PBL and accreditation

Anette Kolmos

Research on engineering education and PBL

• 18 PhD studerende– Creativity and mega projects (satellit)– Organisational change to PBL– PBL and the subject identity – Design of PBL curricula in Thailand, India og Malaysia– Intercultural learning in teams – PBL and sustainability – strategies for implementation

• Research projects – External: research council projects on engineering practice,

sustainability, currciculum construction– Internal projects evaluation of the new PBL model – ongoing – Group assessment and PBL

Master in PBL in EE - CurriculaProgramModule

Modules ECTS Assessment

1.

semester

Course: Teaching and Learning in Engineering , Science and Health

5 P/NP Internal

Project: Teaching portfolio 5 7 step scale

Internal

2. semester

Course: PBL models and change strategies

5 P/NP Internal

Course: Process competences and facilitation

5 P/NP Internal

Project: PBL experiments 10 7 step scale

External

3.

semester

Course: Theory and methods 5 7 step scale Internal

Optional course:PBL and sustainabilityPBL and intercultural learningPBL and management

5 P/NP Internal

Project: Master project 20 7 step scale External

In total   60    

Pt 15 indskrevne ved Master in PBL in EE

Technological (e.g., bio-tech, digital systems, computer systems/tools, sustainable technology, interdisciplinarity)

Societal, Global, and Professional (e.g., social, political & economic, diversity, multi-disciplinarity, global markets & contexts, interaction of engineering and public policy)

Attributes of the Engineer of 2020:Strong analytical skillsPractical ingenuityCreativityCommunication competencies (oral, written, and cultural)Business, management, and leadership skillsHigh ethical standards and professionalismAgility, resilience, flexibility

Vision of the contexts for engineering in 2020:

• Industrial simulation such as constructionarium and pilot plants

• Sponsored programmes

• Industrial liaison boards

• Project-based and other forms of active learning

• Industrial group projects

• Lectures / seminars from engineers in industry

• Case studies from industry Influence of part-time and mature students on full-time students

• Site visits and field trips

• National and international competitions

• The ability to take a broader perspective - application of curriculum across countries

• An appreciation of what we do in

developing countries impact upon ourselves.

• Understanding our culture doesn’t have all the answers and there is more than one perspective and approach.

• Understanding the local context of development

• Coping with uncertainty

Douglas Bourn and Ian Neal

EAP and Development Research Centre

Overall assessment of Danish Engineering Institutions by companies (Ingeniøren, 2008)

Are there one or more institutions which you find particular good at developing engineering education according to the

needs of society and companies? (Ingeniøren, 2008)

Courses 5 ECTS

The new Aalborg Model

9

50%courses

50%project

Courses 5 ECTS

Project 15 ECTS

One semester

1 ECTS (European Credit Transfer System) = 30 working hours

Courses 5 ECTS

One semester – half year

Group based project assessment

Individual assessment

Individual assessment

Individual assessment

10

Self organised groups

Project management

Courses, lectures, seminars

11

12

Facilitation and group dynamics

Many different types of projects

13

‘It is so exciting to work on this, we solve problems and we see things happen…’ - Students from EE

‘It is boring to only focus on technical things… I don’t want to become nerds by studying engineering. I want to work with technology in a creative way and to do something for people…’ - Students from A&D

PBL learning principles

LearningProblem basedCases or ProjectsContextual learning

Social Participant directedTeam based learning

ContentInterdisciplinary learning Exemplary learningTheory-practice relationResearch methodology

14

PBL design for different purposes

Subject based Problem based

Tasks Cases Projects

Discipline Contextualisation

Teacher directed Participant directed

Individual learning Peer learning Collaboration

Disciplinary Interdisciplinary Trans-disciplinary

Text book learning Exemplary learning

Theory Practice

Problem analysis Problem solving

Problem analysis Problem solving

Realistic process

Obvious problems

Western obvious problem“Why fix it, when you can buy something new?”

20

Project dilemma

Importance of decisions

Knowledge level

Dilemma and risk

time

Project phases

• Problem definition• Pre phase study• Design• Detailed design • Implementation –

prototype• Implementation – real

system

21

PBL

Next generation of PBL

Research on PBL• More motivated• Deeper learning• Increased skills and competences

• Employability increased – relevant skills process skills: collaboration, project management… etc.

• Higher retention• Faster duration• Higher salary after ten years from enrollment• Higher grades

Ruth Graham, 2012

Educational focus of the changes• Contextualising engineering learning in authentic,

professional settings• Hands-on immersive projects, often in cross-

disciplinary or international teams• Linking students with industry mentors• Creation of a collegial student culture where

students can take risks and fail in a safe environment

• Emphasis on self-reflection• Often set within a global or societal context

Ruth Graham, 2012