PBL and educational innovation

1

Lars Peter Jensen Associate profesor Department of Control Engineeringlpj@es.aau.dk

Xiangyun Du Associate professor Department of Education, Learning and Philosophyxiangyun@learning.aau.dk

Problem based Learning in Engineering and Science – Development of Facilitator

Overview

• Reflection on university teaching and learning• Why PBL - Challenges and changes• PBL history and related theories • Diversity and ongoing change • Reflection and discussions

2

3

Reflection on own learning stories

4

’There is still one more seat in the wall’

The way I was educated Big class, little room for individual ideas

http://www.cnsphoto.com/

5

Same materials year after year…

6

Memory is more important than

application skills for high scores…

7

Transferred knowledge will be returned after exams

Your learning stories

Please spend 3 minutes sharing your learning stories with your neighbours

8

9

Am I teaching the same way I was taught?Need for Innovation in Engineering Education

10

Room for innovation?

11

Can innovation be facilitated in this way?

http://eby.cc/p/1961.htm

12

What is your understanding of learning?

Based on your own experiences, what are the roles of university teaching in relation to learning?

5 minutes’ discussion

13

Teaching = Learning ?

14

Teaching = learning?Yes, it’s

actually true – you can get a

degree by repeating

everything the teacher says.

”We pretend that there is co-incidence between what is being taught and what is being learned” (Knud Illeriis, 1998)

15

Teaching = Learning?

(Karl Smith, UMN)

“Teaching does not mean transferring knowledge but creating opportunities for …producing and constructing it.” (Paulo Freire)

16

Learning – is it only about how brain works?

17

Constructivism

Knowledge and learning is created by the students – not given to them

Theories related to PBL

18Original figure in Wenger 2004

Life Long Learning and professional identity development

Learning tobecome

19

Learning in Communitiesof Practice

Participation

Informal

Unintended

Knowledge sharing

20

Experiential learning - Kolb’s learning cycle

Learning is the process whereby knowledge is created through the transformation of experiences - David Kolb 1984

ActiveExperiment

Abstractconceptualisation

Reflective Observation

Concrete Experience

21

Experiential learning – the Cowan loopy diagram

Reflection for in on action

Time

22

Blooms taxonomy 1956Competence Skills demonstrated

1. Knowledge Observation and recall of information(describe, identify, who, when, where)

2. Comprehension Understanding informationTranslate knowledge into new context

3. Application Use information, methods, concepts, theories innew situations

4. Analysis Seeing patterns, organization of parts, rcognitionof hidden meanings

5. Synthesis Use old ideas to create new ones. Generalizefrom given facts. Draw conclusions

6. Evaluation Compare and discremininate between ideas.Assess value of theories. Make choices based onreasoned arguments. Verify value of evidence

23

PBL Learning Principles

Learning Principles (Graff & Kolmos 2003)

24

A conceptualisation of PBL

• PBL can be conceptualised as three central dimensions or processes that are stretched between teacher and participant control:– Problem – who defines and re-formulate?– Work Process – who chooses theory, methods

and ways of working?– Solution – who owns the solution?

Why change? Why PBL ? – NEW Competencies

25

Scientific knowledge

Technical competencies

Process and professional competencies

• Project management

• Communication• Teamwork • Organization

26

Globalized context

Need for change: accreditations

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

27(Becker 2006)

Need for change: industry expectationsComparaison of capabilities taught at universities and required in professional life by young profesionals - Germany

28

(Becker 2006)

Ranking of capabilities important in professional life by young electrical engineers five years after graduation - Germany

Change of profession and interdisciplinarity

Changes in the medical education system in many countries have been endorsed aiming to reduce the volume of factual knowledge taught didactically and to increase students` abilities to direct and maintain their own learning through methods such as Problem Based Learning

Educational changes in Denmark • New study programs: enriched engineering

disciplines • New expectations: broadened engineering skills

and competences • New study forms: implementing student centred

and work place-imitated learning environment (for example, PBL as an educational strategy)

30New challenges and tasks for educators

31

• Problems as focus and stimulus for learning• Self directed learning• Student-centred and tutors as facilitators/guides• Team work

• Problem orientation• Interdisciplinarity• Exemplary learning• Participant directed• Group work

McMaster 1968

Maastricht 1972

Linkoping 1972

Roskilde 72

Aalborg 74

PBL as a strategy for change: development and diversity of practice

Evaluation (quantitative studies) Effectiveness (Albanese and Mitchell 1993, Vernon and Blake 1993) Norman and Schmidt (1992), Barrows (1996), Norman and Schmidt (2000), Colliver (2000), Enarson and Cariaga-Lo (2001)1) Academic achievement 2) Academic process 3) Clinical functioning Concerns (Colliver 1993, 2000, Newman

2000, Morrison 2004)4) Basic medical science knowledge 5) cost

Five major characteristics (Vernon and Blake 1993,550-551)1) real or hypothetical clinical cases 2) small discussion groups3) collaborative independent study4) hypothetico-deductive reasoning5) Focus on group process rather than

provision of information

Objectives of PBL (Barrows 1986) 1) Structuring of knowledge and clinical

context 2) Clinical reasoning 3) Self directed learning skills 4) Intrinsic motivation

PBL literature &

theories

Motivation and drivers (Barrows 1996)1) Failure of conventional teaching

methods in improving students’ the clinical reasoning and problem-solving ability

2) Students’ dissatisfaction3) Need for involving medical practice into

curriculum

33

• Some who claim to be doing might not be

• Some are doing without realizing

What is/are PBL(s)?

What do people do…

http://www.cnsphoto.com/

34

PBL Learning Principles

Learning Principles (Graff & Kolmos 2003)

35

Variation

Ways of implementation • Problem solving

techniques in the lecture

• Problem Based Learning in subjects / at institutional level

• Project Based Learning in subjects / at institutional level

• Problem and Project Based Learning

• Inquiry Based Learning

• Outcome Based Learning

Modes of practice• Senario• Case• Transdisciplinary • Intercultural projects• Mega project• Individual / team • Online Based / Face to

face

36

DIVERSITY OF PRACTICE: PBL & curriculum relations

Lectures

PBL Lectures + PBL

PBL track Hybrid track Partial attachment

PBL

Lectures

PBL

Tadahiko (2008)

37

Institutional (sub-institutional level)(Subject approach)

System/ group level(Subject approach)

Individual level(Subject approach)

ImplementationMoesby, E. 2004. "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)”, World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia. Volume 3, No. 2, December 2004.

Diversity of PBL practice

38

Problem solving skills in the lecture

• Lectures • Literature • Questions• Answers • Seminars

39

Project Based Learning

Subject 1 Project 1

Subject 2 Project 2

Moesby 2004http://www.cnsphoto.com/

40

Subject 1

Project

Subject 2

Subject 1

Project Subject 2

Subject 3

Moesby 2004

Innovations

41

50%courses

50%project

Projectcourses 7,5

ECTS

Project 15 ECTS

Study courses 7,5 ECTS

Group examination

Individual examination

Model from The Aalborg PBL model - Progress, Diversity and Challenges

Anette Kolmos, Flemming K. Fink & Lone Krogh

One semester

1 ECTS (European Credit Transfer System) = 30 working hours

Problem and Project Based Learning - An innovation of the Aalborg Model

PBL at institutional level

42

P r o j e c t a n d p e o p l e m a n a g e m e n tQ u a l i t y o f e n g i n e e r i n g a n d t e c h n i c a l s k i l l s C o n t a c t a n d w o r k i n g r e l a t i o n s t o i n d u s t r yI n n o v a t i v e a n d c r e a t i v e s k i l l sK n o w l e d g e o f b u s i n e s s - l i f e a n d - e c o n o m yO v e r a l l q u a l i t y o f e d u c a t i o n

A a l b o r g U n i v e r s i t y ( A A U )T e c h n i c a l U n i v e r s i t y o f D e n m a r k ( D T U )

P e r c e n t a g e o f r e s p o n d e n t s j u d g i n g t h e c a n d i d a t e s ' s k i l l s i n t h e v a r i o u s d i s c i p l i n e s a s " g o o d " o r " v e r y g o o d "

4 19 8 68 58 18 15 0 5 93 61 8 8 77 4S o u r c e : N y h e d s m a g a s i n e t I n g e n i ø r e n , n r 1 3 , 2 0 0 4

P r o j e c t a n d p e o p l e m a n a g e m e n tQ u a l i t y o f e n g i n e e r i n g a n d t e c h n i c a l s k i l l s C o n t a c t a n d w o r k i n g r e l a t i o n s t o i n d u s t r yI n n o v a t i v e a n d c r e a t i v e s k i l l sK n o w l e d g e o f b u s i n e s s - l i f e a n d - e c o n o m yO v e r a l l q u a l i t y o f e d u c a t i o n

A a l b o r g U n i v e r s i t y ( A A U )T e c h n i c a l U n i v e r s i t y o f D e n m a r k ( D T U )

P e r c e n t a g e o f r e s p o n d e n t s j u d g i n g t h e c a n d id a t e s ' s k i l l s i n t h e v a r io u s d i s c i p l i n e s a s " g o o d " o r " v e r y g o o d "

4 19 8 68 58 18 15 0 5 93 61 8 8 77 4S o u r c e : N y h e d s m a g a s i n e t I n g e n i ø r e n , n r 1 3 , 2 0 0 4

P roject and people m anagem ent

Q uality o f engineering and technical skills

Contact and w orking relations to industry

Innovative and creative skills

Know ledge of business -life and -econom y

O verall quality o f education

Aalborg University (AAU )

Technical University o f Denm ark (DTU)

Percentage of respondents judging the candidates' skills in the various disciplines as "good" or "very good"

419

8685

81

81

50

59

3618

8774

Source: N yhedsm agasinet Ingen iøren , n r 1 3, 20 04

Evaluation from Danish industry on graduates

43

Employers judgement of innovation, IDA, 2008 (N=209)

43

Aalborg University

Technical University of Denmark

0 10 20 30 40 50 60

57

31

Employers judgement of innovation, 2008 IDA (N=209)

44

Overall assessment of Danish Engineering Institutions. IDA, 2008

45

DIVERSITY OF PRACTICE – ‘MODELS’

Problem Process Team Assessment

Role of teaching

Aalborg Onesemester Problems(

5months) - open andnarrow

ProjectManagemen

tand processskills

4-7 SsSelf-form,Discussin

g,writing

andtogether,

Individualjudgementin a teambased

exam

Facilitationbased –Consultancy(low level Of nstruction)

Maastricht

One week- Casebased

Seven jumps

5-10 SsDiscussin

gtogether

Individualexam progressTesting

Facilitationbased –

tutoring (low level ofinstruction)

RepublicPolytech

nic

One day -

structured

3 meetings a

day –ProblemSolvingprocess

5 SsDiscussin

gtogether

Quiz andIndividualWrittenreflection

Problem giverand

instruction

Stage 1 1969 -1983 Curriculum focused on Biomedical problems. Aiming at skills of self-directed learning for information explosion, critical appraisal, self-assessment, etc.

Major changes of PBL curricula

1969

1965

1983

2005

Challenges: students required a broad-based basic medical science foundation before they could begin problem solving.

(Neville et al 2007)

Stage 2 1983 - 2005 Curriculum focused on population problems. Aiming at essential knowledge, fundamental skills, personal qualities, values, and attitudes to becoming physicians.

Stage 3 2005 – now COMPASS curriculum (concept-oriented, multidisciplinary, problem-based, practice for transfer, simulations in clerkship, streaming).

Challenges: insufficient assimilation of fundamental basic science concepts, insufficient attention on behavior and population perspectives, professional competencies, etc.

Stage 1 2004-2005 11 basic medical courses

and 12 clinical courses (100%, over 50%, and

less than 50% of curriculum)

Major changes of PBL curricula

Stage 3 2009-2010 Integrated courses of basic

medical sciences

2005

2004

2008

2006

2009

2010

Stage 2 2006-2008 increased number of courses

and PBL percentage in overall curricula

The case PBL model in medicine at AAU

Knowledge, skills and competence In each subject

Ressource sessionLectures

Clinical Skills ClinicalPractice

Casestart:Definition of learning outcomes

Case-end:•Presentation of knowledge•Perspective to. clinic•Reflection of learning

Bachelor program (project-oriented PBL in green) otherwise case-based PBL – all shared with

medicine

1. semester

2. semester

3. semester

4. semester

5. semester

6. semester

Communication

Nutritioin and gastroentestinal tract Hematology and immunologi EndocrinologyStatisti

k Public health

Introduction anatomy, biochemistry, genetics, physiology

Basic farmakology

Heart, Respiration, Kidney and urinary tract I

First aid

Nervous system and orthopedics Clinical psycology

Research

theory Elective

Reproductional endocrinology Gowth of the child Basic pathology Control of cell growth

Medical Microbiology Nervous system and orthopedics IINutritioin and gastroentestinal tract

II

Heart, Respiration, Kidney and urinary tract II Bachelorproject

Comparison of the three models

50

Students number /year

Starting time of PBL

Drivers for change Curriculum model

McMaster

3 year master

Around 140 1969 Altanative teaching and learning

Problem Based Learning (COMPASS)

AAU

5-6year master

50-70 1974 AAU Project Based Learing, 2006 medicine

PBL AAU tradition? Case + Project based Learning

CMU 7 years master

More than 1000

200年 GMER Hybrid PBL Shoestring model (Savin-Baden 2009)

Comparison of the three models

History, backgrounds, goals Students and staff resources Curriculum design in relation to educational

philosophy and theories (How much percentage of the curricula)

Assessment and evaluation Educational/Staff development

Questions and discussions

52