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Problem based Learning in Engineering and Science – Development of Facilitator. A Course given by: Xiangyun Du Department of Education, Learning and Philosophy Fibigerstraede 10, DK - 9220 Aalborg East Phone: + 45 99408353 , e-mail: [email protected] Lars Peter Jensen
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A Course given by:
Department of Education, Learning and Philosophy
Fibigerstraede 10, DK - 9220 Aalborg East
Phone: + 45 99408353, e-mail: [email protected]
Lars Peter Jensen
Department of Control Engineering
Fredrik Bajers Vej 7C, DK - 9220 Aalborg East
Phone: + 45 99408740, e-mail: [email protected]
Associated Professors at Aalborg University
9.00 Welcome by lecturer Xiangyun Du and Lars Peter Jensen Introduction and presentation of lecturer and participants. Discussion of participants expectations (reflection-for-action). Introduction to the program.
10.00 Reflection on University teaching and learning, including learning theories and the need for educational change and innovation
11.00 PBL history, understanding, philosophy and practice from a global perspective
13.00 AAU PBL model – history and evidence
13.30 PBL as educational model and Practice at Aalborg University
16.00 End of day one
9.00 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.
9.45 Introduction to role play. Exercise: Role play of a supervising situation
13.00 Facilitation skills and experience exchange
14.30 Intercultural Communication in a PBL Environment
15.15 Forming Peer groups and planning experiment
16.00 End of day two
Until the last day of the course the participants are helping each other/sharing experience in Peer Groups making an experiment with supervision.
9.00 Presentation and discussion of group excercises.
13.00 Assessment/Examinations of projects: Why and How
15.00 Unanswered questions and evaluation of the course.
Three main characteristics
Studying engineering via group projects
Participating communities of practice – active learning, communication, organization, and management
Lectures – max. 7,5 ECTS
min. 7,5 ECTS
Project – min. 15 ECTS
50% - 67%
PBL AALBORG MODEL
In groups up to 8 persons
1 ECTS (European Credit Transfer System) = 30 workinghours
Non project supporting courses 25 %
Project supporting courses 25 %
10 minimodules/week – 1 mm = 4 hours or ½ day
Get an overview of the problem
Divide into different aspects
Look critically at all aspects
Three different types of problem based projects at AAU:
Assignment projects (AP)
Subject projects (SP)
Problem projects (PP)
Xiangyun Du, 2005
Multiple learning resources
Drawing upon multiple learning resources, students take active role creating learning opportunities and managing their own learning
I am confident in different tasks now after these experiences…
We are engineers, our tasks are to solve problems (Male EE)
We get mental support from each other, it involves lots of responsibility so that we don’t easily drop out (Female A&D)
We feel easier
to learn the technical skills through group work
We develop ourselves and get mature along the way
I understand things better through explaining, discussing and practicing
I am strongly motivated when working on problems
We want to make it possible that we can learn from each other and everybody can learn what they want to learn
We develop social skills in group work, this improves the learning process
We learn best when the knowledge can be related to the assignment and our project
This makes our study serious… like real work place (Male EE)PBL as educational model - practice at AAU students’ reflection