Download - Lars Peter Jensen Associated Professor at Automation and Control Department of Electronic Systems
35th International IGIP Symposium, 2006, Tallinn, Estonia
Lars Peter Jensen
Associated Professor at Automation and Control
Department of Electronic Systems
URL: http://es.aau.dk/staff/lpj
WS1 – Introduction to Problem based Learning: The AAU Way
PBL as educational model and Practice at Aalborg University
•Exercise •PBL Aalborg practice:
• Teams, Projects and Problems
1
35th International IGIP Symposium, 2006, Tallinn, Estonia
PBL Aalborg Practice What are the key characteristics?
2
35th International IGIP Symposium, 2006, Tallinn, Estonia
PBL Aalborg Practice
Three main characteristics • Problem • Project • Team work
Examples mainly from Engineering
3
35th International IGIP Symposium, 2006, Tallinn, Estonia
PBL Aalborg Model: Principles of Project-organized problem-solving Learning
Problem Solving
Problem analysis
Report/documentation
Literature Lecture Group studies
Tutorials Field studies Experiments
‘The Aalborg Experiment – project innovation in university education’ - Kjaersdam & Enemark (1994)
4
35th International IGIP Symposium, 2006, Tallinn, Estonia
• Problems – question – wondering within a frame
• a project each semester (1. year)• each group has a group room• group size of 6-8 students first year,
2-3 students the last year• each group has at least one
supervisor• self selected group and projects
within themes and disciplines• group examination with individual
marking
Lectures8:15-10:00
Lecture-relatedAssignment 10:15-12:00
Supervision -initiated & arranged by
studentsDoing project
In groups
PBL Aalborg Model - practice
5
35th International IGIP Symposium, 2006, Tallinn, Estonia
Method
Semester
Collaborationmethod/
Method of project
work/learning
Discipline learning
Metods used in industry
and institutions
Scientific method
1 - 2
3 - 6
7 - 8
9 - 10
Development of different Competences through the study
6
35th International IGIP Symposium, 2006, Tallinn, Estonia
Team work
What ?• A group of students working together on a
project• They have to both carry out the project and
document the results• Based on the documentation an oral
individual examination is held. Before the examination the group presents the project
7
35th International IGIP Symposium, 2006, Tallinn, Estonia
Team workWhy ?• A survey in 1997 showed that 75% of the companies
wanted new employees to have good skills in team work
• Most engineers work in teams• The individual student in the group learns from the
others (peer learning)• Responsibility towards the group leads to very hard
work• Group members provide social support, thus lower
drop-out rate8
35th International IGIP Symposium, 2006, Tallinn, Estonia
Team workHow ?• Each group has a group room• Group size of 6-8 students first year, 2-3
students last year• Students are in charge of forming groups• New groups formed every semester• Team building courses:
– Roles, communication, co-operation, conflicts
9
35th International IGIP Symposium, 2006, Tallinn, Estonia
Group meeting
Subgroup work
Discussion
Disagreement
Presentation
Compromise
Exam Report writingLife
Social activities
Studying engineering via group projects
BrainstormMultiple learning resources
Participating communities of practice
– active learning, communication, organization, and management
10
35th International IGIP Symposium, 2006, Tallinn, Estonia
ProjectsWhat ?• A unique task• Have a lot of complex activities• Needs several people with different skills• Have a final goal/objective• Limited resources (time, money, people)• Have to deliver a result at a given time:
– As a minimum a written report
11
35th International IGIP Symposium, 2006, Tallinn, Estonia
ProjectsWhy ?• More and more companies use project
organization• Much engineering work is performed as
projects• Motivates the students and increases
student activity• Secures deep learning in subjects covered
in the project• Improves documentation skills
12
35th International IGIP Symposium, 2006, Tallinn, Estonia
Projects
How ?• One project each semester• Necessary theories and methods given in
(project) courses
13
35th International IGIP Symposium, 2006, Tallinn, Estonia
The New Aalborg Model
50%courses
50%project
Course
5 ECTS
Project 15 ECTS
In groups up to 8 personsIndividual assessmentSelf-selected groups
Appointed supervisor(s)
One semester
1 ECTS (European Credit Transfer System) = 30 working hours
Course
5 ECTS
Course
5 ECTS
14
35th International IGIP Symposium, 2006, Tallinn, Estonia
ProjectsHow ?• One project each semester• Necessary theories and methods given in
project courses • Each group has (at least) one supervisor• Documentation:
– a written report, oral defence, (construction)• Courses in:
– project management and planning
15
35th International IGIP Symposium, 2006, Tallinn, Estonia
Problem based project work - a model
Initial problem of the project – what makes
you wonder?
Analysis of the initial problem :
central themes and elements of the
problem.
Problem statement based on the analysis
Statement of the question(s) which will be addressed in the project.
-Project limitations-Project design
Addressing the problemstatement
-Methods-Theories
-Empirical work-Finding a solution?
-Creating new knowledge
ConclusionsAnswering the
question of the problem
statement. Placing the
question into other
perspectives16
35th International IGIP Symposium, 2006, Tallinn, Estonia
Process oriented project work - a model
Establishing the group as a team
Clarifying strengths and weaknesses of
the group members, group visions, and
expectations
What increases and decreases motivation for the work and the
team?
Defining individual and collective
learning objectives
Establishing structures for
knowledge sharing and process
evaluation
First evaluation of work process – do we reach our
objectives? Do we work towards collective goals? Do we share motivation? Do we share knowledge?
How can we strengthen the process?
Focus on evaluation of the project content and
process:•Sharing knowledge
•Motivation•Collective goals
•Team collaborationDo we need to change
strategies or structures?
Reflections on the project and team
processDid we reach our
objectives? Why – why not?
What do we wish to do different in our next project?17
35th International IGIP Symposium, 2006, Tallinn, Estonia
18
35th International IGIP Symposium, 2006, Tallinn, Estonia
The four phase model of a Project
Analysis
Design
Implementation
Test
Industriel Project
StudentProject
too broad
Student Project
too narrow
The idealStudent Project
35th International IGIP Symposium, 2006, Tallinn, Estonia
What is analysis?
Get an overview of the problem • Asking Questions• See Perspectives Divide into different aspects• Top Down• Bottum Up Look critically at all aspects• Estimate• Measure• Compare
35th International IGIP Symposium, 2006, Tallinn, Estonia
How to start analysing – presentation of two tools
• The six W- model
• Post It Brain storm1. Everybody writes keywords on Post It notes for 5 min
2. All notes are placed on the blackboard
3. All notes are read out
4. Everybody goes to the blackboard and structures the notes together
ProblemWhom?
Why? What?
Where?
When?How?
35th International IGIP Symposium, 2006, Tallinn, Estonia
PROBLEMWhat?• It can be theoretical, practical, social, technical,
symbolic-cultural or scientific• It grows out of students’ wondering within different
disciplines and professional environments• It is the starting point directing the students’ learning
process and situates the learning in a context• It may involve an interdisciplinary approach in both
the analysis and solving phase• It has to be exemplary
22
35th International IGIP Symposium, 2006, Tallinn, Estonia
EXEMPLARITY• Selection of relevant specific learning outcomes
and content/scientific knowledge that is exemplary to overall learning outcomes
• That is, the problem needs to refer back to a particular practical, scientific and/or technical domain
• The problem should stand as one specific example of more general learning outcomes related to knowledge and/or modes of inquiry
23
35th International IGIP Symposium, 2006, Tallinn, Estonia
Problems
Three different types of problem based projects at AAU:
Assignment projects (AP) – planning and control by the teachers/supervisors– problem and the subject chosen beforehand
Subject projects (SP) – definition of the subject by the teachers
beforehand. – students choose a problem and method.
Problem projects (PP) – problem determines the choice of disciplines and
methods.
35th International IGIP Symposium, 2006, Tallinn, Estonia
ProblemsWhy ?• Real world problems are interdisciplinary and
complex• It is a learner-centred process• It meets the learners' interests and enhances
motivation • It emphasizes development of analytical,
methodological and transferable skills
25
35th International IGIP Symposium, 2006, Tallinn, Estonia
AAU students on problems
• ”We are engineers – our responsibility is to solve real technological problems.”
• ”This is the first time we found a real problem ourselves rather than getting something from supervisors. It is really exciting. It fits my way of learning. I learn better when I find the way myself. This way of learning is much better than only attending lectures, because I have to know why I need to learn this. When I know the objective clearly, I learn much better.”
• ”When working on a problem, I am strongly motivated and attracted. We need to solve this problem.”
Xiangyun Du, 200526
35th International IGIP Symposium, 2006, Tallinn, Estonia
Problems
How ?• The project groups choose their own problem
to work with in the projects• The problem has to be analyzed within a
relevant context before it can be solved or analyzed further
• The problem determines the choice of methods and theories to be used
27
35th International IGIP Symposium, 2006, Tallinn, Estonia
PBL as educational model - practice at AAU students’ experiences
LecturesSupervision
Problem solving in group-organized project work Family,
friends
Literature
Companies
Other teaching
staff
experts
Other groups Students
from other programs
More resources?
LibraryInternet
Experiments
Multiple learning resources Drawing upon multiple learning resources, students take active role
creating learning opportunities and managing their own learning
35th International IGIP Symposium, 2006, Tallinn, Estonia
We are engineers, our tasks are to solve
problems (Male EE)
Students’ perceptions
We want to make it possible that we can learn from each
other and everybody can learn what they want to learn
This makes our study serious… like real work
place (Male EE)
We develop social skills in group work, this improves the learning
process
We get mental support from each other, it involves lots of
responsibility so that we don’t easily drop out (Female A&D)
We develop ourselves and get mature along
the way
I understand things better through explaining,
discussing and practicing
We feel easier to learn the technical skills
through group work
I am confident in different tasks now
after these experiences…
I am strongly motivated when working on
problems
We learn best when the knowledge can be related to
the assignment and our project
Project work help me get some ideas of what I am
going to learn…
PBL as educational model - practice at AAU students’ reflection
29