Intro Module1 1

Project-related course (PE):

Project Organized Problem Based Learning (POL)

Introductory SemesterXiangyun DuDepartment of development and Department of development and planningplanningAalborg UniversityAalborg Universityxiangyun@plan.aau.dkhttp://www.ucpbl.aau.dk/xiangyund

Intro Module1 2

Today’s Programme

• Getting to know each other

• Presentation of the POPBL course

• Mm 1: Introduction to the study form

Intro Module1 3

• Getting to know each other

• Please work in 3 - 4 persons:

Use 5 minutes to introduce each other the reasons you have chosen this study program, this University and Denmark?

Intro Module1 4

The POL course

Aim: To help students to develop learning tools in an intercultural PBL environment

Credits: 1.4 ECTS, i.e. 5 mini-modules

Course assignment: process analysis, learning portfolio

Intro Module1 5

Module Time Topics

1 Sep 5th What is a problem-based project? 

2 September 12th Learning in a new culture and Learning in an

intercultural context  

3 September 19th Project Management  and scientific reading

4 September 26th Learning strategies – individually and in the

Team

5 October 3rd Communication and group dynamics

Project Organized Problem Based Learning Master Programs Introduction Semester 2007

Intro Module1Intro Module1 66

Module 1 Introduction Module 1 Introduction

Backgrounds of PBL Backgrounds of PBL PBL Aalborg ModelPBL Aalborg Model

ProblemProblem Project Project Group work Group work

Group taskGroup task

Intro Module1 7

Please think of one of the things that you are good at, write three words in the post-it describing how you learned it well

Intro Module1 8

Backgrounds of PBL in engineering

Intro Module1 9

What does it demand to be an engineer in your country?

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Scientific knowledge

Technical competencies

Process competencies • Project management• Communication• Teamwork • Organization

Diversity of engineering competencies

Intro Module1 11

Globalized context

What kinds of engineers are expected for the future?

Diverse capabilities

Lifelong learning

Project management

Social, environmental, and

ethical concerns

Effective communication

Intercultural competencies

Designing and conducting

experiments

- National Academy of Engineering, The Engineer of 2020, 2004- EUR-ACE (Accreditation of European Engineering Programmes and Graduates, http://www.feani.org/EUR_ACE/EUR_ACE_Main_Page.htm - ABET: http://www.abet.org/

 

Identity and solve applied science

problems

Team work

Application of mathematics and

science knowledge

Analytical skills

Interdisciplinary knowledge

Intro Module1 12

Border of “new” knowledge - ever expanding

Border of presently “known” knowledge

In TRADITIONAL learning environment

What the student can learn within a given time

Changing traditional teaching and learning

Intro Module1 13

Key competenciesScope and specific aims

Methods and skills

Student’s own

interest

Deeperlearningthrough projectwork

Changing traditional teaching and learning

Intro Module1 14

PBL as an example of PBL as an example of student-centered teaching and learning student-centered teaching and learning modelmodel

What is problem-based learning?What is problem-based learning?

A learning method based on the A learning method based on the principle of using problems as a principle of using problems as a starting point for the acquisition starting point for the acquisition and integration of new knowledge. and integration of new knowledge.

- H.S. Barrows 1982- H.S. Barrows 1982

Intro Module1 15

PBL Learning Principles(Kolmos & Graff 2003)

Content• Interdisciplinary

learning • Exemplary learning• Analytical thinking -

theory-practice relation

Learning• Problem based

• Contextual learning• Experience and activity

based learning

Social • Participant directed

• Team based learning

Intro Module1 16

Pioneers • McMaster 1968• Maastricht 1972• Linköping 1972• Roskilde 1972• Aalborg 1974

Different practices • Single courses• Problem & project organized• Individual project • Team work

Where and how are PBL practiced?

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PBL Aalborg Practice

Three main characteristics Problem Project Group work

Intro Module1 18

New study environment at AAU

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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)

Intro Module1 20

Project – min. 15 ECTS

Project courses lectures seminarmin. 7,5 ECTS

Study courses and Lectures max.7,5 ECTS

Examination

Examination

33%- 50%

50% - 67%

PBL AALBORG MODEL

Intro Module1 21

Non project supporting courses 25 %

Support to student learning – courses and project

• Teaching of basic knowledge.

• Not specifically related to the project.

• Taught as traditional courses or by other techniques.

• Traditional examination. Written or oral.

• Individual examination. Written or oral.

Intro Module1 22

Project supporting courses 25 %

Support to student learning – courses and project

• Courses which specifically support the project.

e.g. economics, environment, planning, sociological methods, specific technical issues, group behavior, and group psychology, working environment, etc.

• Can be traditional courses, case studies, etc.

• Examination held as part of the project.

Intro Module1 23

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 Competencies through the study

Intro Module1 24

Problem orientation

Why?• Real world problems are

interdisciplinary and complex• a learner-centred process• interests and motivation • development of analytical,

methodological and transferable skills

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Problem Orientation

How ?• The project group chooses a

problem• 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

Intro Module1 26

Projects organization

Why ?• Relating to engineering work in

companies• Increasing activities and motivating

learning • Deeping learning • Developing transferring skills, like

management, planning, documenting.

Intro Module1 27

Projects organization What ?• A unique task• Complex activities• People with different skills• A final goal/objective• Limited resources (time, money,

people)• Final results as the product (written

report)• Deadline

Intro Module1 28

The first semesters

The middle semesters

The highest semesters

Industry related projects

Industry based projects

Industry projects

Intro Module1 29

Project organisation

 How? • The project is supported by project

related courses• Students have to look for relevant

information beyond the PE courses

Intro Module1 30

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

Learning goals in project work

Intro Module1 31

Planning

Carry through

Evaluation/assessment

Project design

Precise goalsIt

mus

t be

poss

ible

To

acco

mpl

ish

goal

sT

hrou

gh th

e pr

ojec

t

Requires

Starting a project

Intro Module1 32

ThemeSub-theme

Project Supportingcourses

Projectproposalsx

x

x

x

Starting a project

Intro Module1 33

Startingpoint

xTarget

Project = task?

Intro Module1 34

Startingpoint

x

Targetarea

Design of a Project

Intro Module1 35

Project process - an example

Oral Exam

Finishing project & Writing report

Project delimitation

Tine & Mike once

worked in the same group

Group formation

Topic choice

Problem analysisProblem formulation

End of previous semester

February 1st 2004 February March April

Working hours 9:00 – 16:00

Monday - Friday

Working hours 9:00 – 18:00

Monday - Saturday

Working hours 9:00 – 20:00 (22:00)

each day

Mini Project Individual

work

During a vacation

they talked about

cooperation in a new project

Arthur used to work with them and showed interest

Sara heard it from Tine

Michael heard it from

Arthur

Registration

Move into project room

Skitsering med marker and

mixed media

Activation and feedback

Clayfoam-modeling

Exam March 2-3

Inspiration from

coordinator

Making presentation

Feedbacks from peer

groups

Meeting supervisors

Visiting companies

Visiting DSB

Making models

Calculation

Comments from other

supervisors

Talking with students from

last year

Suggestion from technical

supervisor

Meeting supervisors

Brain storm

Status Seminar 1

Status Seminar 2

Self reflection

May June

Group meetings

One week holiday

Preparing for oral exam

Meeting supervisors

Taking oral exam

Working hours flexible

Working hours 9:00 – 16:00

Monday – Fridayextension sometimes

Self reflection

Making presentation

Comments from other

supervisors

Report writing

Editing

Group meetings

Dividing tasks

Lectures

Writing working papers

Role play

Discussing interest and expectation

Brain storm

Contacting companies

Searching information from library

Searching informationIn internet

Searching information

from Internet

Contacting companies

Supervisors appointed

Getting to know each

other

Project started

Project finished

Report delivery June 2nd

Drawing

Self evaluation

Group meetings

Initial agreement

Group meetings

Dividing tasks

Group meetings

Dividing tasks

9-07 a semester project of group one

Intro Module1 36

ExamsCourses

Projectproposals

AIMS

Theme

Role of supervision / facilitation

Intro Module1 37

A supervisor is a person who

• encourages your learning process through facilitating questions

• points out the potentials in your work

• gives constructive critic • Access your project in exams

Intro Module1 38

A supervisor is NOT:

• a parent who is responsible for your behaviour

• an authority who decides what should be the content of your project

• a member of your project group• an inexhaustible resource – therefore:

Use your supervisor’s hours carefully

Intro Module1 39

project project supervisionsupervision

““supervisor ” supervisor ”

““Students”Students”

http://meds.queensu.ca/medicine/pbl/pblhome.htm

Intro Module1 40

Communication maps during a project

• Beginning of the project • Progressing in the project

Observer

Supervisor

Sara

Tine Mike

Michael

ArthurObserver

Supervisor

Sara

Tine

Michael

Mike

Arthur

Project work

Intro Module1 41

Tasks of a supervisor

Project courses

Project

Study courses

Weekly time

Project timeBefore:

• Prepare project proposals• Plan project courses

Beginning:• Help to find appropriate literature• Help to establish contacts with companies etc.• Discuss the potential of the project proposal with students

End:• Prepare for the exam• Chair the exam

During the process:• Give comments to both oral and written presentations/memos/working papers• Monitor the progress and professional level of group and individual students

Intro Module1 42

Group work

Why?• Peer learning • Needs of industry

Intro Module1 43

Group work

How ?• a group room• self formed groups each semester• size of 6-8 students first year, 2-3

students later years• Doing project and writing report

together

Intro Module1 44

Group meeting

Subgroup work

Discussion

Disagreement

Presentation

Compromise

Exam Report writingLife

Social activities

Studying engineering via group projects

Brainstorm

Multiple Learning ResourcesParticipating communities of practice

– active learning, communication, organization, and management

Intro Module1 45

Diversity of group situation

Intro Module1 46

Diversity of group situation

Intro Module1 47

Group contract – an example

Intro Module1 48

Group exercise – brainstorming and decision making

Topic and context• Imagine that you are cast ashore on a desert island,

naked and with only one man-made object: a belt. Using your wildest imaginations think of as many uses as possible for the belt.

Rules to be followed: • Write down each idea on a post-it • No comments, criticism, judgment or evaluations during

the brainstorming phase• As many ideas as possible – quantity than quality• Wildest ideas possible • Build upon other’s ideas • When ideas stopped coming – discussing about the

possibilities of each idea and choosing ‘a best one’ (by convincing each other, negotiating, voting, etc…)

Intro Module1 49

At the end of each day, ask yourself

• I noticed that I … • I was surprised that I … • I was displeased that I …• I discovered that I … • I realized that I… • I relearned that I …• I learned that I…• I am pleased that I …

Intro Module1 50

If you feel confused, don’t worry. You are not the only one…You will have more opportunities to figure out…

Intro Module1 51

Group exercise

What are the most important things to make group work function well in the process of managing the project work?

• Please write down your opinions in the post-it – one point on each post-it

• Share within your group• Categorize and organize them into 5

levels by priority in the poster• A poster presentation