Aalborg Model: Problem-Based Learning and Project Work

1. Tuesday, the 28th of August: The Aalborg model 8.30 Opening of day two and questions 8.45 Problem based learning and/or Project Work Why use these new pedagogical ideas? Comparing two models Project Organization Problem based awareness The four phase model of a Project Analysing 9.30 Exercise (Do a "Post-it" brain storm of a teaching problem that you wouldlike to do a project on) 10.10 Coffee break 10.30 Theories behind the Aalborg model: Reflection Three types of project work 11.00 Discussion in groups of the three types of project work 11.30 Midterm assessment of the course (reflection-in-action) What have we accomplished so far according to your expectations? Would it be appropriate to make changes in the rest of the programme, to achieve your goals? 12.00 Lunch

2. Problem-based learningand/or Project Work Why use these new pedagogical ideas? To emphasize learning instead of teaching: • Learning is not like pouring water into a glass • Learning is an active process of investigation and creation based on the learners interest, curiosity and experience and should result in expanded insights, knowledge and skills

3. Study groups working individually thematic blocks individual assessment/exam Project groups working on a common product thematic semester ½ year group assessment/examination Comparing two models teamwork selfdirected learning problembased learning interdisciplinary exemplarity

4. Aalborg model • 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 assessment

5. ProjectOrganization • The group have to choose a task or problem and set up their own objectives for the project • Every project is a unique and complex task • The students have to be active in the seeking and learning processes, which may lead to a deeper understanding • Teamwork

6. Problem-oriented – what is that? • Wondering • Asking questions • Draw up contrasts Learning is about posting questions

7. Problem-based: Methodical objectives Based on experience The student is in control Interdisciplinary Discipline-based: Technical objectives Based on subjects Teacher is in control One discipline at a time Problem-based awareness

8. Student Project too broad Student Project too narrow Industriel Project The ideal Student Project The four phase model of a Project Analyse Design Implementation Test

9. Why is analysing important? LP Wife Water What shall I do to get to my wife?

10. What is analyse? • Asking Questions • Draw up contrasts • Estimate • Measure • Compare • Evaluate • See Perspectives

11. How to start analysing – presentation of two tools • The six W- model • Post It Brain storm • Everybody write notes on post it laps for 5 min • All laps is placed on the blackboard • You read up all the laps • All go to the blackboard and together you structure the brain storm What? Why? Problem Whom? Where? How? When?

12. Exercise • Choose a teaching problem that you as a group would like to do a project about • Use the Post-it brain storm to make a first ”analyse” of the problem and create a structure for the following analyse

13. Coffee break until 10.30

14. Reflection – a learning theory The Kolb cycle with words paraphrased by John Cowan (Cowan 1998).

15. Reflection – a learning theory Kolb’s cycle modified by John Cowan (Cowan 1996).

16. Reflection in a learning process- a useful model The Cowan diagram

17. Reflection in a learning process- a useful model • Reflection-on-action mainly looks back on the action contained in past experiences; it attempts to analyse and summarize that past experience, and thereby to extract generalizations which will be of future use. • Reflection-in-action looks backward to immediately past experiences, and forward to experiences which are imminent. It entails as much anticipative thought and analysis as retrospective review. It is a reflection which should, for example, lead to improved or at least carefully premeditated performance. • Reflection-for-action establishes priorities for subsequent learning by identifying the needs, aspirations and objectives which will subsequently be kept prominently in the learner’s mind.

18. Reflection in a learning process- a useful model Modified Cowan diagram

19. The Danish Concept of Project Work • problem orientation and interdisciplinary • open curriculum and experience-based learning • basic year and gradual specialization • project work in study groups

20. Three Types of Project Work Looking at the practice of project work in engineering ,education at Aalborg University, there are at least three ways in which problem orientation is integrated into project work. • For all types of projects, a problem has to be analysed and solved by means of different kinds of methods. • The phases of the project are common to all described project types

21. The assignment project • Considerableplanning and control by the teachers/supervisors. • The 'problem and the subject' as well as the methods are chosen beforehand. • The educational objectives are very easily controlled and they are very often formulated as traditional subject-objectives. • Being a supervisor is easy in that the supervisor knows exactly what is going to be explored in the project and will direct the students' choices in the planned direction.

22. The assignment project Problem Subject

23. The subject project • Subjects chosen beforehand. • The students have a free choice 'either of problem within the subject' or the problem will be given and the students have a 'free choice among a number of described methods'. • The educational objectives are formulated mostly as traditional subject-objectives. • Being a supervisor in this process may be a bit uncertain, because the students are allowed to make some choices on their own. However, the scientific field is described well and hardly any surprises occur .

24. The subject project Subject Problem

25. The problem project • Based on problems as the starting point • The problem will determine the choice of disciplines and methods • The educational objectives concern ability to analyse and obtain methodical skills. • The problem has to be chosen within a frame, but this frame is mainly described as a broader social technical topic. • Being a supervisor in this process may be difficult because it is a self-directed process and the teacher may find him/herself at the edge of a capacity .

26. The problem project Problem Subject

27. Which project type when? • First year: assignment and problem project • Second and third years: assignment and subject project • Fourth and fifth years: mostly problem project The educational aims differ depending on the semester: • In the first year, some of the aims are to obtain a general project competence and to achieve a general methodical awareness • The rest of the engineering education are focused on specific technical and scientific objectives.

28. Discussion in groups • Discus the three types of project work using the groups common experience

29. Midterm assessment Reflection-in-action: • What have we accomplished so far according to your expectations? • Would it be appropriate to make changes in the rest of the programme, to achieve your goals?

30. Lunch until 12.45

31. Mini Project • In a danish brewery there is too much noise emitted in the production hall, due to the bottles. Plan how to find the noise sources and find solutions.

32. Coffee break until 14.30

33. Mini Project continued • In a danish brewery there is too much noise emitted in the production hall, due to the bottles. Plan how to find the noise sources and find solutions. • Prepare a short presentation (10 minutes) of your results to be given tomorrow morning.