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Problem based Learning – The AAU Way
A Work Shop given by:
Mona DahmsDepartment of development and planningFibigerstraede 11, DK - 9220 Aalborg East
Phone: + 45 96357205, e-mail: mona@plan.auc.dk
Lars Peter JensenDepartment of Control Engineering
Fredrik Bajers Vej 7C, DK - 9220 Aalborg EastPhone: + 45 96358740, e-mail: lpj@control.auc.dk
URL: http://www.control.auc.dk/~lpj
Both Associated Professors at Aalborg University
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Problem based Learning – The AAU Way
Program for day one:
10.00 Introduction and presentation of participants
10.30 The Aalborg model :– PBL, Projects, Team work
12.00 A little theory: Reflection
12.15 Lunch
13.15 Mini project + Presentation
16.00 Group examinations of projects
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Problem based Learning – The AAU Way
Program for day two:
10.00 Supervision
11.30 Role play of a supervising situation
12.15 Lunch
13.15 Role play of a supervising situation
16.00 Unanswered questions
16.40 Assessment of work shop
The Aalborg model 4
The Aalborg model- one way of dealing with PBL
Key words:
• Problem based learning
• Projects
• Team work
The Aalborg model 5
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 there is a group examination, but the marks are individual
The Aalborg model 6
Team work
Why ?
• A survey in 1997 showed that 75% of the companies wanted new employees to have good skills in team work
• The individual student in the group learns from the others (synergy)
• Extra: Responsibility towards the group leads to very hard work
The Aalborg model 7
Team work
How ?
• 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
• Team building courses:– Roles, communication, co-operation, conflicts
The Aalborg model 8
Projects
What ?
• 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 some kind of result at a given time
The Aalborg model 9
Projects
Why ?• More and more companies use project
organization• Much engineering work is performed as
projects• Motivates the students• Leads to student activity• Improves documentation skills• Secures deep learning in subjects
covered in the project
The Aalborg model 10
Projects
How ?
• One project each semester
• Necessary theories and methods given in project courses
The Aalborg model 11
Structure of a semester:
Project
Project courses Study courses
Examination
Examination
50% - 33%
50% - 67%
The Aalborg model 12
Timing of a semester
Project courses
Project
Study courses
The Aalborg model 13
Projects
How ?• 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
The Aalborg model 14
Problem based learning
What ?
• 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
The Aalborg model 15
Problem based learning
Why ?
• 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
The Aalborg model 16
Problem based learning
How ?
• Three different types of problem based projects at AAU:– The assignment project– The subject project– The problem project
The Aalborg model 17
The assignment project
• Considerable planning and control by the supervisors
• The problem and the subject as well as the methods are chosen beforehand
• The educational objectives are easily controlled and are often formulated for each discipline within the subject
• Being a supervisor is easy in that the supervisor knows exactly what is going to be explored in the project and can direct the students' choices in the planned direction.
The Aalborg model 18
The assignment project
Problem Subject
The Aalborg model 19
The subject project
• Subjects chosen beforehand • The students have to find a problem within
the subjects • The educational objectives are mostly
formulated for each discipline within the subject
• Being a supervisor in this process may be a bit uncertain, because the students are allowed to make some choices on their own. However, the scientific field is described well and hardly any surprises occur
The Aalborg model 20
The subject project
SubjectProblem
The Aalborg model 21
The problem project
• Based on problems as the starting point• The problem will determine the choice of
disciplines, theories and methods• The educational objectives emphasises ability
to analyse and methodological skills • The problem has to be chosen within a
broader social and technical frame• Being a supervisor in this process may be
difficult because it is a self-directed learning process and the supervisor may find him/herself at the edge of capacity
The Aalborg model 22
The problem project
Problem Subject
The Aalborg model 23
Who is in control of what ?
Problem Methods Results
Assignment Project
Supervisor + + +
Students + (?) ?
Subject Project
Supervisor (+) + (+)
Students + (?) +
Problem Project
Supervisor ? (+) ?
Students + + +
The Aalborg model 24
Common features of project work
• For all three types of projects, a problem has to be analysed and solved by means of different theories and methods
• The phases of the project are common to all three project types
The Aalborg model 25
Problem based learning
How ?
• Three different types of problem based projects at AAU:– The assignment project– The subject project– The problem project
• A model of a project
The Aalborg model 26
The four phase model of a Project
Analysis
Design
Implementation
Test
Industriel Project
StudentProjecttoo broad
Student Projecttoo narrow
The idealStudent Project
The Aalborg model 27
What is analysis?
Get an overview of the problem • Asking Questions (six W)• See Perspectives
Divide into different aspects• Top Down• Bottum Up (Brain Storm)
Look critically at all aspects• Estimate• Measure• Compare
The Aalborg model 28
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?
Theory 29
Reflection – a learning theory
Test
Generalise
Reflect
Experience
The Kolb cycle with words paraphrased by John Cowan (Cowan 1998).
Theory 30
Reflection in a learning process - a useful model
The Cowan diagram
Theory 31
Reflection in a learning process- a useful model
Modified Cowan diagram
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Lunch until 13.15
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Mini Project
• In a Danish brewery there is too much noise emitted in the production hall, due to the bottles. Plan how to find the noise sources and how to find solutions.
• Prepare a short presentation (10 minutes) of your results to be given afterwards
Group Examination 34
Examination - the hidden curriculum
The aim of the study
goals
objectives
Forms of the exams and criteria
Teaching and learning methods: PBL and project work
Group Examination 35
Statements on evaluation
• Examination is dominating the students learning approach
• Personal skills, meta-learning etc. requires formative evaluation forms
• (Self-)evaluation is a crucial input to the learning process (reflection)
• Education is forming identity
Group Examination 36
Examination - practice
1. ALL THE MEMBERS IN THE GROUP PRESENT PARTS OF THE PROJECT.MAX 10 MINUTES EACH and TEACHER AND EXTERNALEXAMINATORER GIVE COMMENT TO THE PRESENTATION
2. GENERAL DISCUSSION OF THE REPORT
3. INDIVIDUAL QUESTIONS
INDIVIDUAL MARKS BASED ON:
1. REPORT2. PRESENTATION3. DISCUSSION4. INDIVIDUAL QUESTION
Peer group
Project group
Supervisor and (external) censor
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