Implementing PBL in Europe and Asia – can we do it?

Anette Kolmos,

UNESCO Chair in Problem Based Learning

http://www.ucpbl.net 1

PBL Global Network

3

Collaboration agreements: staff training

and PhD

Master in Problem Based Learning

Research Symposium

Research • 15 PhD studerende

– Creativity and mega projects (satellit)

– Organisational change to PBL

– PBL and the subject identity

– Design of PBL curricula in Thailand, India og Malaysia

– Intercultural learning in teams

– PBL and sustainability – strategies for implementation

• Research projects

– External: research council projects on engineering practice, sustainability, currciculum construction

– Internal projects evaluation of the new PBL model – ongoing

– Group assessment and PBL

Master in PBL in EE - Curricula Program Module

Modules ECTS Assessment

1.

semester

Course: Teaching and Learning in Engineering , Science and Health

5 P/NP Internal

Project: Teaching portfolio 5 7 step scale

Internal

2.

semester

Course: PBL models and change strategies

5 P/NP Internal

Course: Process competences and facilitation

5 P/NP Internal

Project: PBL experiments 10 7 step scale

External

3.

semester

Course: Theory and methods 5 7 step scale Internal

Optional course: PBL and sustainability PBL and intercultural learning PBL and management

5 P/NP Internal

Project: Master project 20 7 step scale External

In total 60

6

Thailand

8

Malaysia?

9

Malaysia

Joint PhD programme

with UTM

PhD

Training

Singhad Institute,

India

• Training,

• PhD scholarship,

• Establishment of

sub center

Consultancy

Tsinghua University –

memory of understanding

signed

Tsinghua University: Training

13

New Zealand

Swinburne University

14

Tomsk University – project and

training

Chile – training and master

Victoria University/Australia combined with learning in the work place

17

30 participants from

Victoria university

MPBL

18

EUROPE - Bologna 1. European Qualification Framework

2. Bachelor-Master system 3+2 3. Credit system (ECTS transfer and

accumulation)

4. Mobility 5. European cooperation in quality

assessment

6. Integrated study

programmes and joint

degrees (revision of national

legislation)

Sustainability, innovation and

employability as integrated part of

competency profiles at many

universities

Europe 2020 •Smart growth •Sustainable growth •Inclusive growth + seven flagships

20

why

• Institutional strategy/profile – brand

• Improving learning

• Research driven learning

• Regional development and collaboration

with community/companies

• Overstuffed curriculum

• Increase retention/decrease drop out/

resources

21

22

innovation

Keith Sawyer, 2007:

Innovation is no longer based on individual knowledge – innovation is based on:

collaborative knowledge

interdisciplinary knowledge

cross cultural knowledge

Research on PBL

Learning Motivation and engagement Graff and Cowdroy 1997, Thomas 2000, Kolmos

and Du, 2006

Self-satisfaction and meaningfulness Savin-Baden 2000, Du 2006a

Critical learning Savin-Baden 2003

Deep learning Biggs, 2004

Skills Professional Skills improvement Dochy et al 2001, Frenay et al 2007

Process skills Kolmos 1996, 1999, Du 2006, Kolmos and Du

2006, Croshwaite, 2006,

23

I I D E A

(Ingeniøren, 2008)

25

Project dilemma

Importance of decisions

Knowledge level

Dilemma and risk

time

History of PBL

26

McMaster, 68

Linkoping 72

Roskilde 72 and Aalborg

University 74 Maastricht 72

•Problems form the focus and stimulus for learning

•Problems are the vehicle for development of problem

solving skills

•New information is acquired through self directed

learning

•Student-centred

•Small student groups

•Teachers are facilitators/guides

•Problem orientation

•Interdisciplinarity

•Exemplary learning

•Participant directed

•Teams or group work

Crossing the PBL models and disciplines

http://www.wakehealth.edu/Physician-Assistant-

Program/

Projects go into medicine

Cases go into engineering

PBL as a mean for interdisciplinary

knowledge construction

PBL- learning principles

Learning Problem based Project based / organised Contextual learning Activity based Social Participant directed Team based learning Content Theory-practice/context Interdisciplinary learning Exemplary learning

28

29

Objectives, outcomes

Type of problems, projects and

lectures

Progression, size and duration

Students’ learning

Academic staff and facilitation

Space and organization

Assessment and evaluation

PBL curriculum

model Alignment

30

Content objectives Methodological objectives

Discipline knowledge Interdisciplinary

Discipline project Problem project

Narrow problems Open problems

Course approach System approach

Objectives

Type of problems and projects

Progression

31

Training and energizers

Teacher controlled Student centred

No group rooms Groups rooms

No organisational sup. Organisational support

Individual assessment Group assessment

No training

Aquisition of knowledge Construction of knowledge

Staff

Organisation

Assessment

Learning

Design based research: DBR

• Pragmatic – real world

problems

• Grounded in both theory and

real world problems – design

derives from theory

• Interactive, iterative and

flexible –

• Collaboration with practitioners

• Integrative and contextual

• Leading to contextually-

sensitive design principles and

theories

DBR preparation

• Begin with a meaningful problem

• Collaborate with practitioners

• Conduct literature review, needs analysis, etc.

• Integrate theory about learning and teaching

• generate research questions and the project

objectives

http://projects.coe.uga.edu/dbr/enact01.htm#eigth

Begin with a meaningful

problem

Conduct literature review, needs

analysis, etc.

Discuss with practitioners

Integrate theory about learning and

teaching

Formulate research questions

DBR: Design an Educational Intervention

• Develop the design – and does culture play a role- how much do we dare to do differently?? What will work in a Thai, Malay or an India culture – and what does only work in DK?

• Implement, collect data and revise the design intervention - more micro-cycles

• Iterative micro-cycles of planning/action/analysis – Researchers continuously communicate (document) how the conjectured

design was to function and how it is functioning

– Researchers and practitioners interact around the evolving design

• Selected data used to inform these micro-cycles

http://projects.coe.uga.edu/dbr/enact01.htm#eigth

DBR: evaluate the impact

• Evaluate the impact of the intervention: Retrospective Analysis

• Analyse the the data –“How did it function, when did it have

difficulties, why did these things happen to it?”

• Produce a “thick description” of how the study proceeded - “What did you learn?”

• Core design principles are developed and refined

http://projects.coe.uga.edu/dbr/enact01.htm#eigth

employability

learning sustainability

Green academics

It is not only what we

have to meet –

It is how we create jobs

in the future

It is not only

about how to

acquire

knowledge

It is about

how to create

collaborative

knowledge

And learning

environment

It is not only

issues that we

have to solve

It is how it

becomes an

embedded

value for

innovation and

for life

37

Modes of Learning and Engagement

( Adapted from Sterling 2002)

Mode 1: Education about

sustainability an “add-on”

strategy

Linear block system Mode 2: Education for

sustainability a “build in”

strategy

System approach

CDIO, PBL Mode 3: Education as

sustainability a “re-build”-

strategy

Awareness

Critical reflection on and in

action

Collaboration with

companies

Values, identity,

commitment, risks,

contextualising, culture and

negotiating visions of

sustainability Toward a Sustainable Education

Paradigme? Holgaard, 2009

Reduction of contact hours

Traditional curriculum

lectures

Students individual work

Assessment

Active learning curriculum

Lectures

Team work

Assessment

38

• Re-selection

• Speed mode

• Laissez faire

Strategies for

reduction of stuff

39

Vision

+

Consensus

+

Skills

+

Incentives

+

Resources

+

Action

Plan + =

Change

Consensus + Skills + Incentives + Resources + Action Plan

+ =

Confusion

Vision + Skills + Incentives + Resources + Action Plan

+ =

Sabotage

Vision + Consensus + Incentives + Resources + Action Plan

+ =

Anxiety

Vision + Consensus + Skills + Resources + Action Plan

+ =

Resistance

Vision + Consensus + Skills + Incentives + Action Plan

+ =

Frustration

Vision + Consensus + Skills + Incentives + Resources + =

Treadmill

Knoster/Moesby

40

Participation leads to

students’ motivation

and learning

Talk to me.... and I will

forget

Show me.... and I will

remember

Involve me.... and I will

understand

Step back.... and I will act