Introduction to Problem based Learning – The AAU Way

Introduction to Problem based Learning – The AAU Way Program for to day, The Aalborg model - trying it out: • Theories behind the Aalborg model: Reflection • Discussion in groups of the three types of project work • Mini project • Lunch • Exercise: Role play of a supervising situation

Reflection – a learning theory The Kolb cycle with words paraphrased by John Cowan (Cowan 1998).

Reflection – a learning theory Kolb’s cycle modified by John Cowan (Cowan 1996).

Reflection in a learning process- a useful model The Cowan diagram

Reflection in a learning process- a useful model • Reflection-on-action mainly looks back on the action contained in past experiences; it attempts to analyse and summarize that past experience, and thereby to extract generalizations which will be of future use. • Reflection-in-action looks backward to immediately past experiences, and forward to experiences which are imminent. It entails as much anticipative thought and analysis as retrospective review. It is a reflection which should, for example, lead to improved or at least carefully premeditated performance. • Reflection-for-action establishes priorities for subsequent learning by identifying the needs, aspirations and objectives which will subsequently be kept prominently in the learner’s mind.

Reflection in a learning process- a useful model Modified Cowan diagram

The Danish Concept of Project Work • problem orientation and interdisciplinary • open curriculum and experience-based learning • basic year and gradual specialization • project work in study groups

Three Types of Project Work Looking at the practice of project work in engineering ,education at Aalborg University, there are at least three ways in which problem orientation is integrated into project work. • For all types of projects, a problem has to be analysed and solved by means of different kinds of methods. • The phases of the project are common to all described project types

The assignment project • Considerableplanning and control by the teachers/supervisors. • The 'problem and the subject' as well as the methods are chosen beforehand. • The educational objectives are very easily controlled and they are very often formulated as traditional subject-objectives. • Being a supervisor is easy in that the supervisor knows exactly what is going to be explored in the project and will direct the students' choices in the planned direction.

The assignment project Problem Subject

The subject project • Subjects chosen beforehand. • The students have a free choice 'either of problem within the subject' or the problem will be given and the students have a 'free choice among a number of described methods'. • The educational objectives are formulated mostly as traditional subject-objectives. • Being a supervisor in this process may be a bit uncertain, because the students are allowed to make some choices on their own. However, the scientific field is described well and hardly any surprises occur .

The subject project Subject Problem

The problem project • Based on problems as the starting point • The problem will determine the choice of disciplines and methods • The educational objectives concern ability to analyse and obtain methodical skills. • The problem has to be chosen within a frame, but this frame is mainly described as a broader social technical topic. • Being a supervisor in this process may be difficult because it is a self-directed process and the teacher may find him/herself at the edge of a capacity .

The problem project Problem Subject

Which project type when? • First year: assignment and problem project • Second and third years: assignment and subject project • Fourth and fifth years: mostly problem project The educational aims differ depending on the semester: • In the first year, some of the aims are to obtain a general project competence and to achieve a general methodical awareness • The rest of the engineering education are focused on specific technical and scientific objectives.

Discussion in groups • Discus the three types of project work using the groups common experience

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 how to find solutions. • Prepare a short presentation (10 minutes) of your results to be given tomorrow morning.

Lunch until 12.45

Role-play • Six role plays/advising situations that describe various group situations will be held. The particular topics the groups will work with and where the group work will take place will not be stated in advance but is chosen by the group, e.g. your project from yesterday. • The role plays illustrate an advisor meeting. • The group will have already given an agenda to the advisor (which topic the group wants discussed at the advisor meeting) played by a person from another group. • The group's members assign roles between themselves, so that the outlined situation in the role play occurs. • Each role play lasts approximately 7 minutes. • Each play is commented by 6 observers.

Introduction to Problem based Learning – The AAU Way