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Transcript of 1 Dr. Xiangyun Du Professor Department of Learning and Philosophy Aalborg University.
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Dr. Xiangyun Du Professor Department of Learning and Philosophy Aalborg University
Innovative Pedagogy and PBL-Inspired Teaching Experiments
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PBL introduction
• PBL definitions• Philosophy and theories• Variation of practices • Questions and Discussions
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• What do you know about PBL so far? • What are your PBL related experiences?
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McMaster 1968
Maastricht 1972
Linkoping 1972
Roskilde 72
Aalborg 74
PBL as a strategy for change: development and diversity of practice
• 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
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What is/are PBL(s)?
A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge.
- H.S. Barrows 1982
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What is/are PBL(s)?
PBL reflects the way people learn in real life; they simply get on with solving the problems life puts before them with whatever resources are to hand.
(Biggs 2003)
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What is/are PBL(s)?
Problem-based learning helps students to see that learning and life take place in contexts, contexts that affect the kinds of solutions that are available and possible. (Savin-Baden 2003)
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What is PBL?
Problem based learning is a pedagogical strategy for posing significant, contextualised, real world situations, and providing resources, guidance and instruction to learners as they develop content knowledge and problem-solving skills (Mayo et. Al., 1993)
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What is PBL?
–PBL is Student-Centred Learning–Where motivating and activating
students is the prime concern–The point of departure for the learning
process is an ill-structured real life problem
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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
• P3PBL • P5PBL• Play PBL
Modes of practice• Senario• Case• Transdisciplinary • Intercultural projects• Mega project• Individual / team • Online/ICT Based / Face
to face
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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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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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Constructivist view on Learning• Learning is not only a process of
transferring knowledge to the students, who should not be passive receivers
• Too much learning directed towards curriculum that the student must learn (or rather memorize)
• Overweighed focus on assessment measurement of the knowledge students have memorized – but not ability to produce new knowledge or to use their knowledge in real settings
Philosophy and theories related to PBL
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Constructivism on learning• Knowledge and learning created
by students – not given• Learning and knowledge
construction is facilitated by collaboration – dialogue, critical reviews, coordinating efforts.
• Knowledge and learning should be about construction, and not re-construction of knowledge
• Learning is about producing new knowledge, solutions, theories and methods.
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Learning in Communities of Practice
Participation
Informal
Unintended
Knowledge sharing
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19Original figure in Wenger 2004
Social learning Integration of formal curriculum and informal learning Life Long Learning
Learning tobecome an engineer
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Active learning
students learn (a survey report from Felder 1988):
– 10% of what they read– 26% of what they hear– 30% of what they see– 50% of what they see and hear– 70% of what they say– 90% of what they say and do
passive
active
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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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Levels of understanding - Bloom
Bloom• Knowledge - memorize• Comprehension• Application• Analysis• Synthesis• Evaluation Deeper
learning
Surface learning
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A conceptualisation of PBLPBL 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?
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Problem solving skills in the lecture
• Lectures • Literature • Questions• Answers • Seminars
Diverse PBL practice
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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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AAU PBL practice as an example
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50%courses
50%project
Projectcourses 7,5
ECTS
Project 15 ECTS
Study courses 7,5 ECTS
Project 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
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Lecture Courses and Project Workproject work : a major assignment within a given subject-related framework determined for each semester.
project related courses supporting the project workEvaluated as oral examinations based on the project report.
mandatory courses relating to the overall academic profile of the curriculum. Evaluated through individual written or oral examinations.
25 %
25 %
50 %
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Problem oriented, Project based, Team work organized
Problem Solving + Report writing in group Problem Formulation + analysis
Exam
Physical facilities for project work
Group formation: (by students based on interest)
Group size: 6-8 1st year4-5 middle years, 1-3 later years
Each group 1-2 facilitator
Companies
Lectures
Other experts
Literature
Experiment
Theme - framework
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Project management and planning
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Learning goals,Knowledge sharing,Collaboration, Peer learning
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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 ta 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 13, 2004
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
57
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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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PBL – Regional development• PBL AAU as a good example of linking students with the local
economy (OECD 2007, Puukka and Marmolejo 2008)– Students benefit from
• Gaining transferable skills and authentic work experiences– University benefits from
• gaining feedback and access to instructive cases and ideas for research and teaching
• Improving graduate retention • Higher rate on-time finishing ( AAU 87% v.s 38% others in
DK) • Lower drop-out rate (AAU lowest in DK)• Improved interdisciplinary collaboration among teaching
staff – Enterprises benefit from
• A clearer picture of what the university stands for and how the students might fit in as prospective employees
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Please analyze the problems (using the six W- model)
Group discussion 2 (Problem Analysis)
ProblemWhom?
Why? What?
Where?
When?How?
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Presentation 3
What are ‘problems’ and what are ‘projects’ Examples of different practices of designing
problems and projects
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Taxonomy PBL practice (Barrows 1986)
• Lecture-based cases: cases used to demonstrate the relevance of information provided by lectures
• Case-based lectures: cases are used to highlight material that will be covered in the subsequent lecture
• Case method: cases are studied in preparation for class discussion
• Modified case-based method: cases provide opportunities for deciding between a limited number of options
• Problem-based learning: cases are used in a problem simulation format that encourages free inquiry
• Closed loop, or problem-based learning: a reflective phase complements the problem-based format
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Problem Based Learning and Project Based Learning (Savin-Baden 2007)
Project Based Learning Problem Based Learning
Aim and focus
Solution or strategy for problem
Solving, project management
Problem management
Role ofteaching
supervision / facilitation Tutoring / facilitation
Outcome Report or design Not necessary
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DIVERSITY OF PRACTICE – ‘MODELS’
Problem Process Team Assessment
Role of teaching
Aalborg Onesemester Problems(
5months) - open andnarrow
ProjectManagementand processskills
4-7 SsSelf-form,Discussin
g,writing
andtogether,
Individualjudgementin a teambased
exam
Facilitationbased –Consultancy(low level Of instruction)
Maastricht
One week- Casebased
Seven jumps 5-10 SsDiscussin
gtogether
Individualexam progressTesting
Facilitationbased –
tutoring (low level ofinstruction)
RepublicPolytech
nic
One day -structured
3 meetings aday –ProblemSolvingprocess
5 SsDiscussin
gtogether
Quiz andIndividualWrittenreflection
Problem giverand
instruction
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Types of projects – nature of problems
– The task project– The discipline project– The problem project
Problem and Project in AAU PBL
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THE TASK PROJECT
Problem Discipline
• 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• More control
An Example:
In firm X they have a machine emitting too much noise.
The task given is to measure the noise level, to calculate the necessary attenuation and find a silencer.
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THE DISCIPLINE PROJECT
DisciplineProblem
An example:
a description of the scientific objectives as using a digital signal processor and creating a filter.
The student will then have to start by finding a problem where a filter is needed in the solution and it would be a good idea to use a digital signal processor.
• disciplines and methods are chosen in advance • students identify and define a problem within the described disciplines • educational objectives are mostly formulated for each discipline• supervisor - a bit uncertain, however, the scientific field is described well
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THE PROBLEM PROJECT
Problem Discipline
• problems as the starting point• The problem will determine the choice of disciplines, theories and
methods• educational objectives emphasises ability to analyse and methodological
skills • The problem has to be chosen within a broader social and technical frame• a self-directed learning process• supervisor – challenging (can be part of the big research projects)
An example:In firm X there is too much noise emitted in the production hall.Analyze the problem in order to find the noise sources and find solutions.
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DESIGN OF A PROJECT
ThemeSub-theme
Project Supportingcourses
Projectproposalsx
x
x
x
Starting a project
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Design of a Project
Startingpoint
xTarget
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Design of a Project
Startingpoint
x
Targetarea
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‘It is so exciting to work on this, we solve problems and we see things happen…’ - Students from EE
‘It is boring to only focus on technical things… I don’t want to become nerds by studying engineering. I want to work with technology in a creative way and to do something for people…’ - Students from A&D
Diversity – discipline and group aspect
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International Master Program of Environmental Management
Semester 1 ThemeCompany perspective – Environmental management industries and
cleaner production and products
Project focus In-depth analysis of a company’s environmental strategies and
performance and suggests improvements in relation to production processes, the product life cycle, or management policies. At the end of the semester, a project report is submitted, presenting relevant theories and an analysis of the case study.
Courses Feasibility Studies 2 ECTS Research Methodology 2 ECTS Organisation Theory 1 ECTS Approaches to environmental problem solving 2 ECTS Introduction to Energy Systems 1 ECTS Sustainable Energy Systems Analyses 2 ECTS
Fundamental Investment Theory and Excel 1 ECTS
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Group 3: Environmental Impacts of Passive Houses (group 3 report)
Contextand aims
To determine how significant the choice of materials is when designing energy-efficient houses in relation to their lifecycle environmental impacts.
Researchquestion
Controlling for energy efficiency and design, what are the estimated costs and environmental impacts related to two energy-efficient houses, conceived in accordance with either a sustainable development or an energy efficiency criteria?
Theories Life cycle thinking, sustainable development and construction, passive house, passive and active systems, big bale building, LS/EPS Passive house
Researchmethods
Case study, interviews Costs analysis, life cycle assessment
Results The construction costs were the most persuasive element of the partialresults. The BBB is significantly less expensive to construct. The usestage showed an important financial dominance over the two otherstages. The global warming category revealed itself to be the mostimportant feature to consider among the environmental categoriesselected in this study, and at a lesser degree nutrient enrichment. Thechoice in the materials is of great importance of the other stagesespecially in relation to the embodied energy due to transport which
formed an important feature in LS/EPS impact profile.
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Cooperative Header Compression for GPRS systems
First trial:Hard processGood product
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Problem Based Learning at China Medical University (CMU)
• Implementing PBL as part of a grant 2004– 90% political reason
• Resources decide scale – 100% 2 subjects– 50% 8 subjects– Below 50% 20 subjects
• 1000 staff and 12000 medical students are involved
(Sun 2008)
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Innovative implementation (Sun 2008)
• Chapter 1• Chapter 2• Chapter 3• Chapter 4• Chapter 5• Chapter 6• Chapter 7• Chapter 8• Chapter 9• Chapter 10• Chapter 11• Chapter 12
Unit 2
Unit 3
Unit 4
Unit 1
Unit 5
Text book
120 students
Big class and team work
6 ss/group
6 ss/group
6 ss/group
6 ss/group
6 ss/group
6 ss/group
6 ss/group
6 ss/group
6 ss/group
6 ss/group
6 ss/group
6 ss/group
6 ss/group
6 ss/group
6 ss/group
6 ss/group
6 ss/group
6 ss/group
6 ss/group
6 ss/group
30 ss /Class
30 ss /Class
30 ss /Class
30 ss /Class
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PBL Tutorial Process - UNIT
Preset Problem based cases in small classes (1 hour)
Define procedures to be discussed (1 hour)
Brief lectures given by tutors in big/small class (1 hour)
Information gathering by individuals (4-8 hours)
Discussion in groups (1-2 hours)
Presentation by individuals (2 hours)
Formulate objectives (1 hour)
AccessmentPBL performance 40%
Homework, discussion, presentationFinal test 60% (Sun 2008)
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Student small group
discussion
And meeting tutors
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Lessons to learn
Challenges• 86% students worried
that they would not get good score in the final test
• Mismatch of textbooks• Need of more tutors• Skills of tutors
Effect – initial following up studies show
• Motivated students • Improved problem
solving skills• Satisfactory learning
outcome seeing from teaching staff
(Sun 2008)