Supporting innovation in educational technology by enabling open educational practices
PBL and educational innovation
description
Transcript of PBL and educational innovation
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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 – Facilitator Development
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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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’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
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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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In your opinion, what are the major issues/challenges for university teaching in order to maximize the support of learning? Please discuss in a 4-5 persons team and list 3 most important ones as a team. (15 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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ELiTE March 2010
Effectivity of educational formats (after Bales)
5 %10 %
LectureReading
AudiovisualDemonstratio
nDiscussion group
Practice
Teaching others
Averageretention
20 %
30 %
50 %
75 %80 %
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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
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17Original figure in Wenger 2004
Life Long Learning and professional identity development
Learning tobecome
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Learning in Communitiesof Practice
Participation
Informal
Unintended
Knowledge 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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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?
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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 context
Need 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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24(Becker 2006)
Need for change: industry expectationsComparaison of capabilities taught at universities and required in professional life by young profesionals - Germany
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(Becker 2006)
Ranking of capabilities important in professional life by young electrical engineers five years after graduation - Germany
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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)
26New 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
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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)
Learning Problem basedContextualizedExperience and activity based
ContentInterdisciplinary learning Exemplary learningAnalytical thinking – theory-practice relation
SocialParticipant directedTeam based
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Variation
Ways 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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DIVERSITY OF PRACTICE – ‘MODELS’
Problem Process Team Assessment
Role of teaching
Aalborg Onesemester 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
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Comparison of three PBL models in Medicine
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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)
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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
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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
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An example of PBL case in Medicine
Woman, 22 years old, not married, lives with her parents, she is a nursing aide in an old peoples home, youngest of 5 children. The G.P. sees her every now and then with complaints of hyperhidrosis*. Complaint now: since three days sick and vomiting, everything comes back. Stools normal, no abdominal pains. She is not feeling very ill, on the other hand she is not feeling able to work. When asked whether there has been anything special recently, the patient relates that for three weeks she has been in charge of a nursing department of the old peoples home, because the person normally in charge went on holidays. "The old people looked down at me as a youngster, they did not accept any instruction from me". The complaints started directly after this period, when the head of the department had returned from her holiday (three days ago).You don't notice any abnormality in her physical appearance.
family physician practice
* Hyperhidrosis: excessive sweating41
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Example case• Uge 3: Biokemi
• Marie Hansen
• Marie har bedt om en hastekonsultation. Du har ikke mødt hende før, da hun først lige er flyttet til byen for at begynde på universitet. Marie er bekymret fordi hun pludseligt fik det dårligt den foregående aften. Hun havde været i gaden med de andre sutderende, og havde fået en breezer. Hun er ikke vant til at drikke, da hendes far er indremissionsk præst i Hirtshals. Marie havde det sjovt, men da hun var færdig med sin drink følte hun sig lidt utilpas, og hun opdAgede også at hun var mere påvirket end de andre. Nogen kommenterede at hun var helt rød i hovedet. Selv om hun derefter kun drak vand, fik hun det mere og mere dårligt, og en af tutorerne hjalp hende hjem. Hun vågnede op i morges med hovedpine.
• Du sikrer dig at der ikke var mulighed for at nogen havde ”kommet noget i” hendes drink, og fortæller Marie, at nogle mennesker har en særlig isoform af et af enzymerne i mitokondrierne, der involveret i metabolismen af alkohol. Denne isoform har en laveret aktivitet og medfører en ophobning af acetaldehyd, som kan give de symptomer hun har beskrevet. Marie vil nok være nødt til at være særlig påpasselig med mængden af alkohol hun indtager.
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• CASE L.O• Explain the meaning of “enzyme”, “isoform”, “metabolism”,
“mitochondria”• Describe why low enzyme activity at a particular step can result in
build up of intermediates in a metabolic pathway• Summarise guidelines for responsible alcohol consumption
• Supporting lecture(5 in all)• Metabolism and nutrition , L.O.• Name the two main functions of metabolism• List the main constituents of the UK diet and know the distinction between
macronutrients and micronutrients.• Describe in broad terms the roles of carbohydrate, fat and protein in providing
the body with energy.• Describe, in general terms, the stages and location (mitochondrial/cytoplasmic)
by which nutrients are oxidised to provide ATP.• Distinguish between ATP formation via aerobic respiration and glycolysis. • Explain how lactate (generated by glycolysis), amino acids and glycerol, can be
converted to glucose/glycogen by the liver (gluconeogenesis)• Describe the conditions under which ketone bodies are formed, and their
importance in sustaining brain metabolism
Learning outcomes
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Typical scheduleWeek Wednesday Thursday Friday Monday Tuesday
Morning
Case start: Heart as a Pump
Clinical skills
Heart macroanatomy
Heart physiologi
Case end
The vascular system:
bloodpressure
Heart rhytm, ECG, glycosides
Afternoon
Cooperation, Learning,
Management
Medical ethics
Clinical Practice
Ressource session: The Heart
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From Meg Duroux
The seven steps of case PBL
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Example: brain storm
From Meg Duroux
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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