How extreme project-based learning aids transitioning out

1. How extreme project-based learning aids transitioning out Effective Teaching and Learning Conference 2008 Dr. Roxanne Zolin Associate Professor Queensland University of Technology

2. This paper covers …. • Problem & project -based learning • Transitioning out career objectives and learning objectives • Extreme project-based learning • Three cases examples • Key characteristics for transitioning out • Future research

3. Problem-based learning • Pedagogic methodology • presents the learner with a problem to be solved • Situates & motivates learning. • The learner actively engages in* • framing the problem • identifying and gathering resources, and • working with others to solve the problem. • Project-based learning * Copland, M. A. (2000)

4. “problem, project, product, process, and people“ -based learning* • Project-based learning** • problems are organized around a project, • Product*** or process-based learning • problem is focused on product or process design, • Team-based learning **** • problem is worked upon by a group of students * Fruchter, R. (1999)**Fruchter, R., & Emery, K. (1999). *** Cannon, D. M., & Leifer, L. J. (2001), Livingstone, D., & Lynch, K. (2000).

5. More similar to work-place learning • More social than individual • Uses “tools of the trade” • rather than pure mentation* • Involves contextualization and reasoning • Rather than symbols • Results in specific learning * • Rather than generalized learning * Resnick, P. (1987)

6. Extreme PBL • The Project is the Learning! • Project > 75%, Content < 25% • Content supports Project • Few Lectures, many meetings • More Instructor-Participant communication • Capstone – not introductory course • Masterpiece demonstration

7. Increasing use of PBL in professions • Business managers* • Teachers * • Principals ** • Information system designers *** • Mechanical engineers **** • Civil engineers and architects ***** • Medical and veterinary practitioners ****** * Macdonald, D., & Isaacs, G. (2001). ** Bridges, E.M. (1992), Copland, M. A. (2000). *** Livingstone, D., & Lynch, K. (2000). **** Cannon, D. M., & Leifer, L. J. (2001). ***** Fruchter, R. (1999). ****** Garvin, A., & Carrington, S. (1997).

8. Career Focused Learning Objectives

9. Computer Integrated Architecture-Engineering-Construction • Stanford University & other universities • Role play simulation: Construction design team • Owner, Architect, Structural Engineer, Construction Manager, Industry Mentor, Academic Mentor • Cross-functional & global teams • Design, analyze and plan a $5 million, 30,000 square foot university building • Two quarters • Assessment: 2 Presentations Initial Design, Final Design, Analysis & Plan, Industry feedback

10. Collaborative Problem Solving • Naval Postgraduate School, • Graduate School of Business & Public Policy • Executive MBA capstone course • Mid-career NAVAIR Instructor Pilots • Roll play simulation: Internal Management Consulting • Client, Consultants, Sr. Consultant • Cost/Benefit Analysis or Feasibility Study • One quarter • Assessment: Proposal, Presentation, Report, Client feedback

11. GSN 524 Integrating Capstone Course • Queensland University of Technology, Corporate Education • Executive Masters of Complex Project Management • Roles: Project Complexity Manager, Complexity Consultant, Sr. Consultant, Workplace & Academic Mentors • Assess dimensions of complexity in project • 5 September to 23 December • Complexity Consulting Workshop

12. Key characteristics: Realism • Project Objective • Relevance & Rigour • “meta-problem” provides “continuity and depth in terms of the student’s focus, resources and questions. “* • Working conditions • Team composition • Longer duration • Individual versus Group project • Roles • Performance assessed by professional community *Macdonald and Isaacs, p 328

13. Realism and control tradeoff

14. Conclusions • Extreme PBL benefits for transitioning out