Torben Rosenørn, Aalborg University Esbjerg, 2010 POPBL in classes where new students with no previous experience in POPBL are to be integrated with students

Torben Rosenørn, Aalborg University Esbjerg, 2010

POPBL in classes where new students with no previous experience in POPBL are

to be integrated with students experienced in POPBL.

by

Torben RosenørnHead of Aalborg University Esbjerg

Implementing Project-Organized Problem-Based Learning in international master programs


In this presentation the new students are understood as students with no previous experience in POPBL where the projects are allocated from 50% to 100% of the students workload every semester.(450 – 900 hours/student)

These students may come directly from high school or come from other universities and join (master) programs which are conducted based on POPBL


When the students come directly from high school they are in the first and second semesters attending courses in which they learn how to learn through POPBL. The courses are project supporting courses and the learning is developed through the work with projects ( 6 to 7 before B.S. level)

Students from other universities who join master programmes must usually work together with students with previous experience in POPBL.

The ”new students” must consequently learn about the POPBL teaching method in order to be able to work together with the other students who are familiar with the method


Why Project organized problem based learning?

•Change in young peoples’ culture and values

•Continously growing amount of new knowledge

•Industry and society request new competences

•International competition

Because it is easy to adapt the teacing to:

and it is motivating for the students as well as For the teaching staff


What we can ”Teach” the students within the given time

Boundary of known knowledge

Ever moving boundary of new knowledge

Introduction to POPBLIntroduction to POPBL


Official goals for education

Fullfilment of official goals for education

Init problem Project reportProject unit

Product


The main areas to address to new students:

•The learning concept (POPBL)

•Analytical approach (they are very discriptive in their approach)

•Work and learn in teams – also when the facilitator is not present

•Collaboration (contracts)

•Learning contracts – Bloom’s taxonomy

•Written and oral communication/presentation

•Writing reports (references, validation of information)

•Assessment/examination


The project

Seen from the learning point of view


Init problem Project reportProject unit

Product


Student’s own goalsOfficial goals for education

Fullfilment of official goals for education

Fullfilment of student’sown goals

Init problem Project Project report

Project unit

PS courses Consultancy

Product


Key competences,Learning requirements,

Courses,Students’ interests

and

The project work


Key competencesScope and specific aims



Deeperlearning

Methodical skills

Personal competences



Deeperlearningthrough projectwork

Methodical skills

Student’s own

interest



Methodical skills

Student’s own

interest

Deeperlearningthrough projectwork


Pedagogical method:

Experiential learning


Experience

Reflectio

n

Tes

t

Conceptualization

The Kolb learning cycle


ExperienceTest

Ref

lect

ion

ConceptualizationCoursestart

Courseends

The Kolb learning cycle and courses


Experience

Ref

lect

ion

ConceptualizationCoursestart

Courseends

The Kolb learning cycle and courses

?

?


Analytical approach to planning ofown learning process:

Reflection


The Cowan Diagram

In On

Reflection

Explorative Consolidating

ActionFore

The Cowan reflection diagram


Experience Test

Reflection

Status seminar

Conceptualization


Analytical approach to project workand learning:

Problem analysis


Initiating problemRelevans ofproblem

Problemanalysis

Task to solve

Social Science

Science

Technologicalknowledge

Language

Banksinsurance

Ownersemployees

CustomersInterested partiesIn society

Legislationauthorities

QualityEthics

EconomyHealth

Environment

WorkingEnvironment


Technical content:

•Models

•Calculations

•Theory

•Laboratory work

•Results

•Discussion/conclusion

•And, and, and


Non project

Supporting courses

25 %

Project

Supporting courses

25 %

Project - 50 %

SUPERVISION

Courses and project

Moesby & Rosenørn, Aalborg University Denmark, 2002


Distribution of time between courses and project.

(Necessary for students’ time and resource planning)

100 %

0 %0 15 weeks

NPS courses

PS courses

Project

Moesby & Rosenørn, Aalborg University Denmark, 2002


The change of supervisor’s role seen from the students’ point of view!

Problem:

Change of the role of supervisorChange of the role of supervisor

Supervisor AssessorProcess

Product

Time

Type

Assessment

Assessment


Theme

Processes in oil and gas industry

Desription of the theme includes relevant possible problem areas from existing practical systems

The description of the theme generalizes the problem and must be the basis for the projects


The project for the 7th semester Master course in Oil and Gas Tehcnology is:

“Design an off shore separation train for separating gas, oil and water”


Key competences are:

Flash calculationSeparation systemInstrumentationControl Oil and gas techniques

Project and team work


Project unit courses are:

ThermodynamicsChemical unit operationsIntroduction to oil and gas techniques

Project and team work - course in POPBL


Thermodynamics:

Gas/liquid systemsIdeal/non ideal systemsFlash calculations


Chemical unit operation:

Separation systemsMechanical separationDestillationAbsorption

Heat transferHeat exchangers


Oil and gas techniques:

Oil and gas chemistryInstrumentation

Pumps and valvesControl systemsSafety and securityEnvironmental care


Course in POPBL

Allready discussed


The difficult thing is to analyse the problems and to make assumptions

They need to explain the assumptions

It is difficult to define the problems to solve based on the received information

And it is difficult to learn to act as a team and not as the individual student

Documents

Torben Rosenørn, Aalborg University Esbjerg, 2010 POPBL in classes where new students with no previous experience in POPBL are to be integrated with students