21 st Century Skills and PBL: Integrating Technology to Learning Effectively
PBL in Engineering and Science – Development of Facilitating Skills
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Transcript of PBL in Engineering and Science – Development of Facilitating Skills
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PBL in Engineering and Science – Development of Facilitating Skills
Session 1: PBL – Why? And What?
Mona DahmsDept. of Develoment and Planning
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Session 1: PBL – Why? And What?1) Why PBL?
• Competences2) What is PBL?
• Concept mapping and scouting• Learning theories and PBL principles
3) Summing up on Why? And What?
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Intended Learning OutcomesAfter this session you should be able to • Identify and discuss competences required
by employers of engineering graduates versus taught at universities
• Explain the learning theories underlying PBL (social constructivism; Kolb’s learning cycle; Dixon’s learning cycle; Wenger’s Communities of Practice)
• Name the three categories of PBL principles and list at least three principles in each category 3
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1. Why PBL?
a) Competence profile
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Competence profile of a new development engineer
You are working in the research and development department of a large international engineering company.
The Human Resources manager calls you – he is busy writing a job advertisement for a new development engineer for the company.
He asks for your input to the advertisement in the form of keywords specifying required competences of your new colleague.
Which keywords do you give to him?5
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Activities in this task• Individually, write down the 3 – 5 most
important key words, describing the competences of your new colleague (3 min)
• In groups of 2, discuss and write down the 5 most important key words (5 min)
• In groups of 4, write down the 5 most important key words (7 min)
• Please be prepared to provide key words in plenary (10 min)
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Competence profile – summing upA few questions to reflect on:
Q1: To which extent are the required competences taught at
university?
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Competences taught at universitiesand required by industry - Germany
Ref: Becker, 2006
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Competence profile – summing up
A few questions to reflect on:
Q1: To which extent are the required competences taught at
university?Q2: Which competences are the
most important in professional life?
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Important competences ranked by young German engineers
Ref: Becker, 2006
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Competence profile – summing upA few questions to reflect on:
Q1: To which extent are the required competences taught at
university?Q2: Which competences are the
most important?Q2: To which extent can the required
competences be taught at university?
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Danish Industry on Competences of Young
Engineers
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Survey among employers 2002
One respondent in the survey said:
– “The ones [i.e. the candidates] coming from, for example, Aalborg University, go in and work in projects from the start.”
Kandidat 2002, p. 33 13
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To which extent is there a need for
changes in engineering and science education
worldwide?Discussion….
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Break10
minutes
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2. What is PBL?
a) Concept mapping and scoutingb) Learning theories and PBL
Principles
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What is PBL? Concept mapping• For some of you this exercise will be dead
easy because you have been students in AAU
• For others it will be more difficult because you will have to rely upon what you believe, have read, observed or been told
• Join hands and put together a concept map of what to you are the main characteristics of PBL
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What is PBL? Concept mapping
example • Social dimension• Content dimension• Learning dimension
• Why• What• How• Who• When• Where
Concept map: cmap.ihmc.us18
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Tasks in this activity - 1• In groups of 4, place the poster sheet in
the middel of the table • Write the focus question, i.e. ”What is
PBL?”• Write the two main concepts, i.e.
Problem(based) and Learning • Add concepts (nouns in boxes) that come
to mind• Add relations (phrases with lines and
arrows) linking concepts, non-, uni- or bidirectional
• Use the 6 question stubs What? Why? How? Where? When? and Who? to aid your thinking
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Tasks in this activity - 2• If you feel uneasy about writing directly on
the poster, use Post-It’s and later transfer the words from Post-It’s to the poster
• Scouting: Take time to walk around and see and listen to what happens in the other groups in the room – ask questions if necessary – and pick what you find useful and bring it back to your own group
• When finished, please place your poster on the wall
• You have 45 minutes for this exercise 20
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Groups for the group exerciseGruppe 1 Department/Section E-mailMarco Maschietti Chemical Engineering, Esbjerg [email protected]
Lance Putnam Architecture, Design and Media Technology [email protected]
Dannie Korsgaard Architecture, Design and Media Technology, CPH [email protected]
Group 2 Department E-mail
Muhammad Adeel Nasser Sohal Chemical Engineering, Esbjerg [email protected]
Daniel Højrup Johansen Electronic Systems [email protected]
Ellen Kathrine Hansen Architecture, Design and Media Technology, CPH [email protected]
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Lunch break – 1 hour
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Poster presentation – What is PBL?Each group gives a short presentation
of their concept map (max 5 min per group)
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Learning theories - 1
Based on a social constructivist perception of learning and teaching:• Learning is the student’s individual
process of constructing knowledge and meaning, based on information inputs from many different sources and in social interaction with others (peers, teachers, experts etc.)
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Learning theories - 1
Social constructivism:
Knowledge is constructed by the students in social interaction with others
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Is thislearning?
Yes, it’s actually true – you can get a
degree by repeating
everything the teacher says.
The psychological mistake in learning: ”We pretend that there is co-incidence between what is being taught and what is being learned” (Ref: Knud Illeriis, 1998)
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Learning as a circle – experiential learning
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Test
Generalisation
Reflection
Experience
Ref: Kolb 1984
”Learning is the process whereby knowledge is created through the trans-formation of ex-periences” (Kolb)
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Learning as a spiral - experiential learning
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Reflection
Time
for in on learning
1. projekt 3. projekt
2. process analysis
1. process analysis
3. process analysis
Ref: Cowan 1998
2. projekt
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From
lowe
r to
high
er
orde
r th
inki
ng sk
ills
Learning as a hierarchy – measuring learning
Ref: Bloom 1956Picture: ww2.odu.edu
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Peer learningPeer learning takes place in the ‘zone of proximal development’ which is …. “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers” (Vygotskij 1978)
30Ref: http://en.wikipedia.org
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Learning as a double circle – individual and collective learning
Ref: Kolb 1984;Dixon 1999
Collective learning is based on ….
individual learning
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Learning in a Community of Practice “Learning is a function of the activity, context, and culture in which it normally occurs, thus it is situated” (Ref: Lave & Wenger 1991)
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More on Wenger’s CoP theory here: www.ewenger.com/theory/index.htm
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Collaborative learning in Communitiesof PracticeLearning as: Legitimate peripheral participation in Communities of Practice
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Learning Theories - 2Based on a social constructivist
perception of learning and teaching:• Learning is the student’s individual
process of constructing knowledge and meaning
• Teaching is the ”setting up of a situation from which a motivated learner cannot escape without having learned” (Cowan) – teaching is not (only) lecturing !!! 34
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Is this teaching?
With thanks to Karl Smith, UMN
“Teaching does not mean transferring knowledge but creating opportunities for …producing and constructing it.” (Paulo Freire)
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Paulo Freire (1921-1997)
“Education is a way of intervening in the world”
Freirian Critical Pedagogy is similar to PBL in most aspects
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Efficiency of teaching methods
5 %LectureReading
AudiovisualDemonstratio
nDiscussion groupPractice
Teaching others
Averageretention
20 %30 %50 %75 %80 %
10 %
Note the bottom one – this is peer teaching/learning!
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PBL Learning Principles – 3 Dimensions
Cognitive dimension:• Problem based• Contextualised• Action oriented• Experience based• (Project organised)
Ref: de Graff and Kolmos 2003 38
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PBL Learning Principles – 3 Dimensions
Content dimension:• Interdisciplinary• Exemplary• Theory – practice relation• Critical
Ref: de Graff and Kolmos 2003 39
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PBL Learning Principles – 3 Dimensions
Collaborative dimension:• Participant directed• Team organised• Dialogic• Democratic
Ref: de Graff and Kolmos 2003 40
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What is PBL?
”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, p. 232; emphasis added)
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What is PBL?
“…. 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; emphasis added)
Ref: Savin-Baden, 2003; emphasis added 42
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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
Ref: de Graff and Kolmos 2003 43
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Conclusion – so - What is this PBL? • Based on the learning theory and the
fundamental learning principles PBL can be implemented in many different ways
• Thus, PBL is not a certain prescribed teaching and learning method
• There is no ‘right’ or ‘best’ PBL approach – each university has (to develop) its own PBL model
• In the next session you will learn about the Aalborg model of PBL
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Intended Learning Outcomes – achieved?
After this session you should be able to • Identify and discuss competences required
by engineering graduate employers versus taught at universities
• Explain the learning theories underlying PBL (social constructivism; Kolb’s learning cycle; Dixon’s learning cycle; Wenger’s Communities of Practice)
• Name the three categories of PBL principles and list at least three principles in each category
Were these learning outcomes achieved?
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Homework for tomorrowWatch the video ”Teaching teaching and understanding understanding” on YouTube and prepare for discussion of the following questions tomorrow:• What are the main differences between a
‘good’ student and a ‘bad’ student?• What are the major differences between a level
1, a level 2 and a level 3 teacher?• How do human beings (most often) learn?• What characterises deep versus surface
learning according to the SOLO taxonomy?• How would you explain in your own words the
main principle of constructive alignment? 46
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Summing up on Why? And What? –Any comments or
questions