The role of the coach in project-based learning in science andbased learning in science and

engineering education

Wouter Van der Hoeven en Christine PeetersTeaching Support Unit

1Assistentendag IV, June 8, 2012

Research project OWP/2010

Development, implementation and validation of a coaching model for project-based learning in science

and engineering education

Wouter Van der Hoeven• Research assistant OWP/2010

Prof. Dr. Ir. Christine Peeters, P t• Promotor

• Head of Teaching Support Unit

Assistentendag IV, June 8, 2012 2

1. Introduction

1 1 Education innovation1.1 Education innovation

1.2 Project-based learning

1.3 Presentation project

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1.1 Millenium student

More attention for skills/competences in educationalprogrammesprogrammes

• Cognitive skills• Cognitive skills• Intellectual capacities, acquiring and processing information, handling

research methodology …• Metacognitive skills

• Critical self reflection, lifelong learning …• Social skillsSocial skills

• Communication, team work, leadership … • Affective skills

• Entrepreneurship, responsability, independence …

4Assistentendag IV, June 8, 2012

1.1 Teaching methods

Trends in the used teaching methods:

Conventional teaching methods which aim at transfer of knowledgeknowledge

• Formal lectures

Activating teaching methods : • Excursions• Lab and practical exercises• Seminars• Group work• Problem based learning• Project-based learning

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1.2 Project-based learning

“Learning activity in which a group of students work on a taskLearning activity in which a group of students work on a task

or problem for a longer period of time, in consultation with a

coach.” Baert, Beunens en Dekeyser 2002

• Group of students• Task or problemTask or problem• Longer period of time• Consultation with coachConsultation with coach

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1.2 Project-based learning

Learning objectives Application of acquired knowledge/skills

Research methods Populari

Communication and group skills

P j t l i t

in Science and Enigineering

Project: planning, reports, …

Personal development

education

Crucial Factor: CoachingBalance 1) Independence student

2) Consultion with coach

7Assistentendag IV, June 8, 2012 Do not use direct advice, use indirect advice!

1.3 Problem?

Increasing popularity of project-based learning:Situation

1) Educational policy KULeuven

2) Specific learning objectives in S&E education) p g j

3) Affiliation with field of action

Professional coaching of the studentsNecessary

Not enough support for our coachesProblem1) No training for the coaches

2) No support for the coaches

3) Large turnover in the fieldAssistentendag IV, June 8, 2012 8

1.3 Objectives of the project

Development and implementation coaching model1. Define the optimal coaching for every project

2 Guidance on how to correctly fulfill these coaching roles2. Guidance on how to correctly fulfill these coaching roles

Input Output

CharacteristicsProject

Coaching model Optimal coaching+

Guidelines

9

1.3 Development process

1 Literature1. Literature

2 Development framework roles2. Development framework roles

3. Survey & analysis results3. Survey & analysis results

4. Development coaching modelp g

5. Development manual & toolp

6. Implementation in practice

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2. Development coaching model

2.1 Literature

2.2 Framework roles

2.3 Survey

2 4 Coaching model2.4 Coaching model

2.5 Manual

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2.1 LiteratureAnalysis of scientific journals and projectsObjective

1) Implications of use? Much theory,Focus2) Developing a project? little about

3) Implementing a project? educational practice3) Implementing a project? educational practice

Coaching a project:Missing g p j

1) Coaching roles?

2) H d I t k thi hi l ?

g

2) How do I take on this coaching roles?

3) Guidelines for daily educational use?

Which coaching roles + description12

Need

2.2 Framework coaching roles

List of coaching roles, foundation for further researchObjective

1) Scientific journalsSources 1) Scientific journals

2) Internal research

Sources

Schematical overview: Content1) List of coaching roles

2) Description of every coaching role2) Description of every coaching role

3) Skills/attitudes necessary

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ProjectProject--basedbasedlearninglearning: Coaching of : Coaching of

groupsgroups

19-6-2012 Assistentendag IV, June 8, 2012 14

Coaching of groups

Coaches the students during project-based learning and makes sure the groupg p j g g pfunctions well.

1.1 Authority Gives the students ready-to-use answers and instructions.y

1.2 Advisor Gives the students indirect answers and advice.

2. Problem solver Can be reached when problems emerge and helps to solve them.

3. Inspector Checks if the students are working and making progress.p

4. Model Is an example for the students: the students gain insight in the reasoning and thinking of the coach.

5. Motivator Motivates the students during the course of the project.

6. Feedback provider Provides feedback, individual and group, on a regular basis.6. Feedback provider , g p, g

7. Educator Steers the learning process by urging the students to reflect on their personal development and their learning methods.

8. Group specialist Makes sure the group is functioning properly. 15

2.3 Survey

Research

1) Present situation

2) ‘Coaching – learning objectives – learning results’

3) Collecting data for the optimalization of this relationship

Population Methodp

- 900 students During: Journal0 h Af S- 50 coaches After: Survey

- 4 faculties

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2.3 Survey1. Present situation

Contribution project based learning:Contribution project-based learning:

88% students

Contribution coaching:

72% students

Coaching roles used:

- Focus: Advice + ControllingFocus: Advice Controlling

- Limited: learning + group

Progression possible

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2.3 Survey

2./3. ‘Coaching-learning objectives-learning results’

Influence on learning results: Coaching

- Learning/group significantly positive

- Authority significantly negative

Influence on learning objectives: LearningLearning- Coaching role contributes to which

learning objectives

Learning objectives

Learning results

g j

Statistical relation = foundation coaching modelAssistentendag IV, June 8, 2012 18

2.4 Coaching modelTheoretical model based on statistical results:

INPUTINPUT OUTPUTOUTPUT

Characteristics specific

project

Optimal coaching

project

L i bj ti • Coaching profile• Learning objectives

• ACQA-profile

• Coaching profile

• Guidelines for

• Educational

setting

educational practice

• Reference materialg

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2.5 Manual

Objective

Basic support for our coaches during project-based learning

Characteristics

• Theoretical model Daily educational use

• GuidelinesGuidelines

• Reference work

• Structure: - Coaching roles

- Learning objectivesg j

- Educational settings Assistentendag IV, June 8, 2012 20

2.5 Manual

ExampleBegeleid Integrerend Groepswerk (BIG)

• 3th bachelor bio-engineering sciences

160 t d t• 160 students

• Groups: 5-6 studentsp

• Predefined subjects

• Project: Formulation of problem→Research→ Presentation

• One coach/group• One coach/groupAssistentendag IV, June 8, 2012 21

2.5 Manual

ACQA-profile BIG:Q p

• “Academic Competences and• Academic Competences and

Quality Assurance”

• Academical profile S&E

education KULeuven

• Time spent/learning objective

• Radar chart

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2.5 Manual

Coaching profile BIG StrongCoaching profile BIG

Internet application

gGroup specialist

Motivator• Internet application

• Input: AQCA-profile projectFeedback provider

Problem solverExampleExample

• Output: Coaching profileMediocreEducator

• Content: - Which coaching roles?

- Contribution?

ModelAdvisorLimitedContribution? LimitedAuthorityInspector

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Inspector

2.5 Manual

Structure

1. Coaching roles:

1 1 D fi iti1.1 Definition

1.2 Necessary skills and attitudes

1.3 Guidlines

1 4 Influence on learning objectives1.4 Influence on learning objectives

1.5 Influence on educational settings

2. Learning objectives

3 Educational settings3. Educational settingsAssistentendag IV, June 8, 2012 24

2.5 Manual

1.1 Definition

• Unambiguous definition of coaching role

• Description of coaching role content

• Connection with project based learning• Connection with project-based learning

1.2 Necessary skills and attitudes

• Necessary to fulfill coaching role

• Connection with coaching role

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19-6-2012 Assistentendag IV, June 8, 2012 26

2.5 Manual

1.3 Guidelines

1. Connection with project-based learningp j g

Link with characteristics of this educational format• Link with characteristics of this educational format

• Specific contribution of coaching role• Specific contribution of coaching role

• Specific influence of coaching roleSpecific influence of coaching role

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2.5 Manual

1.3 Guidelines

2. Taking on this coaching role:g g

When do I have to take on this coaching role?• When do I have to take on this coaching role?

• Why do I have to take on this coaching role?• Why do I have to take on this coaching role?

• How do I take on this coaching role?How do I take on this coaching role?

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2.5 Manual1.3 Guidelines

3. Special remarks:

• Special remarks on when/why this role is best taken on

• Special remarks on how this role is best taken on

• Special remarks on the consequences of taking on this role• Special remarks on the consequences of taking on this role

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2.5 Manual

1 4 Influence on learning objectives1.4 Influence on learning objectives

Thi hi l t ib t t th li ti f• This coaching role contributes to the realization of

which learning objectives?

H h d thi hi l t ib t t th• How much does this coaching role contribute to the

realization of this learning objectives?

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2.5 Manual

1 5 Influence on educational settings1.5 Influence on educational settings

• Which deviant educational settings are influenced by

hi hi l ?this coaching role?

Wh /Ho does this coaching role infl ence de iant• Why/How does this coaching role influence deviant

educational settings?educational settings?

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2.5 Manual

StructureACQA-profile BIG

1. The coaching roles

ACQA profile BIG

2. The learning objectives

2 1 Description

Example

2.1 Description

2.2 Influence of the coaching roles

3. The educational settings

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ClassificationClassification//descriptiondescription accordingaccording toto ACQAACQA--profilingprofiling

ContributionContribution of the coaching of the coaching rolesroles

Coaching Roles

Learning

obj.

Contribution

2.5 Manual

Structure

1. The coaching roles

2. The learning objectives

3 Th d ti l tti3. The educational settings:

3.1 Influence on project-based learning

3.2 Coaching and the size of the group

the intellectual level

ExampleExamplethe intellectual level

the experience level

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Conclusion

• Theoretical model: Coaching modelTheoretical model: Coaching model

• Practical use: Manual and internet application

• Based on existing educational needs

• Support our assistants: - For daily educational useSuppo t ou ass sta ts o da y educat o a use

- Reference work

• Accessibility: - Embedded in existing structures

- Developed for daily educational use

- Open structure

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Conclusion

Project Planning

• Finalization manual

• Development internet application

• Implementation: 2012-2013

• Validation and final adjustmentsValidation and final adjustments

• Workshop

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Further informationWebsite

https://set.kuleuven.be/LESEC/education-innovation/owp-begeleidersmodel/index

Prof. Dr. Ir. Christine Peeters Wouter Van der HoevenPromotor OWP/2010 Research Assistant OWP/2010

Contact

Promotor OWP/2010 Research Assistant OWP/2010

christine.peeters@biw.kuleuven.be wouter.vanderhoeven@biw.kuleuven.be

Dienst Onderwijsondersteuning Bio-ing. Dienst Onderwijsondersteuning Bio-ing. Kasteelpark Arenberg 21 - bus 2302 Kasteelpark Arenberg 21 - bus 2302Kasteelpark Arenberg 21 - bus 2302 Kasteelpark Arenberg 21 - bus 2302 3001 Heverlee 3001 Heverlee tel. +32 16 3 21325 tel. +32 16 3 21325

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