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

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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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DIVERSITY OF PRACTICE: PBL & curriculum relations

Lectures

PBL Lectures + PBL

PBL track Hybrid track Partial attachment

PBL

Lectures

PBL

Tadahiko (2008)

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Institutional (sub-institutional level)(Subject approach)

System/ group level(Subject approach)

Individual level(Subject approach)

ImplementationMoesby, E. 2004. "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)”, World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia. Volume 3, No. 2, December 2004.

Assessing and designing at an institutional level

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Curriculum Development (CD) – a sequential process

Design of Nth sem.

Competenceprofile of graduate

Design of study program

Design of 1st sem.

Design of 2nd sem.

Design of 3rd sem.

Design of 4th sem.

Study activity 1

Study activity 2

Study activity 3

Study activity 4

Study activity 5

Mona Dahms, 2009

Assessing and designing at an institutional level

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Teaching, learning and assessment

Competence profile of graduate

Design of study program

Design of semester program

Design of study activity

Evaluation of study activity

Evaluation of semester program

Evaluation of study program

Evaluation of graduate

competences

This is where assessment is

carried out

Mona Dahms, 2009

Curriculum Development (CD) – a top-down process

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Change of educational culture for PBL curriculum

Cognitive learning: ProblemProjectExperienceContext

Contents:InterdisciplinaryExemplaryTheory and practice

Social learning:TeamsParticipant directed

Cognitive learning: ProblemProjectExperienceContext

Contents:InterdisciplinaryExemplaryTheory and practice

Social learning:TeamsParticipant directed

Students

Assessment

Teaching and learning

methods

Teaching staff

Goals

Contents

Societal Culture:Educational systems

Industry Globalization

Institutional Culture: Values and conceptual

changePhysical facilities and

resources

Macro level: EthosEducational paradigm

Messo level: EidosOrganization and management of

learning environment

Micro level: PraxiLearning and

pedagogy

Individual and interpersonal Culture: Individual conceptionCommunication styles Teaching and learning

styles

Problem Based and Project Based Learning curriculum

Du et al. 2009

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PBL implementation in a single courseTraditional teaching and PBL in a single course

Classroom teaching or

lectures

Individual reading and writing

Individual assessme

nt

Classroom teaching or

lectures

Team working on problems –

collaborative researching and

writing

Individual assessme

nt

Traditional

teaching

PBL




Kolmos et al. 2009

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Considerations• Objectives – be aware of what you want to achieve• Learning methods

– how many student members of each group? – Will the students set up the groups by themselves –

or are you forming the groups? – The problems that the students are going to work on

– are they allowed to define their own problems within the content frame – or are you going to formulate the problems?

– If you are formulating the problems – should it be open problems, or rather narrow problems, which indeed will depend on the learning objectives?




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Considerations• Selection of contents

– especially it is necessary to reselect the content that has to be presented in lectures and what you expect the students to find by them selves.

– Please note that you have less time for your own oral presentations/lecturing otherwise the students will not get enough time for their work.

• Students – how much do you need to introduce to the students

concerning this new method? – Have they had experiences in doing courses like this

before?




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Considerations

• Facilitation – how do you plan to facilitate the students

during their work? • Assessment

– are you going to use the methods that you have been used to? Or will you give more weight on students’ work?




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PBL implementation across courses

Classroom teaching or lectures within three discipline fields

group assessment

Teams working on complex problems – collaborative reading and writing

Course 1 Course 2 Course 3

Classroom teaching


Individual assessmen

tTraditional teaching in three parallel courses

Classroom teaching



tClassroom teaching



t

PBL cross three

traditional courses




Kolmos et al. 2009

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Considerations• Objectives

– how do you formulate issues across your subjects?– Which objectives do you want to achieve? – Normally you formulate objectives at a more abstract

level – so instead of having an objective indicating a certain method you formulate objectives indicating functions of the methods that students should learn.

• Learning methods – how many students will there be in each group? – Will the students set up the groups by themselves –

or will you form the groups?




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Considerations • Organization

– in cross courses you there are better conditions for students to work on open ended problems which they take actively part in formulating. In order to control this process it might be necessary to formulate a theme with overall objectives so that students have a clear frame in which they are allowed to find problems.

• Selection of contents – especially it is necessary to reselect the content that has

to be presented in lectures and what you expect the students to find by themselves. Please note that you have less time for your own oral presentations/lecturing otherwise the students will not get enough time for their work.




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Considerations • Students

– how much do you need to introduce to the students concerning this new method?

– Have they had experiences in doing courses like this before?

• Facilitation – how do you plan to facilitate the students during their

work? – How do you do the work in collaboration with your

colleagues? • Assessment

– will you use the methods that you have been used to? Or will you give more weight on students’ work?

– How do you reach agreement on a balanced assessment system together with your colleagues?




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change at a departmental or institutional level, there is more to consider, e.g.:

• Resources for upgrading staff and development of new systems.

• Physical space –it is necessary to rebuild the building to facilitate team work with smaller rooms.

• The organisation and management of teaching resources.

• Cultural issues in team teaching or team tutoring.• A conceptual and value change to assure that staff does

have a real student centred approach to teaching and learning.




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Check list

• The objectives/goals for the content• The selection of content

– what is going to be presented in lecturing and – what the students should find out by themselves

• The concrete organisation of teaching and learning – what kind of PBL work are the students going to work on – should it be more open ended projects, or should it be

more like a Maastricht model with some well defined problems/cases to work on?

• Assessment practice– which is determined for students’ learning strategies – should be in alignment with the goals and learning

methods– how are you going to assess the contents?




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Check list• Students’ expectations and experiences

– if this is the first time for team work, the students should be given the opportunity to develop needed skills for team communication and collaboration

• Staff – does staff members have the necessary skills for running

PBL? – Or how do you obtain knowledge and skills to run PBL in

the classroom?– How do staff collaborate? (sharing information, collective

work, etc.)




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Basic assumptions • Examination is dominating the students

learning approach• Criteria for evaluation are crucial for the

learning process• Evaluation is a basic part for the

learning process (reflection)• (Personal skills, metalearning etc. need

formative evaluation forms)

PBL and Assessment

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Assessment - the hidden curriculum

The aim of the study

goals

objectives

Forms of the exams and criteria

Teaching and learning methods: PBL and project work

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Definitions

• Learning outcomes: ”sets of competences, expressing what the student will know, understand or be able to do after completion of a process of learning” (ECTS Guide 2005); describes the end product of learning

• Assessment: Judgement of students’ performance, i.e. judgement of whether students have achieved the learning outcomes

• Evaluation: Judgement of quality of study programs and activities

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Identify All The Aims set for the project work.

To identify the different aims set in different places:- Goals set by the University.- Goals set by the Study Board.- Goals set by the Project.- Goals set by Students.- Goals set by the Industry.

Assessment

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Assessment

Important questions to consider are:

– WHO sets criteria? – WHEN and WHERE is evidence prepared?– HOW is evidence presented? – WHO makes the judgement? – WHO provides feed-forward/feed-back?

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Two “exaggerated” views of learning and institutions

• The top-down view:

Ministry: National curriculum

UniversityFaculty

DepartmentEducation (e.g. human centred informatics)

LecturersStudent or groups of students

There is a well-defined body of knowledge that should be passed on to students through the educational food-chain – from ministry plans to the student – National strategies, material databases, learning objects, curriculum. Knowledge view: “Delivery or transmission of knowledge”

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Two “exaggerated” views of learning and institutions

The dispersion model – Aalborg’s view – focus on creation of knowledge

There is an ill-defined and massive body of knowledge that no individual or institution in itself can handle. Knowledge construction can be seen as diffusion of knowledge between different types of nodes in networks, where some nodes are more central than others. Knowledge is created, through transgressing boundaries, collecting, distributing and aggregating ”bits” of knowledge into regimes of competence Knowledge view: “Chaotic diffusion of knowledge” and a focus on the creation of knowledge

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Blooms taxonomy 1956Competence Skills demonstrated

1. Knowledge Observation and recall of information(describe, identify, who, when, where)

2. Comprehension Understanding informationTranslate knowledge into new context

3. Application Use information, methods, concepts, theories innew situations

4. Analysis Seeing patterns, organization of parts, rcognitionof hidden meanings

5. Synthesis Use old ideas to create new ones. Generalizefrom given facts. Draw conclusions

6. Evaluation Compare and discremininate between ideas.Assess value of theories. Make choices based onreasoned arguments. Verify value of evidence

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Changing competences…

remembering

understanding

applying

analysing

evaluating

creating

Lower level competences

Higher level competences

Declared learning outcomes

Learning outcomes assessed

…necessitates changes in assessment

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VICTORIA UNIVERSITYENGINEERING

DR ALEX STOJCEVSKI

ASSOCIATE PROFESSOR OF ENGINEERING EDUCATIONDIRECTOR, OFFICE FOR PROBLEM BASED LEARNING

FACULTY OF HEALTH, ENGINEERING AND SCIENCEEmail: [email protected]

mailto:[email protected]

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CHANGE WHAT?

32Office for Problem Based Learning: www.vu.edu.au/pbl

CURRENTLY STATUS AT VU

http://www.vu.edu.au/pbl

THE OLD TEACHER-CENTERED CURRICULUM

OUR FIRST YEAR STRUCTUREA PERSONALISED TEACHING SERVICE

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In year 1 students work on small PROBLEMS to achieve

the Fundamentals

In years 2 & 3 students work on PROJECTS which could be

community and/or industry based

Year 4: Engineering PRACTICE on Industry

Projects

STOJCEVSKI et al., 2009

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YEA

R

1

In year 1 students work on small PROBLEMS

PROBLEMS(Fundamentals)

In years 2 & 3 students work on PROJECTS which are

community and/or industry based

PROJECTS(Community)

Year 4: Engineering PRACTICE

on Industry Projects

PRACTICE(Industry)

YEA

R

2 & 3

YEA

R

4

(Stojcevski 2008)


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– Curriculum Model @ an Institutional Level which includes a common 1st year

Problems/Project initiates the learning process

Based on the following PBL Learning Principles

PBL IN ENGINEERING @ VU


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Course Learning Outcomes

STOJCEVSKI & DU, 2008

PBL experience • Problem formulation (Phase 1)• Problem analysis (Phase 1)• Problem solving

oDesigning a concrete PBL teaching experiment based on the institutional framework - Possible problems and projects that could be used at GDUT (Phase 3)

• Presentation (Phase 4)• Peer assessment and evaluation (Phase 4)

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Title/Theme

Scope in Credits

Stage of education

Level of degree

Learning outcome (Knowledge, skills, etc.)

Teaching and learning methods: Courses: what, how many, credit, assignment, pedagogy, etc. Problem(s) / case(s): what, how many, credit, duration of each, who design, resources, product form, etc. Project (s): what, how many, credit, duration of each, who design, resources, product form, etc.

Assessment methods, form of examination,

Assessment criteria

A semester schedule/overview in graph (see samples)

Please reflect on and document issues and challenges that came up

during your discussion – for example: • Resources for upgrading staff and development of new

systems?• Physical space –it is necessary to rebuild the building to

facilitate team work with smaller rooms?• The organisation and management of teaching

resources? • Cultural issues in team teaching or team tutoring?• A conceptual and value change to assure that staff does

have a real student centred approach to teaching and learning?

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Title/ThemeGeneral principles of pharmacology and experimental methods in preclinical and clinical research

Scope in ECTS22-25 ECTSPlacing1st semesterPrerequisites Bachelor of Science degree as described in section 2.1 of this Curriculum.ObjectiveThe project broadens and deepens the student’s knowledge on general principles of pharmacology and the experimental methods in order to address scientific investigations in pharmacokinetics and pharmacodynamics.

RationaleBuilding on a Bachelor-level understanding of physiological principles and pathophysiological mechanisms and knowledge of some selected drugs the project provides for general principles of pharmacology and experimental methods that are essential for translational research and development.

GoalsTo understand and apply general principles of pharmacology:Pharmacokinetics, drug delivery technology, pharmacodynamics, membrane transport and drug response, drug metabolism, pharmacogeneticsTo describe and obtain experience in experimental methods:Research design and methodology, statistics and data handling, preclinical evaluation ContentsThe project is a scientific project focusing on general principles of pharmacology and experimental methods in the field. Form of examinationInternal oral examination AssessmentIndividual grade according to the 7-scaleAssessment criteriaSee Framework Provisions

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

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