pbl - a learning methodology for sustainability and global innovation in engineering education...
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PBL - a Learning Methodology for Sustainability and Global
Innovation in Engineering Education
Professor Anette Kolmos, Aalborg UniversityPresident SEFI
New Centre: PBL and Sustainability2010: 25 PhD students
Sustainability Global innovation in EEEmployability and collaboration with industry
Sustainability - Hot issue for many years – delicate maybe?
Engineers have been partof the problem -Engineers have to become part of the solutions
Green engineers – green engineering
Joint communication from SEFI, ASEE, IFEES on sustainability issues in engineering education:
•EE as a responsible partner •Sustainable competences and global innovation•Developing countries and developed countries
• New requirements
• PBL and research on PBL
• Examples of sustainability
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Economy
Environment
Eco-marketsResource management
Working environmentTrade regulations
Public environmentalregulation
Society
Citizenship
Economic growth
Pollution prevention
Sustainability
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Economical considerations
Environmental considerations
Eco-marketsResource management
Working environmentTrade regulations
Public environmentalregulation Social considerations
Citizenship
Economic growth
Pollution prevention
Sustainability, global innovation and complexity
Qualification framework
‘competence’ means the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development. In the context of the European Qualifications Framework, competence is described in terms of responsibility and autonomy.
You can not learn this by visit - this is an internalized process – you need to collaborate – you need to experience ….
PBL in engineering - US concepts
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Service LearningProject Based Service LearningInquiry Based Learning
Project Based LearningProblem Based Learning
A well-defined outcome and ill-defined task.PBL for the purposes here is the use of a project that often results in the emergenceof various learning outcomes in addition to the ones anticipated.(Capraro and Slough, 2009)
Project-based learning begins with an assignment to carry out one or more tasks that lead to the production of a final product—a design, a model, a device or a computer simulation. The culmination of the project is normally a written and/or oral report summarizing the procedure used to produce the product and presentingthe outcome. (Prince and Felder, 2006)
Danish models/engineering model 1: Project organised/based
• formulation of objectives • Identification of problems• unique and complex tasks• active searching and writing process
which may lead to deeper understanding• teamwork• deadlines
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Danish models/engineering models Problem oriented/based
Problem based – innovation projects
• methodical objectives• problem based themes• experience based• learner directed• interdisciplinary• Exemplarity
• Learning new knowledge
• Construction of knowledge
Discipline based – Study projects
• subject objectives• methodological/discipline
themes• subject understanding• learner and teacher controlled• disciplines• Exemplarity
• Applying taught knowledge
• Acquisition of knowledge
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Acquisition of knowledge?
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Constructing knowledge
• Knowledge and learning created by students – not given
• Learning and knowledge construction is facilitated by collaboration – dialogue, critical reviews, coordinating efforts.
• Knowledge and learning should be about construction, and not re-construction of knowledge
• Learning is about producing new knowledge, solutions, theories and methods.
problem based and project basedPBL- learning principles
LearningProblem basedProject based / organisedContextual learningActivity based
Social Participant directedTeam based learning
ContentTheory-practice relationInterdisciplinary learning Exemplary learning
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One project per semester
System level
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Self organised groups/Project management
How to establish a PBL culture - students
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Facilitation and group dynamics
How to establish a PBL culture - facilitation
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1200 rooms for teams
Project phases
• Problem identification and definition
• Pre phase study• Design• Detailed design• Implementation –
prototype• Implementation – real
system
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PBL
Next step in PBL
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UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg
University26
Austria network
Denmark
Hardware control linux
Denmark
Mission control
UK hardwareUSA review and verification
France
Space legislation
Denmark
Ground station server
Japanwindows
Research on PBL LearningMotivation and engagement Self-satisfaction and meaningfulness
Graff and Cowdroy 1997, Thomas 2000, Kolmos and Du, 2006
Savin-Baden 2000, Du 2006a
Skills/competencesProfessional Skills improvementHigher confidence for work life and project
management skills/process skills
Dochy et al 2001, Frenay et al 2007
Kolmos 1996, 1999, Du 2006, Kolmos and Du 2006, Croshwaite, 2006,
ManagementHigher retention rate/lower drop outCompletion rate is higher
Kolmos 2009
EmployabilityCompanies rank PBL universities higher and regard PBL
universities as more innovative
Kolmos 2009
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Contextual Knowledge not always Knowledge About, For or As Sustainability!
Simple deep-searching on selected key words in a database of 1st year Basic Year projects over a 5-year period (1917 reports) yields the following:
• Sustainability: 122 Hits• Sustainable: 313 Hits• Climate: 429 Hits• Climate Change: 109 Hits
Holgaard, 2009
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“The Raspberry Solar Cell” - Nanotechnology
2nd Semester Project, Spring Semester 2007, 7 Group Members
Technical Content: Solar cell technology and experiments with Dye-Sensitized Solar Cells (DSSCs)
Contextual Content: Climate change and its consequences – the scientific basis, effects, economics , adaptation & mitigation strategies and low carbon technologies
Initiating Problem Statement:How does the DSSC work, what are the future
complications of global warming and how can solar cells help avoid these?
Examples I
Holgaard, 2009
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Examples III
“GreenEats” – Architecture & Design2nd Semester Project, Spring Semester 2009, 7
Group MembersTechnical Content: Design parameters & product
development of sustainable food packaging & eating utensil form
Contextual Content: History of food packaging, marketing & marketing analysis, sustainability and the Cradle 2 Cradle concept
Initiating Problem Statement: Create a food packaging design concept which considers future society and its’ new technologies
Holgaard, 2009
Message
• We need to address global innovation and sustainability in all engineering education programs,
• It has to be formulated explicitly and not “only” as contextual knowledge in accreditation criteria/curriculum objectives
• In Europe learning outcomes are now formulated as knowledge, skills and competences and PBL is one way of leading to more complex learning
• Evidence that PBL makes a difference