PBL and educational innovation

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Lars Peter Jensen Associate profesor Department of Control Engineeringlpj@es.aau.dk

Xiangyun Du Associate professor Department of Education, Learning and Philosophyxiangyun@learning.aau.dk

Problem based Learning in Engineering and Science – Facilitator Development

Overview

• Reflection on university teaching and learning• Why PBL - Challenges and changes• PBL history and related theories • Diversity and ongoing change • Reflection and discussions

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’There is still one more seat in the wall’

The way I was educated Big class, little room for individual ideas

http://www.cnsphoto.com/

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Same materials year after year…

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Memory is more important than

application skills for high scores…

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Transferred knowledge will be returned after exams

Your learning stories

Please spend 3 minutes sharing your learning stories with your neighbours

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Am I teaching the same way I was taught?Need for Innovation in Engineering Education

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Room for innovation?

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Can innovation be facilitated in this way?

http://eby.cc/p/1961.htm

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In your opinion, what are the major issues/challenges for university teaching in order to maximize the support of learning? Please discuss in a 4-5 persons team and list 3 most important ones as a team. (15 minutes)

Discussion

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Teaching = Learning ?

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Teaching = learning?Yes, it’s

actually true – you can get a

degree by repeating

everything the teacher says.

”We pretend that there is co-incidence between what is being taught and what is being learned” (Knud Illeriis, 1998)

ELiTE March 2010

Effectivity of educational formats (after Bales)

5 %10 %

LectureReading

AudiovisualDemonstratio

nDiscussion group

Practice

Teaching others

Averageretention

20 %

30 %

50 %

75 %80 %

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Learning – is it only about how brain works?

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Constructivism

Knowledge and learning is created by the students – not given to them

Theories related to PBL

17Original figure in Wenger 2004

Life Long Learning and professional identity development

Learning tobecome

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Learning in Communitiesof Practice

Participation

Informal

Unintended

Knowledge sharing

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Experiential learning - Kolb’s learning cycle

Learning is the process whereby knowledge is created through the transformation of experiences - David Kolb 1984

ActiveExperiment

Abstractconceptualisation

Reflective Observation

Concrete Experience

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Experiential learning – the Cowan loopy diagram

Reflection for in on action

Time

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A conceptualisation of PBL

• PBL can be conceptualised as three central dimensions or processes that are stretched between teacher and participant control:– Problem – who defines and re-formulate?– Work Process – who chooses theory, methods

and ways of working?– Solution – who owns the solution?

Why change? Why PBL ? – NEW Competencies

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Scientific knowledge

Technical competencies

Process and professional competencies

• Project management

• Communication• Teamwork • Organization

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Globalized context

Need for change: accreditations

Diverse capabilities

Lifelong learning

Project management

Social, environmental, and

ethical concerns

Effective communication

Intercultural competencies

Designing and conducting

experiments

- National Academy of Engineering, The Engineer of 2020, 2004- EUR-ACE (Accreditation of European Engineering Programmes and

Graduates, http://www.feani.org/EUR_ACE/EUR_ACE_Main_Page.htm - ABET: http://www.abet.org/

 

Identity and solve applied science

problems

Team work

Application of mathematics and

science knowledge

Analytical skills

Interdisciplinary knowledge

24(Becker 2006)

Need for change: industry expectationsComparaison of capabilities taught at universities and required in professional life by young profesionals - Germany

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(Becker 2006)

Ranking of capabilities important in professional life by young electrical engineers five years after graduation - Germany

Educational changes in Denmark • New study programs: enriched engineering

disciplines • New expectations: broadened engineering skills

and competences • New study forms: implementing student centred

and work place-imitated learning environment (for example, PBL as an educational strategy)

26New challenges and tasks for educators

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• Problems as focus and stimulus for learning• Self directed learning• Student-centred and tutors as facilitators/guides• Team work

• Problem orientation• Interdisciplinarity• Exemplary learning• Participant directed• Group work

McMaster 1968

Maastricht 1972

Linkoping 1972

Roskilde 72

Aalborg 74

PBL as a strategy for change: development and diversity of practice

Evaluation (quantitative studies) Effectiveness (Albanese and Mitchell 1993, Vernon and Blake 1993) Norman and Schmidt (1992), Barrows (1996), Norman and Schmidt (2000), Colliver (2000), Enarson and Cariaga-Lo (2001)1) Academic achievement 2) Academic process 3) Clinical functioning Concerns (Colliver 1993, 2000, Newman

2000, Morrison 2004)4) Basic medical science knowledge 5) cost

Five major characteristics (Vernon and Blake 1993,550-551)1) real or hypothetical clinical cases 2) small discussion groups3) collaborative independent study4) hypothetico-deductive reasoning5) Focus on group process rather than

provision of information

Objectives of PBL (Barrows 1986) 1) Structuring of knowledge and clinical

context 2) Clinical reasoning 3) Self directed learning skills 4) Intrinsic motivation

PBL literature &

theories

Motivation and drivers (Barrows 1996)1) Failure of conventional teaching

methods in improving students’ the clinical reasoning and problem-solving ability

2) Students’ dissatisfaction3) Need for involving medical practice into

curriculum

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• Some who claim to be doing might not be

• Some are doing without realizing

What is/are PBL(s)?

What do people do…

http://www.cnsphoto.com/

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PBL Learning Principles

Learning Principles (Graff & Kolmos 2003)

Learning Problem basedContextualizedExperience and activity based

ContentInterdisciplinary learning Exemplary learningAnalytical thinking – theory-practice relation

SocialParticipant directedTeam based

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Variation

Ways of implementation • Problem solving

techniques in the lecture

• Problem Based Learning in subjects / at institutional level

• Project Based Learning in subjects / at institutional level

• Problem and Project Based Learning

• Inquiry Based Learning

• Outcome Based Learning

Modes of practice• Senario• Case• Transdisciplinary • Intercultural projects• Mega project• Individual / team • Online Based / Face to

face

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DIVERSITY OF PRACTICE: PBL & curriculum relations

Lectures

PBL Lectures + PBL

PBL track Hybrid track Partial attachment

PBL

Lectures

PBL

Tadahiko (2008)

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Institutional (sub-institutional level)(Subject approach)

System/ group level(Subject approach)

Individual level(Subject approach)

ImplementationMoesby, E. 2004. "Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL)”, World Transactions on Engineering Technology Education (WTE&TE), UICEE, Monash University, Australia. Volume 3, No. 2, December 2004.

Diversity of PBL practice

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Problem solving skills in the lecture

• Lectures • Literature • Questions• Answers • Seminars

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Project Based Learning

Subject 1 Project 1

Subject 2 Project 2

Moesby 2004http://www.cnsphoto.com/

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Subject 1

Project

Subject 2

Subject 1

Project Subject 2

Subject 3

Moesby 2004

Innovations

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DIVERSITY OF PRACTICE – ‘MODELS’

Problem Process Team Assessment

Role of teaching

Aalborg Onesemester Problems(

5months) - open andnarrow

ProjectManagemen

tand processskills

4-7 SsSelf-form,Discussin

g,writing

andtogether,

Individualjudgementin a teambased

exam

Facilitationbased –Consultancy(low level Of nstruction)

Maastricht

One week- Casebased

Seven jumps

5-10 SsDiscussin

gtogether

Individualexam progressTesting

Facilitationbased –

tutoring (low level ofinstruction)

RepublicPolytech

nic

One day -

structured

3 meetings a

day –ProblemSolvingprocess

5 SsDiscussin

gtogether

Quiz andIndividualWrittenreflection

Problem giverand

instruction

Comparison of three PBL models in Medicine

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Students number /year

Starting time of PBL Drivers for change

Curriculum model

McMaster

3 year master

Around 140

1969 Altanative teaching and learning

Problem Based Learning (COMPASS)

AAU

5-6year master

50-70 1974 AAU Project Based Learing, 2006 medicine

PBL AAU tradition?

Case + Project based Learning

CMU 7 years master

More than 1000

200年 GMER Hybrid PBL Shoestring model (Savin-Baden 2009)

Bachelor program (project-oriented PBL in green) otherwise case-based PBL – all shared with

medicine

1. semester

2. semester

3. semester

4. semester

5. semester

6. semester

Communication

Nutritioin and gastroentestinal tract Hematology and immunologi EndocrinologyStatisti

k Public health

Introduction anatomy, biochemistry, genetics, physiology

Basic farmakology

Heart, Respiration, Kidney and urinary tract I

First aid

Nervous system and orthopedics Clinical psycology

Research

theory Elective

Reproductional endocrinology Gowth of the child Basic pathology Control of cell growth

Medical Microbiology Nervous system and orthopedics IINutritioin and gastroentestinal tract

II

Heart, Respiration, Kidney and urinary tract II Bachelorproject

The case PBL model in medicine at AAU

Knowledge, skills and competence In each subject

Ressource sessionLectures

Clinical Skills ClinicalPractice

Casestart:Definition of learning outcomes

Case-end:•Presentation of knowledge•Perspective to. clinic•Reflection of learning

An example of PBL case in Medicine

Woman, 22 years old, not married, lives with her parents, she is a nursing aide in an old peoples home, youngest of 5 children. The G.P. sees her every now and then with complaints of hyperhidrosis*. Complaint now: since three days sick and vomiting, everything comes back. Stools normal, no abdominal pains. She is not feeling very ill, on the other hand she is not feeling able to work. When asked whether there has been anything special recently, the patient relates that for three weeks she has been in charge of a nursing department of the old peoples home, because the person normally in charge went on holidays. "The old people looked down at me as a youngster, they did not accept any instruction from me". The complaints started directly after this period, when the head of the department had returned from her holiday (three days ago).You don't notice any abnormality in her physical appearance.

family physician practice

* Hyperhidrosis: excessive sweating41

Example case• Uge 3: Biokemi

• Marie Hansen

• Marie har bedt om en hastekonsultation. Du har ikke mødt hende før, da hun først lige er flyttet til byen for at begynde på universitet. Marie er bekymret fordi hun pludseligt fik det dårligt den foregående aften. Hun havde været i gaden med de andre sutderende, og havde fået en breezer. Hun er ikke vant til at drikke, da hendes far er indremissionsk præst i Hirtshals. Marie havde det sjovt, men da hun var færdig med sin drink følte hun sig lidt utilpas, og hun opdAgede også at hun var mere påvirket end de andre. Nogen kommenterede at hun var helt rød i hovedet. Selv om hun derefter kun drak vand, fik hun det mere og mere dårligt, og en af tutorerne hjalp hende hjem. Hun vågnede op i morges med hovedpine.

• Du sikrer dig at der ikke var mulighed for at nogen havde ”kommet noget i” hendes drink, og fortæller Marie, at nogle mennesker har en særlig isoform af et af enzymerne i mitokondrierne, der involveret i metabolismen af alkohol. Denne isoform har en laveret aktivitet og medfører en ophobning af acetaldehyd, som kan give de symptomer hun har beskrevet. Marie vil nok være nødt til at være særlig påpasselig med mængden af alkohol hun indtager.

• CASE L.O• Explain the meaning of “enzyme”, “isoform”, “metabolism”,

“mitochondria”• Describe why low enzyme activity at a particular step can result in

build up of intermediates in a metabolic pathway• Summarise guidelines for responsible alcohol consumption

• Supporting lecture(5 in all)• Metabolism and nutrition , L.O.• Name the two main functions of metabolism• List the main constituents of the UK diet and know the distinction between

macronutrients and micronutrients.• Describe in broad terms the roles of carbohydrate, fat and protein in providing

the body with energy.• Describe, in general terms, the stages and location (mitochondrial/cytoplasmic)

by which nutrients are oxidised to provide ATP.• Distinguish between ATP formation via aerobic respiration and glycolysis. • Explain how lactate (generated by glycolysis), amino acids and glycerol, can be

converted to glucose/glycogen by the liver (gluconeogenesis)• Describe the conditions under which ketone bodies are formed, and their

importance in sustaining brain metabolism

Learning outcomes

Typical scheduleWeek Wednesday Thursday Friday Monday Tuesday

Morning

Case start: Heart as a Pump

Clinical skills

Heart macroanatomy

Heart physiologi

Case end

The vascular system:

bloodpressure

Heart rhytm, ECG, glycosides

Afternoon

Cooperation, Learning,

Management

Medical ethics

Clinical Practice

Ressource session: The Heart

From Meg Duroux

The seven steps of case PBL

Example: brain storm

From Meg Duroux

Comparison of the three models

History, backgrounds, goals Students and staff resources Curriculum design in relation to educational

philosophy and theories (How much percentage of the curricula)

Assessment and evaluation Educational/Staff development