Exploring the Theory and Practice of Problem and Project Based Learning_Mae Fah Luang 050312
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Transcript of Exploring the Theory and Practice of Problem and Project Based Learning_Mae Fah Luang 050312
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Exploring the Theory and Practice of
Problem and project Based LearningFrom the modern European enlightenment tradition to triple helix
Lone Dirckinck-Holmfeld
Dean, Faculty of Humanities Aalborg University
Professor, PhD. Human Centered Informatics
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The presentation
A PBL model
PBL as an approach to transformuniversity practice PBL from a socio-cultural learning
perspective
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Denmark in Europe
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Aalborg University in Aalborg, Esbjerg and Copenhagen
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43,000 sq km
5 mio. Inhabitants 1/3
in the capital area
Flat country
Cellular: 6.243 million
Internet 3.5 million
Networked readiness*
5.71 (no. 1)
Household income:
lowest 10%:2%
highest 10%:24%
Gini-index 24,7*
*2009
dairy prod., fishing industries, pharmaceuticals, design, windmills, green technologies, ICT services
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Aalborg at the Fjord 200,000 inhabitants
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A walk around AAU Main
Campus
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Problem and project based
learning (PBL)Aalborg University is widely knownfor its special form of learning:problem-basedproject worktaking place in groupsstudents cooperate with industry,organisations, etc.,when solving problems(interdisciplinary).
Close interaction between
research, industry, NGOs andpublic institutions is alreadydeveloped during the study.
Study unit courses
Project work
Individual examination
and workshops
50%
courses
50%
project
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The tradition of Higher Education
- influential ideas
Problem and project based learning is not only some effective didactical principles fororganising teaching and learning, but is an approach to teaching and learning, whichtransform the university practice the research, the teaching and learning and theinteraction with society
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Universal principles for (the European) university tradition
Fink et. al (2003 p. 12) formulate five universal principles for the university based onthe history of ideas :
a. Close link between research and education (research-based education)b. Freedom of researchc. Freedom of methodd. University autonomye. Scientific interest in seeking the truth
Formation through science
seeking the truth vs. science as usefullness
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The European Research University - the Humboldt university
tradition (19th
and 20th
century)
- The Humboldt University tradition (1810 ff)- The common formation/education had priority to particular technical training
- The objective to educate and transform the students to a masterful and well-informed and lighted persons
- The goal was to demonstrate the process of the discovery of knowledge andseeking the truth, and to teach students to take account of fundamental laws ofscience in all their thinking. Humboldt envisioned the university education as astudent-centered activity of research:
The university teacher is thus no longer a teacher and the student is no longer a
pupil. Instead the student conducts research on his own behalf and the professorsupervises his research and supports him in it.
- Freedom (and loneliness) was an important concept in the German universitymodel, and the system of professors was based on competition and freedom:although professors served as state functionaries, they had the freedom to choosebetween several states, and their identity and prestige arose from the specialization
of scientific disciplines.
The governance of the universities were autonome of thestate based on the principles of academic freedom.10
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The Modern European model
mode 1
University Industry
Government
Separation among spheresUniversity is a provider of basicresearch and well educatedcandidates.
Connection with industry and thegovernment/state agencies is throughthe candidates.Industry = production, University =
basic research,Government = minimal regulationPedagogy: seminars and labs run bythe professor a kind ofapprenticeship learning. The faculty of
philosophy was preferential
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The Danish folk high-school
tradition
12
Grundtvig 1783 - 1872
Rdding Folk Highschool 1844 -
A preparation for the participation in the folk
democracy (constitutional monarchy, 1949). Aim: the
formation of a masterful person.
Bording schools (for the peasants in the winter time):
Students and teachers were living together
(inspiration from Oxford and Cambridge)
The personality and engagement of the teachers
were critical. The basic methodology was Christian-
historical-poetic. The main subjects were history,
literature, social science, math and science, however
also physical education, fine arts and music. Danish as the teaching and learning language.
has inspired the Danish educational tradition:
Primary school, lifelong learning and somehow also
the higher education.
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MAIN VISIOS
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The Reform University Based on liberal pedagogy emancipatory
pedagogy (PBL) Mass education challenging the
universities as ivory towers new student
groups entering the universities Soc. Democracy vision: equality through
HE; Danish Industry: more applied research Student revolt: subject criticism (students
with new experiences women and non-
academics); Studies in the spirit of theworking classor the less privileged
Radical governance model: remove thepower of the full professors
Governmental
agencies
Civil
Society
Universities
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The emancipatory approach
The aim is to give the working class opportunities throughlearning to make collective (conscious as well asunconscious) experiences and to align them political. This is
done through the transformation of existing (functional)educational programs to proper learning taking point ofdeparture in the day-to-day experiences in the productionprocess, and through information about societal connectionsto develop a societal fantasy, a way of thinking which makes theindividual worker able to understand and make connections
between his/her experiences and the societal developmentand transformation
(Negt, 1977 Introduction p. 7, translation LDH)
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The Universities as drivers in the knowledge economy
Triple helix model
Strong interaction among threespheres University leads the innovation
and development: basic researchand action research (mode 2)
Each institution maintains itsprimary role and distinct identity Mutual respect and understanding
of the various roles
Formation of the students:
Innovation, entrepreneurship,knowledge and methodologicalcompetencies
Problem and project based learning
Universities
GovernmentIndustry
Dynamic interaction
(Inspired from Etzkowitz, 2002; 2008; Camacho 2009
Mode 2
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Knowledge interaction activities at AAU -and their users
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Summing up on PBL
PBL is an approach to transforming the university practice PBL was a motor for the development of the reform universities /emancipatory
traditions PBL is a motor for the development of the triple helix university
PBL is a mean for integrating research, teaching and interaction withstakeholders
PBL fits well with the knowledge economy providing:
Innovation skills (problem formulation), entrepreneurship, knowing to know,
interdisciplinarity and collaboration skills
Challenges: the balance between formation, fundamental research and usefullness
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The PBL model
Problem and project based teaching
and learning
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Memorizing
Depositing knowledge
Passive receiver
Learning astransmission
L i h d
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Learning as sharedproduction
Projects:
ConstructionCollaborationNegotiationReflection
L i i C iti
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Learning in Communitiesof Practice
Participation
InformalUnintended
Knowledge sharing
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Inspired by Dysthe (2003); and Riis (forthcoming)
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Mobile learning
mLearningis distinct in its focus on learning across contexts, learning with mobile
devices and transcending boundaries.
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What is PBL
POPP
Problem formulation andproblem setting (enquiry)
Exemplary and interdisciplinaryParticipants controlProject basedAction learning
Long time collaboration -1/2year
PBL
Problem solving
DisciplinaryTeacher / curriculum controlIndividual / projectTask driven
Ad hoc
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Thanks for your attention
[email protected]/ansatte/ldh
Dirckinck-Holmfeld. L & Fibiger
(2002): Learning in VirtualEnvironments, SamfundslitterraturPress
Dirckinck-Holmfeld, L, Jones, C andLindstrm, B (2009): AnalysingNetworked Learning practices, Sense
Publishers
Dirckinck-Holmfeld, L, Hodgson, Vand McConnell, D (2012): Exploringthe Theory, Pedagogy and Practice of
Networked Learning, Springer Publishers
mailto:[email protected]://www.hum.aau/ansatte/ldhhttp://www.hum.aau/ansatte/ldhmailto:[email protected]