PBL and accreditation Anette Kolmos Research on engineering

PBL and accreditation Anette Kolmos

Research on engineering education and PBL • 18 Ph. D studerende – – – Creativity and mega projects (satellit) Organisational change to 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 - Curricula Program Modules ECTS Assessment Course: Teaching and Learning 1. in Engineering , Science and semester Health Project: Teaching portfolio 5 P/NP Internal 5 Internal Course: PBL models and 2. change strategies semester Course: Process competences and facilitation Project: PBL experiments 5 7 step scale P/NP 5 P/NP Internal 10 External 5 5 7 step scale P/NP Internal 20 60 7 step scale External Course: Theory and methods Optional course: 3. semester PBL and sustainability PBL and intercultural learning PBL and management Project: Master project In total Pt 15 indskrevne ved Master in PBL in EE Internal

Vision of the contexts for engineering in 2020: 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 skills Practical ingenuity Creativity Communication competencies (oral, written, and cultural) Business, management, and leadership skills High ethical standards and professionalism Agility, resilience, flexibility

• 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

• The ability to take a broader perspective - application of curriculum across countries • An appreciation of what we do in developing countries impact upon ourselves. Douglas Bourn and Ian Neal EAP and Development Research Centre • 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

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)

The new Aalborg Model Courses 5 ECTS 50% courses Individual assessment Courses 5 ECTS Individual assessment One semester 50% project Project 15 ECTS Group based project assessment One semester – half year 1 ECTS (European Credit Transfer System) = 30 working hours 9

Self organised groups Project management 10

Courses, lectures, seminars 11

Facilitation and group dynamics 12

Many different types of projects ‘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 13

PBL learning principles Learning Problem based Cases or Projects Contextual learning Social Participant directed Team based learning Content Interdisciplinary learning Exemplary learning Theory-practice relation Research methodology 14

PBL design for different purposes Subject based Tasks Problem based Cases Projects Discipline Contextualisation Teacher directed Participant directed Individual learning Disciplinary Peer learning Interdisciplinary Collaboration Trans-disciplinary Text book learning Exemplary learning Theory Practice

Problem analysis Problem solving

Realistic process Problem analysis Problem solving

Obvious problems

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

Project dilemma Knowledge level Dilemma and risk Importance of decisions time 20

Project phases Problem definition Pre phase study Design Detailed design Implementation – prototype • Implementation – real system • • • PBL Next generation of PBL 21

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 crossdisciplinary 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