved or analyzed further • The problem determines the choice of methods and theories to be used The Aalborg model

15. Problem based learning Why ? • Real world problems are interdisciplinary and complex • It is a learner-centred process • It meets the learners' interests and enhances motivation • It emphasizes development of analytical, methodological and transferable skills The Aalborg model

16. Problem based learning How ? • Three different types of problem based projects at AAU: • The assignment project • The subject project • The problem project The Aalborg model

17. The assignment project • Considerableplanning and control by the supervisors • The problem and the subject as well as the methods are chosen beforehand • The educational objectives are easily controlled and are often formulated for each discipline within the subject • Being a supervisor is easy in that the supervisor knows exactly what is going to be explored in the project and can direct the students' choices in the planned direction. The Aalborg model

18. The assignment project Problem Subject The Aalborg model

19. The subject project • Subjects chosen beforehand • The students have to find a problem within the subjects • The educational objectives are mostly formulated for each discipline within the subject • Being a supervisor in this process may be a bit uncertain, because the students are allowed to make some choices on their own. However, the scientific field is described well and hardly any surprises occur The Aalborg model

20. The subject project Subject Problem The Aalborg model

21. The problem project • Based on problems as the starting point • The problem will determine the choice of disciplines, theories and methods • The educational objectives emphasises ability to analyse and methodological skills • The problem has to be chosen within a broader social and technical frame • Being a supervisor in this process may be difficult because it is a self-directed learning process and the supervisor may find him/herself at the edge of capacity The Aalborg model

22. The problem project Problem Subject The Aalborg model

23. Who is in control of what ? The Aalborg model

24. Common features of project work • For all three types of projects, a problem has to be analysed and solved by means of different theories and methods • The phases of the project are common to all three project types The Aalborg model

25. Problem based learning How ? • Three different types of problem based projects at AAU: • The assignment project • The subject project • The problem project • A model of a project The Aalborg model

26. Student Project too broad Student Project too narrow Industriel Project The ideal Student Project The four phase model of a Project Analysis Design Implementation Test The Aalborg model

27. What is analysis? Get an overview of the problem • Asking Questions (six W) • See Perspectives Divide into different aspects • Top Down • Bottum Up (Brain Storm) Look critically at all aspects • Estimate • Measure • Compare The Aalborg model

28. How to start analysing – presentation of two tools • 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 What? Why? Problem Whom? Where? How? When? The Aalborg model

29. Reflection – a learning theory The Kolb cycle with words paraphrased by John Cowan (Cowan 1998). Theory

30. Reflection in a learning process - a useful model The Cowan diagram Theory

31. Reflection in a learning process- a useful model Modified Cowan diagram Theory

32. Lunch until 13.15

33. Mini Project • In a Danish brewery there is too much noise emitted in the production hall, due to the bottles. Plan how to find the noise sources and how to find solutions. • Prepare a short presentation (10 minutes) of your results to be given afterwards

34. Examination - the hidden curriculum The aim of the study goals objectives Teaching and learning methods: PBL and project work Forms of the exams and criteria Group Examination

35. Statements on evaluation • Examination is dominating the students learning approach • Personal skills, meta-learning etc. requires formative evaluation forms • (Self-)evaluation is a crucial input to the learning process (reflection) • Education is forming identity Group Examination

36. Examination - practice Peer group Project group Supervisor and (external) censor Group Examination