CITYLAB CAR PanelImproving implementation of urban solutions using Problem

Based Learning

CUF Jamaica 2018

28-06-2018

Citylab CAR – Project descriptionProf. Tom Coppens – University of Antwerp

Prof. Mohammed Asad – University of The West Indies

Coordinators of the Citylab CAR Project

Citylab CAR - Overall goal

The CITYLAB CAR project pursues three aims1. (Erasmus +, key action 2: Innovation in Learning methods)

To stimulate innovation in Teaching and Learning in Caribbean Higher Education Institutions through interdisciplinary and transdisciplinary problem based learning (PBL) methods, enhancing their quality.

2. To develop key interdisciplinary and transdisciplinary competences and skill among Caribbean students

3. To create a more structural link between universities and external societal actors (such as Public authorities) in order to increase the societal relevance of Higher Education Institutions.

Citylab CAR - PBL

Why problem based learning?

• Traditional learning methods (ex cathedra) have relatively poor performance

• 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

• PBL strengthens competences in interdisciplinary and transdisciplinary approaches

Citylab CAR – Sustainable cities

Why focusing on “sustainable cities”

• Need for a relevant and common theme as a vehicle for innovation in teaching methods

• Selected “niche” in which innovation is already present (f.e. architectural studio’s), but can be broadened throughout the university

• Opportunities to focus “PBL” on relevant and actual problems that need an interdisciplinary and transdisciplinary approach

Citylab CAR – How?

• Develop a common knowledge base on PBL

• Create “interdisciplinary modules” in CAR HEI, focusing on urban problems = CITYLAB Modules

• Set up a linkages between city governments and CAR HEI around urban problems

• Run (accredited) CITYLAB PBL-modules with students from different faculties

• Organize a student competition on sustainable solutions for cities

• Organize an academic conference on PBL and sustainable cities

Install campus teams and select modules

Design PBL modules

Run PBL Modules

PBL final Conference 2020

Technical workshop PBL

Develop PBL guidelines

Online PBL training

Develop expert database

Expert visits

Organize com-

petition

Contact local

stake-holders

Work Plan

Partners

• Caribbean Partners:

• THE UNIVERSITY OF THE WEST INDIES U WI• UNIVERSITY OF TECHNOLOGY JAMAICA• THE UNIVERSITY OF TRINIDAD AND TOBAGO• UNIVERSITY OF GUYANA• STICHTING INSTITUTE FOR GRADUATE STUDIES

AND RESEARCH VAN DE ANTON DEKOM UNIVERSITEIT VAN SURINAME

• STICHTING POLYTECHNIC COLLEGE SURINAME• PONTIFICIA UNIVERSIDAD CATOLICA

MADRE Y MAESTRA• CARIBBEAN MARITIME UNIVERSITY• UNIVERSIDAD IBEROAMERICANA

WHO'S WHO?

• European Partners:

• AALBORG UNIVERSITET

• UNIVERSIDAD POLITECNICA DE MADRID

• POLITECNICO DI TORINO

• VRIJE UNIVERSITEIT BRUSSEL

• UNIVERSITEIT ANTWERPEN

Conclusions from the World CaféModerator: Prof. Tom Coppens – University of Antwerp

Panelists: Quitzau Maj Britt (Aalborg University), Lindegaard Hanne (Aalborg University), Daniel Samoilovich (Columbus Asociación) , Álvarez Eva (Universidad Politecnica de Madrid) & Christina Campo (Vrijje Universiteit Brussel)

Café tables

// Tables

30 minutes per table

4 moderators (same as for the panel session!)

conclusions during the panel session on

Thursday

Table 1 Teaching strategies Moderator: Hanne (AAU)

Table 2 Evaluation Moderator: Eva (UPM)

Table 3 Design and

implementation strategies

Moderator: Maj-Britt (AAU)

Table 4 Working with external

actors and real life problems

Moderator: Daniel (Columbus)

CITYLAB CARWorld Café . Jun 27-28

Theme 1: Teaching StrategiesFacillitater: Hanne Lindegaard, AAU

THEME 1. Teaching Strategies

• WHY should teachers integrate PBL teaching strategies?• To invoke interest – and to stimulate interaction • Motivate students to ‘learning by doing’ • Make topics more tangible, ‘concrete’- not ‘abstract’ • Students have to take ownership of the problems• Students need to be good project leaders and not just

solve traditional problems • Students have capacity and they would love to use it if

they get the opportunity• Because when it works, you will let them do the job –•

HOW to define af good ‘Problem’ suited for PBL?

• ”P” has to be tangible – not abstract

• There should be external stakeholders who are relevant and who can assist the students

• Find Current/Ongoing Urban Environment issues – the students then has to be critical.

• Reletations outside uni is important

• “P” should not be too familiar – so the students really have to do their research and investigations them selves and not take too much for granted

How can teachers stimulate students to takelead in their own learning process?• Out to meet real problems and stakeholders

• Discussing the benefits of a self-determinated effort – future actievements , experiments.

• They need to know what they are going to use the knowledge for

• ‘Role models’ – people outside campus with the skills

• Trust- to be used to ask questions

• Reduce the emphasis on assestments –increase emphasis on learning

• Working with students presentations and ‘milestones’ during the semester

How to structure the learning process of students without taking control over their learning process

• Let them work in teams- it is more comfortable way and they are not going to take lead alone

• Engaging them (positive feedback) to take responsibility for the ‘P’ they have chosed

• Avoid their fear of failure

• Let them be the experts – you are the one to learn from their experiences

Which knowledge should students have before participating a PBL Course?

• Some basic skills (drawing fx, technical

• Insights from their discipline)

• Some basic tools and methods

• Basic knowledge about fx ‘Sustainability’ and ‘Urban planning’ (that it is complex problems)

• ‘Definition of PBL’ (that they are prat om a learning methods for solving real life problems)

• That there is more than one way of learning

• That the teacher don’t have all the answers –they have to find them

• That teamwork is diffircult but

• Introduction to the ‘process, the monitoring

What type of learning activities and material do you have to provide(are useful) in a PBL course? • Field exercises, debates, practical experiences,

• Working with ‘conceptualization’ (process) and not just ‘solutions’

• That the ‘evaluation form’ could be a prototype, model, a game, video etc (not a report)

• Key facilities for teamwork: classroom/studios (not seminar room) walls, creative materials

• ‘Learning environment’ (–more than teaching environment)

• Reorganizing the room ( mobile tabeles/chairs/boards

• Visualization and discussion using pictures, etc

• Rapid prototyping, Fab-Labs, W-Labs,

• ‘show it – don’t tell it’

Table 2 - EvaluationÁlvarez Eva (Universidad Politecnica de Madrid) & Christina Campo (Vrijje Universiteit Brussel)

World Café Theme 3: Design and Implementation Strategies

Barkeeper: Maj-Britt Quitzau

Strong teacher engagement in PBL!

They make it work!

They invest extra resources!

They exploit opportunities!

… in spite of difficulties

Administrative inhibitors

✖Teachers are engaged with PBL, but experience trip ups by the administrative system• E.g. lack of budget for field trips and software, extra paper work and

outmoded administrative procedures and rules.

Close the gap between teachers and administrators: acknowledge teacher’s innovative space• Document positive PBL results• Exploit Citylab CAR as a window of opportunity for adressing

administrative changes and provide experimental exceptions• PBL light version for administrators that translate gains (economy

and marketing) and teacher’s needs• Develop proposals and appointments with appropriate internal

(and external) stakeholders (dialogue)• Mobilize student unions to promote (teacher) demands

PBL may raise practical issues

Some examples:

• More field work can put students at safety risks… Find ways to deal with that

• Studio timeslots are not always available… Require more detailed coordination and compensation

• PBL activities may cost (e.g. field trips)… Invest time in finding necessary funding

Implementation through ‘intelligent’ design

– what is doable?!

Outdated facilities

✖Modern development is overlooked by campus services• Too classroomy rooms

• Lack of technological support/software

Modern facilities• Fablabs!

• Appropriate IT technologies

• Studios

• Appropriate learning environments…

Evolving design challenge

✖PBL DNA = constant evolution • Shifts in cooperation with teachers

• Shifts in students and their needs

• Shifts across semestres – changing structures

• Shifts in problems

Continuously improve and adjust PBL to context

Handling PBL insecurities

• Balancing theory with practice?!

• Incremental or radical shift to PBL?!

• Design choices concerning PBL?!

• Basic knowledge vs. high cognitive levels?!

• Learning vs. performance in assessments?!

• Forms of evaluation to satisfy requirements?!

• Project vs. Problem-Based?!

Can we learn from others?Colleagues…Medical programs…Online training program…

Promoting collaboration

✖Bridge disciplinary rationales and overcome fights• E.g. architects vs. engineers

✖ Challenge to enrol teachers from other disciplines

Counteract isolation –> work together• Common facilities between teachers to promote exchanges

• Alternative ways of meeting across faculties

PBL stepping stones- strategic thinking

• Short term adjustments

(designing)• Go under the ‘radar’…• Make do – make it work…

• Long term investments(implementation)• Make PBL ambitions visible• Engage, discuss, convince

Table 4 Working with external actorsDaniel Samoilovich – Columbus Association

Learning from….Citylab Latin AmericaProf. Tom Coppens – University of Antwerp

Stijn Rybels – University of Antwerp

www.citylab-la.eu

Format

1. PBL Training – the actual online course

2. Citylab Experience – the blog to share your experiences

3. Discussion Board – Q&A forum to discuss with other campus teams

4. Sources – additional background information about PBL

Online course

• 8 topics (text & video)

• A quiz at the end of each topic

• Topics can be completed on your own schedule

• Certificate after completing the course

https://blackboard.uantwerpen.be

Citylab experience

Online blog to:

- share Citylab activities

- upload presentations, reports, photos, videos,…

- document the results of the “PBL café”

= online network to learn from each other

Learning from….Universidad de BelgranoStijn Rybels & Tom COppens

World Cafe 1

World Cafe 2

Poster presentationProject Team Meeting Buenos Aires

Publishment in ‘UB news’ universitymagazine

Meeting withlocal stakeholders

Research daysat the universityof Belgrano

Congreso de la Sociedad Iberoamericana de Gráfica DigitalBuenos Aires, Argentina

Universidad de BelgranoCitylab experience blog

Student workshops based on World Cafe conclusions

June 2016November 2016

April 2017

May-June 2017March 2017

April 2017

September 2017

October 2017

Meeting local stakeholders

World Café

Student workshop

Results of the student projects

Disseminating the Citylab project

a first introduction to PBL as well as profound insights

a good tool to start a PBL process

clear design and logical order of the addressed topics

good combination of video and text material

the availability of extra literature is very interesting

Not so PBL…

417 subscriptions but only 281 persons did follow the training

Evaluation Online training

Evaluation Online training

To reconsider:

- Interactivity

- Platform

- Access for students

- Incentive for staff (certificate)