PBL and Innovation in learning

PBL and Innovation in learningXiangyun DuUNESCO Chair in PBL in Engineering Educationwww.ucpbl.netwww.mpbl.aau.dkAalborg University, Denmark

Agenda• Why change and innovation• What– PBL as an stratergy• Aalborg PBL model

Aalborg at the Fjord – 160,000 inhabitants

Aalborg UniversityEstablished 197414,000 Students, 1200 Faculty StaffFaculty ofEngineering, Science, Medicine6,000 StudentsDepartment ofFaculty ofSocial Science4,500 StudentsDepartment of• Civil Engineering• Social Studies &• Building Technology & OrganisationStructural Engineering • Economics, Politics and• Chemistry and Applied Public AdministrationEngineering Science• Business Studies• Electronic Systems• Production• Physics• Energy Technology• Mechanical Engineering• Computer Science• Mathematical Science• Life Sciences• Architecture and Design• Development and Planning• Health Science and TechnologyFaculty ofHumanities3,500 StudentsDepartment of• History, International,and Social Studies• Music and Music Therapy• Communication• Languages andInternational studies

The General Structure of University Studies3 + 2 + 3Doctor level4. Ph.D. thesis – three yearsMaster level3. Second specialisation – two yearsBachelor level2. First Specialisation – two years1. Basic study Year – one year

viarise from resonant or focusing eects.In the third part, FDTD is benchmarked for well dened antenna congurationsand applied to electromagnetic eld prediction of a variety ofantenna near-eld con-gurations. Within the rst study, potential diculties from simulating transmittersin the closest proximity of lossy scatterers were investigated. For this purpose a geometricallyand electrically well-dened generic phone was developed and analyzedin free space and close to a lossy phantom in the far- and near-eld. The resultsshowed that FDTD is highly suitable with high accuracy for well dened antennacongurations in the close proximity of lossy scatterers.In a second study, a specic Crawford TEM cell exposure setup was analyzed thathad already been utilized for bio-experiments but could not previously be characterizedwith respect to the exposure. The results of this study not only had signicantimpact on the interpretation of these bio-experiments but also on a series of otherexperiments which were scheduled to be conducted in TEM cells. It was discoveredthat the exposure homogeneity as well as the eciency were much lower than originallyanticipated. This was the starting point for the proposal and analysis of avariety of other exposure setups better suited for in vitro bio-experiments.In a third study, a caroussel exposure setup used for in vivo bio-experiments wasanalyzed and optimized with respect to its eciency. For the rst time, the performanceof an in vivo exposure setup was analyzed in great detail using high resolutionMRI data of animals, including experimentally validated SAR distributions in theanimal brains.Thanks to this initial experience and the unique combination of the availabilityof both the most advanced numerical and experimental tools, the group currentlyevaluates, optimizes and develops in vitro and in vivo exposure setups for variouslaboratories throughout the world.The last study documented in this thesis is an application of FDTD for an issuewhich was also driven by an urgent request from outside, namely by the US FederalCommunications Commission (FCC). It addresses the question of ear exposure duringusage of a mobile phone. This issue was brought up in a legal conict since it is relatedto the question of correct ear modeling for testing compliance with safety guidelinesfor electromagnetic exposure. The study was an excellent test for the developed codesince it required the use of a phantom with better resolution than had ever been usedbefore and with arbitrarily oriented phone positions.All applications have been thoroughly validated with either an independent numericaltechnique, experimental investigations or using both approaches.

Why change: Challenges for the curriculaStudent’s owninterestIn TRADITIONAL learningenvironmentWhat the student canlearn within a given timeBorder of presently“known” knowledgeExpected skillsfrom industrySocial & globalresponsibilitiesBorder of “new”knowledge - everexpanding

Why Change: overfed students

Why change: Requirements from AccreditationEffectivecommunicationTeam workApplication ofmathematics andscience knowledgeProjectmanagementGlobalized contextInterdisciplinaryknowledgeAnalytical skillsDiversecapabilitiesLifelong learningDesigning andconductingexperimentsIdentity and solveapplied scienceproblemsSocial,environmental, andethical concernsInterculturalcompetencies- National Academy of Engineering, The Engineer of 2020, 2004- EUR-ACE (Accreditation of European Engineering Programmes and Graduates,http://www.feani.org/EUR_ACE/EUR_ACE_Main_Page.htm- ABET: http://www.abet.org/

Why change: Requirements from Accreditation1.2.3.4.5.6.First CyclegraduateIndividual andTeam workCommunicationThe EngineerAnd SocietyEthicsEnvironmentandSustainabilityProjectManagementand FinanceEUR-ACE: Personal Programme Outcomes forthe bachelor levelFunction effectively as an individual, and as a member or leader in diverseEngineering teams.Communicate effectively on intermediate engineering activities with theengineering community and with society at large, by being able tocomprehend and write effective reports and design documentation, makeeffective presentations, and give and receive clear instructionsDemonstrate understanding of the societal, health, safety, legal and culturalissues and the consequent responsibilities relevant to engineering practice.Understand and commit to professional ethics and responsibilities and normsof engineering practice.Understand the impact of engineering solutions in a societal context anddemonstrate knowledge of and need for sustainable development.Demonstrate an awareness and understanding of management and businesspractices, such as risk and change management, and understand their limitations.

Why change: expectation from industryComparaison of capabilities taught at universities andrequired in professional life by young profesionals - Germany(Becker 2006)

Why change: expectation from industryRanking of capabilities important in professional life by youngelectrical engineers five years after graduation - Germany

Why Change: Sustainable development for HECortese 2003

Trend of change:From content to competency drivenContent andmethodsOutcomesObjectivesOutcomesObjectivesContent andmethods

Teaching =Learning?“Teaching does not meantransferring knowledge butcreating opportunities forlearning…producing andconstructing it.” (Paulo Freire)(Karl Smith, UMN)

Educational changes in Denmark• New study programs: enrichedengineering disciplines• New expectations: broadened engineeringskills and competences• New study forms: implementing studentcentred and work place-imitated learningenvironment (for example, PBL as aneducational strategy)New challenges and tasks for educators

PBL as a strategy for changecMaster 1968aastricht 1972nkoping 1972oskilde 72lborg 74roblems as focus and stimulus for learningelf directed learningtudent-centred and tutors as facilitators/guideseam work• Problem orientation• Interdisciplinarity• Exemplary learning• Participant directed

PBL Aalborg Model50%coursesProjectcourses 7,5ECTSStudy courses7,5 ECTSOnesemester50%projectProject 15ECTSGroupexaminationIndividualexaminationModel from The Aalborg PBL model - Progress, Diversity and ChallengesAnette Kolmos, Flemming K. Fink & Lone Krogh1 ECTS (European Credit Transfer System) = 30 working hours

PBL Aalborg Model: Principles‘The Aalborg Experiment – project innovation inuniversity education’ - Kjaersdam & Enemark (1994)

Group formation:(by students based on interest)Each group a project roomGroup size: 6-8 1st year4-5 middle years, 2-3 later yearsProblemProjectTeam workProblemanalysisProblem Solving + Report writing in groupExamTheme - frameworkEach group 1-2 facilitatorLecturesLiteratureExperimentCompaniesOther experts

Learning goals,Knowledgesharing,Collaboration,Peer learning

Project managementand planning

Status seminarsPresentation,FeedbackReflectionProgression

Diversity – discipline and group aspect‘It is so exciting to work on this, wesolve problems and we see thingshappen…’ - Students from EE‘It is boring to only focus on technicalthings… I don’t want to become nerdsby studying engineering. I want to workwith technology in a creative way andto do something for people…’- Students from A&D

Diversity of physical facilitation

Role of teaching in PBL – situated facilitationelling students what they shouldearn and in what sequence theyhould learn itAn example of Aalborg UniversityHelping students determine on theirown what they need to know and howthey need to learn itBarrow & Tamblyn 1980eklyeCoursesProjectSemester time (app. 5 months)fore:anningojectoposals andoject coursesBeginning:• More direct guidance• Literature, theories, methods• Contacts with companies• PotentialsDuring the process:• Consultancy• Comments• MonitoringEnd:Assessing

acilitation and group dynamics

Structure - MSc, Environmental Management

1st semester, Company focus

Semester 1Company PerspectiveSemester 2Social & Institutional PerspectiveSemester 3Traineeship; alternatively EnvironmentalAssessmentCourses (examples)Corporate EnvironmentalManagement; Feasibility Studies;Organisational Theory; ResearchMethodologyTheories of Science; Policy,Institutions and Discourses; EIA,Politics of Sustainable Development;Technology Transfer, EnvironmentalGovernance & Policy Instruments,International and EU Green PoliciesEnvironmental Assessment; StrategicImpact Assessment, Cost-BenefitAnalysisSemester 4Master ThesisNo courses

International Master Program of Environmental ManagementSemester 1 ThemeCompany perspective – Environmental management industries andcleaner production and productsProject focusIn-depth analysis of a company’s environmental strategies andperformance and suggests improvements in relation to productionprocesses, the product life cycle, or management policies. At the end ofthe semester, a project report is submitted, presenting relevant theoriesand an analysis of the case study.CoursesFeasibility Studies 2 ECTSResearch Methodology 2 ECTSOrganisation Theory 1 ECTSApproaches to environmental problem solving 2 ECTSIntroduction to Energy Systems 1 ECTSSustainable Energy Systems Analyses 2 ECTSFundamental Investment Theory and Excel 1 ECTS

oup 1: The Green Martin Projects (group 1 report)ontextnd aimsesearchuestionheoriesesearchethodsesultsMartin Professional, a producer of intelligent lighting systems seeks to develop agreen profile. This project seeks to identify the aspects of Martin’s activities andproducts that impact the environment as well as the gaps existing betweenMartin’s present environmental work and the ISO 14001 requirements.What are the gaps between the current environmental work of Martin Professionaland the ISO 14001 standards and what are the potentials and barriers for reducinghe significant environmental impacts of the company’s activities and products?The step model, Environmental Management Systems (EMS),• Qualitative approach for data generation – interviews with the company’srepresentatives, on-site tour of the company, literature review of relevantmaterials from internet sources, scientific journals.• Analysis of interview, Analysis of selected products by Sima Pro tool,Analysis of gap analysis questionnaires.Martin’s activities impact the environment adversely predominantly through thefactory’s total energy input, emissions to air and even most importantly throughthe energy consumed in the use stage of the products. Other less significantenvironmental impacts identified related to hazards, waste, water consumptionand nuisances. Compared to the ISO 14001 requirements, the company was foundto possess an environmental policy, and had also done some work in relation tooperational control and emergency preparedness and response. It however fell

Group 3: Environmental Impacts of Passive Houses (group 3 report)Context andaimsResearchquestionTheoriesResearchmethodsResultsTo determine how significant the choice of materials is when designingenergy-efficient houses in relation to their lifecycle environmentalimpacts.Controlling for energy efficiency and design, what are the estimated costs andenvironmental impacts related to two energy-efficient houses, conceivedin accordance with either a sustainable development or an energyefficiency criteria?Life cycle thinking, sustainable development and construction, passive house,passive and active systems, big bale building, LS/EPS Passive house• Case study, interviews• Costs analysis, life cycle assessmentThe construction costs were the most persuasive element of the partial results.The BBB is significantly less expensive to construct. The use stageshowed an important financial dominance over the two other stages. Theglobal warming category revealed itself to be the most important featureto consider among the environmental categories selected in this study, andat a lesser degree nutrient enrichment. The choice in the materials is ofgreat importance of the other stages especially in relation to the embodiedenergy due to transport which formed an important feature in LS/EPS

Evidence – students learningMotivation and engagementDeep learningSelf-directed learningCriticality of learnersProfessional Skills improvementProcess skillsInterdisciplinary knowledge and skillsCreativity and designing skillsProfessional identity andresponsibilitySelf-satisfaction and meaningfullnessGraff and Cowdroy 1997, Thomas 2000,Kolmos and Du, 2006Biggs 2003Du 2006aSavin-Baden 2003Dochy et al 2001, Frenay et al 2007Kolmos 1996, 1999, Du 2006, Kolmos andDu 2006, Croshwaite, 2006Kjaersdam 1994, Graaff and Kolmos 2003Schrøder 2006Hmelo and Evensen 2000, Kolmos 2006, Du2006a, 2006bSavin-Baden 2000, Du 2006a

ATe alborgUn chnicalU niversity iversity(A ofDenma AU) rk(DTU)Pr ojectand peoplem anageme nt419 86Q ualityofe nginerin gandtec hnicalski ls85C ontactand working relations toindust ry5081In novative andcreati veskils8136 59K nowledge ofbusine s-lifean d-econo my 18O veralqua lityofedu cation7 87 4Percen tageofresp ondentsjud gingtheca ndidates'skilsin Source thevariou :Nyhedsm sdiscipline agasinetI sas"god" en,nngenir13,204 or"verygoAal Tec borgU hnical nivers Unive ity(A rsityo U) fDenm ark(D TU)P roject andp eople manag ement419 8 6Q uality ofeng ineri ngand techn icalsk ils8 5C ontac tandw orkin grelat ionsto indus try5081I nova tivean dcrea tivesk ils8136 5 9K nowle dgeo fbusin es-li feand -econ omy18O veral lqualit yofed ucatio n8747P ercenta geofre sponden tsjudg ingthe candida tes'skSo ilsint urce: Nyheds hevario magas usdisc inetIn iplines geni as"go n,nr1 d"or"v erygo 3,204Evaluation from Danish industry on graduatesAalborg University (AAU)Technical University of Denmark (DTU)Project and people management941Quality of engineering and technical skills8685Contact and working relations to industry5081Innovative and creative skills5981Knowledge of business -life and -economy1836Overall quality of education7487Percentage of respondents judging the candidates'skills in the various disciplines as "good" or "very good"Source: Nyhedsmagasinet Ingenien, nr 13, 2004

PBL – Regional developmentPBL AAU as a good example of linking students with thelocal economy (OECD 2007, Puukka and Marmolejo2008)– Students benefit from• Gaining transferable skills and authentic work experiences– University benefits from• gaining feedback and access to instructive cases and ideasfor research and teaching• Improving graduate retention• Higher rate on-time finishing ( AAU 87% v.s 38% others inDK)• Lower drop-out rate (AAU lowest in DK)• Improved interdisciplinary collaboration among teaching staff– Enterprises benefit from• A clearer picture of what the university stands for and how thestudents might fit in as prospective employees

A walk around AAU Main Campus