Project Organised Problem Based Learning (POPBL)

1. Project Organised Problem Based Learning (POPBL) What is a Problem Based Project? Introduction to course Lecturer: Lars Peter Jensen

2. Today’s Programme • Presentation of the POPBL course • Mm 1: Introduction to the study form

3. The POPBL course Objective: Students who complete the module will have: Knowledge about • Fundamental learning theories and styles • Different approaches to problem based learning including the Aalborg University model • Group processes and effective organisation of small groups • Acquiring and sharing of knowledge • Intercultural competences • Scientific documentation and academic honesty

4. The POPBL course Objective: Students who complete the module will have: Skills to • Plan and manage a project within a fixed time schedule • Reflect on group collaboration and ways to improve it • Reflect on personal contribution to project work and learning • Prepare, present and discuss scientific documentation using correct terminology • Maintain efficient communication within project groups and to supervisor(s)

5. The POPBL course Objective: Students who complete the module will have: Competencies to • Evaluate personal learning and collaboration with peers and supervisors • Apply project organized problem based learning in professional contexts

6. The POPBL course content The contents include among others issues: • Problem based learning • Planning/controlling project work • Group work • Conflict handling • Communication • Presentation • Learning • Intercultural competencies • Experience with project work in small scale (short time) Duration: 1 ECTS, i.e. 5 mini-modules in the beginning of the semester

7. Foundation for the POPBL course • Theoretical: Theories of learning, organisations and communication • Practical: More than 35 years of experience with the ’AAU-model’

8. Information about the course • POPBL at SICT Moodle homepage: http://sict.moodle.aau.dk/ • Handouts • Literature

9. Intro Module1

10. Intro Module1

11. Problem Based and Project BasedLearning

12. Mm 1: Introduction to the study form Content: • Lecture 1: PBL and the ’Aalborg-model’ • Group task: Experience with group work • Lecture 2: About the project • Exercise: What it takes to survive in the desert

13. Lecture 1: PBL and the ’Aalborg-model’ • Introduction to PBL • Physical and structural frame work at AAU • Educational frame work at AAU • The study form at AAU

14. Please think of one of the things that you are good at, write three words in the post-it describing how you learned it well

15. Backgrounds of PBL in engineering

16. Student centered learning Teach me… and I will forget ? Tell me and I will forget Show me and I will remember Involve me and I will understand Step back and I will act Chinese proverb ELiTE March 2010

17. Carl Rogers on teaching at Harvard in 1951 • I have come to feel that the only learning which significantly influences behavior is self-discovered, self-appropriated learning. • It seems to me that anything that can be taught to another is relatively inconsequential, and has little or no significant influence on behavior. ELiTE March 2010

18. What does it demand to be an engineer in your country?

19. Diversity of engineering competencies Scientific knowledge • Process competencies • Project management • Communication • Teamwork • Organization Technical competencies

20. 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 What kinds of engineers are expected for the future? 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/

21. Changing traditional teaching and learning Deeper learning through project work Student’s own interest Key competencies Scope and specific aims Methods andskills

22. PBL as an example of student-centered teaching and learning model What is problem-based learning? A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge. - H.S. Barrows 1980

23. Where and how are PBL practiced? • Pioneers • McMaster 1968 • Maastricht 1972 • Linköping 1972 • Roskilde 1972 • Aalborg 1974 • Different practices • Single courses • Problem & project organized • Individual project • Team work Intro Module1

24. New study environment at AAU

25. 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 presentation followed by individual examination PBL Aalborg Model - practice Lectures 8:15-10:00 Lecture-related Assignment 10:15-12:00 Supervision -initiated & arranged by students Doing project In groups

26. What is a supervisor? • A person who through facilitating questions encourages your learning process • A person who points out the potentials in your work • A person who gives loyal and constructive critic of your work • A person who at the project exam is one of the examinors

27. What is a supervisor NOT? • Not a teacher who is responsible for your learning process • Not a person who tells you what to do • Not a person who decides what should be the content of your project • Not a member of your project group • Not an inexhaustible resource – therefore: Use your supervisor hours carefully

28. “supervisor ” project supervision “Students”

29. Beginning of the project Progressing in the project Communication maps during a project

30. The New Aalborg Model Course 5 ECTS Course 5 ECTS Course 5 ECTS 50%courses One semester Project 15 ECTS In groups up to 8 persons Individual assessment Self-selected groups Appointed supervisor(s) 50%project 30 1 ECTS (European Credit Transfer System) = 30 workinghours

31. The Aalborg-model – the study form The key words are: • Problems • Project • Team work Let’s take the last first!

32. Team work – WHAT? • 6 - 8 students co-operating on the same project (at later semesters 1 - 3 students per group) • They have to carry out the project and document the results • An oral group presentation is the starting point for en individual exam based on the documentation, held at the end of the project period. Individual marks are given.

33. Team work – WHY? • A survey carried out in 1997 showed that 75 % of companies wanted new employees to have good skills in group work. • The individual student in the group learns from the others (Peer Learning) • Responsibility towards the group makes the individual student work hard

34. AAU students on team work • ”I think that it becomes easier when you learn technical matters in groups. Normally we use the blackboard to discuss things. … You gain more from the time you have to spend in the university in this kind of education when you work in teams. We are getting energy in this way.” • ”Working in groups we get mental support from each other; it is also a responsibility so that we won’t drop out easily.” (Xiangyun Du 2005)

35. Team work – HOW? • Students are in charge of forming their own groups • Project groups choose their own project It is important • to be aware of different roles in the group and • to learn how to use strengths in a constructive way while improving on weaknesses A Contract of Cooperation (CoC) is a useful tool in making mutual expectations explicit.

36. Group contract – an example Supervision

37. BREAK 15 minuts

38. Multiple learning resources Social activities Exam Report writing Studying engineering via group projects Life Group meeting Brainstorm Participating communities of practice – active learning, communication, organization, and management Presentation Subgroup work Compromise Disagreement Discussion

39. Diversity of group situation

40. Diversity of group situation

41. At the end of each day, ask yourself • I noticed that I … • I was surprised that I … • I was displeased that I … • I discovered that I … • I realized that I… • I relearned that I … • I learned that I… • I am pleased that I …

42. If you feel confused, don’t worry. You are not the only one… You will have more opportunities to figure out…

43. Project – WHAT?  A project is characterised by being • A unique task which includes • Many, complex activities and therefore requests • Many project group members with different skills and competencies; • The project is goal oriented, • Limited in time and resources and has to • produce a final result, i.e. the goal.

44. Project – WHY? • A survey carried out in 1997 showed that 75 % of companies wanted new employees to have good skills in project work. • Working with realistic projects is motivating for students. • It increases student activity and thereby increases the learning. • Develops transferable skills, incl. project management, documentation etc.

45. Project – HOW? • The project is supported by courses • Students have to look for relevant information beyond the courses

46. Project – HOW?Timing of a semester Weekly time Courses Project Project time

47. 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

48. Problems - WHAT? • The project group unpicks and formulates the problem embedded in the project • The problem has to be analyzed within a relevant context before it can be solved • The problem determines the choice of methods and theories to be used in the analysis as well as in the solution

49. Problems – WHY? • ‘Real life’ problems are interdisciplinary and complex • Working with ‘real life’ problems meets the learners' interests and enhances motivation • It emphasizes development of transferable skills, i.e. analytical, problem solving and information processing skills

50. AAU students on problems • ”We are engineers – our responsibility is to solve real technological problems.” • ”This is the first time we found a real problem ourselves rather than getting something from supervisors. It is really exciting. It fits my way of learning. I learn better when I find the way myself. This way of learning is much better than only attending lectures, because I have to know why I need to learn this. When I know the objective clearly, I learn much better.” • ”When working on a problem, I am strongly motivated and attracted. We need to solve this problem.” Xiangyun Du, 2005