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PBL and accreditation
Anette Kolmos
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Research on engineering education and PBL
• 18 PhD studerende– Creativity and mega projects (satellit)– Organisational change to PBL– PBL and the subject identity – Design of PBL curricula in Thailand, India og Malaysia– Intercultural learning in teams – PBL and sustainability – strategies for implementation
• Research projects – External: research council projects on engineering practice,
sustainability, currciculum construction– Internal projects evaluation of the new PBL model – ongoing – Group assessment and PBL
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Master in PBL in EE - CurriculaProgramModule
Modules ECTS Assessment
1.
semester
Course: Teaching and Learning in Engineering , Science and Health
5 P/NP Internal
Project: Teaching portfolio 5 7 step scale
Internal
2. semester
Course: PBL models and change strategies
5 P/NP Internal
Course: Process competences and facilitation
5 P/NP Internal
Project: PBL experiments 10 7 step scale
External
3.
semester
Course: Theory and methods 5 7 step scale Internal
Optional course:PBL and sustainabilityPBL and intercultural learningPBL and management
5 P/NP Internal
Project: Master project 20 7 step scale External
In total 60
Pt 15 indskrevne ved Master in PBL in EE
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Technological (e.g., bio-tech, digital systems, computer systems/tools, sustainable technology, interdisciplinarity)
Societal, Global, and Professional (e.g., social, political & economic, diversity, multi-disciplinarity, global markets & contexts, interaction of engineering and public policy)
Attributes of the Engineer of 2020:Strong analytical skillsPractical ingenuityCreativityCommunication competencies (oral, written, and cultural)Business, management, and leadership skillsHigh ethical standards and professionalismAgility, resilience, flexibility
Vision of the contexts for engineering in 2020:
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• Industrial simulation such as constructionarium and pilot plants
• Sponsored programmes
• Industrial liaison boards
• Project-based and other forms of active learning
• Industrial group projects
• Lectures / seminars from engineers in industry
• Case studies from industry Influence of part-time and mature students on full-time students
• Site visits and field trips
• National and international competitions
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• The ability to take a broader perspective - application of curriculum across countries
• An appreciation of what we do in
developing countries impact upon ourselves.
• Understanding our culture doesn’t have all the answers and there is more than one perspective and approach.
• Understanding the local context of development
• Coping with uncertainty
Douglas Bourn and Ian Neal
EAP and Development Research Centre
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Overall assessment of Danish Engineering Institutions by companies (Ingeniøren, 2008)
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Are there one or more institutions which you find particular good at developing engineering education according to the
needs of society and companies? (Ingeniøren, 2008)
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Courses 5 ECTS
The new Aalborg Model
9
50%courses
50%project
Courses 5 ECTS
Project 15 ECTS
One semester
1 ECTS (European Credit Transfer System) = 30 working hours
Courses 5 ECTS
One semester – half year
Group based project assessment
Individual assessment
Individual assessment
Individual assessment
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10
Self organised groups
Project management
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Courses, lectures, seminars
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Facilitation and group dynamics
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Many different types of projects
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‘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
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PBL learning principles
LearningProblem basedCases or ProjectsContextual learning
Social Participant directedTeam based learning
ContentInterdisciplinary learning Exemplary learningTheory-practice relationResearch methodology
14
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PBL design for different purposes
Subject based Problem based
Tasks Cases Projects
Discipline Contextualisation
Teacher directed Participant directed
Individual learning Peer learning Collaboration
Disciplinary Interdisciplinary Trans-disciplinary
Text book learning Exemplary learning
Theory Practice
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Problem analysis Problem solving
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Problem analysis Problem solving
Realistic process
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Obvious problems
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Western obvious problem“Why fix it, when you can buy something new?”
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Project dilemma
Importance of decisions
Knowledge level
Dilemma and risk
time
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Project phases
• Problem definition• Pre phase study• Design• Detailed design • Implementation –
prototype• Implementation – real
system
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PBL
Next generation of PBL
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Research on PBL• More motivated• Deeper learning• Increased skills and competences
• Employability increased – relevant skills process skills: collaboration, project management… etc.
• Higher retention• Faster duration• Higher salary after ten years from enrollment• Higher grades
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Ruth Graham, 2012
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Educational focus of the changes• Contextualising engineering learning in authentic,
professional settings• Hands-on immersive projects, often in cross-
disciplinary or international teams• Linking students with industry mentors• Creation of a collegial student culture where
students can take risks and fail in a safe environment
• Emphasis on self-reflection• Often set within a global or societal context
Ruth Graham, 2012