Transcript Slide 1

Some Aspects of the
Problem-Based Learning
applied to
Electrical Engineering
E. Helerea
Transilvania University of Brasov
Electrical Engineering and Computer Science Faculty
CONTENTS
I.
INTERACTIVE METHODS IN
TEACHING -LEARNING PROCESS
II. PROBLEM-BASED LEARNING IN
ENGINEERING EDUCATION
III. HOW TO DO PROBLEM DESIGNING
IV. CONCLUSIONS
I. INTERACTIVE METHODS IN TEACHING -LEARNING PROCESS
WHAY?
• Because the administrative resources of higher
education institutions become more and more limited,
 The teachers must expose the scientific contents to a greater
number of the students.
 The direct communication between teacher and student
becomes even more difficult
 The quality of learning process could decrease.
• In the conditions of globalization and of the development
of a society based on knowledge for the graduates are
required new tasks.
I. INTERACTIVE METHODS IN TEACHING -LEARNING PROCESS
• NEW APPROACHES on the methods of
teaching-learning-evaluation processes must be
taken into account
– to save time,
– to make the process efficient.
• IN ENGINEERING EDUCATION
– to create the professional competences,
– the define the moral profile of Homo Technicus
Eminens,
– to take into account the students and their learning
needs.
I. INTERACTIVE METHODS IN TEACHING -LEARNING PROCESS
COMPARISON
Traditional learning
Active learning
Lectures
Work in tutorial
Knowledge transfer
Building the knowledge
Syllabi
Defining the objectives
Theory and concepts
Conflict-situations/ problems
Knowledge acquisition
Skill to learn
Deductive thinking
Inductive thinking
Memorizing lectures
Finding the information
Individual work
Work in group
Exams
Self-assessment /Formative evaluation
II. PROBLEM-BASED LEARNING IN ENGINEERING EDUCATION
• PROBLEM-BASED LEARNING (PBL)
– PBL- an active method of teaching - learning, which
transfers the responsibility of learning process on the
students;
– PBL- based on the process of analyzing a conflict
(problem) -situation, and clarifying the sources of conflict
based on the previous and newly acquired knowledge;
– In PBL - students have an active role in creating the
problem, in analyzing and giving solution/solutions;
– PBL- increases the student responsibility and motivation
for learning.
II. PROBLEM-BASED LEARNING IN ENGINEERING EDUCATION
• HISTORY OF PBL
– In the late 1960s - PBL approach started in medical schools of
USA (see Howard Barrows) / University of Delaware adapts
PBL method (Tutorial Methods of Instruction),
– In 1974 - the University of Aalborg – Denmark declares his
educational strategy in using PBL and PJL (faculties of
Humanities, Social Science and Engineering and Science),
– In 2000 - the University Catholic of Leuven – Belgium (Candis
2000 project - PBL for building engineering education),
– New trends in Europe - training courses for teachers and tutors
to get skills in designing and implementing the PBL method
(Maastricht, Paris 7 – Denis Diderot, Louis Pasteur University of
Strasbourg etc.),
– EU Commission sustain new projects on education.
II. PROBLEM-BASED LEARNING IN ENGINEERING EDUCATION
• Leonardo Project – COMPLETE
New Strategies of COMPetence
Acquisition for Lifelong Learning in
Energy –
Transport –
Environment Engineering
II. PROBLEM-BASED LEARNING IN ENGINEERING EDUCATION
• Main objective and actions of COMPLETE
project:
 To introduce innovation in using the interactive
methods PBL and PJL for engineering education
 To prepare the teachers as trainees:
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how to design the processes,
how to assist the students,
to promote thinking and discussion,
to establish and maintain positive group dynamics,
to provide students new resources.
II. PROBLEM-BASED LEARNING IN ENGINEERING EDUCATION
• Application domain is multidisciplinary one:
Energy-Transport-Environment
• due to its complexity - this area offers many combined
situations submitted to analysing (energy-environment;
transport – environment, etc.),
• many attractive problems could be solved, having as
active solvers the students,
• an e-platform will sustain this innovative approach.
II. PROBLEM-BASED LEARNING IN ENGINEERING EDUCATION
STEPS FOR DESIGNING THE PBL SCENARIO:
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Establishing the PBL team of teaching staff;
Studying the different parts of the course and
proposing to the way/modality they will be best taught;
Preparation of the support material for students’
work;
Selection of the tutors;
Choosing/designing the lab facilities if is necessarily;
Defining the Agenda;
Preparing the ways for a good communication for
the groups of both teachers/tutors and students
II. PROBLEM-BASED LEARNING IN
ENGINEERING EDUCATION
Process of implementing the PBL method
II. PROBLEM-BASED LEARNING IN ENGINEERING EDUCATION
Main steps
I. Teacher
group
Phases
Making a scenario according to learning objectives Teacher
Defining/creating the situation problems
II. Tutor group Presenting the situation-problem
III. Work
group
Actors
Teacher
Tutor
Identifying and clarifying the terms
Tutor and
students
Defining the problem and drawing a list of
processes to clarify
Tutor and
students
Analyzing the problem and emitting/proposal/ the
hypothesis
Tutor and
students
Systematizing the hypothesis
Tutor and
students
Clarifying the learning objectives
Tutor and
students
II. PROBLEM-BASED LEARNING IN ENGINEERING EDUCATION
Main steps
IV. Individual
work
V. Validation
the knowledge
VI. Selfevaluation
Phases
Individual study
Actors
Students
Systematizing and validating the solution and the
hypothesis
Tutor and
students
Tutorial evaluation
Tutor and
students
Self and peer evaluation/ Individual
balance/efficiency of the results
Students
III. HOW TO DO PROBLEM DESIGNING
• PBL perspectives:
– Some researches prove that PBL is not
appropriate as a method for acquiring basic
skills such as reading or computation,
– Some researches show that PBL enhances
the quality of learning for specific
competences,
– Relevant and engaging instructional models
should be developed in concordance with
learning environment.
III. HOW TO DO PROBLEM DESIGNING
• Requirements of a good PBL problem:
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to be engaged and oriented to the real world,
to generate multiple hypotheses,
to be consistent with desired learning outcomes,
to build upon the previous knowledge and
experience,
– to promotes development of higher order cognitive
skills.
III. HOW TO DO PROBLEM DESIGNING
A SIMPLE CASE IN ELECTRICAL ENGINEERING - Example ELECTRIC CAPACITOR AS ENERGY STORAGE DEVICE
– PBL for the undergraduate students
– an opportunity to activate the old concepts and to discover new
concepts in EEE:
• old concepts: electrical field; physical quantities: electric
charge, capacitance, electric energy and forces; ideal
capacitor,
• new concepts: static and dynamic processes of charging and
discharging, real capacitor, equivalent schema, dynamic
characteristics; ageing of the materials; reliability of the
capacitor; etc.
III. HOW TO DO PROBLEM DESIGNING
THE PROPOSED SCENARIO OF RUNNING THE PBL PROCESS
A) START MEETING
Problem-situation exposing
– many electrical capacitors are used today for energy
storage, but their characteristics are not reliable.
Problem-situation analyzing
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What is a capacitor?
How is energy accumulated in a capacitor?
What happens when an electric voltage is applied?
Is it possible to represent a real capacitor?
Could the SPICE program be used in showing the charging process? Etc.
How to reduce the charging time for an electric capacitor? or
Does temperature have a great influence on the charging time? or
What charging-discharge characteristics are required for the energy stocking
capacitors?
III. HOW TO DO PROBLEM DESIGNING
Establishing learning objectives
– to clarify the charge-discharge processes in
capacitors,
– to clarify what a real capacitor is,
– to introduce different equivalent schema for real
capacitor,
– to apply the electrical circuit methods in description of
the static and dynamic characteristics,
– etc.
III. HOW TO DO PROBLEM DESIGNING
B) INDIVIDUAL/AUTONOMOUS STUDY
• References, papers, lab applications, and computer
applications to find the explanations for the list of
questions.
• it should also use some computer techniques.
• For example - a simulation of the real RC serial capacitor
supplied with step voltage, with SPICE program.
III. HOW TO DO PROBLEM DESIGNING
• Solving this problem with SPICE, NEW QUESTIONS will
be generated:
– What is a step signal?
– What is the significance of the time constant of the
RC circuit?
– What is the connection between the time constant of
a RC circuit and charge time?
– What is and for what a marker is used? Etc.
– In this step, each student will note on the LIST OF
QUESTIONS / tasks the plausible explanations and
also the points of ambiguities.
III. HOW TO DO PROBLEM DESIGNING
C) MEETING FOR COMMON USE OF ACQUIRED
KNOWLEDGE
• Objective – to realize the balance of group, and to
evaluate if the learning objectives are achieved.
• The discussions will generate further questions:
• These questions will generate other further
problems/problem-situations, such as:
– How could the charge-discharge times be modified?
– Etc.
III. HOW TO DO PROBLEM DESIGNING
It is possible now to establish new learning tasks:
• A new SPICE program model for real capacitor could
be proposed, for example, RC circuit with two different
resistors for charge/discharge processes.
– Time of charge/discharge processes can be varied by
two resistors Rext and RL;
– For different values of resistors different values of
charge/discharge times are obtained.
III. HOW TO DO PROBLEM DESIGNING
- Diagram of Concepts
Electric field
Capacitor energy stocking
Capacitor
electrods
Metals
Electrolyte
s
Energy & electric
forces
Dielectric
Charge / discharge
processes
Anorganic
Organic
Semiconductors
Thin layer
technology
Electric circuits
Super-capacitors
technology
Models
Real
capacitor
IV. CONCLUSIONS
• Education needs to adapt to a changing world
• PBL is of an increasingly interest - to create new instructional
practices, reflecting the environment in which students live and
learn now;
• Different strategies can be applied, depending on several
criteria: the number of students, special environment, and
objectives of syllabi/curricula, time requirements;
• In PBL method, the specific responsibilities for the actors
involved - teachers, tutors and students – are required;
• In electrical engineering education, the problematic of electric
capacitor could be use in PBL applications, and computer
could sustain learning and solving problems, initiating the new
ones.