exploring the theory and practice of problem and project based learning_mae fah luang 050312

8/10/2019 Exploring the Theory and Practice of Problem and Project Based Learning_Mae Fah Luang 050312

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Exploring the Theory and Practice of

Problem and project Based LearningFrom the modern European enlightenment tradition to triple helix

Lone Dirckinck-Holmfeld

Dean, Faculty of Humanities Aalborg University

Professor, PhD. Human Centered Informatics

[email protected]


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The presentation

A PBL model

PBL as an approach to transformuniversity practice PBL from a socio-cultural learning

perspective


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Denmark in Europe


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Aalborg University in Aalborg, Esbjerg and Copenhagen

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43,000 sq km

5 mio. Inhabitants 1/3

in the capital area

Flat country

Cellular: 6.243 million

Internet 3.5 million

Networked readiness*

5.71 (no. 1)

Household income:

lowest 10%:2%

highest 10%:24%

Gini-index 24,7*

*2009

dairy prod., fishing industries, pharmaceuticals, design, windmills, green technologies, ICT services


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Aalborg at the Fjord 200,000 inhabitants


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A walk around AAU Main

Campus


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Problem and project based

learning (PBL)Aalborg University is widely knownfor its special form of learning:problem-basedproject worktaking place in groupsstudents cooperate with industry,organisations, etc.,when solving problems(interdisciplinary).

Close interaction between

research, industry, NGOs andpublic institutions is alreadydeveloped during the study.

Study unit courses

Project work

Individual examination

and workshops

50%

courses

50%

project


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The tradition of Higher Education

- influential ideas

Problem and project based learning is not only some effective didactical principles fororganising teaching and learning, but is an approach to teaching and learning, whichtransform the university practice the research, the teaching and learning and theinteraction with society


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Universal principles for (the European) university tradition

Fink et. al (2003 p. 12) formulate five universal principles for the university based onthe history of ideas :

a. Close link between research and education (research-based education)b. Freedom of researchc. Freedom of methodd. University autonomye. Scientific interest in seeking the truth

Formation through science

seeking the truth vs. science as usefullness


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The European Research University - the Humboldt university

tradition (19th

and 20th

century)

- The Humboldt University tradition (1810 ff)- The common formation/education had priority to particular technical training

- The objective to educate and transform the students to a masterful and well-informed and lighted persons

- The goal was to demonstrate the process of the discovery of knowledge andseeking the truth, and to teach students to take account of fundamental laws ofscience in all their thinking. Humboldt envisioned the university education as astudent-centered activity of research:

The university teacher is thus no longer a teacher and the student is no longer a

pupil. Instead the student conducts research on his own behalf and the professorsupervises his research and supports him in it.

- Freedom (and loneliness) was an important concept in the German universitymodel, and the system of professors was based on competition and freedom:although professors served as state functionaries, they had the freedom to choosebetween several states, and their identity and prestige arose from the specialization

of scientific disciplines.

The governance of the universities were autonome of thestate based on the principles of academic freedom.10


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The Modern European model

mode 1

University Industry

Government

Separation among spheresUniversity is a provider of basicresearch and well educatedcandidates.

Connection with industry and thegovernment/state agencies is throughthe candidates.Industry = production, University =

basic research,Government = minimal regulationPedagogy: seminars and labs run bythe professor a kind ofapprenticeship learning. The faculty of

philosophy was preferential


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The Danish folk high-school

tradition

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Grundtvig 1783 - 1872

Rdding Folk Highschool 1844 -

A preparation for the participation in the folk

democracy (constitutional monarchy, 1949). Aim: the

formation of a masterful person.

Bording schools (for the peasants in the winter time):

Students and teachers were living together

(inspiration from Oxford and Cambridge)

The personality and engagement of the teachers

were critical. The basic methodology was Christian-

historical-poetic. The main subjects were history,

literature, social science, math and science, however

also physical education, fine arts and music. Danish as the teaching and learning language.

has inspired the Danish educational tradition:

Primary school, lifelong learning and somehow also

the higher education.


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MAIN VISIOS


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The Reform University Based on liberal pedagogy emancipatory

pedagogy (PBL) Mass education challenging the

universities as ivory towers new student

groups entering the universities Soc. Democracy vision: equality through

HE; Danish Industry: more applied research Student revolt: subject criticism (students

with new experiences women and non-

academics); Studies in the spirit of theworking classor the less privileged

Radical governance model: remove thepower of the full professors

Governmental

agencies

Civil

Society

Universities


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The emancipatory approach

The aim is to give the working class opportunities throughlearning to make collective (conscious as well asunconscious) experiences and to align them political. This is

done through the transformation of existing (functional)educational programs to proper learning taking point ofdeparture in the day-to-day experiences in the productionprocess, and through information about societal connectionsto develop a societal fantasy, a way of thinking which makes theindividual worker able to understand and make connections

between his/her experiences and the societal developmentand transformation

(Negt, 1977 Introduction p. 7, translation LDH)


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The Universities as drivers in the knowledge economy

Triple helix model

Strong interaction among threespheres University leads the innovation

and development: basic researchand action research (mode 2)

Each institution maintains itsprimary role and distinct identity Mutual respect and understanding

of the various roles

Formation of the students:

Innovation, entrepreneurship,knowledge and methodologicalcompetencies

Problem and project based learning

Universities

GovernmentIndustry

Dynamic interaction

(Inspired from Etzkowitz, 2002; 2008; Camacho 2009

Mode 2


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Knowledge interaction activities at AAU -and their users


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Summing up on PBL

PBL is an approach to transforming the university practice PBL was a motor for the development of the reform universities /emancipatory

traditions PBL is a motor for the development of the triple helix university

PBL is a mean for integrating research, teaching and interaction withstakeholders

PBL fits well with the knowledge economy providing:

Innovation skills (problem formulation), entrepreneurship, knowing to know,

interdisciplinarity and collaboration skills

Challenges: the balance between formation, fundamental research and usefullness


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The PBL model

Problem and project based teaching

and learning


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Memorizing

Depositing knowledge

Passive receiver

Learning astransmission

L i h d


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Learning as sharedproduction

Projects:

ConstructionCollaborationNegotiationReflection

L i i C iti


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Learning in Communitiesof Practice

Participation

InformalUnintended

Knowledge sharing


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Inspired by Dysthe (2003); and Riis (forthcoming)


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Mobile learning

mLearningis distinct in its focus on learning across contexts, learning with mobile

devices and transcending boundaries.


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What is PBL

POPP

Problem formulation andproblem setting (enquiry)

Exemplary and interdisciplinaryParticipants controlProject basedAction learning

Long time collaboration -1/2year

PBL

Problem solving

DisciplinaryTeacher / curriculum controlIndividual / projectTask driven

Ad hoc


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Thanks for your attention

[email protected]/ansatte/ldh

Dirckinck-Holmfeld. L & Fibiger

(2002): Learning in VirtualEnvironments, SamfundslitterraturPress

Dirckinck-Holmfeld, L, Jones, C andLindstrm, B (2009): AnalysingNetworked Learning practices, Sense

Publishers

Dirckinck-Holmfeld, L, Hodgson, Vand McConnell, D (2012): Exploringthe Theory, Pedagogy and Practice of

Networked Learning, Springer Publishers
mailto:[email protected]://www.hum.aau/ansatte/ldhhttp://www.hum.aau/ansatte/ldhmailto:[email protected]

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