citylab workshop

CITYLAB WORKSHOPAalborg University, Copenhagen, Denmark

26-08-2019 – 28-08-2019

WelcomeMorten ElleHead of Section Sustainable Design and transition

IntroductionTom CoppensCoordinator Citylab Project

CITYLAB- Rationale

Overall goal?• Erasmus +, key action 2: Innovation in Learning methods• through Problem Based Learning (PBL)• to create networks between HEI’s and societal actors, focusing on sustainable cities

Why problem based learning?• New approaches in learning needed for sustainability learning that foster critical

thinking, problem solving, holistic thinking• PBL

• PBL learns from real life problems and closes the gap between theoretical knowledge and practical knowledge

• PBL is focused on the application of knowledge and skills and student‐oriented• PBL strengthens competences in interdisciplinary and transdisciplinary approaches

CITYLAB Partners

10 Caribbean HEI 5 European HEI

CITYLAB Modules

• Use PBL methodology• Are developed and ran by Campus Teams at each university• Are (transformed) courses part of existing curriculum• Are interdisciplinary and transdisciplinary• Focus on complex problems attaining SDG’s in cities• Involved in the CITYLAB student competition

CITYLAB Project outline

More information?https://www.uantwerpen.be/en/projects/citylab‐car/

CITYLAB Workshop - Goals

• To exchange ideas on the implementation strategies for PBL• To discuss the progress in the CITYLAB modules and to

exchange best practices and identify barriers• To strengthen international cooperation• To discuss the practical organization of the final CITYLAB

conference and student competition

CITYLAB Workshop - AgendaCITYLAB WORKSHOP - COPENHAGEN

DAY 1 - 26.08.19 DAY 2 - 27.08.19 DAY 3 - 28.08.198:30am Registration9:00am Opening Citylab workshop Learning from Bogota Preparation Final Conference

Morten Elle & Tom Coppens Tom Coppens Committees - working tablesPBL implementation in Nordic countries Results of the Mid Term EvaluationPernille Andersson Daniel Samoilovich

Coffee break Coffee break Coffee break

PBL implementation challenges in the Caribbean World Café Plenary presentations CommitteesBetty McDonald Table 1 Relevance of PBL in Caribbean education Committee 1: Student CompetitionWorkshop on PBL implementation barriers Table 2 (Institutional) implementation strategies & barriers Committee 2: Academic conferenceAndrés V. Pineda Table 3 PBL and sustainable development goals Committee 3: Key note speakers & FundingMaj-Britt Quitzau Table 4 Quality of cooperation Committee 4: Output

Table 5 Dissemination and sustainability of results Committee 5: Practical organizationLunch break Lunch break Lunch break

PBL from a student and supervision perspective World Café Project Team MeetingChiara Fratini & Andreas V. Olsen Continuation Project & Financial Management

Coffee break Coffee break

Workshop on designing PBL curricula Conclusions of the World Café – Plenary sessionAndrés V. Pineda & Maj-Britt Quitzau

04:45pm Harbor sightseeing by boat06:00pm Social Activity Diner

Questions?Tom.coppens@uantwerpen.beStijn.rybels@uantwerpen.beNina.dejonghe@uantwerpen.be

PBL implementation in Nordic countriesPernille AnderssonPBL Coordinator for CPH Campus, AAU

PBL in the Nordics – An overview

Pernille Andersson

pean@plan.aau.dk

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Content overview• Brief overview PBL in the Nordics

• Some strategies for implementation of PBL from my practise and experience

• Some examples PBL implementation

• Some useful material for Teaching & Learning development in Higher Education

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Various employments in HR-functions: Recruitment, competence development & organisation development ---- 1997

PBL

Pernille AnderssonPBL Coordinator AAU CPH, Department of Planning, unit for UNESCO Chair PBL

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2005 - 2018

+

1997 – 2005 Implementation of Teaching & Learning development unitTeacher training PBL implementationEducational development

Teacher Training Educational developmentQuality assurance education & teaching

2019 Aalborg UniversityPBL Coordination in CPHTeaching & Research

Main subjects:Psychology Educational science

Welcome to Malmö

• Open ended complex problems anchored in “real i ty ”

• Multidiscipl inary

• Students learn in groups through col laborative learning

• Students work and learn in the context of self ‐directed learning

• Teacher pr imari ly has the role as a supervisor, but is a lso a source of expert ise the students can use

Definition PBL in this context

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• 1970 ‐ ‐ ‐ Denmark forerunners in us ing PBL and project based learn ing in educat ion

• 1990 ‐ ‐ ‐ An overa l l growing interest in for us ing PBL at d i fferent levels in the educat ion system also in Higher Educat ion. Medica l educat ions ear ly adopters .

• 2000 ‐ ‐ ‐ Huge focus on development and implementat ion of student act ive teaching methods inc luding PBL in Higher Educat ion. Focus on paradigm shi f t f rom a teaching perspect ive to a learn ing perspect ive. Focus on organisat ion strateg ies and teacher t ra in ing.

• 2014 ‐ ‐ ‐ Focus on research about PBL and PBL implementat ion. St i l l a debate about how to implement PBL. Some univers i t ies work act ive ly with PBL implementat ion.

The overall PBL History in the Nordic

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Nordic scout I: PBL in Higher Education in the Nordics

• Strong tradition in Denmark: Aalborg University and Roskilde University founded with a PBL approach. Inspiration and provider of knowledge to Danish Higher Education system.

• Malmö University, Sweden & Aalto University, Helsinki, Finland have succeed to implemented “Challenge Based Learning” as an overall teaching strategy

• Some universities has PBL Cape Stone Courses: NTNU, Trondheim Norway: ”Experts in Teams” mandatory and multidisciplinary

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Nordic scout II: PBL in Higher Education in the Nordics

• Engineering Educations (KTH, Chalmers, Linköping uni.) in Sweden created the global framework of CDIO (Conceive‐Design‐Implement‐Operate) together with MIT, US. Many EE join the network: Mostly traditional discipline based projects.

• Mostly common in Medical educations (PBL traditional format: Teachers create cases for the students. The 7‐step learning process)

• The most common is that single courses use PBL in some way with a dedicated teacher

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Nordic scout III: Teaching for Innovation & entrepreneurship

• Right now in focus at many universities and at the political agenda in Nordic countries

• In Innovation & Entrepreneurship courses you find PBL (but it’s called something else)

• Very often for the chosen few students to participate

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One main challenge• Even if we by now know a lot about how learning

works and what kind of teaching that best supports learning and education of future professionals with skills in problem solving:

‐ Still it can be a challenge to change the traditions in Teaching & Learning in Higher Education towards student centred learning and

PBL‐ An ongoing debate…

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Strong traditions in teaching in Higher Education: Experts posses the knowledge

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Old days IndustrialismToday:High Tech & Global

Small study from Technical University of Denmark (CPH)

• Assistant professors and Post docs participating in mandatory teacher training programme: 30 surveys and 6 interviews

• Focus: Faculty view of facilitating creativity among students anFindings: • Have made the shift to understand that activation of students

in their own learning processes works better for learning related to the Kugel taxonomy for teacher development

(P Kugel 1993)

• Reluctant to use PBL‐like teaching because it’s might not be considered as “academic enough ” by senior colleagues

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P Andersson, B Onarheim, paper SEFI 2015

Analyse and work with Communities of Practice: Forming the teaching culture at universities and departments

The process; socialisation in to a community: • Legitimate periphery participation

• Movement from periphery to center• Learning through adapting and adjusting to the

existent practices and culture

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Most central: • Prevent things to go back to normal and status quo• Create a new normal and a sustainable change in how

to teach and how to understand learning

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Overview PBL- implementation elements

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Sustain PBL‐implementation

Management People and teams

Support systems Knowledge and competencies

Element I: Management and visionsAdvice: Stay steady and provide support

• Management must support the PBL implementation 100%: Need a strong vision! Need to be able to stand up for new ways.

• “The burning platform”: Good reasons for changing: Excellence? Survival? External pressure? Rankings? More and better students?

• Inform everyone about the visions and the progress in implementation projects

• Top‐down and Bottom‐up strategies: How to motivate? How to support?

• Provide resources: Time! Money.

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Analyse the management levels in the organisation: What are their priorities?

Management Levels • Macro (Vice‐chancellor, deans)• Meso (Research director, Research group leader) • Micro (Individual teachers and researchers)

Report Ruth Graham, UK: “Macro level most often support educational development”(Does teaching advance your academic career? 2015)

Doctoral thesis Torgny Roxå, Lund University, Sweden: “Meso level most critical for educational development. Pressure from research”(Microcultures in the meso level of higher education organisations – the Commons, theClub, the Market and the Square, 2014)

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Element II Knowledge and competences Advice: Provide research based knowledge about PBL into the faculty Community of Practice

• Make sure that faculty get the competence development needed: Develop a solid knowledge base within PBL. Learn about how conduct PBL in teaching practice.

• Provide a professional support person with expertise in PBL

• Inform new faculty coming in about the PBL‐implementation and ensure PBL‐knowledge

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Question often asked: “Is PBL really giving the students some knowledge we can trust? “

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Strategies III People and teamsAdvice: Create teams and focus on the potentials • Find the staff that are motivated to implement PBL and work with

those to start up the implementation

• Have a dialog with the more sceptic staff but don’t focus to much on them. (Consume all the energy in the project)

• From teams for PBL implementation and create open pilot‐projects: Support important. Motivated teachers have great fun together!

• Avoid the lonely riders: When they are gone the teaching inventions are gone too. Hard for them to be alone driving the implementation.

• Try to work with teams of teachers: Create Professional Learning Communities.

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Strategies IV Support system Advice: Work at all levels in the organisation

• Are the administrative systems at the universities adjusted to a new way of working in education using multidisciplinary approaches, like PBL?

• Are the students prepared to meet a new way of teaching and new ways to learn?

• Are study counsellors informed about the PBL‐implementation?

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Case PBL-implementation

Lund University, Sweden, Faculty of Engineering (LTH) 2003 – 2004: Education of Land Survey, 5 years educational programme • PBL traditional format implemented during the two first years • Decision by full professor and research leader at the department main responsibly• Contracted teacher from other departments to make a first semester multidisciplinary case and to

provide disciplinary courses• Created a team of teacher doing the work together• Support in development process from educational consultant • Visit to Aalborg University

Vision: Being the best Land Survey education in Sweden. Attract more students. Result: Sustain PBL‐development. Still very high grads needed for acceptance. Problems: System for distribution of funding for teaching at the university

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Other cases Lund University, Faculty of Engineering:

• Electrical Engineering, 5 year education programme: Implementation of PBL course running through the first 2,5 years. Aim: Enhanced student completion. Top‐down decision.

• Civil Engineering, 5 year education programme: PBL implemented during the fist year. Aim: Enhanced student completion. Top‐down decision.

• Eco Systems Technology, 5 year education programme : New study programme with PBL as overall teaching method. Top‐down decsision.

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One of the main challenges: The issue of time, resources and reward systems

Research Teaching

Incentives for faculty? The reward and evaluation systems: What counts in your career as a faculty? Allocation of time.

Some useful material• Ruth Graham report 2012

• A. Kolmos, O. Winther, L Malmi, P AnderssonM Fulgem (eds.) “Faculty Development in Nordic Engineering Education” (2004)

• Aalborg centre for Problem Based Learning: Experiences PBL‐implementation (UNESCO) & research

“Achieving excellence in Engineering Education: the ingredients of successful change” https://www.rhgraham.org/

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PBL implementation challenges in the CaribbeanProfessor, UTThttps://utt.instructure.com/courses/684/files/483113?module_item_id=111567

Find the Prezi Presentation here:https://prezi.com/p/mv8gr‐7y9fby/pbl‐challenges‐within‐caribbean‐universities/?utm_campaign=16803456&refcode=email00selligent000v0&utm_medium=email&utm_source=prezi&utm_content=2001