PBL problem based and project based learning
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PBL problem based and project based learning
Anette Kolmos
UCPBL
Aalborg University
http://www.plan.auc.dk/~ak
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Learning principles
- Problem based - Contextual learning
- Participant directed- Group based learning- Experience based learning
- Activity based learning - Theory-practice relation- Interdisciplinary learning - Exemplary learning
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modelObjectives and competencies
Selection of content
Methods
Assessment
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model
Goals and competencies
Selection of content
Methods
Assessment
Teacher
StudentsFrame: Space, resources
Organisation and culture
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”Aalborg model”• Problems – question – wondering within a frame• a project each semester (1. year)• each group has a group room• group size of 6-8 students first year, 2-3 students
the last year• each group has at least one supervisor• self selected group and projects within themes
and disciplines• group examination
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Project – 15 ECTS
Project courses lectures seminar7,5 ECTS
Study courses and Lectures - 7,5 ECTS
Examination
Examination
50%
50%
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Ugeskema for projektarbejde
Mandag Tirsdag Onsdag Torsdag Fredag
formiddag projekt projekt kursus kursus projekt
eftermidda kursus kursus projekt kursus projekt
Skema for semester
projekt
kurser
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PBL - á la Maastricht
• Thematic blocks
• group based
• based on case studies
• interdisciplinary
• individual examination
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Seven jumps• (1) clarifying terms and concepts not readily understood;
• (2) defining the problem;
• (3) analysing the problem;
• (4) summarising the various explanations of the problem into a coherent model;
• (5) formulating learning objectives;
• (6) individual study activities outside the group; and
• (7) report and synthesize the newly acquired information
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Goals and subject frame
Themes and project types
Project proposals
Project andlearning
Newdomain
Ability to transfer =methods and analysis
Eksemplarity
deduction andinduction
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What is a theme?
• A framework for teaching and learning
• broad definition: an area where technological delvelopment and human, social economic and political development are explicitly linked and mutually interact
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Methodological themes
• Specification of the overall engineering methods/discplines to be applied - but not specification of the area of specific engineering, to which the method should be applied. It must a be possibility to allow a broad range of different areas, e.g.:– modelling of dynamic systems– design of engineering constructions
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Problem-oriented themes
• Concentrating on issues which are common to all engineering areas, e.g: – working environment, – natural resource consumption – pollution
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Phases of the project
Initiating problem
Problem analysis
Task formulation
Project delimitation
Solution
Discussion/conclusion
Implementation
Reporting
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knowledge gaps ?
memorising
analysis
Tradtional teaching
project project
???
The one who understands do not need memorising?
?????
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Variation in the way of organizing project work
• size
• length
• where in the educational progression
• size of the groups
• types of projects
• resources
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Assessment - practice
1. ALL THE MEMBERS IN THE GROUP PRESENT PARTS OF THE PROJECT.MAX 10 MINUTES EACH and TEACHER AND EXTERNALEXAMINATORER GIVE COMMENT TO THE PRESENTATION
2. GENERAL DISCUSSION OF THE REPORT
3. INDIVIDUAL QUESTIONS
INDIVIDUAL MARKS BASED ON:
1. REPORT2. PRESENTATION3. DISCUSSION4. INDIVIDUAL QUESTION
Peer group
Project group
Supervisor and ekternal ex.
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Themes for discussion
• Does PBL improve the working conditions?
• Do staff need training to be a supervisor?
• What about students’ co-operation?
• Can students be marked individually in a group examination?
• What about the supervisor’s role as facilitator and as well examiner