PBL and educational innovation

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Lars Peter Jensen Associate profesor Department of Control Engineeringlpj@es.aau.dk

Xiangyun Du Associate professor Department of Development and Planningxiangyun@plan.aau.dk

Overview

• Reflection on university teaching and learning• Why PBL - Challenges and changes• PBL history, understanding, philosophy and

principles • Diversity of PBL practice

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Reflection on own learning stories

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’There is still one more seat in the wall’

The way I was educated Big class, little room for individual ideas

http://www.cnsphoto.com/

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Same materials year after year…

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Memory is more important than application skills for high scores…

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Transferred knowledge will be returned after exams

Your learning stories

Please spend 3 minutes sharing your learning stories with your neighbours

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Am I teaching the same way I was taught?Need for Innovation in Engineering Education

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Room for innovation?

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Can innovation be facilitated in this way?

http://eby.cc/p/1961.htm

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What is your understanding of learning?

Based on your own experiences, what are the roles of university teaching in relation to learning?

5 minutes’ discussion

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Teaching = Learning ?

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Teaching = learning?Yes, it’s

actually true – you can get a

degree by repeating

everything the teacher says.

”We pretend that there is co-incidence between what is being taught and what is being learned” (Knud Illeriis, 1998)

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Teaching = Learning?

(Karl Smith, UMN)

“Teaching does not mean transferring knowledge but creating opportunities for …producing and constructing it.” (Paulo Freire)

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Learning – is it only about how brain works?

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Philosophy and theories related to PBL

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Two “exaggerated” views of learning and institutions

• The top-down view:Ministry: National curriculum

UniversityFaculty

DepartmentEducation (e.g. human centred informatics)

LecturersStudent or groups of students

There is a well-defined body of knowledge that should be passed on to students through the educational food-chain – from ministry plans to the student – National strategies, material databases, learning objects, curriculum. Knowledge view: “Delivery or transmission of knowledge”

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Two “exaggerated” views of learning and institutions

The dispersion model – Aalborg’s view – focus on creation of knowledge

There is an ill-defined and massive body of knowledge that no individual or institution in itself can handle. Knowledge construction can be seen as diffusion of knowledge between different types of nodes in networks, where some nodes are more central than others. Knowledge is created, through transgressing boundaries, collecting, distributing and aggregating ”bits” of knowledge into regimes of competence Knowledge view: “Chaotic diffusion of knowledge” and a focus on the creation of knowledge

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Constructivism on Learning• Learning is not a process of

transferring knowledge to the students – as if the student is a passive receiver.

• Much learning in institutions are directed towards a certain curriculum or canonized set of knowledge that the student must learn (or rather memorize)

• Much assessment is a measurement of how much of this knowledge the students have memorized – not on their ability to produce new knowledge or to use their knowledge in real settings

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Constructivism• Knowledge and learning is

created by the students – not given to them.

• Knowledge and learning should be about construction, producing new knowledge, solutions, theories and methods.

• Learning and knowledge construction is facilitated by collaboration – dialogue, critical reviews, coordinating efforts.

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Learning in Communitiesof PracticeParticipationInformalUnintendedKnowledge sharing

23Original figure in Wenger 2004

Social learning Integration of formal curriculum and informal learning Life Long Learning

Learning tobecome

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Levels of understanding - Bloom

Bloom• Knowledge - memorize• Comprehension• Application• Analysis• Synthesis• Evaluation

Deeper learning

Surface learning

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PBL Learning Principles

Learning Principles (Graff & Kolmos 2003)

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A conceptualisation of PBL• PBL can be conceptualised as three central

dimensions or processes that are stretched between teacher and participant control:– Problem – who defines and re-formulate?– Work Process – who chooses theory, methods

and ways of working?– Solution – who owns the solution?

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Why change? Why PBL

Need for change: Diversity of engineering competencies

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Scientific knowledge

Technical competencies

Process competencies • Project

management• Communication• Teamwork • Organization

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Globalized contextNeed for change: accreditations

Diverse capabilities

Lifelong learning

Project management

Social, environmental, and

ethical concerns

Effective communication

Intercultural competencies

Designing and conducting

experiments

- 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/

 

Identity and solve applied science

problems

Team work

Application of mathematics and

science knowledge

Analytical skills

Interdisciplinary knowledge

30(Becker 2006)

Need for change: industry expectationsComparaison of capabilities taught at universities and required in professional life by young profesionals - Germany

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Ranking of capabilities important in professional life by young electrical engineers five years after graduation - Germany

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Need for change: How to facilitate innovation – role of university?

Cortese 2003

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Border of “new” knowledge - ever expanding

Border of presently “known” knowledge

In TRADITIONAL learning environment

What the student can learn within a given time

Need for change: Challenges for the curricula

Student’s own

interest

Expected skills from industry Social & global

responsibilities

Educational changes in Denmark • New study programs: enriched engineering

disciplines • New expectations: broadened engineering skills

and competences • New study forms: implementing student centred

and work place-imitated learning environment (for example, PBL as an educational strategy)

34New challenges and tasks for educators

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• Problems as focus and stimulus for learning• Self directed learning• Student-centred and tutors as facilitators/guides• Team work

• Problem orientation• Interdisciplinarity• Exemplary learning• Participant directed• Group work

McMaster 1968

Maastricht 1972

Linkoping 1972

Roskilde 72

Aalborg 74

PBL as a strategy for change: development and diversity of practice

What is/are PBL(s)?

”PBL reflects the way people learn in real life; they simply get on with solving the problems life puts before them with whatever resources are to hand.” (Biggs 2003)

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What is/are PBL(s)?

“…. problem-based learning helps students to see that learning and life take place in contexts, contexts that affect the kinds of solutions that are available and possible.” (Savin-Baden 2003)

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What is PBL?

”Problem based learning is a pedagogical strategy for posing significant, contextualised, real world situations, and providing resources, guidance and instruction to learners as they develop content knowledge and problem-solving skills” (Mayo et. Al., 1993)

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What is PBL?

–PBL is Student-Centred Learning–Where motivating and activating

students is the prime concern–The point of departure for the learning

process is an ill-structured real life problem

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• Some who claim to be doing might not be

• Some are doing without realizing

What is/are PBL(s)?

What do people do…

http://www.cnsphoto.com/

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PBL Learning Principles

Learning Principles (Graff & Kolmos 2003)

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VariationWays of implementation • Problem solving

techniques in the lecture

• Problem Based Learning in subjects / at institutional level

• Project Based Learning in subjects / at institutional level

• Problem and Project Based Learning

• Inquiry Based Learning

• Outcome Based Learning

Modes of practice• Senario• Case• Transdisciplinary • Intercultural projects• Mega project• Individual / team • Online Based / Face to

face

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Institutional (sub-institutional level)(Subject approach)

System/ group level(Subject approach)

Individual level(Subject approach)

ImplementationMoesby, E. 2004. "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)”, World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia. Volume 3, No. 2, December 2004.

Diversity of PBL practice

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Problem solving skills in the lecture• Lectures • Literature • Questions• Answers • Seminars

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Project Based Learning

Subject 1 Project 1

Subject 2 Project 2

Moesby 2004http://www.cnsphoto.com/

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Subject 1

Project

Subject 2

Subject 1

Project Subject 2

Subject 3

Moesby 2004

Innovations

PBL at institutional level

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Republic Polytechnic (RP) – Visions

Learning outcomes: Knowledgeable (understand, share, apply) Inquirers and thinkers with ability to reasonOpen minded, risk takers and decision makersCommunicators and negotiators, Teamworkers Caring and tolerant individuals with a balanced

outlook and good valuesLearning-enabled

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RP – ’one day – one problem’

25 students per class – 5 teams of 5 students A facilitator assigned for the day for each

class A problem given in the morning Five different but related problems per week Daily assessment supplemented by

’understanding tests’

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The daily routine at RP - 1

Sessions Activities (and actors: f=facilitator, s=students)

First meeting(1 hr)

Presents problem trigger + scaffolding (f)Analyse problem (f + s) Identify known – unknown - learning needs (f +s)Assign research duties (s)

First break out(1 hr)

Search, select, structure informationMake meaning

Second meeting(1 hr)

Discuss progress and difficulties (s + f)Helps develop learning strategies (f)

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The daily routine at RP - 2

Sessions Activities and (actors)Second break out(2 hr)

Review resource materialsPeer teach each otherPrepare presentations

Final meeting(1 hr)

Present outcomes – discuss, justify, defend (s)Presents ‘the sixth outcome’ (f)

Assessment(½ hr)

Do an individual written quiz (self assessment)Write in personal reflective learning journal

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50%courses

50%project

Projectcourses 7,5

ECTS

Project 15 ECTS

Study courses 7,5 ECTS

Group examination

Individual examination

Model from The Aalborg PBL model - Progress, Diversity and Challenges

Anette Kolmos, Flemming K. Fink & Lone Krogh

One semester

1 ECTS (European Credit Transfer System) = 30 working hours

Problem and Project Based Learning - An innovation of the Aalborg Model

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International Master Program of Environmental Management

Semester 1 ThemeCompany perspective – Environmental management industries

and cleaner production and productsProject focus

In-depth analysis of a company’s environmental strategies and performance and suggests improvements in relation to production processes, the product life cycle, or management policies. At the end of the semester, a project report is submitted, presenting relevant theories and an analysis of the case study.

Courses Feasibility Studies 2 ECTS Research Methodology 2 ECTS Organisation Theory 1 ECTS Approaches to environmental problem solving 2 ECTS Introduction to Energy Systems 1 ECTS Sustainable Energy Systems Analyses 2 ECTS Fundamental Investment Theory and Excel 1 ECTS

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Group 3: Environmental Impacts of Passive Houses (group 3 report)

Context and aims

To determine how significant the choice of materials is when designing energy-efficient houses in relation to their lifecycle environmental impacts.

Research question

Controlling for energy efficiency and design, what are the estimated costs and environmental impacts related to two energy-efficient houses, conceived in accordance with either a sustainable development or an energy efficiency criteria?

Theories Life cycle thinking, sustainable development and construction, passive house, passive and active systems, big bale building, LS/EPS Passive house

Research methods

Case study, interviews Costs analysis, life cycle assessment

Results The construction costs were the most persuasive element of the partial results. The BBB is significantly less expensive to construct. The use stage showed an important financial dominance over the two other stages. The global warming category revealed itself to be the most important feature to consider among the environmental categories selected in this study, and at a lesser degree nutrient enrichment. The choice in the materials is of great importance of the other stages especially in relation to the embodied energy due to transport which formed an important feature in LS/EPS impact profile.

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Project and people manageme ntQuality of e ngineering and tec hnical skills Contact and working relations to industryInnovative a nd creative skillsKnowledge of business -life a nd -economyOverall qua lity of education

Aalborg Univers ity (AAU)Technical Unive rsity of Denma rk (DTU)

Percentage of respondents judging the candidates' skills in the va rious disciplines as " good" or "very g ood"

419 8685818150593618 8774Source: Nyh edsmagasinet Ingen iøren, nr 13, 2 004

Project and p eople mana gementQuality of eng ineering an d technical skil ls Contact and w orking rela tions to industr yInnovative an d creative s killsKnowledge of business - life and -econom yOverall qualit y of educati on

Aalborg Unive rsity (AAU)Technical Uni versity of D enmark (DTU)

Percentage of respondents jud ging the cand idates' skills in the various discipline s as "good" o r "very good"

419868581815059

3618 8774Source: Ny hedsmagasinet Ingeniøren, nr 13, 2004

Pro ject and people m anagem ent

Q uality o f engineering and technical skills

Contact and w orking re lations to industry

Innovative and creative skills

Know ledge of business -life and -econom y

O verall quality o f education

Aalborg Un iversity (AA U )Technical University o f Denm ark (DTU)

Percentage of respondents judging the candidates ' sk ills in the various disciplines as "good" or "very good"

419

8685

81

81

50

59

3618

8774

Source: N yhed sm agasinet Ing eniøren , n r 1 3, 20 04

Evaluation from Danish industry on graduates

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Employers judgement of innovation, IDA, 2008 (N=209)

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Aalborg University

Technical University of Denmark

0 10 20 30 40 50 60

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Employers judgement of innovation, 2008 IDA (N=209)

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Overall assessment of Danish Engineering Institutions. IDA, 2008

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PBL – Regional development• PBL AAU as a good example of linking students with the

local economy (OECD 2007, Puukka and Marmolejo 2008)– Students benefit from

• Gaining transferable skills and authentic work experiences

– University benefits from • gaining feedback and access to instructive cases and

ideas for research and teaching • Improving graduate retention • Higher rate on-time finishing ( AAU 87% v.s 38%

others in DK) • Lower drop-out rate (AAU lowest in DK)• Improved interdisciplinary collaboration among

teaching staff

– Enterprises benefit from • A clearer picture of what the university stands for and

how the students might fit in as prospective employees

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Problem Based Learning and Project Based Learning (Savin-Baden 2007)

Project Based Learning Problem Based Learning

Aim and focus

Solution or strategy for problem

solving

Problem management

Role ofteaching

supervision / facilitation Tutoring / facilitation

Outcome Report or design Not necessaryTiminganddiscipline

s

PBL occurs at the end of the

program/course after a given

body of knowledge, therefore

seen as a mechanism forbringing together several

subjectareas

PBL occurs at the beginning

with self-directed learning on

the basis of requiredpropositional knowledge,therefore works from apremise of acrossdisciplinary learning

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DIVERSITY OF PRACTICE – ‘MODELS’Problem Process Team Assessme

nt Role of

teachingAalborg One

semester Problems(

5months) - open andnarrow

ProjectManagemen

tand processskills

4-7 SsSelf-form,Discussin

g,writing

andtogether,

Individualjudgementin a teambased

exam

Facilitationbased –Consultancy(low level Of nstruction)

Maastricht

One week- Casebased

Seven jumps

5-10 SsDiscussin

gtogether

Individualexam progressTesting

Facilitationbased –

tutoring (low level ofinstruction)

RepublicPolytech

nic

One day -

structured

3 meetings a

day –ProblemSolvingprocess

5 SsDiscussin

gtogether

Quiz andIndividualWrittenreflection

Problem giverand

instruction