How extreme project-How extreme project-based learning aids based learning aids

transitioning outtransitioning outEffective Teaching and Learning Effective Teaching and Learning

Conference 2008Conference 2008Dr. Roxanne ZolinDr. Roxanne Zolin

Associate ProfessorAssociate ProfessorQueensland University of TechnologyQueensland University of Technology

This paper covers ….This paper covers ….

• Problem & project -based learningProblem & project -based learning• Transitioning out career objectives Transitioning out career objectives

and learning objectivesand learning objectives• Extreme project-based learningExtreme project-based learning• Three cases examplesThree cases examples• Key characteristics for transitioning Key characteristics for transitioning

outout• Future researchFuture research

Problem-based learningProblem-based learning

• Pedagogic methodology Pedagogic methodology – presents the learner with a problem to be presents the learner with a problem to be

solvedsolved– Situates & motivates learning. Situates & motivates learning.

• The learner actively engages in* The learner actively engages in* – framing the problemframing the problem– identifying and gathering resources, and identifying and gathering resources, and – working with others to solve the problem.working with others to solve the problem.

• Project-based learning Project-based learning

* Copland, M. A. (2000)

““problem, project, product, problem, project, product, process, and people“ -based process, and people“ -based

learning* learning* • Project-based learning**Project-based learning**

– problems are organized around a project, problems are organized around a project,

• Product*** or process-based learningProduct*** or process-based learning– problem is focused on product or process problem is focused on product or process

design, design,

• Team-based learning **** Team-based learning **** – problem is worked upon by a group of problem is worked upon by a group of

students students

* Fruchter, R. (1999)**Fruchter, R., & Emery, K. (1999). *** Cannon, D. M., & Leifer, L. J. (2001), Livingstone, D., & Lynch, K. (2000).

More similar to work-place More similar to work-place learning learning

• More social than individualMore social than individual• Uses “tools of the trade” Uses “tools of the trade”

– rather than pure mentation*rather than pure mentation*

• Involves contextualization and Involves contextualization and reasoning reasoning – Rather than symbols Rather than symbols

• Results in specific learning *Results in specific learning *– Rather than generalized learningRather than generalized learning

* Resnick, P. (1987)

Extreme PBLExtreme PBL

• The Project is the Learning!The Project is the Learning!• Project > 75%, Content < 25%Project > 75%, Content < 25%• Content supports ProjectContent supports Project• Few Lectures, many meetingsFew Lectures, many meetings• More Instructor-Participant More Instructor-Participant

communicationcommunication• Capstone – not introductory courseCapstone – not introductory course• Masterpiece demonstrationMasterpiece demonstration

Increasing use of PBL in Increasing use of PBL in professionsprofessions

• Business managers*Business managers*• Teachers *Teachers *• Principals **Principals **• Information system designers ***Information system designers ***• Mechanical engineers ****Mechanical engineers ****• Civil engineers and architects *****Civil engineers and architects *****• Medical and veterinary practitioners Medical and veterinary practitioners

************* Macdonald, D., & Isaacs, G. (2001). ** Bridges, E.M. (1992), Copland, M. A. (2000). *** Livingstone, D., & Lynch, K. (2000). **** Cannon, D. M., & Leifer, L. J. (2001). ***** Fruchter, R. (1999). ****** Garvin, A., & Carrington, S. (1997).

Career Focused Learning Career Focused Learning Objectives Objectives

Undergraduate Graduate

Part-time

Career objectives

Entry level career position

Management or professional position

Learning objectives

Technical skills Management skills

Full-time

Career objectives

Entry level career position

Management or professional position

Learning objectives

Work skillsTechnical skillsIndustry understanding

Management skillsIndustry understanding

Computer Integrated Computer Integrated Architecture-Engineering-Architecture-Engineering-

ConstructionConstruction• Stanford University & other universitiesStanford University & other universities• Role play simulation: Construction design Role play simulation: Construction design

teamteam– Owner, Architect, Structural Engineer, Owner, Architect, Structural Engineer,

Construction Manager, Industry Mentor, Construction Manager, Industry Mentor, Academic MentorAcademic Mentor

• Cross-functional & global teams Cross-functional & global teams • Design, analyze and plan a $5 million, 30,000 Design, analyze and plan a $5 million, 30,000

square foot university buildingsquare foot university building • Two quartersTwo quarters• Assessment: 2 Presentations Initial Design, Assessment: 2 Presentations Initial Design,

Final Design, Analysis & Plan, Industry Final Design, Analysis & Plan, Industry feedbackfeedback

Collaborative Problem Collaborative Problem SolvingSolving

• Naval Postgraduate School, Naval Postgraduate School, – Graduate School of Business & Public PolicyGraduate School of Business & Public Policy

• Executive MBA capstone courseExecutive MBA capstone course• Mid-career NAVAIR Instructor PilotsMid-career NAVAIR Instructor Pilots• Roll play simulation: Internal Management Roll play simulation: Internal Management

ConsultingConsulting– Client, Consultants, Sr. ConsultantClient, Consultants, Sr. Consultant– Cost/Benefit Analysis or Feasibility StudyCost/Benefit Analysis or Feasibility Study

• One quarterOne quarter• Assessment: Proposal, Presentation, Assessment: Proposal, Presentation,

Report, Client feedbackReport, Client feedback

GSN 524 Integrating GSN 524 Integrating Capstone CourseCapstone Course

• Queensland University of Technology, Queensland University of Technology, Corporate EducationCorporate Education

• Executive Masters of Complex Project Executive Masters of Complex Project ManagementManagement

• Roles: Project Complexity Manager, Roles: Project Complexity Manager, Complexity Consultant, Sr. Consultant, Complexity Consultant, Sr. Consultant, Workplace & Academic MentorsWorkplace & Academic Mentors

• Assess dimensions of complexity in Assess dimensions of complexity in projectproject

• 5 September to 23 December5 September to 23 December• Complexity Consulting WorkshopComplexity Consulting Workshop

Key characteristics: Key characteristics: RealismRealism

• Project Objective Project Objective – Relevance & Rigour Relevance & Rigour – ““meta-problem” provides “continuity and depth in meta-problem” provides “continuity and depth in

terms of the student’s focus, resources and terms of the student’s focus, resources and questions.questions. “* “*

• Working conditionsWorking conditions– Team compositionTeam composition– Longer durationLonger duration– Individual versus Group projectIndividual versus Group project– RolesRoles

• Performance assessed by professional Performance assessed by professional communitycommunity

*Macdonald and Isaacs, p 328

Realism and control Realism and control tradeofftradeoff

Work

Case Study

Low High

Low

High

Medium

Medium

Realism

Con

trol

Internship

PBL

ConclusionsConclusions

• Extreme PBL benefits for Extreme PBL benefits for transitioning outtransitioning out