Transcript Document 7219061

Problem based Learning in Engineering
and Science – Development of Supervisor
A PhD Course given by:
Anette Kolmos
Department of development and planning
Fibigerstraede 11, DK - 9220 Aalborg East
Phone: + 45 99408307, e-mail: [email protected]
Xiangyun Du
Department of development and planning
Fibigerstraede 11, DK - 9220 Aalborg East
Phone: + 45 99408353, e-mail: [email protected]
Lars Peter Jensen
Department of Control Engineering
Fredrik Bajers Vej 7C, DK - 9220 Aalborg East
Phone: + 45 99408740, e-mail: [email protected]
URL: http://es.aau.dk/staff/lpj
Professor, Assistant and Associated Professor at Aalborg University
1
Monday, the 6th of October 2008:
PBL and The Aalborg model
9.00
10.00
Welcome by lecturer Xiangyun Du and Lars Peter Jensen
Introduction and presentation of lecturer and participants.
Discussion of participants expectations (reflection-for-action).
Introduction to the program.
Coffee
10.30
12.00
PBL as educational model and Practice at Aalborg University
Lunch
12.45
PBL as a diverse educational model in other parts of the world
13.30
Intercultural Communication in a PBL environment
16.00
End of day one
Thuesday, the 6th of october 2008:
Supervision and assessment
9.00
9.15
10.00
10.20
12.00
13.00
14.15
14.30
16.00
Introduction to role play
Exercise: Role play of a supervising situation
Coffee
Exercise continued
Lunch
Supervision, what to do and how
Coffee
Assessment/Examination of projects, why and how
End of day two
Wednesday, the 8th of October:
Preparing peer group experiments
Until the last day of the course the participants are helping
each other/sharing experience in Peer Groups making
an experiment with supervision.
9.00 Forming peer groups
9.30 In Peer groups: Planning of observation of a meeting
between supervisor and student group
11.00 Unanswered questions
11.30 Evaluation/reflection of the course, ideas for
improvements
12.00 End of first part of day 3.
Aalborg Practice
Theoretical base - Experiential learning
Development of
Experience
Participation
Set up experiments
Discuss and start it up
Reflection
Facilitate
Theories and ideas
Lecture
- Kolb’s learning cycle 1984
PBL Aalborg Model: Principles of
Project-organized problem-solving Learning
Literature
Lecture
Group studies
Problem
analysis
Problem
Solving
Report/
documentation
Tutorials
Field studies
Experiments
‘The Aalborg Experiment – project innovation in
university education’ - Kjaersdam & Enemark (1994)
PBL Aalborg Model - practice
• Problems – question –
wondering within a frame
• a project each semester (1. year)
• each group has a group room
• group size of 6-8 students first
year, 2-3 students the last year
• each group has at least one
supervisor
• self selected group and projects
within themes and disciplines
• group examination
Lectures
Lecture-related
8:15-10:00 Assignment 10:15-12:00
Supervision
-initiated & arranged
by students
Doing project
In groups
PBL AALBORG MODEL
Project courses
lectures seminar
min. 7,5 ECTS
33%- 50%
Study courses and
Lectures – max. 7,5 ECTS
Examination
Project – min. 15 ECTS
50% - 67%
Examination
Support to student learning – courses and project
Non project supporting courses 25 %
• 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.
Support to student learning – courses and project
Project supporting courses 25 %
• 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.
Development of different Competences through the study
Method
Semester
1-2
3-6
7-8
9 - 10
Collaboration
method/
Method of
project
work/learning
Discipline
learning
Metods used
in industry
and
institutions
Scientific
method
Team work
What ?
• A group of students working together on a
project
• They have to both carry out the project
and document the results
• Based on the documentation an oral group
examination is held, but the marks are
individual
Group
meeting
Social
activities
Brainstorm
Exam
Report writing
Studying engineering via
group projects
Multiple learning resources
Participating communities of practice
– active learning, communication,
organization, and management
Subgroup
work
Life
Disagreement
Discussion
Presentation
Compromise
Team work
Why ?
• A survey in 1997 showed that 75% of the
companies wanted new employees to have
good skills in team work
• Most engineers work in teams
• The individual student in the group learns from
the others (peer learning)
• Responsibility towards the group leads to very
hard work
• Group members provide social support, thus
lower drop-out rate
Team work
How ?
• Each group has a group room
• Group size of 6-8 students first year, 2-3
students last year
• Students are in charge of forming groups
• New groups formed every semester
• Team building courses:
– Roles, communication, co-operation,
conflicts
Projects
What ?
• A unique task
• Have a lot of complex activities
• Needs several people with different skills
• Have a final goal/objective
• Limited resources (time, money, people)
• Have to deliver a result at a given time:
– As a minimum a written report
Projects
Why ?
• More and more companies use project
organization
• Much engineering work is performed as
projects
• Motivates the students and increases
student activity
• Secures deep learning in subjects
covered in the project
• Improves documentation skills
Projects
How ?
• One project each semester
• Necessary theories and methods given in
project courses
Industry related
The first semesters projects
The middle
semesters
Industry based
projects
The highest
semesters
Industry projects
10 minimodules/week – 1 mm = 4 hours or ½ day
Semester timing – an example
Mm. 1
Free study activity
Free study activity
Free study activity
Mm. 2
SE-course 1
SE-course 2
Project work
Mm. 3
Mm. 4
PE-course 1
Mm. 5
Mm. 6
PE-course 4
PE-course 2
Project work
Mm. 7
Mm. 8
PE-course 3
Mm. 9
Project work
Mm. 10
5 uger
5 uger
5 uger
Project process - an example
End of
February 1st 2004
previous semester
Group
formation
Sara heard it
from Tine
Michael
heard it from
Arthur
Arthur used to
work with
them and
showed
interest
During a
vacation
they talked
about
cooperation in
a new project
Tine & Mike
once
worked in the
same group
February
Topic
choice
March
April
Project
delimitation
Problem analysis
Problem formulation
May
June
Finishing project &
Writing report
Oral
Exam
Report
delivery
June 2nd
Lectures
Registration
Mini Project
Individual
work
Brain storm
Meeting
supervisors
Status
Seminar 1
Visiting
DSB
Status
Seminar 2
Making
models
Self
evaluation
Move into
project room
Skitsering med
marker and
mixed media
Contacting
companies
Inspiration
from
coordinator
Making
presentation
Visiting
companies
Making
presentation
Calculation
One week
holiday
Getting to
know each
other
Activation
and feedback
Searching
information
In internet
Brain storm
Comments
from other
supervisors
Meeting
supervisors
Comments
from other
supervisors
Drawing
Group
meetings
Initial
agreement
Clayfoammodeling
Discussing
interest and
expectation
Contacting
companies
Feedbacks
from peer
groups
Talking with
students from
last year
Self
reflection
Report
writing
Meeting
supervisors
Supervisors
appointed
Exam
March 2-3
Group
meetings
Searching
information
from library
Suggestion
from technical
supervisor
Role
play
Editing
Preparing for
oral exam
Searching
information
from Internet
Self
reflection
Dividing
tasks
Dividing
tasks
Taking oral
exam
Dividing
tasks
Group
meetings
Group
meetings
Group
meetings
Writing
working
papers
Project
started
Working hours
9:00 – 16:00
Monday - Friday
Working hours
9:00 – 16:00
Monday – Friday
extension sometimes
9-07 a semester project of group one
Working hours
9:00 – 18:00
Monday - Saturday
Project
finished
Working hours
9:00 – 20:00 (22:00)
each day
Working hours
flexible
Projects
How ?
• One project each semester
• Necessary theories and methods given in
project courses
• Each group has (at least) one supervisor
• Documentation:
– a written report, oral defence, (construction)
• Courses in:
– project management and planning
The four phase model of a
Project
Student
Project
too broad
Industriel
Project
Analysis
Design
Implementation
Test
Student
The ideal
Project
too narrow Student Project
What is analysis?
Get an overview of the problem
• Asking Questions
• See Perspectives
Divide into different aspects
• Top Down
• Bottum Up
Look critically at all aspects
• Estimate
• Measure
• Compare
How to start analysing –
presentation of two tools
•
The six W- model
What?
Why?
Whom?
How?
•
Where?
Problem
When?
Post It Brain storm
1.
2.
3.
4.
Everybody writes keywords on Post It notes for 5 min
All notes are placed on the blackboard
All notes are read out
Everybody goes to the blackboard and structures the notes
together
Lunch until 13.00
28
Problems
What ?
• Three different types of problem based
projects at AAU:
– The task project
– The discipline project
– The problem project
The task project
• Considerable planning and control by the
supervisors
• The problem and the subject as well as the
methods are chosen beforehand
• The educational objectives are easily controlled
• Being a supervisor is easy in that the supervisor
knows exactly what is going to be explored in
the project and can direct the students' choices
in the planned direction.
The task project
Problem
Discipline
The discipline project
• The disciplines and the methods are chosen in
advance
• The students have to identify and define a
problem within the described disciplines
• The educational objectives are mostly
formulated for each discipline
• Being a supervisor in this process may be a bit
uncertain, because the students are allowed to
make some choices on their own. However, the
scientific field is described well and hardly any
surprises occur
The discipline project
Problem
Discipline
The problem project
• Based on problems as the starting point
• The problem will determine the choice of
disciplines, theories and methods
• The educational objectives emphasises ability
to analyse and methodological skills
• The problem has to be chosen within a
broader social and technical frame
• Being a supervisor in this process may be
difficult because it is a self-directed learning
process and the supervisor may find
him/herself at the edge of capacity
The problem project
Problem
Discipline
Common features of project
work
• For all three types of projects, a problem
has to be analysed and solved by means
of different theories and methods
• The phases of the project are common to
all three project types
Problems
Why ?
• Real world problems are interdisciplinary
and complex
• It is a learner-centred process
• It meets the learners' interests and
enhances motivation
• It emphasizes development of analytical,
methodological and transferable skills
AAU students on problems
• ”We are engineers – our responsibility is to solve real technological
problems.”
• ”This is the first time we found a real problem ourselves rather than
getting something from supervisors. It is really exciting. It fits my way
of learning. I learn better when I find the way myself. This way of
learning is much better than only attending lectures, because I have
to know why I need to learn this. When I know the objective clearly, I
learn much better.”
• ”When working on a problem, I am strongly motivated and attracted.
We need to solve this problem.”
Xiangyun Du, 2005
Problems
How ?
• The project groups choose their own
problem to work with in the projects
• 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
Who is in control of what ?
Problem Discipline Results
Task Project
Supervisor
Students
Discipline Project
Supervisor
Students
Problem Project
Supervisor
Students
+
+
+
(?)
+
?
(+)
+
+
(?)
(+)
+
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+
(+)
+
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+
PBL as educational model - practice at AAU
students’ experiences
Literature
Lectures
Library
Supervision
Internet
Experiments
Other
teaching
staff
Problem solving in grouporganized project work
Family,
friends
Compani
es
Other
groups
experts
More
Students resources?
from other
programs
Multiple learning resources
Drawing upon multiple learning resources, students take active role
creating learning opportunities and managing their own learning
PBL as educational model - practice at AAU
students’ reflection
We feel easier
to learn the technical skills
through group work
We learn best when the
knowledge can be related
to the assignment and our
project
We are engineers,
our tasks are to
solve problems
(Male EE)
We develop social skills in
group work, this improves the
learning process
Project work help me
get some ideas of what
I am going to learn…
I understand things
better through
explaining, discussing
and practicing
Students’
perceptions
We develop
ourselves and get
mature along the way
I am confident in
different tasks now
after these
experiences…
We get mental support from
each other, it involves lots of
I am strongly
responsibility so that we
motivated when
don’t easily drop out
(Female A&D)
working on problems
We want to make it possible
that we can learn from each
other and everybody can
learn what they want to
learn
This makes our study
serious… like real work
place (Male EE)