PBL problem based and project based learning

1. PBL problem based and project based learning Anette Kolmos UCPBL Aalborg University http://www.plan.auc.dk/~ak

2. Learning principles • Problem based • Contextual learning • Participant directed • Group based learning • Experience based learning • Activity based learning • Theory-practice relation • Interdisciplinary learning • Exemplary learning

3. model Objectives and competencies Assessment Selection of content Methods

4. model Goals and competencies Teacher Organisation and culture Assessment Selection of content Frame: Space, resources Students Methods

5. ”Aalborg model” • Problems – question – wondering within a frame • a project each semester (1. year) • each group has a group room • group size of 6-8 students first year, 2-3 students the last year • each group has at least one supervisor • self selected group and projects within themes and disciplines • group examination

6. Study courses and Lectures - 7,5 ECTS Project courses lectures seminar 7,5 ECTS Examination 50% Project – 15 ECTS 50% Examination

7. Ugeskema for projektarbejde Skema for semester kurser projekt

8. PBL - á la Maastricht • Thematic blocks • group based • based on case studies • interdisciplinary • individual examination

9. Seven jumps • (1) clarifying terms and concepts not readily understood; • (2) defining the problem; • (3) analysing the problem; • (4) summarising the various explanations of the problem into a coherent model; • (5) formulating learning objectives; • (6) individual study activities outside the group; and • (7) report and synthesize the newly acquired information

11. What is a theme? • A framework for teaching and learning • broad definition: an area where technological delvelopment and human, social economic and political development are explicitly linked and mutually interact

12. Methodological themes • Specification of the overall engineering methods/discplines to be applied - but not specification of the area of specific engineering, to which the method should be applied. It must a be possibility to allow a broad range of different areas, e.g.: • modelling of dynamic systems • design of engineering constructions

13. Problem-oriented themes • Concentrating on issues which are common to all engineering areas, e.g: • working environment, • natural resource consumption • pollution

14. Phases of the project Initiating problem Problem analysis Task formulation Project delimitation Solution Discussion/conclusion Implementation Reporting

15. knowledge gaps ? analysis project project Tradtional teaching ????? ??? memorising The one who understands do not need memorising?

16. Variation in the way of organizing project work • size • length • where in the educational progression • size of the groups • types of projects • resources

17. Assessment - practice Peer group Project group Supervisor and ekternal ex.

18. Themes for discussion • Does PBL improve the working conditions? • Do staff need training to be a supervisor? • What about students’ co-operation? • Can students be marked individually in a group examination? • What about the supervisor’s role as facilitator and as well examiner