TOC - Aalborg Universitet€¦ · TOC Study Board presentation - Henrik Find Fladkjær, ... Role of...

TOC

Study Board presentation - Henrik Find Fladkjær, Head of Study Board, Department of Business and Management

Role of e-learning/Moodle in PBL environment – Lillian Buus, PhD, E-learning consultant in Development at AAU IT Services

Role of VBN in PBL environment - Maria Abildgaard Haladyn, VBN office

PBL at AAU level - Inger Askehave, Vice-Rector

Panel session – Medicine - Diana Stentoft, Associate professor, Department of Health Science and Technology)

Panel session – IT - Ivan Aaen, Associate professor, Department of Computer Science

Panel session – Law - Louise Faber, Associate professor, Department of Business and Management/previously, Law

Panel session – Industrial design - Marianne Stokholm, Professor, Department of architecture, design and media

Panel session University-business cooperation – Anders Didriksen, TRECO

Working visit – PBL in Law education - Louise Faber, Associate professor, Department of Business and Management/previously, Law

Working visit – PBL in Industrial design education - Camilla Brunsgaard – Associate Professor, Head of Study Board

Working visit – PBL in Industrial design education – Nis Ovesen, Assistant Professor, Department of Architecture, Design and Media

Technology

Working visit – PBL in Industrial design education - Louise Møller Haase, Associate Professor, Department of Architecture, Design and

Media Technology

PBL training workshop – Olav Jull Sørensen, Professor, Department of Business and Management

Learning reflections – Romeo V. Turcan, Associate Professor, Department of Business and Management

Agenda

• Resources

• Students

• Money flow

• Studyboard allocation of resources

• Allocation of Teaching Hours

• Teaching Activities

• Organization at Studyboard level

Resources

• VIP – Teaching 492 hours per semester

• 984 hours out of 1.924 hours • 940 hours left

– Research, meetings, e.g.

• DVIP – External teachers

• Max of 780 hours per year

• TAP – Secretary

• Facilities – Pay per seat i Auditorium – Rooms in the department building is paid by the department

• Anuum – Travel, buy books e.g. – Negotiating with Head of Dep.

Students

• App. 1.500 students

• App. 1.200 STÅ (Student Growth Year) - Active students

• App. 80% passes 60 ECTS a year in estimated time.

– 80% is a high rate

• The Faculty is recording the students missing exams

Drop-out-students

• All students marked Yellow are offered a talk with me or one of my coordinators

• All students marked Red must have a talk with me or one of my coordinators.

Money flow

• Funding rate from the the Ministry to the university per active student is 44.300 DKK app. 5.900 €

– 1.200 Student * 44.300 = 53.160.000 DKK (7.088.000 €)

• The central administration of the University charge app. 20 %.

• The Faculty charge app. 30 %

Studyboard

• The institute allocate 45 hours per STÅ (Student Growth Year) - Active students – 45 * 1.200 = 54.000 hours for every teaching activity

and every related teaching activities in one year. • 54.000 hours * 500 DKK = 27.000.000 DKK (3.600.000 €)

• The institute allocate app. 3.900 DKK per STÅ – 3.900 * 1.200 = 4.680.000 DKK (624.000 €)

• Hours + cash = 31.680.000 DKK

• Profit goes to the institute

• Deficit causes a negotiation with Head of Dep.

Allocation of teaching hours

• 1. semester 16 hours per student

– Must cover all teaching activities incl. Internal exam.

• Bachelor 19 hours per student/semester


• Master 23 hours per student/semester


• External exam and other expenses are paid with our allocated money

Teaching Activities

• Ordinary teaching in Auditorium

– Based on our semester description

– Based on our module description

– Can be PBL oriented

• Supervision

– Must be PBL oriented

Organizing

• School – Four studyboards

• ”My” Studyboard – Two Bachelor (Danish - English)

– Two Merit programs (Danish - English)

– Five MSc (fulltime) programs (2 Danish 3 English)

• EBA – Seven Coordinators (A coordinator can have more

than one semester)

– One per semester and a Progression Coordinator

Organizing

• A coordinator is paied 40 hours < 100 students and 60 hours > 100 students

– Extra if there are Development Tasks

• Together with a secretary and the head of the studyboard the coordinator organize the semester.

– Allocation og VIP and DVIP must be approved by the Head of Dep.

Organizing

• Creating af Budget and account for the hours used

Role of e-learning Moodle in a PBL environment

8th of Februar 2016

Lillian Buus, MA, PhD Candidate and e-Learning Consultant at IT Services, Aalborg University [email protected]

A little about me…

• Master (MA) in Human Centered Informatics and Communication

• E-learning consultant, Aalborg University – IT Services (ITS) - Applied IT and Development (AIU)

(www.its.aau.dk)

• Ph.d. Candidate, Aalborg University – Doctoral programme - Human Centered

Communication and Informatics (HCCI) – e-Learning Lab – Center for User Driven Innovation,

Learning and Design (www.ell.aau.dk)

Research interests

• Designing and scaffolding e-learning and virtual learning environments (VLE) supported by Information and Communication Technology (ICT)

• Potentials and challenges in the use of Web 2.0 technologies / applications - primarily in relation to a problem-based learning approach (The AAU- model) and networked learning

Agenda

• Brief historical introduction to Moodle at AAU

• AAU, PBL and Moodle

• Activities and Resources – how can they be used for PBL activities?

• When Designing for Learning in a PBL context

Moodle

In total there are 26.631 users on Moodle

Out of this will 209 users have the role “Administrative staff”

2891 users will be defined with the role as “Teachers”

Moodle

In Autumn 2015 there were established 2146 courses

For the Spring 2016 semester there is established 1956 courses

Moodle at AAU - Historically

• Started implementing Moodle in 2006 at course level

• Ended up with many small Moodle sites based on study programs or school-structure

• Moved in 2013-2014 from many individual Moodle installations to “one shared” installation hosting all Schools (Departments) and Continuing Education Programs – http://moodle.aau.dk

http://moodle.aau.dk

Why “One shared Moodle”? 1/3

• Shared platform for All Schools and Continuing Education Programs – Except:

• PhD Research courses

• Research based/supporting Moodles

• Underpin the interdisciplinary collaboration between schools and study programs – Possibility for more individual adaptation in

MyCourses (the Moodle frontpage) for secretaries, teachers and students, who interact across


• Better integration with other AAU Centres – The Careers Centre

– The International Office

– AAU Library (AUB)

– Match making office

• Transparency between systems – Single Sign On (SSO)

– Better integration between e.g AUB and Moodle

• Draw on data from central systems


• Only having óne Moodle profile – Draw on data from the Shared AD

• Giving all the possibility to easily access Mahara from Moodle

• Group work (students)

• Supervision and teaching (teachers)

• Overall continuing development and adaptation of Moodle – Request from the study programs about activities and

possibilities they want Moodle to underpin

Problem Based Learning at AAU 1/2

Teacher controlled

Participant controlled

Problem

Work process

Solution

Source: Thomas Ryberg, e-Learning Lab, AAU (adapted)

Traditional classroom setting Transfer of information

Active learning Mix of lectures and exercises

PBL - The AAU model

Problem Based Learning at AAU 2/2

Teacher controlled

Participant controlled

Problem

Work process

Solution


Active learning Mix of lectures and exercises

PBL - The AAU model

Source: Thomas Ryberg, e-Learning Lab, AAU (adapted)

Moodle and AAU’s PBL Model 1/3


Active learning - dynamic learning process (social constructivism?)

MOODLE at AAU

•Course materials •References/literature •Links •Notifications from teachers and secretariat

•Open forums for interaction •Quizzes •Assignments •Peer review (groups) •Blogs




MOODLE at AAU



Student projects PBL - The AAU model




MOODLE at AAU



Student projects PBL The AAU model

? •Mahara •Rooms in Moodle •-- •Dropbox •Facebook groups •Etc.

Tools: Activities and Ressources

• Forum (and rating)

• Quiz

• Files

• Assignment

• Chat

• Workshop

• Feedback

• Database

• Choice

And there are many other tools and plugins for Moodle that might be interesting…

Why having a Forum?

• For dialog between participants

• Giving the participants the chance to ask questions and get answers / feedback

• For exchanging knowledge

• Used as “a blog” for dialog and commenting

• Define tasks and giving the possibility to put documentation (add files- attachments)

• Make ratings – both students rate other students or teachers rate students posts

Can I use a Quiz?

• Get answers to small questions for collecting information

• Giving participants a status on their own learning by self-testing

• Set up a to find out if the participants have had the intended learning based on the content

Will I need files?

• You can add different kind of files

– Word, Powerpoint, Pdf, Audio, Video, etc…

• Access to readings or visual content

• Using video for a “Flipped Learning” approach – give possibility for more dialog and teamwork in lectures

Will assessment be relevant?

• For the purpose of examining the participants

– E.g. hand in any kind of assignment to pass a course

• To make the participants hand in files that only need to be available between teacher and student

Can we have a dialog?

• Using the Chat function could be one way.

• Working both asynchronous and synchronous

• This can even work based on group dialog

• It is not that often used here as Skype, Hangout, Messenger or Adobe Connect is more used here than the Moodle chat

Collaborate - peer review

• The Workshop module (activity in Moodle) is a way to make participant be opponent to each others work

– To make peer-reviews

• Giving grades for both the paper handed in and for the review given

How can I get some feedback?

• There is a feedback module (function) where you have the possibility to make small surveys

• Make the participants do reflections on their learning

• Get a feeling about what they think they have learnt

How can I use the Database?

• Database – Developing a ’technology-bank’ – giving this as an

activity to the students

Making polls in class

• Choice (polls)

– Asking students questions where they need to make a poll e.g. regarding use of technologies

– Also used for signing up for workshops or the like.

• Remark: Not possible to make comments

Designing web 2.0 mediated learning

An important question to ask:

• What is the motivation / motive for using Web 2.0-based technologies in a learning design / course design?

• Will Web 2.0 technologies contributed to a fundamental change in learning approach? Or

• Will Web 2.0 technologies be implemented and support an already established learning approach?

Designing ICT/Web 2.0 mediated learning

Kilde: Symposium paper for the NCL conference 2010 (Buus, Davidsen, Georgsen, Glud og Ryberg. 2010)

Four continua between teacher and participant control in Web 2.0 mediated learning

Four continua to be aware of designing problem based learning in a web 2.0 learning approach

The learning process

Who controls the learning process?

• Who defines what is to be investigated?

• Who decides how this should be investigated?

• Is it possible to change the problem to be investigated in the

process?

• Who will perform the activity?

• Who decides the flow and structure of the learning processes?

• How are the learning processes organized?

• Who controls the collaboration?

• How is the collaboration organized? Is it e.g. formal and/or

informal?

The motivation

Is the motivation controlled by the

teacher or the learner?

• Is the motivation externally (extrinsic)

or internally (intrinsic) driven?

• To what extend should/can the

students be self-motivated?

• To what extend is learning in itself

motivating?

The infrastructure

Who controls the infrastructure?

• Who provides the infrastructure?

• Who provides the tools?

• Who owns the tools for production?

• Who organizes the tools and

orchestrate the use of the tools?

The resources/content

Who controls the content/resources

• Who makes the resources/content available?

• What strategies (copy-paste or rip-mix-burn) for

creating content should be supported ?

• What resources/content is it possible for learners

to create?

• Who defines competence, expertise, authority and

copyright?

• Who is accountable for the resources/content?

• Who has the copyright of the resources/content?

Collaborative workshop for designing for learning

• Collaborative e-learning design method (CoED)

– Activities, Resources and Infrastructure

– Facilitating the process of designing for learning

– Ending up with prototypes of ”Learning designs”

Source: Nyvang og Georgsen (2007): Collaborative e-Learning Design Method (CoED), Buus (2016): Phd Thesis

Scaffolding as a process

Source: Buus (2016): Phd Thesis

References

• Buus, Davidsen, Georgsen, Glud og Ryberg (2010): Developing a Design Methodology for Web 2.0 Mediated Learning, in the Proceedings of the 7th International Conference on Networked Learning, (p. 952-960) ISBN: 978-1-86220-225-2

• Nyvang og Georgsen (2007): Collaborative e-Learning Design Method (CoED) http://vbn.aau.dk/da/publications/collaborative-elearning-design-method(f0c4b3e0-afa1-11db-8b72-000ea68e967b).html

• Buus (2016): The Learning Potentials and Challenges When Integrating WEB 2.0 in a Problem-Based Learning Approach http://www.kommunikation.aau.dk/digitalAssets/149/149054_phd_lillian_buus.pdf

http://vbn.aau.dk/da/publications/collaborative-elearning-design-method(f0c4b3e0-afa1-11db-8b72-000ea68e967b).html
















http://www.kommunikation.aau.dk/digitalAssets/149/149054_phd_lillian_buus.pdf




HISTORY, BASIC FUNTIONALITIES, AND BENEFITS

Maria Haladyn, VBN Editorial Office [email protected]

VBN - AALBORG UNIVERSITY CRIS

T I T E L P Å P R Æ S E N T A T I O N | 2 6 - 0 2 - 2 0 1 3

V B N - R E D A K T I O N E N - A A L B O R G U N I V E R S I T E T S B I B L I O T E K

• VBN is the Research Database of Aalborg University and is used to present research from the researchers at the university

• The system registers publications, research projects, research activities, and press clippings.

• The registered material is linked to the individual researcher as well as to the university's organisational units and presented via the portal http://vbn.aau.dk/en

WHAT IS VBN

http://vbn.aau.dk/en

http://vbn.aau.dk/en

• The VBN Editorial Office: 8 memebers of staff

• Reporting officers’ network: – Research registration: 45 members of staff

– Student projects: 50 members of staff

• Also members from: – Faculties and departments

– Finance and accounts department

– IT Services

– University management secretariat

– Communications department

– Research Support Office

ORGANIZATION

1992

Mandatory research registration at AAU

2002

Online registration and dissemination - CRIS www.vbn.aau.dk Pure based

2006

VBN used as internal research management system

2008

Implementation of the Bibliometric Research Indicator (BFI)

2015

New assignments:

Award Management Bibliometrics communication of research results etc.

VBN AT AALBORG UNIVERSITY

http://www.vbn.aau.dk

SUM TOTAL OF:

• Publications: 105.000

• Projects: 5.942 (2.172 ongoing)

• Press cuttings: 59.275

• Activities: 31.800

• Student projects: 50.367

• Organisation: 4 faculties / 21 departments / 380 org. units

VBN IN NUMBERS

2011 2012 2013 2014 2015

Publications 6179 6729 7152 7100 6857

Projects (start) 344 393 415 392 293

Press cuttings 5724 6755 9205 6842 6311

Activities 2571 2795 3175 6079 3512

Student projects 4128 4925 7084 9000 10713

• System – Pure system owner / system administrator

– Development and daily operations

– Network and user panel

– Support and training (courses)

– Responsible for communication

• Research registration – Co-ordination of research registration

– Validation of publication data

• Information to the AAU Management / Bibliometrics – Generate reports and analyses cf. the annual work cycle

– Co-ordination of BFI model (both internally and externally)

THE VBN EDITORIAL OFFICE – PRIMARY TASKS

• The Digital Project Library

• Responsible for AAU’s OA initiative

• Journal publication – Open Journal System

• Submission of PhD dissertations

• The AAU ranking initiative

• Business service

• Support to researchers

• Media coverage

THE VBN EDITORIAL OFFICE – OTHER TASKS

• Information to the AAU Management – At all organizational levels

• The university’s development contract with the government department – Research publications, press cuttings, and student projects

• The Digital Project Library

• Publication strategies for research units – Previous publication strategies, future publications strategies – can

it be done differently?

REPORTS FROM VBN

• Dissemination of research – Raising the university’s research profile

– Raising the profile of the individual researcher

• Profile

• CV

• Reporting/publication

• Applications

• Information to the university’s management – Analyses/bibliometrics

WHAT DO WE USE DATA FOR?

• Submission through Pure – Collaboration between the doctoral schools, the VBN Office, and

Aalborg University Press

– Published in a series, one for each faculty

– After the degree has been achieved – electronic publishing in AAU Book Series

– Retrievable at special PhD site http://vbn.aau.dk/da/publications/phd.html

– Launched: 2014 (Engineering and Science – January 2016)

• More information: http://www.vbn-office.aau.dk/phd-submissions/

PH.D. SUBMISSION

http://vbn.aau.dk/da/publications/phd.html

http://www.vbn-office.aau.dk/phd-submissions/





• Open Access-policy at AAU

• Danish Open Access Strategy (80 % OA in 2017 and 100 % in 2022)

• AAU recommends faculty staff to publish OA or to self-archive in VBN

• VBN-staff gives advice regarding copyright

• OA-license with Royal Society of Chemistry – no APC’s – and SpringerOpen (15 % discount on APC’s)

• At the moment no fund to finance the APC’s

OPEN ACCESS

http://www.vbn-office.aau.dk/Open+Access/




•

• Services to the business community

• Services to research collaborators

• Portal development

• Documentation

• Dissemination of research

• Registration

• Validation

• Quality assurance

• Data processing

• Registration services

• Bibliometric reports

• Annual report

• Training/courses

• Ranking

• Information to Management

• Sources:

• BFI

• Scopus

•WoS

• SciVal

Bibliometrics Research

registration

Business community

services

Research dissemination

THE VBN EDITORIAL OFFICE

DDPB

OJS

Ph.D. submission

Portfolios

Activities

Award

Management

Master data

ITS programmes

Department

reports

Publication

strategies

Citations

Management

information

Ranking

Support

Teaching

Network

OA

Pure-

collaboration

PatLib - patents

Humanities

collaboration

DEFF-projects

SEA

Patent Office

RESEARCH REGISTRATION WORKFLOW

Researcher registers research activity in Pure

Approval by department reporting officer

Validation by the VBN Editorial Office

• Go live: www.vbn.aau.dk/en

• Contact: [email protected]

RESEARCH FROM VBN

http://www.vbn.aau.dk/en

mailto:[email protected]

QUESTIONS AND DISCUSSION

PROBLEM BASED

LEARNING (PBL)

”THE AAU MODEL”

02.09.2016

THE PHILOSOPHY OF PROBLEM BASED

LEARNING

Students learn best when they apply

theory to an authentic problem.

I.e. combining theory and practice (of

relevance to the discipline) is

essential.

HOW TO ACHIEVE THIS:

The AAU model includes project work

based on authentic problems, self-

governed group work and

collaboration.

During their studies, many students

also have the opportunity to cooperate

with external partners.

THE PRINCIPLES OF PBL

• A problem becomes the point of departure of the learning process.

• The problem is ‘solved’ through project work – the outcome is a written report on the subject

• Courses support the project work

• Cooperation is a driving force in problem based project work

• The students are responsible for their own learning achievements

• Teachers act as supervisors and mentors

• Supervisors present the thematic framework of the semester • Students brainstorm on ideas for projects and form groups • Students produce an early problem formulation

• The students will have to:

• Find a problem and case, identify methods on how to investigate the problem (purely theoretical, through interviews, video-observation and analysis, questionnaires, ethnographic observation etc.)

• Discuss their methods, and why they investigate their problem in a particular manner

• Identify theories or theoretical concepts that will help them understand their problem

• (Often) conduct empirical investigations, that are analysed

• All this is done in collaboration with the supervisor, who helps the students to identify relevant methods, theories etc.

TYPICAL COMPONENTS OF THE PBL

PROCESS

THE PBL PROCESS

Problem

Analysis

Problem

Solving

Project

Report

Literature Lectures Group Studies

Field

Work Experiments Tutorials

ASSESSMENT

The project work is completed by group examination

Emphasis is on the assessment of the individual student’s knowledge, skills

and competences.

The assessment takes place in connection with the students’ presentation and

discussion of their project, including the approach taken

and the results achieved by the group.

Examples of PBL projects

”Branding Amsterdam – The Role of Residents in City Branding”

MA Tourism

”Crisis Communication on Social Medium”

(Starbucks and Applebee as cases), MA English

”Cleen: Hand-Hygiene at Hospitals”

(design of hand sanitizer), MA Industrial Design

KNOWLEDGE FOR THE WORLD

AALBORG UNIVERSITY

STRATEGY 2016 - 2021

VISION FOR

PROBLEM BASED LEARNING

• AAU is internationally recognised for our problem and project based learning and the documented results of this learning method.

• All our students and staff act out our basic principles of problem and project learning, which is a general feature in all programmes at the university.

• IT is an integral part of problem and project based learning.

• Identify existing research results of our PBL

practice

• A number of research and educational

development projects will be launched

• AAU’s PBL principles are being continuously

reassessed

• IT will be integrated directly in the model

ACTIONS


• The schools/study boards will develop their programmes on the basis of the PBL principles updated in 2015

• The integration of PBL as an explicit learning objective in the curricula and regulations of all study programmes will be ensured.

• New staff will receive systematic introduction to PBL

• The heads of departments will prepare a plan for and ensure the on-going upgrading of the PBL and IT competences of teaching staff

ACTIONS


PROBLEM-BASED LEARNING IN MEDICAL

EDUCATION AT AAU

DIANA STENTOFT

CENTRE FOR HEALTH SCIENCE EDUCATION AND PROBLEM -BASED LEARNING

[email protected]

About CHS-PBL

Established in 2014

Four objectives

• Research in Health Science Education

• Teaching PBL to students

• Staff development

• Development of education

Delivering to:

• Faculty of Medicine

• School of Medicine and Health

• Department of Health Science and Technology

• Department of Clinical Medicine

• International collaborators

CHS-PBL

Faculty of Medicine

PBL

CHS-PBL

Health Science Education at Aalborg University

School of Medicine and Health

Study board of Medicine

* B.sc. & M.sc. In Medicine

* B.sc. & M.sc. In Medicine with Industrial Specialisation

* Master in pain

* Master in sexology

Study board of Health Technology and Sports

* B.sc. & M.sc. in Sports Science

* M.sc in Sports Technology

* B.sc. & M.sc in Biomedical Engineering

* M.sc. In clinical science and technology

CHS-PBL

PBL in-action

• Students

• Teachers/supervisors

• Physical space

• ICT

• Study program

• Assessment

• Ect.

The people and the framework

• The problem as point of departure

• Projects organised in groups

• The project is supported by courses

• Collaboration - groups, supervisor, external partners

• Exemplarity

• Student responsibility for learning

The Principles • Solid knowledge base

• Collaboration

• Communication

• Handling information

• Self-directed learning

• Project organisation

• Problem solving

• Desimination of information

• Critical thinking

• Interdisciplinary

The competencies

CHS-PBL

Intentions of problem-based learning

• Students develop as self-directed life-long learners

• Students can navigate in complex scenarios

• Students can define their own learning needs

• Students can seek relevant information and knowledge to address complex

problems

• Students are competent communicators and collaborators

CHS-PBL

Welcome to Aalborg University No. 8 of 31

CHS-PBL, Aalborg

University

Medicine at Aalborg University

• PBL curriculum at bachelor and master level

• Cases and projects

• Integrated curriculum

• Assessed as other medical students in medical schools utilising more

traditional approaches to learning – i.e. similar learning objectives

CHS-PBL

PBL in undergraduate medical education

• 7 jump case model through majority of curriculum

• Project works in 4 semesters 3 – 15 weeks

• Ressource sessions in groups

• Lectures

• Module assignments in groups

• Clinical exercises

• Clinical practice

CHS-PBL

Case learning model

The Original Hull-York Medical

School spiral model was adapted at

AAU Medicine

Modified to AAU model by including

project PBL in the 2nd, 3rd, 4th and

6th semesters

Learning outcomes are organized in

three broad levels:

1. Knowledge

2. Skills

3. Competences

By Jeppe Emmersen CHS-PBL

Bachelor program (project-oriented PBL in green)

1.

semester

2.

semester

3.

semester

4.

semester

5.

semester

6.

semester

ECTS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Kommu

ni-

kation

Ernæring og fordøjelsessystemet I

Det hæmatologiske system og

immunsystemet De endokrine organer

Statisti

k Public health

Introduktion til anatomi, biokemi, genetik,

fysiologi, integreret cellebiologi

Almen

farmakologi

Cases: Heart, Respiration, Kidney and

urinary tract IFørstehjælp

Nervesystemet og bevægeapparatet I Klinisk psykologi

Vidensk

b teori Valgfrit emne

Reproduktionsorganernes

endokrinologi Barnets vækst Almen patologi Control of cell growth

Medicinsk mikrobiologi Nervesystemet og bevægeapparatet II Ernæring og fordøjelsessystemet II

Hjertet, respirationsorganerne, nyrerne

og urinvejene II Bachelorproject

CHS-PBL

The case PBL model in medicine at AAU

Knowledge, skills and competence

In each subject

Ressource sessionLectures

Clinical Skills Clinical

Practice

Casestart:Definition of

learning

outcomes

Case-end:•Presentation of knowledge

•Perspective to. clinic

•Reflection of learning

CHS-PBL

Case-based PBL – 7 step model

Case opening

• Defining new terms

• Identification of problems

• Brainstorm –possible explanations

• Organising of explanations

• Definition of learning objectives

Groups working with learning objectives

• Lectures

• Ressource sessions

• Clinical exercises

• Clinical practice

Case closing

• Presentation of work with learning objectives

• Discussion of learning objectives and the use of learning resources

• Identification of knowledge gaps

• Refleksion on learning and learning outcome

Identifying and

activating

excisting

experiences

and knowledge Using

experience to

structure case

material

Identifying

knowledge gaps

Students take

responsibility for

and direct their

own learning Constructing

new

knowledge Collaboration

and

communicatio

n in study

group Integration of

theory and

practice

Dissimination

of scientific

information

Reflections on

outcome of case

process – what

have we learnt?

Identification of additional

knowledge gaps and

possibilities for learning

more

Considerations on strategies

for future learning

CHS-PBL

Example of a case History

WEEKLY THEME: GROWING CHILD CHS-PBL

Welcome to Aalborg University No. 16 of 31

CHS-PBL, Aalborg

University

PBL in the M.sc. in Medicine (year 4 – 6)

• 60 % of time spent in clinical practice

• One semester dedicated to research project

• Most of remaining time dedicated to problem-based case work

CHS-PBL

PBL Cases in clinical settings

Meeting with clinical facilitator

Presentation of findings, discussion of case, reflection and discussion of learning outcome, facilitator feedback on case and student performance

2 hours to elaborate, seek information and prepare presentation

Working in groups to identify learning needs, locate information, discuss issues of diagnosis, differencial diagnosis, treatment plan etc.

Students receive case

Case can be a patient, a journal, lab results etc.

CHS-PBL

PBL related considerations in Health Science Education

• The multiple roles of teachers/facilitators/supervisors

• The motivation of students

• Overcrowding the schedule

• Outside assumptions about PBL – good and less favourable

CHS-PBL

Projects and cases Project supervision Case facilitation

Broad learning objectives Narrow learning objectives

Students set the agenda and organise meetings Meetings scheduled and sessions

follow particular organisation

Supervision over an extended period of time Facilitation of new case every

week

Students aim to produce a written product

demonstrating their knowledge, skills and

competencies

Students aim to fill learning-gaps

in preparation for individual

assessment

Focus on collaboration, project management and

prolonged working process

Focus on collaboration,

communication and interaction at

case sessions

Guiding students to seek, organise and use

information to form their project

Guiding students to develop

learning objectives as the basis

for their learning

Ensure project is within frame of curriculum Ensure learning objectives are

within curriculum

CHS-PBL

PBL in medicine and student motivation

0

3,6

21,4

53,6

21,4

0

10,7

45,5

33,9

9,8

0

10

20

30

40

50

60

None Low Mid High Very high

Overall motivation - Project Overall motivation - Cases

Students’ self-reported experience of motivation in case and project PBL Stentoft et al. (2014) From cases to projects in problem-based medical education. Journal of Problem-based learning in Higher education 2 (1) pp.

45 - 62

CHS-PBL

What we know from outside the university walls

• Students are well equipped to handle complex problems

• Students are able to organise their learning

• Students are not selling their collaborative skills

• Can we create ’real’ doctors through PBL – do they have the

knowledge?

CHS-PBL

PBL at AAU….. PBL.AAU.DK

CHS-PBL

THANK YOU

Problem Based Learning

Computer Science

Ivan Aaen

The history of PBL

✤ American pragmatist philosophy (C.S. Peirce, Henry James, John Dewey)

✤ According to Dewey, pragmatism places action as an intermediary between thought and application

✤ John Dewey emphasizes learning through active inquiry ✤ We only think when we are confronted with a problem ✤ [T]he teacher becomes a partner in the learning

process, guiding students to independently discover meaning within the subject area

2

Characteristics of PBL

✤ Problems are the stimulus for learning ✤ The problem setting can be internal or external to the subject ✤ Working on real life problems develops problem solving skills ✤ Interdisciplinarity (characteristic for external problems)

✤ Exemplary learning ✤ Self-directed small student groups ✤ Teachers are facilitators/guides

3

Deweyan Inquiry Concepts Iterative reflection and action

Inquiry Reflection Transaction Reason Appreciation

Indeterminate situation

Prescience Patterns

Materials Suggestions Ideas

Problematic situation

Objects (real and ideational) Design

Symbols Reasoning

Valuations

Determinate situation

Resolution

4

Appreciating the situation – identifying objects

5

6

Problem Scope

Delimited/ defined

problem

The taxi problem

7

The taxi problem

• A lot of money can be saved if transport of patients to and from hospitals in the north of Jutland is better planned. So says 70-year old Leif Lindstrøm from Egense. ... More than half of the time I am the only passager in the taxi both on my way out and on my way home. ... Leif Lindstrøm adds that he informed the regional transport office of this... The answer has been that transport is planned by a computer and that it is close to impossible to change the plans that are made.

Newspaper article, 18 January 2012

8

The initiating problem

• A contradiction:

– The trips to the hospital are planned by a computer. And yet the plans seem inefficient.

• A wh-question:

– What can we do to ensure that the plans make better use of the resources but still ensure that patients get to the hospital on time?

9

The piano problem 10

The piano problem

• Sometimes we need to move large pieces of furniture

down a corridor or up a flight of stairs.

• Sometimes this is not possible.

• It really is quite annoying. Can we somehow

predict/prevent this?

11

An example of an initiating problem that is not very good

12

Representing numbers in computer memory

How does one represent integers, floating-point numbers etc. in a computer?

How are the standard arithmetic operations implemented?

13

PBL IN LAW EDUCATION

IMPLEMENTATION IN PRACTICE

LOUISE FABER

ASSOCIATED PROFESSOR

PBL in Law Education - implementation

THESIS

BACHELOR - Project

1 Mini Project - a defined problem and sources of Law

Mini Project – in a specifik course (eg. EU-Law)

Project in a course of own choice

2 Mini Project - several defined problems the students can choose between

PBL Implementation

3 levels of regulation

1) Academic regulations (curriculum)

2) Description of the subject – Learning outcome

3) Description of the semester – Practical

information

PBL Implementation

• Academic regulations (curriculum)

• Frame of legislation according to Danish Law

• Made by the Study Board

• Approved by the Dean (Faculty)

• Announced at www.aau.dk

PBL Implementation Descriptions of the courses mentioned in the curriculum

• Made by the teachers according to framework conditions and demands of the study board

• Possible to make room for different types of teaching

• Learning outcome

1. KNOWLEDGE (define the subjects)

2. SKILLS acquired that are related to the theoretical or practical understanding of the subject. (examination)

Biggs or Bloom

---------------

3. SKILLS acquired that are related to the students’ capabilities as future employees

• Approved by the study board (Not approved by the Dean (Faculty))

• Easy to change

• Announced at the education-homepage

• Applicable

• Archived

Learning outcome

1. KNOWLEDGE (define the subjects)

2. SKILLS acquired that are related to the theoretical or

practical understanding of the subject. (examination)

Biggs or Bloom

---------------

3. SKILLS acquired that are related to the students’

capabilities as future employees

The sum of this is the overall objectives of the

Curriculum

Taxonomies of learning aims and

objectives: Bloom

PBL Implementation

Description of the semester – Practical information

• Made by the Study Administration

• Not approved by the Dean (Faculty)

• Approved by the Study Board

• Announced at the education-homepage

• Practical information

• Description of the semester in practical sense

• Name of teacher

• Locations

• Time and dates (delivery of the projects, information about the projects, examinations, etc.)

PBL Implementation

Moodle

• Intranet

• Contact point between:

• Administration and student

• Daily changes

• New dates

• Replies to students

• Teachers and students

• Literature to read

• Establishing goals

Industrial Design

Moldova visit to Aalborg University, February 2016

Department of Architecture, Design & Media Technology, Aalborg University, Denmark

Design as PRODUCT and PROCESS

Design -from Beauty to Business

Design Value Interaction field 1. Arts and Crafts Beauty Form - Matter (Artefacts) 2. Industrial design Form & Function Market – Industry (Tools) 3. Innovation Meaning for money Culture – Business (Experiences)

Marianne Stokholm, Architecture & Design, Aalborg University, 2008

Danish Design -considers 3 stakeholders

• Consumer -physical needs for survival, safety and security -social needs for belongingness, recognition -mental needs for development, self-actualisation (Maslow’s Hierarchy of needs)

• Society -cultivation of habits and norms in the individual and society in relation to

existing/desired socio-cultural values -conservation of the Welfare State, competitive power on the global market

• Business

-business development, revenues, competitive power, identity


Design -from Profession to Field

Design is:

• Object

• Form

• Product

• Appearance

• Functionality

• Demand fulfilment

• Designer

Profession

Design is:

• System

• Transformation

• Process

• Storytelling

• Interactivity

• Value increase

• Interdisciplinary team

Field


Integrated Design

• Design as a PARAMETRIC CROSS-FIELD • SYSTEM as metaphor for and approach to design • Understand design as TRANSFORMATION PROCESSES • Transformation through INTEGRATION and OPTIMIZATION

• Focus on CONTEXTS and VALUE MISSION

• COLLABORATIVE communication process

Marianne Stokholm, Architecture, Design & Media Technology, Aalborg University, Denmark

PR

OC

ES

S

SOFT parameters •Aesthetics

•Man

•Culture

•Philosophy

Qalify

HARD parameters •Technology

•Environment

•Business

•Strategy

Quantify

Design process management Progression in complexity

Basic - Contextual - Strategic

PRODUCT

A design-engineering program Integrated design education profile

Industrial Design Architecture & Design, Aalborg University

• Master integrated design from product design (BA) to strategic design (MA)

• Master the methods and tools of the design process

• Execute, facilitate and manage design and product development which is carried out in inter-disciplinary teams

Development through knowledge, Marianne Stokholm, Architecture & Design, Aalborg University, 2006

COMPETENCES

Industrial Design Architecture & Design, Aalborg University

Development through knowledge, Marianne Stokholm, Architecture & Design, Aalborg University, 2006

The methods and tools of the integrated design process on all levels from product design to strategic design.

Tools, machines, aids, interfaces, instructions, service, systems, strategies.

PROCESS

PRODUCT

Industrial Design Learning

Design DOING •Representation craft

Design THINKING •Mind set fitness

Design COLLABORATION •Communication •Negoziation •Information management •Proces navigation


http://www.google.dk/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=mYwpugFEtWAFEM&tbnid=3bMqQfsaJI0pZM:&ved=&url=http://www.peugeot.com/en/design&ei=rLlSUtvoN6yM0wX0kYDADA&bvm=bv.53537100,d.Yms&psig=AFQjCNGTwgbm0U-i9W0y6p-sXqzkUVVcjg&ust=1381239507765092

http://www.google.dk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&docid=jeZuld8Yxzf6XM&tbnid=iLgvol8l4OEZ3M:&ved=0CAUQjRw&url=http://www.design-thinking.org/en/index.html&ei=fPYBU5SvFqfmywPe4oL4BQ&bvm=bv.61535280,d.bGQ&psig=AFQjCNFFE3A9alJY2PlSy9KzdBWUs7Vf2Q&ust=1392721324802085

Collaboration and design navigation culture


MOLDOVA working visit

Industrial design, Aalborg University, February 10th 2016 10:30-16:30

Department of Architecture, Design & Media Technology, Aalborg University, Denmark

Working visit agenda

ID Bachelor program planning and administration 10:30 Welcome and mutual presentation (MS) 11:00 ID bachelor profile and program in perspective (CHT) 11:30 Study organization and management (CB, CSA) Lunch and tour at Rendsburggade 12:00 Lunch 13:00 Tour around the location (MS) ID Bachelor program modules and education practice 14:00 Program modules and implementation (MS) 14:30 Specific example of modules on BSc4ID (NO) 15:00 Specific examples of modules on BSc6ID (LMN) Wrap up 15:30 Further questions and clearing up (MS,CHT) 16:30 Good by

From Technical University of Republic of Moldova

•Podborschi Valeriu Associate professor, head of Industrial Design Department, Industrial design programme

•Vaculenco Maxim Lecturer, Design Department, Industrial design programme

•Bostan Viorel Dr.hab., Professor, Rector, BSc in Information Technology programme

•Bugaian Larisa Dr.hab., Professor, Vice-rector, BSc in Information Technology programme


From Aalborg University

•Marianne Stokholm Professor in Integrated design, Industrial designer MDD, Industrial design program (host)

•Camilla Brunsgaard Associate professor, head of A-studies in Architecture, Urban design and Industrial design

•Christian Tollestrup Associate professor, head of ID section, Industrial design program

•Louise Møller Nielsen Associate professor, Industrial design program

•Nis Ovesen Assistent professor, Industrial design program

•Christina Sjøgren Andreasen Secretary for the Industrial design program

Industrial Design program

http://www.google.dk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&docid=S3OuAC33O9jyXM&tbnid=OHBcfyhZpq3r-M:&ved=0CAUQjRw&url=http://digitaldannelse.org/om-digital-dannelse/artikler/&ei=L5zrUqPIH8TqywPy4IKYDQ&bvm=bv.60444564,d.bGQ&psig=AFQjCNGEWw37_Wea3cm3c_UMW7NxF5CumQ&ust=1391258995710426

http://www.google.dk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&docid=pKZ1N0JMWbfLaM&tbnid=xR0bu4QlWakCKM:&ved=0CAUQjRw&url=http://www.sdu.dk/bibliotek/praktisk+information/om+biblioteket/dd-strategi&ei=ep3rUrvAIMjdygOx_4H4Aw&bvm=bv.60444564,d.bGQ&psig=AFQjCNGEWw37_Wea3cm3c_UMW7NxF5CumQ&ust=1391258995710426

Industriel Design Bachelor program

BA in Industrial design – semester themes

1st year BSc1 Basic Architecture & Design BSc2 Eksperiment & Form 2nd year BSc3ID Manufacturing & Construction BSc4 ID Interaction & Technology 3rd year BSc5 ID Use Context & Integration BSc6ID Product design & Construction

BSc2 (ID) Eksperiment & Form

Course modul: Basic: AUB information research (1ECTS) ITM: Theory and Method of the Engineer within the Design Field (2 ECTS) Method and visualization: Modelling and rendering in 3D (2 ECTS) Technology 2: Mathematics – Structures and Form (5 ECTS) Project molule: Product and process: Product analysis and transformation (10 ECTS) Form and technique 2: Form and production (10 ECTS) Study trip: Italy, Milan furniture fair (2 ECTS)

BSc3ID Manufacturing & Construction

Course modul: Design: Integrated Product Development: Redesign (5 ECTS) Engineering: Basic mechanical engineering (5 ECTS) Engineering: Process technique and materials (5 ECTS) Project module: Industrial design. Analysis and redesign (15 ECTS)

BSc4ID Interaction & Technology

Course module: Design: Integrated Product Development: Concept (5ECTS) Engineering: Digital supported interfaces og products (5 ECTS) Integrated: Bionic design (5 ECTS) Project module: Interactive digital product (15 ECTS) Study trip: Germany, Cebit fair (1ECTS)

BSc5ID Use context & Integration

Course modul: Design: Integrated Product Development: Interaction (5ECTS) Design: The field of user oriented design: Theories, process`, methods Engineering: Meca-tronic product and system (5 ECTS) Project module: Interactive physical product (15 ECTS)

BSc6ID Product Design & Construction

Course module: Design: Integrated Product Development: Design Process` (5ECTS) Engineering: Mechanical engineering and Finite Element (5 ECTS) Project module: Integrated product design (20 ECTS) Study trips: California, Los Angeles,Silicon Valley, San Francisco (2 ECTS) Germany, Cebit fair (1ECTS)

More Design programs at AAU Inspired by the Industrial design program from 1999

BACHELOR programs •BA in Industrial design (1999) •BA in Interaction design (2014)

MASTER programs •Industrial design (2002) •Service System Design (2012) •Business Innovation (2014) •Sustainable design (2011)

Semester set up

Main documents: •Curriculum State learning goal, modules and examn •Semester description Describes module, content , input and delivery •Calender Organize and decribe activities, teacher and room

Roles and responsibilities: •Study board Study guide approvement •Semester coordinator Study guide module desriptions Calender •Module coordinators Course decription Project description •Semester secretary Moodle calender Information on students sign up and deliveries •Lecturers •Supervisors •Examinators and censors •Students

A staff semester task Example Marianne Stokholm F2015

BSc6ID F15 •Semester coordinator 30 ECTS Semester description responsible •Course module coordinator 5 ECTS Teacher of 9 lectures Superviser of 30 individual projects Examinator of 30 individual projects •Project module coordinator 20 ECTS Main superviser of 5 groups Examinator of 5 groups

BSc4ID F15 •Course modul coordinator 5 ECTS Tearcher of 6 lectures Superviser for 30 individual projects Examiner of 30 individual projects

BSc3ID F14 •Course module reeksamen Examinator at

Team Based Project Work Industrial design approach to PBL

Stokholm M. (2014) Problem Based Learning versus Design Thinking in Team Based Project Work,

International Conference on Engineering and Product design Education, University of Twente, The Nederlands

Learning & Designing in Teams


Project Based Learning (PBL)

The GOAL is LEARNING -competence development

The MEAN is PROJECT WORK -project organized education


Project Based Learning

PROBLEM Based Learning (PBL) •Focus on problem solving •Academic approach and discursive thinking •Integration of theory and practice

DESIGN Based Learning (DBL) •Focus on value creation •Innovative approach and dynamic thinking •Integration of thinking and action


Problem Analysis Problem Solving Project Report

Problem Based Learning (PBL)

Problem & Potential

Investigation

Product Innovation

Product & Process Report

Design Based Learning (DBL)


Problem Analysis

Problem Solving

Project Report

Literature Lectures Group Studies

Tutorials Field work Experiments

Problem Based Learning – Problem Solving


INPUT •Design subject informations

•Proces methods and methodologies

OUTPUT •Design subject representations •Process and method reflection

THINKING •Concrete - abstract •Logic - intuitive •Creative - Reflexsive

ACTION •Modelling •Eksperimenting •Representing

Design Based Learning – Product Innovation

Product Innovation


Vision Scenarier Interaktioner

Thinking Platforms to support Project Work

Alignment Research Mission Vision Concept Product

Empathic Systematic Strategic Narrative Principal Specific

Exercising thinking


Vision Scenarier Interaktioner



Value Mission

Problems Potentials

Project Report

Interaktion Vision

Integrations Principle

Information Loading

Problem Based Learning Discursive thinking

Design Based Learning Dynamic thinking

Product Report Process Report

Problem Solving Problem Analysis


PBL versus DBL – Project Model and Reports

PBL DBL Project Model Stage-gate model Systemic model Reporting Project report: Product report: -theories and analysis -product design proposal -problem solution Process report: -theories and methods -process reflection


PBL versus DBL – Project Process Issues

PBL DBL Process Approach Analytic approach Emphatic approach Problem solving Potential exploration Process Driver Problems Potentials and problem Analysis and construction Synthesis and innovation Process Support Tutorials, lectures and literature Facilitation and tool provision Cooperation Collaboration Process Staging Meeting room Project arena


PBL versus DBL – Competence & Learning style

PBL DBL Competence Scientific competence Innovative competence Discursive thinking Design Thinking Subject management Process management Learning style Assimilating Diverging Converging Accomodating Coverging Assimilating Experimental learning styles and individual learning preferences Beckman S.L. and Barry M. (2007) Assimilating: Logic ordering of information Diverging: Idea generation activities Converging: Technical tasks and tasks dealing with social interpersonal issues Acomodating: Hands-on experience and action


- Why cooperate

February, 2016

- ahead together...

Mission

• We make unique solutions through sharing of knowledge, flexibility and partnership

-this is our mission

A mission express, what a compagny is there fore.

Visions

We wornt to:

• collect whole people and make the best workplace in the area.

• be a dynamic compagny known by a high rate of productivity, quality, flexibility and management.

• Be able to handle complex system tasks for the global market

• Be a visibel compagny in contact with development and movement and a compagny using the global trade.

• Make economic results, which can secure our independancy, development and groth.

- This is our visions

Why cooperate????

We intend to fulfill our mission by following our visions

- We wornt to make the whole globe our workplace

- We are the best in our field, but unfortunately we do not know everything

- We are dealing with: Equipment for posthandling - Turn key solutions for libraries and airports - Subcontracting in sheet metal

Why cooperate with a university

• Good to be known by the university

• They educate the people, that we might need in the future

• They need us and we need them – a Win - win situation!!!

• They know the theory – we know the real life

• They got the people – we got the jobs

What up till now?

• The university has helped us with fundraising in order to make marketdevelopment

• Market studies

• We allways are interested in skills that we need

• University has to be part of the real world and the real world need to tell the university, what we think we will need in 5 or in 10 years.

What has my job been until now? - Beeing an adviser for a group of students of Commerce economic bachelor degree making their main task - Help them to translate the theories into what is going on in the real world -Help them to limit the scope of the task to make it possible for them to dig as deep as possible - not untill deep down you can use the thories

That does It take? - you have to be sharp in your analysis also when it comes to yourself - you have to try to understand the essense of all the theories - first of all – you have to be honnest

What does it give you? - you get to know a group of young students - you get to know yourself better - you look into your compagny in a new way - you let the future of making business in Denmark and international into your network. Whether you treat them bad or well – they will remember you

Questions?

PBL IN A MULTIDISCIPLINARY PERSPEKTIVE

PBL IN LAW EDUCATION

LOUISE FABER

ASSOCIATE PROFESSOR

My background

• Associate Professor in Law

And

• Head of the Business Law Studies and the Law Studies

2009 – 2010

• Head of Law School at AAU

2010 - 2013

• Head of the North Atlantic Law Program

2013 – still

PBL in Law Education

• The project/thesis

• Ask a legal question (Ordinary legal problems)

1)Analysis of a legal standard or a legal concept

2)A question that can be answered with yes or no

• Make a delimitation (positive delimitation and negative delimitation)

• Find the relevant sources of Law

• Make a structured answer of the legal question using the relevant

sources of Law

• Compare the outcome of the analysis with the outcome of the

same/earlier analysis of the existing legal theory in the area.

• Conclusion


• Ideal

• The students ask any questions they may have

• The teacher guides the students to find the solution

• Problem?

• The students are not able to recognize legal questions

• The students ask questions that require further learning


1st year

2nd year

3rd year

4th year

5th year


Solution

• First of all:

• Define the question

• Define the sources of law where they may find the answer

• Guide the students so that they are able to ask a question by

themselves, but define the area of law

• Eg: Only ask questions in Contract Law

• Eg: Ask a question which relates to one of the semester courses.

The project examination in the chosen course replaces the

alternative examination.

PBL in Law Education • In general

• Eg. 1. semester Courses:

• Legal method, Contract Law, Torts, Constitutional law

• Teaching

• Lectures

• Team teaching

• Student teaching

• Projects

• Examinations

• Written examinations

• Oral examinations

• Project examinations

PBL in Law Education - progression

THESIS

BACHELOR - Project

1 Mini Project - a defined problem and sources of Law

Mini Project – in a specifik course (eg EU-Law)

Project in a course of own choice

2 Mini Project - several defined problems the students can choose between

PBL in Law Education – The supervisor

Teaching the students in small groups (2-5)

• To compose a project

• To find the sources of Law

• To find the relevant Theory of Law

• To discuss legal problems

• To make legal reasoning – written as well as oral

• To write in an academic manner and grammatically correct

The supervisor do not have to read it all or discuss it all

He/she has to involve and try to upgrade the students’ skills.

PBL in Law Education - Supervisor

THESIS – Researcher in the chosen area

BACHELOR Project – Researcher in the chosen area

1 Mini Project -– Older students

Mini Project – in a specifik course - The teacher

Mini Project in a course of own choice – The relevant teacher

2 Mini Project – Older students

PBL in cooperation with others

Others - yes it is possible

• Courts

• Lawyers

• Prosecuting authority

• Public authorities

When?

• Always, but especially

• New areas of Law

• Lack of available sources of Law

How?

• Supervisor at the Law school

• Guide at the hosting company

PBL in Law Education - Eksamination

Supervisor and a censor

Examination based on

Written project and the student’s oral presentation

Grades

Mini Project -– Written Examination only based on the project

Passed/not passed

Welcome to Architecture & Design

A&D Study Board Camilla Brunsgaard – Associate Professor, Head of Study Board

Photo: Henning Larsen Architects

AAU organization

• Faculties • Departments • Schools

Activities at Architecture & Design

AAU organization

• Faculty of Engineering and Science • School of Architecture, Design and Planning

AAU organization

• Faculty of Engineering and Science • School of Architecture, Design and Planning • Study Boards

STUDY BOARDS IN SADP SCHOOL • Architecture & Design • Surveying planning and land management • Planning and geography

A&D Study Board

• What is a Study Board? – 12 elected members: 6 students and 6 scientific staff + substitute and

observers – The board chooses a Chairman among scientific staff and vice chairman

among the students

• The Study Boards job is to:

– Develop new curricula – Approve teaching plans of the education – Handle cases of dispensations from consolidations and curricula – Handle intake and study abroad of students

• Students counselors – Guide the students about choice of study – Help students “behind schedule” or with missing exams with making a action

plan – Handle “open house” activities, and information meetings about A&D etc.

A&D Study Board

• Three student secretaries handle the daily contact with the students and teachers/ semester coordinators

• Moodle is the main communication platform – Curricular

– Semester descriptions

– Calendar

– General information and news

• Lab and workshop facilities – Lasercutters

– 3D printers

– Wood and metal workshop and others


Questions?


4.BA ID – semester description

Some questions about our approach

• Guideline or aesthetic approach to design?

• What type of technical / engineering skills?

– Specialists or generalists?

Semester focus:

Interactive, digital products

Courses and projects

5 ECTS Integrated product development - concept

10 ECTS Interactive, digital product

5 ECTS Digitally supported interfaces and products

5 ECTS Bionics

5 ECTS Mathematics and parametric structures in ID

2 ECTS Studytrip to CeBIT fair (Hannover, DE)

Semester plan

DUBP

BIONIK

IPU

PROJEKT

MAT

E

E

DE

Relation between courses and project

Course: DSIP (programing)

Project: Interactive digital product

Course: Integrated PD -

Koncept (proces insights)

Course: Integrated PD - Concept

3 Parts: 1. 01 – 03:

Concept, process og product requirements

2. 04 – 07: Idea generation, prototyping ands interaction concepts

3. 08 – 09: Form, curvatures and modeling

General structure for one day in the course

Preparation: Read litterature (3 hours)

Review of exercises (0,5 hour)

Discussion in reading group (1 hour)

Lecture (1, 5 hour)

Individual assignment (2 hours)

8 hours

Full course

Read home

Day

Course: Digitally supported interfaces and products

• Goal: To introduce basic electronics and programming

• Format: Workshop (actually running now)

Course: Bionics

Kursus: Bionik

• Potential based design – not problem based design

• Day trip to ”the rain forrest”

• 3 week workshop (individual assignment)

Course: Mathematics and parametric structures in ID

• Mathematics + Construction + Design

• Formål: To understand the basic concepts behind CAD form and paramemtric potentials

• Cross-department collaboration

4.BA ID Project

Interactive Digital Products

They are everywhere…

Initial Problem

Many intelligent, but autonomous products in our homes.

Assignment: Develop one product to connect them (One Ring to Rule them All!)

Specific task

Develop a product concept for a remote control to the intelligent home. Following requirements are set: • The concept must control 3 different functions in a home

• It has to be a physical product

• It has to relate to danish home interior in terms of design and

materials

• The interface must include physical parts

• The product must be able to stand on a table or hang on a wall

Existing products

Could be something else..

Milestones

1: ”Presearch”

2: Concept development

3: Detailing

4: Wrap-up

Process model

Planning What do we want to do? Testing What has to be done? Evaluation What came out of it? Conclusion How can this bring us forward?

Planlægningsmøde for 6BA

Bachelorproject

Industrial Design

1

2

Focus:

Integration

3rd sem.: Construction/product-

development

4th sem.: Concept-development

5th sem.: Interaction

6th sem.: Integrated design

3

Functio

n

Form

Construction

The semester

4

Bachelor project

Industrial Design

5

Project module: Bachelor project – integrated design

Course module: Strength of materials and applied FEM

Course module: Integrated product development

– design processes

Optional study activity: Study trip

Bachelorprojekte

t Industriel

Design

7

• Theme: Business-to-Business (B2B) produkt.

• Product that is part of a professional context

• B2B products: buyer and user are typically not the same

• Different stakeholders: the employee, the owner, the client

8

Focus:

Dirty hands

• Dirty context

• Prototyping

9

Dirty context Collaborate with a reference company (students find

collaborator)

It is recommended that the reference company belongs to “the black

trade”: i.e. Garage, car repair shop, forge - because:

1) It is very different from the students everyday

2) easy access

Police, Fire department, military police – also ok, if access is provided

10

Collaborating company

means:

• Reference company – not a client

• Students make user-observations and identify problems/challenges/or

possibilities, they want to work with (and that are fitted with a bachelor

project)

11

Focus: the professional user HUMAN FACTORS

3rd sem.: physical ergonomic

(user = body)

4th sem.: cognitive ergonomic

(user=head)

HUMAN ACTORS

5th sem.: specific target group

(User = functional, emotional, social needs)

6th sem.: the professional user

(primary, secondary and tertiary users)

Bachelor project

Industrial Design

12

Project module: Bachelor project integrated design

• Phase 1: Projekt Scope

• Phase 2: Projekt Framing

• Phase 3: Koncept developement

• Phase 4: Product developement

Phase 1: project scope

13

Content:

• Identify reference company and develop ‘collaboration agreement’

• Initial context research and user-research

• Identifying concrete problems/potentials for a bachelor project

• Team-collaboration: matching of expectations

Milestone 1: projekt scope

14

• Who is your reference company, and how is it characterized?

• What characterises for the context you work in?

• What characterizes the different user groups in this context?

• Which concrete problems/potentials do you see for a BA project ?

• (minimum 3)

Phase 2: projekt

framing

15

Content

• In-depth context and user-research of UP TO 3 concrete

problems/potentials

• Idea-development on a principle level for ever selected

problem/potential

• Development of a design brief for every selected problem/potential with

corresponding design solution.

VALUE-VISION BASED

WORKSHOP

Milestone 2: project

framing

16

For ever problem/product idea you have to present:

• What is the product idea? (mixed-marker illustration)

• What is the background of the product idea (i.e. user observations, technology

development ect..??)

• Which needs and wishes does the product idea fulfil?

• Why would the different user-groups accept/implement this product

idea?

• Which potentials/challenges do you see in the product idea?

Phase 3: concept

development

17

Content:

• Final selection of product idea/problem

• Development of product specification

• Development of three different concepts based on the selected product

idea/problem

• Development of prototypes (low fidelity) – to be tested at the reference

company.

• Development of user scenarios and interaction scenarios

• Considerations in respect to: product details, construction, materials, texture,

colour, surfaces, quality, functionality and form

Milestone 3:

konceptudvikling

18

Hver gruppe skal præsentere 3 koncepter:

• Hvad er baggrunden for koncepterne? (f.eks. Brugerobservation – gerne fælles for alle 3 koncepter)

• Hvad er konceptet? (mixed marker eller solidworks illustration)

• Hvordan skal brugerens oplevelse af konceptet være? (brugssenarie)

• Hvordan skal brugeren interagere med produktet? (aflæsning af produktet, kontrolpanel, taktil oplevelse etc.)

• Initierende kravsspecifikation: (Bl.a. I forhold til funktionalitet, interaktion, form,

produktdetaljer, materiale, tekstur, finish, farve, overflade og kvalitet)

Phase 4: product

development

19

Content:

• Selection of final design solution – updating problem formulation, design

brief and product specification

• Specifying the design in regards to the final form –including size, lines,

details, surfaces, colour, graphics.

• Specifying interaction between product and user

• Dividing the product in components for further detailing

• Development of final construction

• Final choice of material

• Final choice of production

• Development of interaction details i.e. handle, control panels etc.

- Al based on the product specification

Milestone 4:

Produktudvikling

20

• Hvad er baggrunden for produktet? (kort genopfriskning)

• Hvad er produktets hovedide og endelige formgivning? (kort genopfriskning)

• Hvordan aflæser brugeren produktet og hvordan virker diverse

interaktionspunkter? (f.eks. gribeflader, kontakter, kontrolpanel)

• Hvordan ser produktets kravspecifikation ud? (Hvilke krav opfyldes? Hvilke krav afgrænser I jer fra? Hvad mangler for at komme i mål?)

• Hvilke komponenter kan produktet opdeles i? – og hvordan samles det?

(hvilke komponenter er standard komponenter og hvilke komponenter skal specialfremstilles?)

• Hvordan er produktet konstrueret? - og hvorfor?

• Hvilke materialer er produktet udført i? – og hvorfor?

• Hvordan skal produktet produceres? – og hvorfor?

.

21

Divergent and Convergent

Phase 1: Minimum 3 problems

Phase 2: Product

ideas/principle solutions

for OP TO 3 problems

Phase 3: 3 concepts based

on the same product idea

PBL in Business Studies

The Principles and the Experiences from Aalborg University

By Olav Jull Sørensen, Professor of International Business, AAU

For a

Delegation of Scholars from

Moldovian Universities

February 8-12, 2016

by

Olav Jull Sørensen

Agenda

* Problem Based Learning – in Brief

*Key components of a PBL-designed

educational programme and experiences from AAU

*The Modern University

Pedagogical Philosophy at

Aalborg University – in a Nutshell

PBL

Students are

pro-active

Lectures:project

work: 50:50

Problem

orientation:

Relevance

Groups: Co-operation

Diversity, High

learning level

Theory-practice

integration & orientation;

Using two modes of Learning

Project

orientation:

In-depth The PBL-model

Guidance by super-

visors

Exams to test reflection

capabilities,, communication (not facts)

Re-active to Pro-active students

Student Participation

Teacher Role Lecture

Lecture

+ Tutorials

Lecture

+ cases

Text +

Cases

Seminars

Problem

oriented

projects

low

In command

high

Supervisor/Mentor

Three Roles of a Modern University

* Develop Experts and Managers

* Create New Knowledge

* Collaborate with Society at large

*Generate new insight and practices

*Disseminate

Role of University as an

Educational institution

1. Teach specific theories and methodologies

(I am a scientist; you are a pupil)

2. Develop young people intellectually

(I am a mentor; you are creative and curious)

The Socially Engaged University

Education

Research Business/Public Reality

Research Based

Education

Knowledge generation

and knowledge based decisions

Theory-practice

integration

Profile of students

• From a study of entrepreneurship: *

– Wish to create something

– Influence

– Personal challenges

– Stage one-self

– Flexibility in work (and leisure)

– Team but benefit for me

– Risk averter??

* Sørensen, O. J. & R. Ivang (2003): Towards an Innovation and Entrepreneurship Culture at

AAU. I wish…Dare I? Dept. for Business Studies. Aalborg University.

History: 1972-2016

1972-74: Creating the PBL-Foundation for Business Bachelor

as part of Copenhagen Business School

!974: Integrated into AAU with a Basic Year together with other

Social science educations and two years business studies.

Over the years, the common platform with other educations has been

reduced to now only ½ year

200?: Introduction of a TOP-Up-programme (one year) for students to

Enter the master programmes.

2010: Introducing a English taught bachelor programme

Organisation

Social Science Faculty

Schools Departments

Study Boards (50:50 Staff-Students) with Head of Study Board

Programme Coordinator

Semester Coordinators

Course Coordinators/Holders

Study Secretary + Moodle

Overall Structure

*Duration: Three years with six semesters of around 20 weeks

*Credits: Total number of ECTS: 30 ECTS x 6 = 180

*Overall learning objectives: Capabilities to identify, analyse

and solve business problems through theoretical reflections

and using methodological rigor

*Scope: Broad capabilities within business

administration (or specializations)

*Progression Principles: How do the learning progress

over the three years (see below)

Overall framework

Theory

Methodology Practice/Business Reality

Solution

Two Knowledge Legs:

• Theory (formal learning)

• Practice (experiential

learning

Progression

1. From Macro to Meso to Micro, e.g. economics; industrial

organization to business functions (linear model of learning)

2. From Fundamental elements to field elements, e.g. statistics,

methodology, group dynamics, micro-economics to business topics.

3. Holistic, e.g. solving business problems from day 1 (identify

problem, theories, methodology), buit solve increasingsly more

complex problems (Circular moel of learning)

Theory

Methodology Business

4. Holistic but with a focus across time, e.g. the first year.

Progression at AAU

Year 1:

*Training in the PBL-mode of studying

*Macro and fundamental courses

Year 2:

*Functions combined with group projects

Year 3:

*Holistic Business Project

*Complex thesis

*Preparing for master level

Project - Courses-Relations

Courses underpin project work

AAU: 50: 50 balance

Courses provide overview over a research field:

What are the research streams?

What are the perspectives that dominate the literature?

How can we discuss pracatice related to the theories?

Example: Marketing has the traditional 4P-perspective and the

more recent, Relationship Marketing.

Freedom to Choose

Students are free to choose topics for projects and

how they approach the topic (solve the problem)

Freedom can be calculated in terms of ECTS.

They are normally not free to choose courses (few electives)

AAU has around 50% of the ECTS as group based projects

Group Work

Why? Diversity; Learning effect; Collaboration

Time

Learning performance

For: Individuals and Groups

Group size and project

time frame.

Supervisor

For achieving a good project, the supervisor is highly important

A good supervisor:

- Open minded

- Guide by asking questions (what if..)

- Admit when they don’t know

- Broad theoretical knowldge (Beyond the discipline)

- Good at see combinations and perspectives

- Insight into reality - able to talk to business people

- Handle group conflicts

Learning Objectives

*Learning objectives are divided into

-Knowledge (insights, understand)

-Competences (in group work; problem identificationj)

-Skills (to do a literature review; to structure a project)

*Learning objectives are formulated to guide the

designing of a course/module and to inform the students, what

they can/will learn from the teaching.

* Few focal learning objectives that realistically can be ”tested”

during the teaching and the exam.

Exam

PBL exam to test how good the students are to identify problem,

create a theoretical framework and use it to understand and solve

Real life business problems

In conventional exams, you test if the students know the theory

and perhaps can imagine how to apply it on a constructed case.

Similarly, to test if your know metheodology (e.g. statistics)

To do this you must know the literature well and you must

have collected data according to solid methodologies

Exams in a PBL-Context

Relatively few rather than many, which test fragmented parts of

the educational topics

Diversity in the forms (see separate diagram)

PBL-format: In general, exam is based on written group

project followed by an oral exam.

Why: Combines team work, problem solving, holistic

(problem, theory, methodology); reflections and communication

Ability.

Exams

Typical PBL-exam: Group work with a written project follo-

wed by a oral group exam with individual grading by

Examiner and an external examiner. Duration ½ hour per student,

but max 2½ hours.

Typical PBL-exam: Same as above but with individual exam:

½-1 hour exam

But also more traditional 3-4 hours written exams or

Smaller assignments followed by a shorter oral exam

For ovrview, see the Curriculum description

Dissatisfactions and Appeals

If a group of students cannot make the group work, they

approach the supervisor.

If a student is dissatisfied with an exam, they can

File a complain to the Study Board ExaminersStudent

Uphold Complain Committee Decision: No or Re-exam;

Traineeship/Internship

Have Fun

Acquire

practical experience

Increase inter-

cultural

competence Improve language

skills

Integrate theory

and practice

Develop your personality and

independence

Collaboration modes

* Illustrative example

* Guest from business

* Case to illustrate theory

* Case to solve problem

*Inter-active case

* Group Project

* Internship

Why Companies Want to Collaborate

* Problem but no time to solve it

* Qualified (and free) man-power for some months

* Newest research findings and theories

* Potential employees

* Want to support the education of

good managers

I am often asked..

Companies in a Holistic Persp

- Case from Aalborg University

Groups of five

Selection of companies

From teacher to supervisor/mentor

Theory – Practice integration *Describe/Aanlyse

*Identify Problem

*Solve problem Work hard

Project-/Group work

• Getting started (selection and formation)

• Prepare the foundation (problem;

theoretical perspective and Methodology)

• Work and Dialogue

• Finalising project and exam

Issues in group processes

?

How to form a group?

Problem

formulation

Group

Processes/division

of labour

Conflicts

Use of supervisor

Exam and topic for

exam

Learning level and group processes

www.pblmd.aau.dk

Study visit to AAU:

Next Steps

Romeo V. Turcan, Associate Professor, Aalborg University

www.pblmd.aau.dk

09.00 – 10.00 Team work

10.00 – 10.30 Technical solution

10.30 – 12.00 Project management

13.00 – 15.00 Learning reflections

2

Time table

www.pblmd.aau.dk

3

Grantmanagement

cycleUNIT COST ACTUAL COSTS

Grant allocationBased on estimated work programme

Based on the estimated budget

Grant Implementation

Beneficiary's own FINANCIAL"RECIPE"

Record costs actually incurred

Grant justificationBased on activities

actually implementedBased on costs

actually incurred

Performance evaluation criteria

www.pblmd.aau.dk

4

PENALTIES

WeakImplementation

Breach of contractualobligations

Publicity

Performance evaluation criteria (cont’d)

www.pblmd.aau.dk

5

Penalties for weak implementation (Art. I.10.6)

Reduction of the final grant in the event of weak implementation

When does the performance evaluation take place?

• During the implementation of the project

At Progress Report stage

As a result of a Monitoring visit

• After the completion of the project

At Final Report stage

When is the coordinator informed?

After the assessment of the progress report (warning)

After the assessment of the final report (final decision)


www.pblmd.aau.dk

6


How will the project performance be assessed?

The evaluation of the project performance will be based on the same criteria and the same scoring scale as those used at application stage:

• Relevance (max. 30 pts)

• Quality of the project (design and) implementation (max. 30 pts)

• Quality of the project team and cooperation arrangements (max. 20 pts)

• Impact and sustainability (max. 20 pts)

What could be the impact of a weak performance?

EACEA will apply the following reduction of the project maximum grant

25% : performance score between 40 points and below 50 points



75% : performance score below 20 points

www.pblmd.aau.dk

What is the first output to be produced?

Experience reports/Learning reflections [WP2]

DL: by Feb 19 in either Ro or En

Next output [WP2]

Benchmark reports

study programs

pedagogical training programs

DL: June 30

Consolidated report

DL: August 31 (LB)

7

Team Work

../4_Experience_reports/Experience_reports_template.docx





www.pblmd.aau.dk

Concurrent production [WP3]

Internal analysis

system/university level/program level

pedagogical training program

Week 21 EU visit to MD

Road maps

study programs (fit-for-purpose; need-for-content change) and road-

maps

pedagogical training programs and road-maps

DL: October 31

Consolidated report

DL: December 15 (LB)

8

Team Work

www.pblmd.aau.dk

Concurrent production

Communication and dissemination [WP7]

Mass-media/newspaper articles – one per team

DL: June 1, 2016

Conference papers – one per team

DL: August 31, 2016

Sustainability [WP5]

www.pbl.ase.md

www.pbl.usarb.md

www.pbl.usch.md

www.pbl.usm.md

www.pbl.usmf.md

www.pbl.utm.md

DL: ??? 9

Team Work (cont’d)

www.pblmd.aau.dk

Benchmark report

IMPORTANT: please also consult EUniAM Benchmark report

Data on DK and SE higher education from EUniAM will be

uploaded in pblmd intranet

10

Team Work (cont’d)

../3_Project_Methodology/WP2_Benchmarking_Methodology_v05.docx



www.pblmd.aau.dk

Each university shall

Decide on co-financing (DL: Feb 29)

Commit physical premises and related infrastructure in order to

implement the solution during the installation

Discuss and approve the solution (Dl: Feb 29)

Tendering committee shall

Discuss and approve the solution (DL: Mar 15)

National coordinator shall

Publish the tender

DL: March 31, 2016

11

Technical Solution

www.pblmd.aau.dk

Co-financing [DL:

List of study program teams and of pedagogical training teams [DL:

Feb 19)

Visit to KTH

Option 1: week 11, Mar 14-18

Option 2: week 17, Apr 25-29

Visit to KTH – pedagogical training program focus – need to assign

people for study visit [DL:

Visit to non-project partners (Medicine)

2 universities

How many people

Estimated budget, incl., for receiving party

VIP trip to AAU

Confirm visit period: week 44, Oct 31 – Nov 4 (Dl: Feb 19) 12

Project management

www.pblmd.aau.dk

13

Signing consortium agreement [DL: March 28, 2016 for all partners]

Signing mobility agreement [DL: Feb 29, 2016 for all partners]

Publicity on university websites [DL: Feb 29; rule-of-thumb – 2 weeks

after an event/activity/output]

Approval of new programs

Finalize the program description [DL: Nov 30)

Receive an approval from relevant bodies [DL: Feb 28, 2017)

National coordinator design and publish staff mobility guidelines

Draft finalized [DL: June 30, 2016)

Guidelines published [DL: July 15, 2016)

Staff mobility planning

Each team submits to the national coordinator the mobility plan

with clear objectives and outputs (WP4) [DL: Sep 15, 2016)

Project management (cont’d)

www.pblmd.aau.dk

14

Other [DL:

Other [DL:

Other [DL:

Project management (cont’d)

www.pblmd.aau.dk

Benchmarking Methodology

15

7 BSc Study Programs

7 Pedagogical Training Centers

7 Road Maps Fit-for-Purpose

7 Road Maps Content Change

7 Benchmark reports

[DL: June 31 2016]

7 In-depth Internal Analysis [DL: Oct 31 2016]

Pedagogical Training

Study Programme Development Training

Project mobility/study visits (MD to EU)

Staff mobility/mobility strand

Project mobility/study visits (EU to MD)

International Conference

Learning Reflections

Personal development

Reading literature Students & business engagement

Redesigning BSc study programs

TOC - Aalborg Universitet€¦ · TOC Study Board presentation - Henrik Find Fladkjær, ... Role of...

Documents

Transcript of TOC - Aalborg Universitet€¦ · TOC Study Board presentation - Henrik Find Fladkjær, ... Role of...