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Dr. Xiangyun Du Professor Department of Learning and Philosophy Aalborg University

Innovative Pedagogy and PBL-Inspired Teaching Experiments

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PBL introduction

• PBL definitions• Philosophy and theories• Variation of practices • Questions and Discussions

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• What do you know about PBL so far? • What are your PBL related experiences?

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McMaster 1968

Maastricht 1972

Linkoping 1972

Roskilde 72

Aalborg 74

PBL as a strategy for change: development and diversity of practice

• Problems as focus and stimulus for learning• Self directed learning• Student-centred and tutors as facilitators/guides• Team work

• Problem orientation• Interdisciplinarity• Exemplary learning• Participant directed• Group work

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What is/are PBL(s)?

A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge.

- H.S. Barrows 1982

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What is/are PBL(s)?

PBL reflects the way people learn in real life; they simply get on with solving the problems life puts before them with whatever resources are to hand.

(Biggs 2003)

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What is/are PBL(s)?

Problem-based learning helps students to see that learning and life take place in contexts, contexts that affect the kinds of solutions that are available and possible. (Savin-Baden 2003)

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What is PBL?

Problem based learning is a pedagogical strategy for posing significant, contextualised, real world situations, and providing resources, guidance and instruction to learners as they develop content knowledge and problem-solving skills (Mayo et. Al., 1993)

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What is PBL?

–PBL is Student-Centred Learning–Where motivating and activating

students is the prime concern–The point of departure for the learning

process is an ill-structured real life problem

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VariationWays of implementation • Problem solving techniques

in the lecture• Problem Based Learning in

subjects / at institutional level

• Project Based Learning in subjects / at institutional level

• Problem and Project Based Learning

• P3PBL • P5PBL• Play PBL

Modes of practice• Senario• Case• Transdisciplinary • Intercultural projects• Mega project• Individual / team • Online/ICT Based / Face

to face

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• Some who claim to be doing might not be

• Some are doing without realizing

What is/are PBL(s)?

What do people do…

http://www.cnsphoto.com/

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Teaching = Learning ?

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Teaching = learning?Yes, it’s

actually true – you can get a

degree by repeating

everything the teacher says.

”We pretend that there is co-incidence between what is being taught and what is being learned” (Knud Illeriis, 1998)

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Teaching = Learning?

(Karl Smith, UMN)

“Teaching does not mean transferring knowledge but creating opportunities for …producing and constructing it.” (Paulo Freire)

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Learning – is it only about how brain works?

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Constructivist view on Learning• Learning is not only a process of

transferring knowledge to the students, who should not be passive receivers

• Too much learning directed towards curriculum that the student must learn (or rather memorize)

• Overweighed focus on assessment measurement of the knowledge students have memorized – but not ability to produce new knowledge or to use their knowledge in real settings

Philosophy and theories related to PBL

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Constructivism on learning• Knowledge and learning created

by students – not given• Learning and knowledge

construction is facilitated by collaboration – dialogue, critical reviews, coordinating efforts.

• Knowledge and learning should be about construction, and not re-construction of knowledge

• Learning is about producing new knowledge, solutions, theories and methods.

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Learning in Communities of Practice

Participation

Informal

Unintended

Knowledge sharing

19Original figure in Wenger 2004

Social learning Integration of formal curriculum and informal learning Life Long Learning

Learning tobecome an engineer

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Active learning

students learn (a survey report from Felder 1988):

– 10% of what they read– 26% of what they hear– 30% of what they see– 50% of what they see and hear– 70% of what they say– 90% of what they say and do

passive

active

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Experiential learning - Kolb’s learning cycle

Learning is the process whereby knowledge is created through the transformation of experiences - David Kolb 1984

ActiveExperiment

Abstractconceptualisation

Reflective Observation

Concrete Experience

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Experiential learning – the Cowan loopy diagram

Reflection for in on action

Time

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Levels of understanding - Bloom

Bloom• Knowledge - memorize• Comprehension• Application• Analysis• Synthesis• Evaluation Deeper

learning

Surface learning

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A conceptualisation of PBLPBL can be conceptualised as three central dimensions or

processes that are stretched between teacher and participant control:– Problem – who defines and re-formulate?– Work Process – who chooses theory, methods and

ways of working?– Solution – who owns the solution?

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Problem solving skills in the lecture

• Lectures • Literature • Questions• Answers • Seminars

Diverse PBL practice

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Project Based Learning

Subject 1 Project 1

Subject 2 Project 2

Moesby 2004http://www.cnsphoto.com/

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Subject 1

Project

Subject 2

Subject 1

Project Subject 2

Subject 3

Moesby 2004

Innovations

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AAU PBL practice as an example

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50%courses

50%project

Projectcourses 7,5

ECTS

Project 15 ECTS

Study courses 7,5 ECTS

Project examination

Model from The Aalborg PBL model - Progress, Diversity and Challenges

Anette Kolmos, Flemming K. Fink & Lone Krogh

One semester

1 ECTS (European Credit Transfer System) = 30 working hours

Problem and Project Based Learning - An innovation of the Aalborg Model

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Lecture Courses and Project Workproject work : a major assignment within a given subject-related framework determined for each semester.

project related courses supporting the project workEvaluated as oral examinations based on the project report.

mandatory courses relating to the overall academic profile of the curriculum. Evaluated through individual written or oral examinations.

25 %

25 %

50 %

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Problem oriented, Project based, Team work organized

Problem Solving + Report writing in group Problem Formulation + analysis

Exam

Physical facilities for project work

Group formation: (by students based on interest)

Group size: 6-8 1st year4-5 middle years, 1-3 later years

Each group 1-2 facilitator

Companies

Lectures

Other experts

Literature

Experiment

Theme - framework

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Project management and planning

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Learning goals,Knowledge sharing,Collaboration, Peer learning

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P r o j e c t a n d p e o p l e m a n a g e m e n tQ u a l i t y o f e n g i n e e r i n g a n d t e c h n i c a l s k i l l s C o n t a c t a n d w o r k i n g r e l a t i o n s t o i n d u s t r yI n n o v a t i v e a n d c r e a t i v e s k i l l sK n o w l e d g e o f b u s i n e s s - l i f e a n d - e c o n o m yO v e r a l l q u a l i t y o f e d u c a t i o n

A a l b o r g U n i v e r s i t y ( A A U )T e c h n i c a l U n i v e r s i t y o f D e n m a r k ( D T U )

P e r c e n t a g e o f r e s p o n d e n t s j u d g i n g t h e c a n d i d a t e s ' s k i l l s i n t h e v a r i o u s d i s c i p l i n e s a s " g o o d " o r " v e r y g o o d "

4 19 8 68 58 18 15 0 5 93 61 8 8 77 4S o u r c e : N y h e d s m a g a s i n e t I n g e n i ø r e n , n r 1 3 , 2 0 0 4

P r o j e c t a n d p e o p l e m a n a g e m e n tQ u a l i t y o f e n g i n e e r i n g a n d t e c h n i c a l s k i l l s C o n ta c t a n d w o r k i n g r e l a t i o n s t o i n d u s t r yI n n o v a t i v e a n d c r e a t i v e s k i l l sK n o w l e d g e o f b u s i n e s s - l i f e a n d - e c o n o m yO v e r a l l q u a l i t y o f e d u c a t i o n

A a l b o r g U n i v e r s i t y ( A A U )T e c h n i c a l U n i v e r s i t y o f D e n m a r k ( D T U )

P e r c e n t a g e o f r e s p o n d e n t s j u d g i n g t h e c a n d id a t e s ' s k i l l s i n t h e v a r io u s d i s c i p l i n e s a s " g o o d " o r " v e r y g o o d "

4 19 8 68 58 18 15 0 5 93 61 8 8 77 4S o u r c e : N y h e d s m a g a s i n e t I n g e n i ø r e n , n r 1 3 , 2 0 0 4

P roject and people m anagem ent

Q uality o f engineering and technical skills

Contact and w orking relations to industry

Innovative and creative skills

Know ledge of business -life and -econom y

O verall quality o f education

Aalborg University (AAU )

Technical University o f Denm ark (DTU)

Percentage of respondents judging the candidates' skills in the various disciplines as "good" or "very good"

419

8685

81

81

50

59

3618

8774

Source: N yhedsm agasinet Ingen iøren , n r 13, 2004

Evaluation from Danish industry on graduates

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Employers judgement of innovation, IDA, 2008 (N=209)

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Aalborg University

Technical University of Denmark

0 10 20 30 40 50 60

57

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Employers judgement of innovation, 2008 IDA (N=209)

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Overall assessment of Danish Engineering Institutions. IDA, 2008

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PBL – Regional development• PBL AAU as a good example of linking students with the local

economy (OECD 2007, Puukka and Marmolejo 2008)– Students benefit from

• Gaining transferable skills and authentic work experiences– University benefits from

• gaining feedback and access to instructive cases and ideas for research and teaching

• Improving graduate retention • Higher rate on-time finishing ( AAU 87% v.s 38% others in

DK) • Lower drop-out rate (AAU lowest in DK)• Improved interdisciplinary collaboration among teaching

staff – Enterprises benefit from

• A clearer picture of what the university stands for and how the students might fit in as prospective employees

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Please analyze the problems (using the six W- model)

Group discussion 2 (Problem Analysis)

ProblemWhom?

Why? What?

Where?

When?How?

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Presentation 3

What are ‘problems’ and what are ‘projects’ Examples of different practices of designing

problems and projects

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Taxonomy PBL practice (Barrows 1986)

• Lecture-based cases: cases used to demonstrate the relevance of information provided by lectures

• Case-based lectures: cases are used to highlight material that will be covered in the subsequent lecture

• Case method: cases are studied in preparation for class discussion

• Modified case-based method: cases provide opportunities for deciding between a limited number of options

• Problem-based learning: cases are used in a problem simulation format that encourages free inquiry

• Closed loop, or problem-based learning: a reflective phase complements the problem-based format

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Problem Based Learning and Project Based Learning (Savin-Baden 2007)

Project Based Learning Problem Based Learning

Aim and focus

Solution or strategy for problem

Solving, project management

Problem management

Role ofteaching

supervision / facilitation Tutoring / facilitation

Outcome Report or design Not necessary

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DIVERSITY OF PRACTICE – ‘MODELS’

Problem Process Team Assessment

Role of teaching

Aalborg Onesemester Problems(

5months) - open andnarrow

ProjectManagementand processskills

4-7 SsSelf-form,Discussin

g,writing

andtogether,

Individualjudgementin a teambased

exam

Facilitationbased –Consultancy(low level Of instruction)

Maastricht

One week- Casebased

Seven jumps 5-10 SsDiscussin

gtogether

Individualexam progressTesting

Facilitationbased –

tutoring (low level ofinstruction)

RepublicPolytech

nic

One day -structured

3 meetings aday –ProblemSolvingprocess

5 SsDiscussin

gtogether

Quiz andIndividualWrittenreflection

Problem giverand

instruction

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Types of projects – nature of problems

– The task project– The discipline project– The problem project

Problem and Project in AAU PBL

THE TASK PROJECT

Problem Discipline

• Considerable planning and control by the supervisors • The problem and the subject as well as the methods are chosen

beforehand• The educational objectives are easily controlled• More control

An Example:

In firm X they have a machine emitting too much noise.

The task given is to measure the noise level, to calculate the necessary attenuation and find a silencer.

THE DISCIPLINE PROJECT

DisciplineProblem

An example:

a description of the scientific objectives as using a digital signal processor and creating a filter.

The student will then have to start by finding a problem where a filter is needed in the solution and it would be a good idea to use a digital signal processor.

• disciplines and methods are chosen in advance • students identify and define a problem within the described disciplines • educational objectives are mostly formulated for each discipline• supervisor - a bit uncertain, however, the scientific field is described well

THE PROBLEM PROJECT

Problem Discipline

• problems as the starting point• The problem will determine the choice of disciplines, theories and

methods• educational objectives emphasises ability to analyse and methodological

skills • The problem has to be chosen within a broader social and technical frame• a self-directed learning process• supervisor – challenging (can be part of the big research projects)

An example:In firm X there is too much noise emitted in the production hall.Analyze the problem in order to find the noise sources and find solutions.

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DESIGN OF A PROJECT

ThemeSub-theme

Project Supportingcourses

Projectproposalsx

x

x

x

Starting a project

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Design of a Project

Startingpoint

xTarget

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Design of a Project

Startingpoint

x

Targetarea

‘It is so exciting to work on this, we solve problems and we see things happen…’ - Students from EE

‘It is boring to only focus on technical things… I don’t want to become nerds by studying engineering. I want to work with technology in a creative way and to do something for people…’ - Students from A&D

Diversity – discipline and group aspect

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International Master Program of Environmental Management

Semester 1 ThemeCompany perspective – Environmental management industries and

cleaner production and products

Project focus In-depth analysis of a company’s environmental strategies and

performance and suggests improvements in relation to production processes, the product life cycle, or management policies. At the end of the semester, a project report is submitted, presenting relevant theories and an analysis of the case study.

Courses Feasibility Studies 2 ECTS Research Methodology 2 ECTS Organisation Theory 1 ECTS Approaches to environmental problem solving 2 ECTS Introduction to Energy Systems 1 ECTS Sustainable Energy Systems Analyses 2 ECTS

Fundamental Investment Theory and Excel 1 ECTS

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Group 3: Environmental Impacts of Passive Houses (group 3 report)

Contextand aims

To determine how significant the choice of materials is when designing energy-efficient houses in relation to their lifecycle environmental impacts.

Researchquestion

Controlling for energy efficiency and design, what are the estimated costs and environmental impacts related to two energy-efficient houses, conceived in accordance with either a sustainable development or an energy efficiency criteria?

Theories Life cycle thinking, sustainable development and construction, passive house, passive and active systems, big bale building, LS/EPS Passive house

Researchmethods

Case study, interviews Costs analysis, life cycle assessment

Results The construction costs were the most persuasive element of the partialresults. The BBB is significantly less expensive to construct. The usestage showed an important financial dominance over the two otherstages. The global warming category revealed itself to be the mostimportant feature to consider among the environmental categoriesselected in this study, and at a lesser degree nutrient enrichment. Thechoice in the materials is of great importance of the other stagesespecially in relation to the embodied energy due to transport which

formed an important feature in LS/EPS impact profile.

Cooperative Header Compression for GPRS systems

First trial:Hard processGood product

Problem Based Learning at China Medical University (CMU)

• Implementing PBL as part of a grant 2004– 90% political reason

• Resources decide scale – 100% 2 subjects– 50% 8 subjects– Below 50% 20 subjects

• 1000 staff and 12000 medical students are involved

(Sun 2008)

Innovative implementation (Sun 2008)

• Chapter 1• Chapter 2• Chapter 3• Chapter 4• Chapter 5• Chapter 6• Chapter 7• Chapter 8• Chapter 9• Chapter 10• Chapter 11• Chapter 12

Unit 2

Unit 3

Unit 4

Unit 1

Unit 5

Text book

120 students

Big class and team work

6 ss/group

6 ss/group

6 ss/group

6 ss/group

6 ss/group

6 ss/group

6 ss/group

6 ss/group

6 ss/group

6 ss/group

6 ss/group

6 ss/group

6 ss/group

6 ss/group

6 ss/group

6 ss/group

6 ss/group

6 ss/group

6 ss/group

6 ss/group

30 ss /Class

30 ss /Class

30 ss /Class

30 ss /Class

PBL Tutorial Process - UNIT

Preset Problem based cases in small classes (1 hour)

Define procedures to be discussed (1 hour)

Brief lectures given by tutors in big/small class (1 hour)

Information gathering by individuals (4-8 hours)

Discussion in groups (1-2 hours)

Presentation by individuals (2 hours)

Formulate objectives (1 hour)

AccessmentPBL performance 40%

Homework, discussion, presentationFinal test 60% (Sun 2008)

Student small group

discussion

And meeting tutors

Lessons to learn

Challenges• 86% students worried

that they would not get good score in the final test

• Mismatch of textbooks• Need of more tutors• Skills of tutors

Effect – initial following up studies show

• Motivated students • Improved problem

solving skills• Satisfactory learning

outcome seeing from teaching staff

(Sun 2008)