european partners caribbean partners associated partners

CITYLAB CAR

ENGAGING STUDENTS IN SUSTAINABLE CARIBBEAN CITIES

Engaging students with sustainable cities in the Caribbean

Minutes of the Technical Workshop, Kingston

27.06.18-30.06.18

European partners Caribbean Partners Associated Partners

Aalborg Universitet Universidad Politecnica de Madrid Politecnico di Torino Vrije Universiteit Brussel Universiteit Antwerpen

University of the West Indies University of Trinidad And Tobago University Of Guyana Anton de Kom Universiteit van Suriname Polytechnic College Suriname Universidad Iberoamericana Pontificia Universidad Catolica Madre Y Maestra Caribbean Maritime University University of Technology Jamaica

Columbus AssociationUN Habitat

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CITYLAB CAR Technical Workshop 27.06.2018-30.06.2018

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Content

Content ................................................................................................................................................................... 2

Introduction ............................................................................................................................................................ 3

Program of the Technical Workshop....................................................................................................................... 4

Minutes of meeting ................................................................................................................................................. 8

Wednesday 27.06.2018 ...................................................................................................................................... 8

1. Participants: ........................................................................................................................................... 8

2. Welcome & Introduction ................................................................................................................... 109

3. Evaluation & Monitoring ................................................................................................................... 109

4. Citylab modules – Postcard session ................................................................................................... 109

5. Citylab modules – Photo matrix brainstorm ...................................................................................... 109

6. PBL World café................................................................................................................................. 1110

7. Photos .............................................................................................................................................. 1211

Thursday 28.06.21018 .................................................................................................................................. 1312

1. Participants: ..................................................................................................................................... 1312

2. Citylab Panel: Improving implementation of urban solutions using Problem Based Learning ....... 1413

3. Interviews campus teams & CUF ..................................................................................................... 1817

Friday 29.06.2018 ......................................................................................................................................... 1918

1. Participants: ..................................................................................................................................... 1918

2. Interviews campus teams & CUF ..................................................................................................... 2119

Saturday 30.06.2018 ..................................................................................................................................... 2220

1. Participants: ..................................................................................................................................... 2220

2. PBL Online training .......................................................................................................................... 2321

3. Project Team Meeting ..................................................................................................................... 2523

Planning of activities ......................................................................................................................................... 2826

List of annexes ................................................................................................................................................... 2927


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Introduction

This report contains the conclusions of the Technical Workshop regarding the Erasmus+ KA2 project “Citylab

CAR – Engaging students in sustainable Caribbean cities Engaging students with sustainable cities in the

Caribbean”, held in Kingston from the 27th until the 30th of June 2018.

The meeting was hosted by the University of Technology, Faculty of the Built Environment and attended by

Columbus Association, University of the West Indies, University of Trinidad and Tobago, University of Guyana,

Institute for Graduate Studies and Research of Anton De kKom University of Surinam, Polytechnic College

Surinam, Pontificia Universidad Catolica Madre y Maestra, Carribbean Maritime University, Universidad

Iberoamericana, Aalborg University, Universidad Politecnica de Madrid, Politecnico di Torino, University of

Brussels and University of Antwerp.

The main goal of this workshop was to exchange and discuss teaching experiences and to develop a common

understanding of PBL, resulting in the development of the PBL guidelines for the implementation of the

CITYLAB modules in the Caribbean HEI’s.

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Program of the Technical Workshop

DAY 1 – Wednesday June 27th – CITYLAB MEETING

8:00 –09.00 a.m. Registration

9:00 – 9:45 a.m. Introduction

Welcome Introduction

Plenary Tom Coppens Assad Mohammed

Monitoring and Evaluation

9:45-10:45 a.m. Evaluation and monitoring Plenary Kelly Henao Daniel Samoilovich

10:45 – 11:00 a.m.

Coffee Break

Session 1- Citylab modules: contents and motivations

11:00 – 12:00 p.m.

Postcard presentations of Citylab modules

Introduction (by Maj-Britt) postcard presentation What to improve: status quo + vision for change Problem Formulating of the learning challenge

Small groups Each partner prepares a postcard:

General info about module

Learning challenge

Vision for change

4 Caribbean Teachers 1 EU moderator

12:00 –1:00 p.m. Lunch Break

Session 1: Citylab modules: photo matrix

1:00 – 2:00 Introduction (by Maj-Britt) Photo matrix

Small groups 4 Caribbean Teachers 1 EU moderator

Session 2 - World Café

2:00 – 2:30 pm Introduction to the world café

Introduction of the themes and the questions

Plenary Tom Coppens Maj-Britt

2:30 – 4:00 pm World café

3 Tables 30 minutes per table

4 moderators conclusions during the panel session on Thursday

Theme 1 Teaching strategies

Moderator: Hanne (AAU)

Theme 2 Evaluation

Moderator: Eva (UPM)

Theme 3 Design and implementation strategies

Moderator: Maj-Britt (AAU)

Theme 4 Working with external actors and real life problems

Moderator: Daniel (Columbus)

4:00-4:30pm Coffee Break

4:30 – 5:00 pm World café

1 Table 30 minutes per table

4 moderators conclusions during the panel session on Thursday

Theme 1 Teaching strategies

Moderator: Hanne (AAU)

Theme 2 Evaluation

Moderator: Eva (UPM)

Theme 3 Design and implementation strategies

Moderator: Maj-Britt (AAU)

Theme 4 Working with external actors and real life problems


7:00-9:00pm OPENING CEREMONY

END OF DAY 1

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DAY 2 – Thursday 28 t h June 2018

8:30 am – 10:30 am

CUF Conference

CITYLAB CAR Panel: Improving implementation of urban solutions using Problem Based Learning

Panel Session

Moderators: Tom Coppens and Assad Mohammed

Quitzau Maj Britt (Aalborg University), Lindegaard Hanne (Aalborg University), Daniel Samoilovich (Columbus Asociación) , Álvares Eva (Universidad Politecnica de Madrid), Christina Campo (Vrije Universiteit Brussel)

10:30 a.m. – 10:45 a.m.

Coffee Break

10:45 a.m. – 12:00 a.m.

CUF Conference CUF Conference CUF Conference

12:00 a.m. – 1:00pa.m.

LUNCH

1:00 p.m. – 3:00 p.m.

Interviews Citylab CAR Monitoring & Evaluation

CUF Conference CUF Conference

3:00 p.m. – 3:15 p.m.

Afternoon Coffee Break

3:15 p.m. – 5:00 p.m.

CUF Conference CUF Conference Interviews Citylab CAR Monitoring & Evaluation

MAYOR’S FORUM (open to Public)

END OF DAY 2


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DAY 3 - Friday 29 t h June 2018

8:00 a.m. – 12:00 p.m.

Conference Sign in & Registration

8:00 a.m. – 09:15 a.m.

Managing informality Session Moderator: Dr. Yolanda Alleyne

CDB Panel 1 : The Caribbean Development Bank’s Urban Policy Panellist: Dr. Ancil Kirk (Rep. Trinidad and Tobago), Leonard Francis (Rep. Jamaica), Haroon

Pandohie (Rep. Cayman Islands)

9:15-10:30

CUF conference

Sub-theme: Formal/Informal City

Caribbean wide approach / capacity building for secondary

cities and pilot programme around a set of collectively defined urban planning guidelines.

Moderator: Rogier Van den Berg (UN Habitat)

Panel: Marsha Henry-Martin, Rose-May Guinard -

Ralston Frazer, Carol Archer (CITYLAB CAR) Carolyn Trench-Sandiford -

Tom Coppens (CITYLAB CAR) , Sharon Griffith , Patricio Zambrano-Barragan ,

Yolanda Alleyne ,Representative of the European Union

10:30 a.m. – 10:45 a.m.

Coffee Break

10:45 a.m. – 12:00 a.m.

Interviews Monitoring & Evaluation

CUF conference

CUF conference

12:00 a.m. – 1:00 p.m.

Lunch

1:00 pm. – 3:00 p.m.

CUF conference

Interviews Monitoring & Evaluation

CUF conference

3:00 p.m. – 3:15 p.m.

Coffee break

3:15 p.m. – 5:00 p.m.

CUF conference

CUF conference

CUF conference

5:00 – 6:00 pm CUF Closing panel

6:00 p.m. – 7:30 p.m.

Closing Ceremony and Hand Over to Host of CUF 2019

7:30 p.m. – 8:30 p.m.

CULTURAL NIGHT

END OF DAY 3


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DAY 4 – Saturday June 30th – CITYLAB Project Team Meeting

PBL Online training

7:30 –9:00 am Learning from Citylab LA: online training Tom Coppens Stijn Rybels

09.00-10.00 am Citylab CAR Online training program outline

Maj-Britt Quitzau

10:00 – 10:30 am Coffee Break

10:30 - 11:30 pm Project Team Meeting

Project Timeline

Expert visits and explorative meetings

Partnership Agreement

Financial management

Tom Coppens Stijn Rybels

12:00 pm – 6:00pm

CITY TOUR (OPTIONAL)

END OF CITYLAB WORKSHOP


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Minutes of meeting

Wednesday 27.06.2018

1. Participants:

Caribbean partners

University of the West Indies Trinidad and Tobago Mohammed Asad

University of the West Indies Trinidad and Tobago Polar Perry

University of the West Indies Trinidad and Tobago Kissoon Priya

University of the West Indies Trinidad and Tobago Cillemore Collymore

Jeremy

University of Trinidad and Tobago Trinidad and Tobago Stoute Valerie

University of Trinidad and Tobago Trinidad and Tobago Chadee Samantha

University of Trinidad and Tobago Trinidad and Tobago Balladin Derrick

University of Guyana Guyana Bynoe Paulette

University of Guyana Guyana Shanomme Rose

University of Guyana Guyana Benn Dina

University of Guyana Guyana Edinboro Rawle


Institute for Graduate Studies and Research Surinam Namdar Angelika

Institute for Graduate Studies and Research Surinam Martinus Johan

Polytechnic College Surinam Surinam Grauwde Guinio

Polytechnic College Surinam Surinam Cairo Liesbeth

Universidad Iberoamericana Dominican Republic Vargas Melisa

Universidad Iberoamericana Dominican Republic Marion-Landias José

Pontificia Universidad Catolica Madre y Maestra Dominican Republic Barinas Marcos

Pontificia Universidad Catolica Madre y Maestra Dominican Republic Abreu Domingo

University of Technology Jamaica Archer Carol

University of Technology Jamaica Young Garfield

Caribbean Maritime Institute Jamaica Hubbard Evan

Caribbean Maritime Institute Jamaica Green Keldon

Caribbean Maritime Institute Jamaica Powell Sandrae

European partners

Politecno di Torino Italy Fregonara Elena

Politecno di Torino Italy Rolando Diana

Universidad Politécnica de Madrid Spain Alvarez Alvares de

Andres Eva

Aalborg University Denmark Quitzau Maj-Britt

Aalborg University Denmark Lindegaard Hanne

Vrije Universiteit Brussel Belgium Campo Christina

Universiteit Antwerpen Belgium Coppens Tom

Universiteit Antwerpen Belgium Rybels Stijn

Universiteit Antwerpen Belgium De Jonghe Nina

Universiteit Antwerpen Belgium Goethals Marleen

External evaluators

Columbus Association Samoilovich Daniel

Columbus Association Henao Kelly


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Associated partners

Columbus AssociationUN Habitat Rogier Van den Berg

Samoilovich Daniel


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2. Welcome & Introduction

Date and time 27-06-2018 09.00am-10.00am

Speaker(s) Tom Coppens (UA)

Presentation Annex I

Subject - Citylab CAR project outline: brief summary - Agenda & overall goals of the technical workshop - “Who’s who” round

2.3. Evaluation & Monitoring


Speaker(s) Kelly Henao & Daniel Samoilovich (Columbus)

Presentation Annex I

Subject - External evaluation of the Citylab project by Columbus Association: methodology

3.4. Citylab modules – Postcard session


Speaker(s) Maj-Britt Quitzau (AAU)

Moderators Marleen Goethals (UA) Eva Alvarez (UPM) Christina Campo (VUB) Hanne Lindegaard (AAU)

Presentation Annex II

Subject - Reflecting about Citylab modules and course missions in small groups based on postcards

4.5. Citylab modules – Photo matrix brainstorm

Date and time 27-06-2018 1.00pm-2.00pm

Speaker(s) Maj-Britt Quitzau (AAU)

Moderators Marleen Goethals (UA) Eva Alvarez (UPM) Christina Campo (VUB) Hanne Lindegaard (AAU)

Presentation Annex II

Subject - Brainstorming on how to reorient modules towards a PBL laboratory using a photo matrix

Met opmaak: Kop 3


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Postcard and photo matrix session – brief conclusions & comments

- A big challenge in some universities is to close the gap between practice and theory by trying to find ways

to let students gain knowledge / theory through other methods.

- Interesting modules discussed were already existing modules in which the problem used to be given, now

they are trying to let students define the problem themselves. In this way a course can transform in a more

PBL approach, and it is easier to adjust an already existing course instead of creating a new one.

- Some concluded that technical experts are needed to become intermediators.

- It was really interesting to use images and postcards to discuss different topics. The discussions were

fruitful for further development of the modules and the visualization of these PBL themes helped.

- Everyone is thanked for their active interaction, discussion and enthusiasm. It was very interesting for

everyone to share ideas.

- Both sessions formed a PBL experience themselves, where the classroom got messed up a bit (moving

tables, using the walls...) That is part of PBL as well : to mess up the learning environment.

5.6. PBL World café

Date and time 27-06-2018 2.00pm-5.00pm

Speaker(s) Maj-Britt Quitzau

Moderators Maj-Britt Quitzau, Hanne Lindegaard, Eva Alvarez, Daniel Samoilovich

Presentation Annex III

Subject - Discussing challenges and issues to be aware of in the design of the online training program

- 4 discussion groups based on 4 themes guided by the moderators

World café themes

// Tables

30 minutes per table

4 moderators

conclusions during the panel session on

Thursday

Table 1 Teaching strategies Moderator: Hanne (AAU)

Table 2 Evaluation Moderator: Eva (UPM) & Christina (VUB)

Table 3 Design and implementation strategies Moderator: Maj-Britt (AAU)

Table 4 Working with external actors and real life

problems



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6.7. Photos


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Thursday 28.06.21018

1. Participants:

Caribbean partners




University of the West Indies Trinidad and Tobago Cillemore Jeremy






















European partners



Universidad Politécnica de Madrid Spain Alvarez Eva








External evaluators



Associated partners

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Columbus Association Henao Kell

2. Citylab Panel: Improving implementation of urban solutions using Problem Based Learning

Teaching strategies – conclusions & comments

Why integrating PBL?

- If the teacher is good in PBL, the students will do the work. It’s important to be the facilitator and let

them work themselves. As a teacher, you try to make the students experts, you’re not the expert

anymore. Students can become great project managers if you let them work in teams: they will have

to share the leadership.

Problem definition

- It’s important to provide a tangible problem. If the problem is too familiar, there’s not much research

required, because it’s probably already done. If it is an unknown problem students are being

challenged to do research themselves, to act, to really do the work themselves. Sometimes topics are

to abstract for students, so make them more concrete.

Motivation of students

- Teachers should make sure the students are motivated. They can be role models as an academic or

researcher but at the same time you need role models outside of the university, in a professional

working area because not every student will become a researcher.

- Milestones during the semester can help to stimulate students instead of only having an assessment in

the end: make them prepare a presentation of their process, let them explain where they are going,…

This could be taking place once a month for instance.

Student knowledge

- It’s important to make students clear it the course is a learning process in which they will learn by

doing. What motivates them will teach them more than what they have to memorize… Students will

learn from the experience. Bring students in a room and ask them how do you feel/experience this

space? Instead of bringing them into class telling them how they should design rooms… They will start

to reflect and are learning what they need to know but just through experience instead of traditional

teaching.

Learning activities

- The following learning activities have been discussed as useful: debates between teacher-students,

students-students or students-stakeholders; (handcraft) workshops; using pictures instead of words

(visualization); teamwork;..


Panel Maj-Britt Quitzau (AAU), Hanne Lindegaard (AAU), Eva Alvarez (UPM), Christina Campo (VUB), Daniel Samoilovich (Columbus)

Moderator Tom Coppens

Secretary Nina De Jonghe

Presentation Annex IV

Subject - Brief introduction of Citylab CAR project - Conclusions of World Café + discussion


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- It’s therefore important to have facilities to work in teams. The experience from the PBL workshop

itself was that the classroom is a key facility since we needed to reorganize it in order to work in

groups.

- Visualization as a way of communication is useful but it is often difficult in non-design faculties. Still,

using pictures can form a common base for people from different disciplines because anyone can take

pictures and observe, you don’t need drawing skills for example. An image makes a topic more

tangible and helps to understand each other. We experienced it in the photo matrix session as well

where we exchanged perceptions of feelings and characteristics of PBL based on pictures along with

expressions. The workshop was a trial of PBL and it has proven it works. The workshop format and

pictures formed a common ground to communicate. The exercise was very useful.

Evaluation – conclusions & comments

Evaluation criteria

- Different challenges regarding evaluation were identified, since every institutions has its different

experiences in terms of group sizes or assessments. For some lecturers 60% of the assessment is

required for theoretical parts for instance. Important factors agreed for evaluation are the relevance

of the problem defined by the students, the stakeholders involved, the quality of the analysis and the

usefulness of the results. It’s important students see the usefulness of the content provided by the

lecturer. The criteria for evaluation would be the acquired competences such as critical thinking,

interaction, the level of participation, the diversity of stakeholders and how they are involved in

solving the problem. We all agree on the things to be evaluated but it is difficult to define on how to

do this right. The discussion on how to evaluate the learning of the student and the quality of an

analysis should be expanded.

Evaluation methods/facilitations

- You could let students reflect on their own process: self-evaluation.

- If students comment or grade each other during a team work (based on survey for example) you could

deal with students who might not work enough. Also a level of motivation should be taken in account:

how they feel, they are part of the process itself.

- The teacher/facilitator should use the time more for one on one dialogues instead of traditional

lectures.

- Evaluation is a continuous process: it is not something to be done only at the end, in PBL it is

important to guide the process and not only assess the result. It should not always be based on a

report.

- It’s furthermore important to have the students on board on every step of the process, agree with

them from the beginning on the learning objectives and the process, communicate the criteria of the

evaluation: what will be evaluated? (and how?)

- The supervisor can act more as a coach: by asking reflective questions.

- At Aalborg they organize 5 hour discussions (25min each student) to discuss the report with the

students in group to clarify their project. In a second round the learning objectives are tested based on

questions they should answer.

- Evaluation gets more expensive the more sophisticated the learning objective. In Aalborg there is a

budget foreseen, it’s systemized. There are no constraints because teachers will get the necessary

hours. Other partners might have to deal with a lack of availability of hours.

Learning objectives

- We should deal with the learning objectives versus the reality of a project or case. There is a lot of

work to do in a project in order to move it further but this work might not be the main learning

objective. Should we abandon the idea of learning objectives or transform them in a practical way?

Should we thus change them in order to correspond with a PBL approach? One of the key issues is

defining good learning objectives which can be assessed. At Aalborg the assessment is always

corresponding to the learning objectives. An objective might be: the ability of the student to explain


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why the problem is relevant. The kind of competences you want the student to achieve is therefore a

prior question to how to evaluate them.

- Supervisors need to make students aware of the fact that they are not consultants. They should

question what is asked and be critical or might work on a different problem then what is suggested.

Therefore we should be reflective in the learning objectives. The ability of critical thinking should be

included. We need an assessment strategy that can give a student (extra) credit for capturing a

problem and proposing a solution.

- Learning objectives should be abstract in order to evaluate gained knowledge which was not

anticipated. Still, teachers always concretize the objectives in their mind. It is a big challenge.

Design and implementation strategies – conclusions & comments

Institutional and practical issues

- Teacher engagement is a crucial component: teachers need to want to make it happen. Still, doing PBL

is not something you do as a teacher alone, you need to work upwards towards administration as well

and try to change things: break the norms. A lot of the institutions are already organizing PBL-like

methods and field trips but without resources and they are tired of this. There’s need to change the

system. A practical issue is it’s often hard to look for a safe field environment. Specific factors in terms

of Caribbean urban challenges we need to work with, are not very safe to go to. You don’t go out to

observe hurricanes for example…Another topic of pressure and falling back to classic lecturing is the

pressure for research output… it’s how we can gain funds as a university.

- The implementation process addresses therefore not only the way of teaching, but also the

institutional level: the philosophy of the institute. The problem is that administrative systems are still

directed towards old fashioned teaching with for example a lack of budget for fieldtrips, software and

so on. The gap between teachers and administrators forms often an issue and should be closed.

Suggestions

- We agree that the specific context of the Caribbean together with each university’s specific context

might not be ideal so everyone needs to work around this and determine for themselves what is

doable. Practical challenges should be tackled and not ignored. If there is no budget for a field trip,

don’t just go lecturing but try do something different and be creative. The learning environment is

really important and needs to be addressed.

- There are no answers to all the insecurities PBL brings along. There is no recipe for PBL, whether an

incremental or radical shift, it can have many characters. Learning approaches sort of take place in a

spectrum from not PBL to very much PBL. The “DNA” of PBL is furthermore in constant evolution. A

problem can be twisted for example. Working with PBL is very intensive because of this: new

challenges come along. When you integrate PBL in a program you need to think of it yourself. PBL

can’t be instructed. It is unrealistic, impossible and irrelevant to implement the Aalborg module for

example. Each one needs to understand their own individual problems and challenges with PBL and on

that basis they can start to develop something which is doable and lead to a longer term

implementation process.

- Positive stories (of students learning better and enjoying) could help to disseminate the PBL approach.

Maybe we could develop a light version of the PBL Guidelines for administrators to explain why PBL is

interesting for universities. Aalborg university is recognized because of its approach, students seem to

easily get a job… The experience is that students really like the approach so they should support their

teachers in this. Campus services are often not understanding these shifts happening in teaching so

we need to make them aware of it. The Citylab project should be seen as a window for opportunity

and should be used strategically.

- Search people that understand what you want and people who are actively involved. Go under the

radar and don’t approach the ‘difficult ones’. The UTT team discussed for example about a series of

voluntary workshops on PBL for staff/administrators who are interested.


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Sometimes it’s just about listening: trying to hear the language they’re talking in, what is their view,

understanding the context…

You might succeed for example by saying please let me just experience with one module, I don’t want

to change the whole system. You need sensitivity towards the administration: if there’s a lack of

resources for example, you don’t need to ask for a module requiring a lot of money, but try to find out

alternatives. Working together across disciplines will contribute to the dissemination of a PBL

approach. Social encounters can help to collaborate in this case. Drinking a beer together might help

to bridge people and disciplines instead of immediately organizing a meeting about a certain topic.

- The experience of Polito (Italy) is that a PBL course is easier to implement in master courses, because

there is more freedom in the organization of organize modules / credits / interaction with other

faculties.

- This PBL meeting is not it, it is only a part of a larger process. We should develop a ‘roadmap’ for 3

years for example. We should capture the innovations and creativity and constraints now, through

journaling. This would make an good book chapter of PBL in the Caribbean which could be of help. The

goal is to develop a book of abstracts with articles of the Citylab experience by the final conference.

There will be a tangible output of the project. We are already working on the output of the Citylab LA

project.

Working with external actors and real life problems – conclusions & comments

Why and how?

- We should involve external stakeholders and engage students in real life problems to connect

students with the real world and provide interaction, to improve knowledge since people from outside

can give different points of view on the same problem and to manage change. External actors can

provide sources of information and expertise, they can be judges of the student process and/or

evaluators of student projects and results. They can be invited into class or the classroom could be

taken outside into the real world. There are advantages as well as backdrops about this topic and the

challenge is to create a win win situation. The problem is that it is difficult for the government to get

engaged. A government often forms a conflict environment with hidden agendas and short time

horizons. You want to be useful for them but you need to be critical at the same time. Students are

not consultants: they have limits of what they can do. Students should go through the process from

problem definition to providing a solution. If students end up being consultants without standing up

for themselves or being critical they won’t get a high grade.

Managing student-stakeholder interaction

- It is important to manage the interaction between students and external actors and avoid the

exploitation of the students. The involvement of stakeholders involves preparation.

- The external actors should be informed in advance about the project and learning objectives.

Interviews could be part of these preparations. Teachers should have a prior dialogue with the

stakeholders and make them clear students aren’t consultants. Students themselves could also

identify stakeholders.

- Teacher can try to inform students where they should look for stakeholders. They can share

experiences from previous projects and state where something went wrong or what would be a good

idea…

- Actors should also be aware of the timeline of the student project and relate their expectations to this

timeframe.

- Teachers can furthermore supervise the meetings between students and stakeholders or they should

at least remain informed about the initiatives.


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- It seems often more easy to work with individuals instead of going to companies. In master levels

supervisors often already have their contacts which eases the interaction. For an internship the

interaction could be very formalized with a contract and so on.

- It is difficult to establish a long-term relationship with stakeholders. Trust building is in this case the

most import factor. If trust is there, sources are there as well.

- Creating committees could also create problems. Teachers should be able to identify and manage

conflicts which requires not only technical and project management skills but also political skills.

- SDGs

- It is not so obvious that students know what the Sustainable Development Goals are. A SULITEST

(Sustainability Literacy Test) for instance at the beginning and the end of a course could help control

the student’s awareness. Making the students part of the problem will activate and motivate them:

make them feel responsible.

3. Interviews campus teams & CUF

Several Citylab CAR partners are panelists in CUF sessions. All the participants are free to follow the CUF panels.

In the meantime interviews by Columbus Associations will take place.

Date and time 28-06-2018 09.00pm-06.00am

Interviewers Kelly Henao & Daniel Samoilovich (Columbus Association)

Interviewees All campus teams

Subject - The objective is to identify the baseline at each institution related to the implementation of PBL, current expectations and situation


19

Friday 29.06.2018

1. Participants:

Caribbean partners


























European partners











External evaluators



Associated partners


20


Columbus AssociationUN Habitat Henao

KellyRogier van den Berg




21

2. Interviews campus teams & CUF

Several Citylab CAR partners are panelists in CUF sessions. All the participants are free to follow the CUF panels.

In the meantime interviews by Columbus Associations will take place.


Interviewers Kelly Henao & Daniel Samoilovich (Columbus Association)

Interviewees All campus teams

Subject - The objective is to identify the baseline at each institution related to the implementation of PBL, current expectations and situation


22

Saturday 30.06.2018

1. Participants:

Caribbean partners


























European partners











External evaluators Associated partners




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2. PBL Online training

Challenges

Each HEI should define own ambitions, should reflect on what kind of teaching, learning they want to

achieve by twisting their learning objectives or teaching methods. PBL is a process of innovation. We

might be situated in a niche right now, it’s an experiment, but it is necessary to upscale (see image).

Challenges for teachers are to not only learn about PBL but distribute it at the same time so there’s

also need for guidelines regarding implementation. Participation of other colleagues is necessary but

PBL may be unknown, they need to be convinced. It at the same time difficult to define a course’s

learning objectives with multiple teachers since different teachers might have different goals. We

furthermore need to inform the faculty management and the administration about the relevance and

importance of PBL.

Expectations

Expectations amongst CAR teachers regarding instructions are:

- Tools and methods about how students can define a problem?

- How to involve stakeholders?

- Evaluation strategies?

- How to push PBL further (for example in the architecture studios which are already quite PBL-

oriented)? The supervision and expertise from other experts might help with this.


Speaker(s) Tom Coppens Stijn Rybels Maj-Britt Quitzau


Presentation Annex V

Subject - Learning from Citylab LA: feedback online training - Learning from University of Belgrano: Citylab LA experience blog - Outline of Citylab CAR online training program + feedback


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The training still needs to be developed so we will definitely try to include specific methods. We

will use this feedback during the further development of the online training program. We also

already discussed learning methods during the PBL workshops: the pictures. A pool of

inspirational methods will be included, but they shouldn’t be too specific like “this is how you

should do a field trip”

Evaluation strategies were also discussed during the World café. Objective evaluation needs to be

based on the learning objectives. Basic skills are more easy to evaluate, instead of critical thinking

for example: it is more subjective. You can have multiple types of evaluation (peer evaluation for

example) to increase the reliability of the evaluation.

The project will be evaluated in how each HEI gains. The higher you are, the lesser you can gain

but it is still interesting to share with the other HEIs. In the case of architecture teaching: PBL

should give a framework on the already existing studios, that is something that can be improved

in architectural studios. At the same time you can expand the approach by involving other

faculties / students / teachers / external actors : that would be an innovation. This project could

be the way to show the administrations about PBL, convince them in order to create a framework

instead of practicing PBL randomly.

We are not responsible to changing other teachers but we should rather introduce possible other

teaching methods, we don’t need to transform the system ourselves. Everyone should start from

their own specific position. If it’s not possible to change the learning objectives, don’t, but maybe

change the teaching methods.

PBL modules will furthermore be repeated so they can be improved over time. It’s a process.

Maybe we need an example from Aalborg on ‘how to start the process as a teacher’ based on a

short video for example.

Explorative meetings can be organized in order to involve experts (will be further discussed later).

Blog

- The blog is an output and very useful. The more material we have, the more proof we have of the

project activities. The blog is not only an assessment for the project but also a way to communicate

with each other. In the previous project the Citylab experiences have turned into an academic output

which could motivate you to document the activities.

Platform

- We should consider other platforms than blackboard because it won’t be used after the project, if we

find other platforms the online training could become something more sustainable. Besides, server

issues were experienced through Blackboard in the previous project. (Moodle, ED X, Research gate? A

facebook group?)

Incentive

- Teachers will have access to the full platform so access to library and lectures

It would be Aalborg’s library on PBL, an not discipline-related literature.

- The online training program can be turned into a little competition between different HEIs to motivate

both teachers and students and create publicity.

- After completing the online training teachers will receive certificates

Practical

- Time spent in previous training: 8 hours in total. 4 times a 2 hour module seems acceptable. Making

workshops and involving stakeholders will definitely be more time consuming but is seen apart from

the online training.

- Basic target is 10 participating teachers per institution


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3. Project Team Meeting

Project timeline

Expert visits and explorative meetings

We will organize national seminars on PBL and Urban Challenges in order to disseminate the PBL principles

and modules towards different target groups, bridge the gap between them and receive feedback. Experts

can have urban expertise as well as PBL experience. Different components are possible: How to deal with

cities? How to deal with education on urban problems? Urban themes in the agenda might help to attract

other attendees. Institutions not participating in the project could be invited as well.

- External experts need to be approved by the commission first by sending us a short bio + motivation of the

invitation in advance

- Timing: before the start of the module: end 2018 – beginning 2019

- Budget: travel costs and costs of stay for 4 experts and 1 keynote speaker + €1000 technical support


Speaker(s) Tom Coppens Stijn Rybels


Presentation Annex V

Subject - Project management - Financial management


26

Staff cost reimbursement

As discussed during the inception meeting in Antwerp, the procedure for the first cost reimbursement will

start after the technical workshop in Jamaica.

University of Antwerp will send out staff templates for each HEI to fill in. Based on these templates, staff

conventions (=joint declarations) will be developed in order to be signed. After reception of the signed

joint declarations together with time sheets and formal employment contracts the reimbursement will

take place. In order to be reimbursed some HEIs still need to complete one of the corresponding outputs:

installing a database of experts (= workpackage 1.3).

Reimbursement of costs of travel and stay

In order to reimburse we need to have following proofs:

Travel costs which will be reimbursed for the technical workshop in Kingston based on distance

(total amount including all participants per HEI):

Remark: In order to reduce international bank transfer costs we advise to reimburse the travel costs and

staff costs together


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Documents to report: summary

TO DO

What? Who? Deadline

Developing PBL guidelines & online training

Aalborg university End of August

Completing the expert data base

ADEKUS, PTC, VUB, UNIBE, PUCMM, UTECH

End of July

Setting up national skype meetings in order to plan/discuss national seminars

All Caribbean HEI’s with the project coordinator

Beginning of September

Filling in staff templates

All HEI’s End of July

Sending boarding passes + invoices All HEI’s End of July


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Planning of activities

National explorative meetings: end 2018 – beginning 2019

Citylab workshop: September 2019


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List of annexes

Annex I : Welcome & Introduction – Evaluation & Monitoring

Annex II : Introduction to PBL workshop

Annex III : Introduction to World Cafe

Annex IV : Citylab CAR Panel: Improving implementation of urban solutions using Problem Based

Learning

Annex V : Learning from Citylab LA / Project management