Project Oriented Learning

1. Project Oriented Learning Presentation at Civil Engineering Education and Research in the Enlarged EU. Brno, 19th – 21st April 2004 Professor Eivind Bratteland and Assistant Professor Eilif Hjelseth, Norwegian University of Science and Technology.

2. Why PBL at NTNU? • Recommendation from a comprehensive curriculum committee. • Advice from the industry. • Motivate students and introduce them to civil engineering issues in the beginning of their studies.

3. Overall objectives • Put the civil engineering subjects in perspective – in a unified approach, with high quality, and with defined learning objectives and process goals. • Responsibility for own learning, training in group- and project work, motivating creativity and developing attitudes. • Develop understanding of the complexity of civil engineering subjects, with emphasize on application of ICT, environmental issues, building materials and civil engineering planning and design.

4. Common characteristics 1 of 2 • Case-based projects. • Groups of five students. Randomly selected. • Focus on learning objectives. • Lectures designed to assist in working with the project.

5. Common characteristics 2 of 2 • Learning assistants are very important. • Transparent evaluation system providing feedback during the course. • An integrated approach providing a step by step process, within courses, and from one course to another.

6. Complexity of Learning

7. NTNU – strategy and objectives Strategy summarized in: • Creative, Constructive and Critical. One of the objectives: • We will be a critical and constructive contributor to society, with a reflected, comprehensive approach to the many facets of society’s tasks and challenges.

8. PBL Courses • 1. semester: Physical Planning and the Environments. • 2. semester: Environmental Engineering. • 3. semester: Building Materials. • 4. semester: Design of Buildings and Infrastructure.

9. Evaluation System Three main elements: • Evaluation principles • Credit calculation • Feedback system

10. Report evaluation: Reports are evaluated by three general criteria: • Professional assessment and validation of results • Use of methods/models • Report design

11. Activity Categories • Major works: • Project reports • Individual tests • Minor works: • Teamwork presentations • Brief reflection reports • Laboratory reports • Other smaller tests or exercises

12. Experiences and Lessons Learned 1 of 3 • Student responses to the PBL-courses are overall positive. • Students are motivated for - and use the allocated time in working with the PBL-courses. • Allow diversity and flexibility in layout and design of the courses – within some given overall framework.

13. Experiences and Lessons Learned 2 of 3 • The resource input must be assessed relative to the outcome. • Improved input and understanding of the complex learning environment. • The evaluation system is an extremely important normative tool to achieve the defined learning objectives.

14. Experiences and Lessons Learned 3 of 3 • Learning assistants are very useful and important for the facilitation process. • Potential for developing student attitudes. • Learn to relate to fellow students and the group, and get training in team work. • Training in applying knowledge, based on their own assessment of problem solving.