pbl and educational innovation
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Problem based Learning in Engineering and Science – Development of Facilitator. PBL and educational innovation. Lars Peter Jensen Associate profesor Department of Control Engineering [email protected]. Xiangyun Du Associate professor Department of Education, Learning and Philosophy - PowerPoint PPT PresentationTRANSCRIPT
PBL and educational innovation
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Lars Peter Jensen Associate profesor Department of Control [email protected]
Xiangyun Du Associate professor Department of Education, Learning and [email protected]
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
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Reflection on own learning stories
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’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/
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Same materials year after year…
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Memory is more important than application skills for high scores…
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Transferred knowledge will be returned after exams
Your learning stories
Please spend 3 minutes sharing your learning stories with your neighbours
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Am I teaching the same way I was taught?Need for Innovation in Engineering Education
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Room for innovation?
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Can innovation be facilitated in this way?
http://eby.cc/p/1961.htm
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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
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Teaching = Learning ?
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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)
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Teaching = Learning?
(Karl Smith, UMN)
“Teaching does not mean transferring knowledge but creating opportunities for …producing and constructing it.” (Paulo Freire)
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Learning – is it only about how brain works?
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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
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Learning in Communitiesof PracticeParticipationInformalUnintendedKnowledge sharing
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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
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Experiential learning – the Cowan loopy diagram
Reflection for in on action
Time
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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
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PBL Learning Principles
Learning Principles (Graff & Kolmos 2003)
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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
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Scientific knowledge
Technical competencies
Process and professional competencies
• Project management
• Communication• Teamwork • Organization
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Globalized contextNeed 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
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Need for change: industry expectationsComparaison of capabilities taught at universities and required in professional life by young profesionals - Germany
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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
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• 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
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• 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/
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PBL Learning Principles
Learning Principles (Graff & Kolmos 2003)
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VariationWays 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
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DIVERSITY OF PRACTICE: PBL & curriculum relations
Lectures
PBL Lectures + PBL
PBL track Hybrid track Partial attachment
PBL
Lectures
PBL
Tadahiko (2008)
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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
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Problem solving skills in the lecture• Lectures • Literature • Questions• Answers • Seminars
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Project Based Learning
Subject 1 Project 1
Subject 2 Project 2
Moesby 2004http://www.cnsphoto.com/
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Subject 1
Project
Subject 2
Subject 1
Project Subject 2
Subject 3
Moesby 2004
Innovations
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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
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Project and people manageme ntQuality of e ngineering and tec hnical skills Contact and working relations to industryInnovative a nd creative skillsKnowledge of business -life a nd -economyOverall qua lity of education
Aalborg Univers ity (AAU)Technical Unive rsity of Denma rk (DTU)
Percentage of respondents judging the candidates' skills in the va rious disciplines as " good" or "very g ood"
419 8685818150593618 8774Source: Nyh edsmagasinet Ingen iøren, nr 13, 2 004
Project and p eople mana gementQuality of eng ineering an d technical skil ls Contact and w orking rela tions to industr yInnovative an d creative s killsKnowledge of business - life and -econom yOverall qualit y of educati on
Aalborg Unive rsity (AAU)Technical Uni versity of D enmark (DTU)
Percentage of respondents jud ging the cand idates' skills in the various discipline s as "good" o r "very good"
419868581815059
3618 8774Source: Ny hedsmagasinet Ingeniøren, nr 13, 2004
Pro ject and people m anagem ent
Q uality o f engineering and technical skills
Contact and w orking re lations to industry
Innovative and creative skills
Know ledge of business -life and -econom y
O verall quality o f education
Aalborg Un iversity (AA U )Technical University o f Denm ark (DTU)
Percentage of respondents judging the candidates ' sk ills in the various disciplines as "good" or "very good"
419
8685
81
81
50
59
3618
8774
Source: N yhed sm agasinet Ing eniøren , n r 1 3, 20 04
Evaluation from Danish industry on graduates
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Employers judgement of innovation, IDA, 2008 (N=209)
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Aalborg University
Technical University of Denmark
0 10 20 30 40 50 60
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Employers judgement of innovation, 2008 IDA (N=209)
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Overall assessment of Danish Engineering Institutions. IDA, 2008
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DIVERSITY OF PRACTICE – ‘MODELS’Problem Process Team Assessme
nt Role of
teachingAalborg One
semester 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
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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
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