1

Project Organised Problem Based Learning (POPBL)

What is a Problem Based Project?Introduction to course

Lecturer: Lars Peter Jensen

2

Today’s Programme

• Presentation of the POPBL course

• Mm 1: Introduction to the study form

3

The POPBL coursePurpose:To facilitate students ability to study in an environment with focus on Team

Work and Problem Based Learning

Objectives:During the course the students will develop:

Knowledge• project organized problem based learning

Skills• group work/conflicts and ways to solve conflicts • planning a project and structure the documentation of it• intercultural competencies• learning styles

Competencies • the project organized learning to actual problem related work in groups• presentation of results• communication within a group

4

The POPBL course content

The contents include among others issues:• Problem based learning • Planning/controlling project work • Group work • Conflict handling• Communication• Presentation• Learning• Intercultural competencies• Experience with project work in small scale (short time)

Duration: 1 ECTS, i.e. 5 mini-modules in the beginning of the semester

5

The POPBL course assesment

• Oral examination, max.½ hour for each student.

 • Before the examination you have to

prepare a 10 min Power Point Presentation about your experience with project work.

 • You can choose any topic you find relevant,

but you have to comment and reflect (What lessons to be learnt?) at least these topics:

Topics for presentation

• Cooperation contract (also called code of conduct or team charter)

• Management of people (who did what? why? )• Management of time (how did you plan and

control your project?)• Learning styles (what are your preferred learning

styles? How did you use this knowledge when learning, both alone and in the group?)

• Intercultural competencies (how did you manage to work with people from other cultures? What will you do if e.g. mixed with Danish students?)

6

7

The POPBL course assesment

• Each exam start with you giving the prepared presentation and then 10-20 min is left for questioning in all areas of the course, but I will focus on the topics from the presentation.

8

Foundation for the POPBL course

• Theoretical: Theories of learning, organisations and communication

• Practical: More than 35 years of experience with the ’AAU-model’

9

Information about the course

• POPBL at SICT Moodle homepage: http://sict.moodle.aau.dk/ – Handouts– Literature

Intro Module1 10

Intro Module1 11

12

Subject Topics

1 What is a problem-based project?  Course introduction

2 Learning in a new culture and Learning in an intercultural context

3 Project Management  and scientific writing

4 Learning strategies – individual and Team skills

5 Communication and group dynamics

Problem Based and Project Based Learning

13

Mm 1: Introduction to the study form

Content:

1) Lecture 1: PBL and the ’Aalborg-model’

2) Group task: Experience with group work

3) Lecture 2: About the project

14

Lecture 1: PBL and the ’Aalborg-model’

1. Introduction to PBL2. Physical and structural frame work at

AAU3. Educational frame work at AAU4. The study form at AAU

15

Please think of one of the things that you are good at, write three words in the post-it describing how you learned it well

16

Backgrounds of PBL in engineering

ELiTE March 2010

Teach me… and I will forget ?

Tell me and I will forgetShow me and I will remember

Involve me and I will understandStep back and I will act

Chinese proverb

Student centered learning

ELiTE March 2010

Carl Rogers on teaching at Harvard in 1951

• I have come to feel that the only learning which significantly influences behavior is self-discovered, self-appropriated learning.

• It seems to me that anything that can be taught to another is relatively inconsequential, and has little or no significant influence on behavior.

ELiTE March 2010

The magic of self-directed learning

Learning is the process of acquiring new behavior potential. It is an efective strategy to make the learner responsible for their own learning.This explains the succes of methods like project organized learning and Problem-based learning

20

What does it demand to be an engineer in your country?

21

Scientific knowledge

Technical competencies

Process competencies • Project management• Communication• Teamwork • Organization

Diversity of engineering competencies

22

Globalized context

What kinds of engineers are expected for the future?

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

23

Key competenciesScope and specific aims

Methods and skills

Student’s own

interest

Deeperlearningthrough projectwork

Changing traditional teaching and learning

24

PBL as an example of PBL as an example of student-centered teaching and learning student-centered teaching and learning modelmodel

What is problem-based learning?What is problem-based learning?

A learning method based on the A learning method based on the principle of using problems as a principle of using problems as a starting point for the acquisition starting point for the acquisition and integration of new knowledge. and integration of new knowledge.

- H.S. Barrows 1980- H.S. Barrows 1980

Intro Module1 25

Pioneers • McMaster 1968• Maastricht 1972• Linköping 1972• Roskilde 1972• Aalborg 1974

Different practices • Single courses• Problem & project organized• Individual project • Team work

Where and how are PBL practiced?

26

New study environment at AAU

27

• 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 presentation followed by individual examination

Lectures8:15-10:00

Lecture-relatedAssignment 10:15-12:00

Supervision -initiated & arranged

by studentsDoing project

In groups

PBL Aalborg Model - practice

28

What is a supervisor?

• A person who through facilitating questions encourages your learning process

• A person who points out the potentials in your work

• A person who gives loyal and constructive critic of your work

• A person who at the project exam is one of the examinors

29

What is a supervisor NOT?

• Not a teacher who is responsible for your learning process

• Not a person who tells you what to do• Not a person who decides what should

be the content of your project• Not a member of your project group• Not an inexhaustible resource –

therefore: Use your supervisor hours carefully

30

project project supervisionsupervision

““supervisor ” supervisor ”

““Students”Students”

31

Communication maps during a project

• Beginning of the project

• Progressing in the project

Observer

Supervisor

Sara

Tine Mike

Michael

ArthurObserver

Supervisor

Sara

Tine

Michael

Mike

Arthur

Project work

The New Aalborg Model

32

50%courses

50%project

Course

5 ECTS

Project 15 ECTS

In groups up to 8 personsIndividual assessmentSelf-selected groups

Appointed supervisor(s)

One semester

1 ECTS (European Credit Transfer System) = 30 working hours

Course

5 ECTS

Course

5 ECTS

Free Study Activities (courses) e.g. 1 ECTSExtra:

33

The Aalborg-model – the study form

The key words are:

• Problems• Project• Team work

Let’s take the last first!

34

Team work – WHAT?

• 6 - 8 students co-operating on the same project (at later semesters 1 - 3 students per group)

• They have to carry out the project and document the results

• An oral group presentation is the starting point for en individual exam based on the documentation, held at the end of the project period. Individual marks are given.

 

35

Team work – WHY?

• A survey carried out in 1997 showed that 75 % of companies wanted new employees to have good skills in group work.

• The individual student in the group learns from the others (Peer Learning)

• Responsibility towards the group makes the individual student work hard

36

AAU students on team work

• ”I think that it becomes easier when you learn technical matters in groups. Normally we use the blackboard to discuss things. … You gain more from the time you have to spend in the university in this kind of education when you work in teams. We are getting energy in this way.”

• ”Working in groups we get mental support from each other; it is also a responsibility so that we won’t drop out easily.”

(Xiangyun Du 2005)

37

Team work – HOW?

• Students are in charge of forming their own groups

• Project groups choose their own project

It is important to be aware of different roles in the group and to learn how to use strengths in a constructive

way while improving on weaknesses

A Contract of Cooperation (CoC) is a useful tool in making mutual expectations explicit.

Supervision 38

Group contract – an example

39

Group meeting

Subgroup work

Discussion

Disagreement

Presentation

Compromise

Exam Report writingLife

Social activities

Studying engineering via group projects

Brainstorm Multiple learning resources

Participating communities of practice – active learning, communication, organization, and management

40

Diversity of group situation

Diversity of group situation

42

At the end of each day, ask yourself

• I noticed that I … • I was surprised that I … • I was displeased that I …• I discovered that I … • I realized that I… • I relearned that I …• I learned that I…• I am pleased that I …

43

If you feel confused, don’t worry. You are not the only one…You will have more opportunities to figure out…

44

Project – WHAT?

 A project is characterised by being• A unique task which includes• Many, complex activities and therefore

requests• Many project group members with

different skills and competencies; • The project is goal oriented, • Limited in time and resources and has to• produce a final result, i.e. the goal.

45

Project – WHY?

• A survey carried out in 1997 showed that 75 % of companies wanted new employees to have good skills in project work.

• Working with realistic projects is motivating for students.

• It increases student activity and thereby increases the learning.

• Develops transferable skills, incl. project management, documentation etc.

46

Project – HOW?

 • The project is supported by project

related courses• Students have to look for relevant

information beyond the PE courses

47

Project – HOW? Timing of a semester

Courses

Project

Weekly time

Project time

48

The four phase model of a Project

Analysis

Design

Implementation

Test

Industriel Project

StudentProjecttoo broad

Student Projecttoo narrow

The idealStudent Project

49

Problems - WHAT?

• The project group unpicks and formulates the problem embedded in the project

• The problem has to be analyzed within a relevant context before it can be solved

• The problem determines the choice of methods and theories to be used in the analysis as well as in the solution

50

Problems – WHY?

• ‘Real life’ problems are interdisciplinary and complex

• Working with ‘real life’ problems meets the learners' interests and enhances motivation

• It emphasizes development of transferable skills, i.e. analytical, problem solving and information processing skills

51

AAU students on problems• ”We are engineers – our responsibility is to solve real

technological problems.”• ”This is the first time we found a real problem

ourselves rather than getting something from supervisors. It is really exciting. It fits my way of learning. I learn better when I find the way myself. This way of learning is much better than only attending lectures, because I have to know why I need to learn this. When I know the objective clearly, I learn much better.”

• ”When working on a problem, I am strongly motivated and attracted. We need to solve this problem.”Xiangyun Du, 2005

52

Problems - HOW?

 You are working problem oriented when you

– Ask questions – Point out contradictions– Scrutinize sources of information– Wonder upon given information– Observe the lack of information– Problematise the obvious

53

Group exercise

What are the most important things to make group work function well in the process of managing the project work?

• Please write down your opinions in the post-it – one point on each post-it

• Share within your group• Categorize and organize them into 5 levels by priority

in the poster• A poster presentation

54

About the project

1. Problem analysis2. Documentation

55

Problem analysis – WHAT?

• Looking at the problem from different perspectives/angles

• Dividing into different aspects/elements• Examining all the aspects/elements one

by one

56

Problem analysis - WHY?

Me My wife

Water

What to do to get to my wife?

57

Problem analysis – HOW?

1) Post It brain storm • 1) All group members write key words on PostIt

stickers and place the stickers on the board.• 2) All group members read the stickers and

participate in (re-)structuring them into a relevant structure

• 3) All group members participate in assessing and choosing project activities, based on the structure

58

Problem analysis – HOW?

2) The 6 W model

ProblemWhom?

Why? What?

Where?

When?How?

59

Documentation

3 types of project documentation:• Working papers• Project diary• Project report

The project report have to be handed in by the end of the project period

60

Working papers – WHAT?

All types of written documentation, whether on paper or as an electronic file, which is related to

• the project task, • the project management • the group work

61

Working papers – WHY?

• To capture, coordinate and distribute the information collected and/or created by individual members of the group, to the other group members as well as to the supervisor

62

Working papers – HOW?

If written text the working papers should contain the following four parts:

1. Header for identification2. Introduction (What? Why?)3. The main text4. Summary (What did we learn?)

63

Working papers – HOW?

• If diagrams, drawings etc. the working papers should as a minimum contain:

• Header for identification• Explanatory text

64

Working papers – HOW?

In the Contract of Cooperation you could include points on production of working papers:

• How to distribute the work tasks• How many persons write in a sub-group• How to give response to working papers• How and when to get response from the

supervisor

65

Diary

• A diary documents the most important activities and decisions in the group

• The group has to decide upon a suitable format for and content of the diary

66

Assignment: Group discussion

Discussion within your project group:

• What are your goals and expectations to our project?

• What can you contribute to the project?

• Make a co-operation contract for your group

67

This was all for today – good luck with your project!