torben rosenørn, aalborg university esbjerg, 2010 popbl in classes where new students with no...
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Torben Rosenørn, Aalborg University Esbjerg, 2010
POPBL in classes where new students with no previous experience in POPBL are
to be integrated with students experienced in POPBL.
by
Torben RosenørnHead of Aalborg University Esbjerg
Implementing Project-Organized Problem-Based Learning in international master programs
Torben Rosenørn, Aalborg University Esbjerg, 2010
In this presentation the new students are understood as students with no previous experience in POPBL where the projects are allocated from 50% to 100% of the students workload every semester.(450 – 900 hours/student)
These students may come directly from high school or come from other universities and join (master) programs which are conducted based on POPBL
Torben Rosenørn, Aalborg University Esbjerg, 2010
When the students come directly from high school they are in the first and second semesters attending courses in which they learn how to learn through POPBL. The courses are project supporting courses and the learning is developed through the work with projects ( 6 to 7 before B.S. level)
Students from other universities who join master programmes must usually work together with students with previous experience in POPBL.
The ”new students” must consequently learn about the POPBL teaching method in order to be able to work together with the other students who are familiar with the method
Torben Rosenørn, Aalborg University Esbjerg, 2010
Why Project organized problem based learning?
•Change in young peoples’ culture and values
•Continously growing amount of new knowledge
•Industry and society request new competences
•International competition
Because it is easy to adapt the teacing to:
and it is motivating for the students as well as For the teaching staff
Torben Rosenørn, Aalborg University Esbjerg, 2010
What we can ”Teach” the students within the given time
Boundary of known knowledge
Ever moving boundary of new knowledge
Introduction to POPBLIntroduction to POPBL
Torben Rosenørn, Aalborg University Esbjerg, 2010
Official goals for education
Fullfilment of official goals for education
Init problem Project reportProject unit
Product
Torben Rosenørn, Aalborg University Esbjerg, 2010
The main areas to address to new students:
•The learning concept (POPBL)
•Analytical approach (they are very discriptive in their approach)
•Work and learn in teams – also when the facilitator is not present
•Collaboration (contracts)
•Learning contracts – Bloom’s taxonomy
•Written and oral communication/presentation
•Writing reports (references, validation of information)
•Assessment/examination
Torben Rosenørn, Aalborg University Esbjerg, 2010
Student’s own goalsOfficial goals for education
Fullfilment of official goals for education
Fullfilment of student’sown goals
Init problem Project Project report
Project unit
PS courses Consultancy
Product
Torben Rosenørn, Aalborg University Esbjerg, 2010
Key competences,Learning requirements,
Courses,Students’ interests
and
The project work
Torben Rosenørn, Aalborg University Esbjerg, 2010
Key competencesScope and specific aims
Deeperlearning
Methodical skills
Personal competences
Torben Rosenørn, Aalborg University Esbjerg, 2010
Key competencesScope and specific aims
Deeperlearningthrough projectwork
Methodical skills
Student’s own
interest
Torben Rosenørn, Aalborg University Esbjerg, 2010
Key competencesScope and specific aims
Methodical skills
Student’s own
interest
Deeperlearningthrough projectwork
Torben Rosenørn, Aalborg University Esbjerg, 2010
Experience
Reflectio
n
Tes
t
Conceptualization
The Kolb learning cycle
Torben Rosenørn, Aalborg University Esbjerg, 2010
ExperienceTest
Ref
lect
ion
ConceptualizationCoursestart
Courseends
The Kolb learning cycle and courses
Torben Rosenørn, Aalborg University Esbjerg, 2010
Experience
Ref
lect
ion
ConceptualizationCoursestart
Courseends
The Kolb learning cycle and courses
?
?
Torben Rosenørn, Aalborg University Esbjerg, 2010
Analytical approach to planning ofown learning process:
Reflection
Torben Rosenørn, Aalborg University Esbjerg, 2010
The Cowan Diagram
In On
Reflection
Explorative Consolidating
ActionFore
The Cowan reflection diagram
Torben Rosenørn, Aalborg University Esbjerg, 2010
Experience Test
Reflection
Status seminar
Conceptualization
Torben Rosenørn, Aalborg University Esbjerg, 2010
Analytical approach to project workand learning:
Problem analysis
Torben Rosenørn, Aalborg University Esbjerg, 2010
Initiating problemRelevans ofproblem
Problemanalysis
Task to solve
Social Science
Science
Technologicalknowledge
Language
Banksinsurance
Ownersemployees
CustomersInterested partiesIn society
Legislationauthorities
QualityEthics
EconomyHealth
Environment
WorkingEnvironment
Torben Rosenørn, Aalborg University Esbjerg, 2010
Technical content:
•Models
•Calculations
•Theory
•Laboratory work
•Results
•Discussion/conclusion
•And, and, and
Torben Rosenørn, Aalborg University Esbjerg, 2010
Non project
Supporting courses
25 %
Project
Supporting courses
25 %
Project - 50 %
SUPERVISION
Courses and project
Moesby & Rosenørn, Aalborg University Denmark, 2002
Torben Rosenørn, Aalborg University Esbjerg, 2010
Distribution of time between courses and project.
(Necessary for students’ time and resource planning)
100 %
0 %0 15 weeks
NPS courses
PS courses
Project
Moesby & Rosenørn, Aalborg University Denmark, 2002
Torben Rosenørn, Aalborg University Esbjerg, 2010
The change of supervisor’s role seen from the students’ point of view!
Problem:
Change of the role of supervisorChange of the role of supervisor
Supervisor AssessorProcess
Product
Time
Type
Assessment
Assessment
Torben Rosenørn, Aalborg University Esbjerg, 2010
Theme
Processes in oil and gas industry
Desription of the theme includes relevant possible problem areas from existing practical systems
The description of the theme generalizes the problem and must be the basis for the projects
Torben Rosenørn, Aalborg University Esbjerg, 2010
The project for the 7th semester Master course in Oil and Gas Tehcnology is:
“Design an off shore separation train for separating gas, oil and water”
Torben Rosenørn, Aalborg University Esbjerg, 2010
Key competences are:
Flash calculationSeparation systemInstrumentationControl Oil and gas techniques
Project and team work
Torben Rosenørn, Aalborg University Esbjerg, 2010
Project unit courses are:
ThermodynamicsChemical unit operationsIntroduction to oil and gas techniques
Project and team work - course in POPBL
Torben Rosenørn, Aalborg University Esbjerg, 2010
Thermodynamics:
Gas/liquid systemsIdeal/non ideal systemsFlash calculations
Torben Rosenørn, Aalborg University Esbjerg, 2010
Chemical unit operation:
Separation systemsMechanical separationDestillationAbsorption
Heat transferHeat exchangers
Torben Rosenørn, Aalborg University Esbjerg, 2010
Oil and gas techniques:
Oil and gas chemistryInstrumentation
Pumps and valvesControl systemsSafety and securityEnvironmental care
Torben Rosenørn, Aalborg University Esbjerg, 2010
The difficult thing is to analyse the problems and to make assumptions
They need to explain the assumptions
It is difficult to define the problems to solve based on the received information
And it is difficult to learn to act as a team and not as the individual student