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PBL models in Australia
Assoc. Professor Roger HadgraftDirector, Engineering Learning UnitThe University of Melbourne
ALTC National Discipline Scholar (with Prof. Ian Cameron, UQ)
Overview
• Trace PBL activities in Australia• Discuss different approaches
taken over 20 years• Consider future needs• Make some recommendations for
joint action
Contributions acknowledged
• Lyn Brodie, USQ• Ian Cameron, UQ• Gary Codner, Monash• Anne Gardner, UTS• David Jorgensen, CQU• Julie Mills, UniSA• Alex Stojcevski, VU
Some History
• Early experiments from 1991• UQ, Chem Eng from about 1995• Monash (Civil Eng) and CQU
from 1998• USQ, UniSA, UTS from ?• RMIT from 2004• VU from 2007• And others
Early experiments
• Focussed on single subjects by early adopters
• Enthusiastic though not much evaluation other than what came through the assessment process
• Sufficiently encouraging for wider adoption in many places
A New Degree in Civil A New Degree in Civil EngineeringEngineering
Roger Hadgraft and Paul Roger Hadgraft and Paul GrundyGrundy
Monash UniversityMonash University
1996 Review of 1996 Review of Engineering EducationEngineering Education
a broader educationa broader education more non-traditional studentsmore non-traditional students generic skills in communication, etcgeneric skills in communication, etc lifelong learninglifelong learning diversity in degree programsdiversity in degree programs innovation, alliances, collaboration innovation, alliances, collaboration
with industrywith industry
Basis of the new degreeBasis of the new degree
Project-Based LearningProject-Based Learning– All subjects would have a substantial All subjects would have a substantial projectproject component (50-100%) component (50-100%)
Students develop theoretical Students develop theoretical understanding understanding – as well as those workplace skills identified as well as those workplace skills identified
by the Reviewby the Review– Learn to DO engineering and BE an
engineer
Project Centred Curriculum for Project Centred Curriculum for Chemical EngineeringChemical Engineering
Ian T CameronIan T Cameron
ALTC Discipline ScholarALTC Discipline ScholarSchool of Chemical EngineeringSchool of Chemical Engineering
The University of Queensland, AustraliaThe University of Queensland, Australia
Year 1
Year 2
Year 3
Year 4
Systems Based Courses[Project Centred Spine] Elective Courses
Basic Sciences & Chemical Engineering Science Courses
A Project Centred Curriculum DesignA Project Centred Curriculum Design
Performance (CEQ Data)Performance (CEQ Data)
RMIT – Royal Melbourne RMIT – Royal Melbourne Institute of TechnologyInstitute of Technology
Similar UQ model introduced in:Similar UQ model introduced in: Civil engineering (2004)Civil engineering (2004) Chemical Engineering (2005)Chemical Engineering (2005) Environmental Engineering (2005)Environmental Engineering (2005)
25% of each semester is an integrating project 25% of each semester is an integrating project
Integrated IndustryProjects in Degree
Courses
David Jorgensen
Central Queensland University
Work Integrated Learning (WIL) in Project Based Learning (PBL)
What makes PBL WIL?
1st year PBL Class Project
Activities
Integrates a ‘work’ project into PBL
activity…but is perhaps a bit contrived?…is it WIL?
WIL/PBLCourse ProjectExpo
Final year and later year teams
Structure inspired by Aalborg Univ.
50% of semester is project.
USQ Problem Solving StrandInnovation in curricula, learning and teaching
Lyn Brodie (Team Leader)On behalf of the Faculty Teaching Team
PBL (problem/project based learning) delivered to on-campus and distance students working in virtual teams Teams work entirely in electronic communication
media – synchronous and asynchronous, across time zones etc
This strategy has also been taken up by on-campus students
Strand of 4 articulated courses integrated into a vertical stream within all programs and majors BEng (4yrs), BTech (3yrs), AD (2yrs); 9 majors Teams are a mixture of all programs and majors Diverse student cohort – mature age, working in
industry etc
Diverse student intake Prior educational experience; skills and
knowledge Aim to use this
diversity within teams for peer assistance and mentoring
0%
10%
20%
30%
40%
50%
60%
18 - 24 yrs 25 - 29 yrs 30 - 39 yrs 40 - 49 yrs >50 yrs
Distance students
Oncampus students
Category 1: ‘Necessary for program progression’
Category 2: ‘Developing skills to solve technical Engineering and Surveying problems’
Category 3: ‘Developing skills to work effectively in teams in virtual space’
Category 4: ‘A unique approach to learning how to learn’
Category 5: ‘Enhancing personal growth’
Shift in student attitudes
Project based learning in
Civil Engineering at the University
of South Australia
Assoc Prof Julie Mills
Project based learning in
Civil Engineering at the University
of South Australia
Assoc Prof Julie Mills
School of Natural and Built EnvironmentsSchool of Natural and Built Environments
Project-based learning in Civil Engineering
• Project work is integrated into almost every
course in every year of degree
• Projects done individually, in pairs, in small
groups or as a whole class
• Project assessment ranges from 10% to
100% of the assessment for the course
• Final year studies are > 50% project-based
• Somewhat similar to the Monash approach
School of Natural and Built EnvironmentsSchool of Natural and Built Environments
Project example Year 2
Spaghetti bridge building
School of Natural and Built EnvironmentsSchool of Natural and Built Environments
Project Examples, year 3
• Professional Engineering Practice – group project: submit a tender for Project
Management
• Structural Engineering – design of steel and reinforced concrete
structures (e.g. Mawson Lakes Hotel)
• Water Engineering – design a stormwater drainage system for a
new subdivision
School of Natural and Built EnvironmentsSchool of Natural and Built Environments
• Environmental Engineering: evaluation
of a major Environmental Impact Report
(e.g. Port River expressway, SEA gas pipeline)
• Full-year, Research project: pairs of
students; 25% of final year load
– Projects industry-based, either sponsored
or supervised by industry
Project Examples, year 4
27www.vu.edu.au/pbl
Assoc. Prof. Alex StojcevskiAssociate Professor of Engineering EducationDirector, Office for Problem Based Learning
VICTORIA UNIVERSITY
The VU Engineering PBL Model
28www.vu.edu.au/pbl
VU ENGINEERING PBLLEARNING PRINCIPLES
29www.vu.edu.au/pbl
In year 1 students work on small PROBLEMS to
achieve the Fundamentals
In years 2 & 3 students work on PROJECTS which could be community and/or industry
based
Year 4: Engineering PRACTICE on Industry
Projects
THE VU PBL ENG. MODEL
30www.vu.edu.au/pbl
INSTITUTIONAL LEVEL MODEL
Institutional Level PBL Model
Unit of StudyUnit of Study
Unit of Study
Unit of Study
Proje
ct
Theme
UTS:ENGINEERINGCRICOS Provider No: 00099F
Professional Practice Program at
University of Technology, Sydney
Anne Gardner
UTS:ENGINEERINGCRICOS Provider No: 00099F
• All local engineering students must complete the BE / DipEngPrac
• Students enrolled in BE / DipEngPrac must complete 2 x 24 week internships & pass the associated subjects
• Up to 300 students each semester complete an internship
UTS:ENGINEERINGCRICOS Provider No: 00099F
Year 1 Year 2 Year 3 Year 4 Year 5
Summary of developments
• Subject level changes – Monash, USQ, UniSA• Structural changes:
25% project per semester – UQ and, later, RMIT
50% project – CQU and VU (Aalborg inspired)
• Workplace integrated learning – CQU and UTS• At a distance – USQ and CQU
Looking Forward
Preparing students for:•Globalisation•Sustainability•Rapid change•Flexibility
embracing an evolving profession
Engineers Australia
Rolfe Hartley, President of EA in 2007
2020 Committee• What is expected of engineers in
2020?• How will engineering be practised?• What skills and professional
development is required for competent practice.
• Backcasting to find a solution
the teacher's fundamental task is to get students to engage in learning activities…
what the student does is actually more important … than what the teacher does. (Shuell 1986)
Meanwhile …
New Learning
• Create Complex Learning situations through Projects + New learning resources (online) Projects reinvent the curriculum each year
Project task
Skill development
Skill development repositories
DirectoriesDirectories Title and URLTitle and URL
UK Eng Subject Centre http://www.engsc.ac.uk/
MERLOT http://www.merlot.org
Engineering Pathway http://www.engineeringpathway.com
Foundation Coalition http://www.foundationcoalition.org/
Gateway Coalition http://www.gatewaycoalition.org
CDIO http://www.cdio.org
NEEDS http://www.needs.org
SUCCEED http://succeednow.org
World Lecture Hall http://web.austin.utexas.edu/wlh/
Call for collaboration
• I propose that we develop the “Engineering Education Body of Knowledge”as a global resource, an ISO standard perhaps A Standard for how engineering education
should be done both technical and non-technical skills
• Avoid reinventing the wheel Use best practice (as identified by the global
EE community through peer review)• Build on the work of the UK ESC and others
Questions?
3+2 = BSc + Meng (from 2008)
Year 1Engineering Mathematics Science Breadth
Engineering Mathematics Science Breadth
Year 2Engineering Mathematics Science Breadth
Engineering Engineering Science Breadth
Year 3Engineering Engineering Science Breadth
Engineering Engineering Science Breadth
Year 4Engineering Engineering Engineering Elective
Engineering Engineering Engineering Elective
Year 5Engineering Engineering Engineering Engineering
Engineering Engineering Engineering Engineering
First year: design and build; 3 mini-projects per year
Second year: focus on labs for underpinning knowledge
Third year: capstone experience
Fourth year: further integrative designs in each subject including industry participation
Final year: research project and/or major design project – with industry or community engagement
Subsequent years
Staged developmentStaged development
– Various experiments from 1991 in Various experiments from 1991 in surveying, computing, communications, surveying, computing, communications, drawing, …drawing, …
– Significant change in sequence of Significant change in sequence of geomechanics subjects from about 1994geomechanics subjects from about 1994
– Encouraged wider changes in 1996-7, Encouraged wider changes in 1996-7, implemented in 1998implemented in 1998
– Each subject was encouraged to have a Each subject was encouraged to have a project (now around 40% weight)project (now around 40% weight) Exam 50% and other assessment 10%Exam 50% and other assessment 10% Some subjects 100% project (final year design)Some subjects 100% project (final year design)
Unity and diversityUnity and diversity – – A PC CurriculumA PC Curriculum
Process
Principles
Systems Analysis
Investigation & Analysis
Process Control & Synthesis
RiskManagement
PROCESS DESIGN
MolecularBiotechnology
Chemistry Calculus & Linear Algebra
Fluid & Particle
Mechanics
Chemistry
Heat & Mass Transfer
Process Thermo-dynamics
Analysis of Engineering
Data
UnitOperations
Reaction Engineering
Process Modelling &
Dynamics
Transport Phenomena
ELECTIVE
AdvancedELECTIVE
AdvancedELECTIVE
Advanced ELECTIVE
Advanced ELECTIVE
Projects Chemical Engineering Science Electives
Curriculum Delivery: Staff Teaching TeamsCurriculum Delivery: Staff Teaching Teams
Team Project CourseDevelops
Team workCommunication
ManagementSystems approach
Multi-disciplinarity Problem solvingTechnical depth
Professional ethicsSustainability
Information skillsLearning Skills
Professional development
Engineering Science Course
Engineering Science Course
Engineering Science Course
SEMESTER TEACHING TEAM
47www.vu.edu.au/pbl
VU ENGINEERING CURRICULUM