Problem based Learning in Engineering and Science...
Transcript of Problem based Learning in Engineering and Science...
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PBL and educational innovation
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Lars Peter Jensen Associate profesor Department of Control Engineering [email protected]
Xiangyun Du Associate professor Department of Education, Learning and Philosophy [email protected]
Problem based Learning in Engineering and Science – Development of Facilitator 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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Reflection on own learning stories
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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 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?
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What is your understanding of learning? Based on your own experiences, what are
the roles of university teaching in relation to learning?
5 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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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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Constructivism Knowledge and
learning is created by the students – not given to them
Theories related to PBL
18 Original figure in Wenger 2004
Life Long Learning and professional identity development
Learning to become
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Learning in Communities of 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
Active Experiment
Abstract conceptualisation
Reflective Observation
Concrete Experience
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Experiential learning – the Cowan loopy diagram
Reflection for in on action
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Blooms taxonomy 1956 Competence Skills demonstrated
1. Knowledge Observation and recall of information
(describe, identify, who, when, where)
2. Comprehension
Understanding information Translate knowledge into new context
3. Application
Use information, methods, concepts, theories in new situations
4. Analysis
Seeing patterns, organization of parts, rcognition of hidden meanings
5. Synthesis
Use old ideas to create new ones. Generalize from given facts. Draw conclusions
6. Evaluation
Compare and discremininate between ideas. Assess value of theories. Make choices based on reasoned arguments. Verify value of evidence
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PBL Learning Principles
Learning Principles (Graff & Kolmos 2003)
Learning Problem based Contextualized Experience and activity based
Content Interdisciplinary learning Exemplary learning Analytical thinking – theory-practice relation
Social Participant directed Team based
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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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Need for change: industry expectations Comparaison of capabilities taught at universities and required in professional life by young profesionals - Germany
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Ranking of capabilities important in professional life by young electrical engineers five years after graduation - Germany
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Change of profession and interdisciplinarity
Changes in the medical education system in many countries have been endorsed aiming to reduce the volume of factual knowledge taught didactically and to increase students` abilities to direct and maintain their own learning through methods such as Problem Based Learning
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)
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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
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) 1) Basic medical science knowledge 2) cost
Five major characteristics (Vernon and Blake 1993,550-551) 1) real or hypothetical clinical cases 2) small discussion groups 3) collaborative independent study 4) hypothetico-deductive reasoning 5) 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’ dissatisfaction 3) 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 based Contextualized Experience and activity based
Content Interdisciplinary learning Exemplary learning Analytical thinking – theory-practice relation
Social Participant directed Team 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)
Implementation Moesby, 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 2004 http://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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50% courses
50% project
Project courses 7,5
ECTS
Project 15 ECTS
Study courses 7,5 ECTS
Group examination
Individual 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
PBL at institutional level
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Project and people managementQuality of engineering and technical skills Contact and working relations to industryInnovative and creative skillsKnowledge of business -life and -economyOverall quality of education
Aalborg University (AAU)Technical University of Denmark (DTU)
Percentage of respondents judging the candidates' skills in the various disciplines as "good" or "very good"
419 8685818150 593618 8774Source: Nyhedsmagasinet Ingeniøren, nr 13, 2004
Project and people managementQuality of engineering and technical skills Contact and working relations to industryInnovative and creative skillsKnowledge of business -life and -economyOverall quality of education
Aalborg University (AAU)Technical University of Denmark (DTU)
Percentage of respondents judging the candidates' skills in the various disciplines as "good" or "very good"
419 8685818150 593618 8774Source: Nyhedsmagasinet Ingeniøren, nr 13, 2004
Project and people management
Quality of engineering and technical skills
Contact and working relations to industry
Innovative and creative skills
Knowledge of business -life and -economy
Overall quality of education
Aalborg University (AAU)Technical University of Denmark (DTU)
Percentage of respondents judging the candidates' skills in the various disciplines as "good" or "very good"
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8685
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8774
Source: Nyhedsmagasinet Ingeniøren, nr 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
Employers judgement of innovation, 2008 IDA (N=209)
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Overall assessment of Danish Engineering Institutions. IDA, 2008
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DIVERSITY OF PRACTICE – ‘MODELS’
Problem Process Team Assessment Role of teaching
Aalborg
One semester Problems(5 months) - open and narrow
Project Management and process skills
4-7 Ss Self-form, Discussing, writing and together,
Individual judgement in a team based exam
Facilitation based – Consultancy (low level Of nstruction)
Maastricht
One week - Case based
Seven jumps 5-10 Ss Discussing together
Individual exam progress Testing
Facilitation based –tutoring (low level of instruction)
Republic Polytech
nic
One day -structured
3 meetings a day – Problem Solving process
5 Ss Discussing together
Quiz and Individual Written reflection
Problem giver and instruction
Stage 1 1969 -1983 Curriculum focused on Biomedical problems. Aiming at skills of self-directed learning for information explosion, critical appraisal, self-assessment, etc.
Major changes of PBL curricula
1969
1965
1983
2005
Challenges: students required a broad-based basic medical science foundation before they could begin problem solving.
(Neville et al 2007)
Stage 2 1983 - 2005 Curriculum focused on population problems. Aiming at essential knowledge, fundamental skills, personal qualities, values, and attitudes to becoming physicians.
Stage 3 2005 – now COMPASS curriculum (concept-oriented, multidisciplinary, problem-based, practice for transfer, simulations in clerkship, streaming).
Challenges: insufficient assimilation of fundamental basic science concepts, insufficient attention on behavior and population perspectives, professional competencies, etc.
Stage 1 2004-2005 11 basic medical courses
and 12 clinical courses (100%, over 50%, and
less than 50% of curriculum)
Major changes of PBL curricula
Stage 3 2009-2010 Integrated courses of basic
medical sciences
2005
2004
2008
2006
2009
2010
Stage 2 2006-2008 increased number of courses
and PBL percentage in overall curricula
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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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
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Heart, Respiration, Kidney and urinary tract II Bachelorproject
Comparison of the three models
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Students number /year
Star/ng /me of PBL
Drivers for change Curriculum model
McMaster
3 year master
Around 140 1969 Altana/ve teaching and learning
Problem Based Learning (COMPASS)
AAU
5-‐6year master
50-‐70 1974 AAU Project Based Learing, 2006 medicine
PBL AAU tradi,on?
Case + Project based Learning
CMU 7 years master
More than 1000
200年 GMER Hybrid PBL Shoestring model (Savin-‐Baden 2009)
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
Questions and discussions
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