introducing problem based learning in moldova: toward ... · keyperformancecriteria(oneof) when...

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Introducing Problem Based Learning in Moldova: Toward

Enhancing Students’ Competitiveness and Employability

Prof Romeo V. Turcan

Aalborg University

http://www.pblmd.aau.dk/

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What do these brands have in common?


www.pblmd.aau.dk

Key performance criteria (one of)

When existing students would be ‘jealous’ for not studying at aPBL-based study programme

When new students would ask to study ‘PBL’ then specify thesubject area

When employers will see radical difference in the quality ofgraduates

When PBL will make a difference in internationalization (incl.,accreditation) of study programmes/universities

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Back to 2015


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We have achieved it!!!PBL became a generic noun and word!!!

Back to the future


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Big Thank You


http://www.pblmd.aau.dk/output-development/study-programme-teams/

http://www.pblmd.aau.dk/output-development/study-programme-teams/

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Expected outcomes

2015

Change extant pedagogical culture and approaches that areteacher-centred and focused on the transmission and recall ofknowledge from teacher to individual students

Instill an alternative pedagogical culture that is student-centred

Improve quality of teaching and learning methodologies

Improve higher education programmes and respective curricula

Enhance relevance of study programmes for the labour market

Enhance relevance of study programmes for disadvantaged groupsin the society

Offer mobility opportunity for bachelor students and academic stafffrom Moldova.


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Expected outputs

2015: The main outputs of PBLMD project are 6 redesigned - partly orfully – study programs based on Problem Based Learning (PBL) orother new, student-centered methods of teaching and learning:

BSc in Business Administration (Academy of Economic BusinesStudies)

BSc in Information Technology (Technical University of Moldova)

BSc in Law (State University of Moldova)

BSc in Public Administration (Balti State University)

BSc in Entrepreneurship and Business Administration (Cahul State University)

BSc in Medicine (Medical State University).


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Expected outputs(Cont’d)

2019: The main outputs of PBLMD project are 6 redesigned - partly orfully – study programs based on Problem Based Learning (PBL) orother new, student-centered methods of teaching and learning:

BSc in Business Administration (Academy of Economic BusinesStudies)

BSc in Software Engineering (Technical University of Moldova)

BSc in Law (State University of Moldova)

BSc in Public Administration (Balti State University)

BSc in Entrepreneurship and Business Administration (Cahul State University)

BSc in Public Health (Medical State University).


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Critical success factors

A number of critical success factors are identified that are vital for thesuccessful implementation of the PBLMD project, namely:

Vision and Drive to create a student-centred and research-based teachingand learning environment

Commitment and Willingness of rectors and their management teams of MDpartners to change the context, culture and methods of teaching andlearning as well as structure and content of study programmes

Commitment and Willingness of academic staff of MD partners to changethe culture and methods of teaching and learning as well as structure andcontent of study programmes

Active Direct Participation of businesses in the development of studyprogrammes and respective curricula, as well as in practice-based teachingand learning

Vision and Drive to become internationally competitive universities andattractive to international students and academic staff

Patience and Hard Work are virtues everyone involved in the PBLMD projectcannot afford not to pursue.


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Outputs development


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Spillover effects

PBL pedagogical training

University autonomy

Extra staff mobility

Inter-disciplinary and inter-institutional training

New PBL initiatives

Internationalization

PBL book


http://www.pblmd.aau.dk/spillover-effects/







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Back to the future

Critical success factors vital for the successful sustainability of PBLbased teaching and learning:

Vision and Drive to embrace a student-centred and research-based PBLteaching and learning environment

Commitment and Willingness of rectors and their management teams of MDuniversities to enhance the context, culture and methods of teaching andlearning as well as structure and content of study programmes

Commitment and Willingness of academic staff of MD universities tomaintain and innovate the culture and methods of teaching and learning aswell as structure and content of study programmes

Active Direct Participation of businesses in the development andimplementation of study programmes and respective curricula, as well as inpractice-based teaching and learning

Vision and Drive to become internationally competitive universities andattractive to international students and academic staff

Patience, Hard Work and Tenacity always pay back


www.pblmd.aau.dk

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Which one is better?

EUniAM(structural project)

PBLMD(joint project)

EUniAM

• High quality legislative proposals

• Piecemeal, incremental, limitedimplementation

• Resistance to change

• No political will

PBLMD

• High quality study programmes

• From radical to incremental, fromfull to limited implementation

• Staff and student support

• Lots of political will


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PBLMDProject outcomes reviewJohn Reilly

ChisinauSeptember 2019

PBL Moldova September 20191

PBLMD Project outcomes review

Sustainability impediments?

Education Code and Framework Plan?

Resistance to change - students and staff?

Student self-organization and self-expression?

Poor team work?

Limited research skills?

Student mobilty?

Confusion about the concept of interdisciplinarity?

Formulating interdisciplinary problems?

What else?

Ways forward - Solutions???



Student engagement PBL learning Induction, training, development, ‘growth’ - Personal

development planning? Curriculum planning and development, mentors, peer

evaluation, evaluative feedback, response to feedback? Workload, Credits and weighting of PBL ? Groups/ teams: allocation, facilitation, numbers, rotation,

assessment? Internships: finding, duration, quality assurance, supervision,

job description, learning outcomes, integration in the curriculum, sustainability?

Student mobility? Ways forward – best practice?



Visions – Roadmaps – Action plans

Degree profile to encapsulate objectives?[purpose; characteristics; employability - access to further study; learning and teaching

methods; programme learning outcomes] Needs analysis - bench marking? Innovation in the new curriculum? Ownership of plan – milestones? Emphasis on student engagement and means to achieve this? Explicit integration of PBL? Student mobility? Distinction between ‘Learning objectives’ and ‘Learning outcomes’? ECTS grades**

Lessons learnt?



General issues? Teacher engagement challenges: initiating and sustaining a

change culture, evaluation, extension, recognition? Student engagement and mobility? External stakeholders - cooperation and sustainability? Change Public Sector attitudes? Examples of good practice? Collaboration with Moldova partners: training, curriculum

innovation, student projects, evaluation? Surveys: recent graduates, employers who appoint graduates

from the programmes? Support for staff to register for PhD, develop competence in

English?

What else?



Congratulationsand

Thank you


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www.pblmd.aau.dk

This project has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may

be made of the information contained therein.

PBLMD…Every ending is a new beginning

Dumitru Ciorbă, FCIMIrina Cojuhari, SEAD

Technical University of Moldova

October 2, 2019

www.pblmd.aau.dk

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Institutional leaders Viorel Bostan, TUM rector Larisa Bugaian, TUM vice-rector Dumitru Ciorbă, FCIM, Dean

Study program team

Irina Cojuhari, assoc. professor. PhD, study program coordinator, SoftwareEngineering and Automatics Department (SEAD)

Mariana Catruc, lecturer, Head of SE study program

Pedagogical training program team

Elena Gogoi, lecturer, SEAD

Institutional teams

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Sustainability strategy team

Dumitru Ciorbă, associate professor, PhD, FCIM Dean Irina Cojuhari, assoc. professor. PhD, Head of study programme Mariana Catruc, lecturer, Head of SE study programme Elena Gogoi, lecturer, PBL Coordinator

EU mentoring team

Romeo V. Țurcanu, Aalborg University, Denmark Olav Jull Sørensen, Aalborg University, Denmark John Reilly (external expert), University of Kent, UK Ivan Aaen, Professor, Department of Business and Management, AAU Colin Simpson, University of Gloucestershire, UK Dr David Johnston, Academic Course Leader: Computing (PG), UoG Ralph Dreher, University of Siegen, Germany

Institutional teams(Cont’d)

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Software Engineering (CIM Faculty)

The level of implementation: whole program

240 ECTS

PBL ratio (face-to-face : group project work) 50/50

English study program

Approved program internally and externally SEA Department - 28.Nov.2016 CIM Faculty - 21.Dec.2016 TUM Senate - 27.Dec.2016 ANACEC accreditation - December 2017 (for 5 years)

The study program has launched in September 2017

PBL study program developed & implemented

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Student involvementNumber of students enrolled

2017 – 55

2018 – 59

2019 – 83

Number of SMS students

2018AAU: Robotics – 2

UOG: Computing – 1

2019AAU: Robotics – 7

UOG: Computing – 2

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Number of staff trained in Moldova by EU partners

More than 20, University administration Software Engineering and Automatics Department/ Computer, Informatics and

Microelectronics Faculty Mathematics Department, Faculty of Mechanical Engineering and Transport

Number of staff trained at EU partners (Study Visits)

12 University administration Software Engineering and Automatics Department/ Computer, Informatics and


Number of staff trained at EU partners (Staff Mobility Strand)

11 University administration Software Engineering and Automatics Department/ Computer, Informatics and


Developing PBL study programs

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Problems as driving force of learning

“PBL-based” curricula

“PBL-based” learning environment (space and process)

Project supervision

Teams design and evaluation

Team-working (teams as working/learning/ culture)

Research-based education as driving force for PBL

BSc in Software EngineeringLearning points

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BSc in Software Engineering

Students’ viewpoint• More freedom for learning• Team-based learning• More real-life projects

Staff viewpoint• Refocus on research• Mentoring is not teaching

University viewpoint• New vision on education• New structure for study programme curricula

Impact of PBLMD project

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BSc in Software Engineering

Curricula redesigned for 5 master study program• Two authorized program

• Information security• IT for business

• Another 3 ready for accreditation• IT• Computers and networks• Information Application Management

Next steps• At least another 2 st. program to be redesigned (Automatics

and Robotics)

Spillover effects

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Sustainability strategy (main directions)

SP Sustainability

Sustainability

Internationalization

Strategic partners

Infrastructure

Curricula continuous

reviewPromotion

Training in PBL

Research-based learning

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PBLMD…Every ending is a new

beginning.

Thanks to All of You Who Made it Happen!

www.pblmd.aau.dk

Implementation of PBL at AESM

Presenter Cotelnic Ala, Vice Rector

October 2, 2019

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Institutional leader: Ala Cotelnic, Vice-Rector Study program team COTELNIC Ala, vice-Rector, team leader SOLCAN Angela, Dean of the Faculty of Business and Administration, GAUGAȘ Tatiana, lecturer, vice Director of the master's school ȚÎMBALIUC Natalia, lecturer Pedagogical training program team

BACIU Sergiu – team leader, head of the studies section, curriculardevelopment and quality management

DOROGAIA Irina, associate professor, vice dean, Faculty of Business andAdministration

CEPRAGA Lucia, associate professor Sustainability strategy team

SOLCAN Angela, Dean of the Faculty of Business and Administration, teamleader

COTELNIC Ala, vice-Rector GAUGAȘ Tatiana, lecturer, vice Director of the master's school

EU mentoring team SØRENSEN Olav Jull - professor, Department of Business and

Management, AAU SIMPSON Colin - senior lecturer in International Business, UoG

AESM teams

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Level of implementation: whole program

Number of ECTS - 180

PBL ratio: face-to-face : group project work – 60:40

Language of instruction: English, Romanian

Who approved the program internally and externally:Internally the program was approved by the Department "Management",the Council of the faculty "Business and Business Administration", theSenate of AESM. Externally - by the Ministry of Education, Culture andResearch

Implementation date: September 1, 2017

BSc in Business Administration

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Number of students enrolled

2017 – 31

2018 – 29

2019 – 22


2018 AAU: study program Economics and Business

Administration – 1 student

2019 AAU: study program Economics and Business

Administration – 5 students

BSc in Business Administration(Cont’d)

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Study program development and implementation

MD staff trained in Moldova by EU partners

Total 98, of whom 76 women

MD staff trained at EU partners (study visits)


MD staff trained at EU partners (SMS)



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Learning points

the need to review the concept of the study program; interdisciplinary approach; the importance of developing methodical support and case studies; increasing students’ responsibility; a new pedagogical approach; teachers resistance; changing the way of knowledge evaluation; increasing collaboration with the business environment; institutional flexibility.


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Impact Impact from students’ viewpoint: more interesting courses, increasing

communication, teamwork, tasks on solving real problems from businessactivity; critical spirit, creativity. Hopes for a better employment andinsertion in the field of work.

Impact from accreditation viewpoint: the use of student-centered methodsin the learning activity, the active involvement of students in the real sectorand studding problems from this sector, could lead to a better employmentof the graduates, while responsible learning will also make them moreresponsible for the feedback with the university. All these are strengthpoints in accreditation.

Impact from university viewpoint: well-trained graduates for the real sectorwith better qualities: creativity, responsibility, critical approach, ability tolearn and to work in a team being well-organized.

Trained teachers staff for new technologies for students’ learning. The above mentioned will increase the quality of studies, the employability

and the visibility of AESM.


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Spillover effects

Training of AESM teachers and not only in the field of using PBL throughorganized courses; At the moment there are 3 courses with 51 trained persons;

The extension of the PBL implementation was done by implementing thecourses based on the PBL at the following programs:

World Economy and International Economic Relations (General andInternational Marketing Course, year. II, sem. III);

Marketing and Logistics Program; Course: The art of communication andprofessional ethics (year. I, sem. II)

Business Administration Program (all groups): the course Fundamentals oforganization management, year. I, sem. I; Entrepreneurship course, year. II,sem. III; Business culture course.

Master's program: Business administration; Management of European projects,Marketing management.


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PBL sustainability strategy

The need to review the study program for 5 bachelors programs based on PBL; Methodical assurance for the courses taught on the basis of PBL with course

supports, guides; Business and Administration program accreditation (based on PBL), 2022-2023; Creating the PBL subdivision within the AESM, which would provide permanent

support to the departments and teachers in order to maintain the academicexcellence and efficiency of the PBL;

Strengthening relationships with the business environment and theirinvolvement in the academic activity;

Promoting the good practices of BA-PBL, in order that the members of theacademic community, as well as other people interested in problem basedlearning will know about the advantages offered by this program and theopportunities that these students will have.


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This project has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held

responsible for any use which may be made of the information contained therein.

Implementation of PBL at USARB

Valentina Pritcan, Vice-rector for research and international relations Ina Odinokaia, assistant professor, PhDAlecu Russo Balti State University

October 2, 2019

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Planned activities(as per application)

Pilot PBL-based study program

Pedagogical training program

Sustainability strategies

Public Administration –180 ECTS

Problem / Project-Based Learning (PBL) – 10 ECTS

• Road maps• Action plans• Recommendations• Permanent

structures

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BSU_PBL teams

Institutional leaderValentina Prițcan, Vice-rector for research and international relations

Study program team Pedagogical training program team


EU mentoring team

Ina Odinokaia - associate professor, PhD, team-leader

Eduard Boișteanu -professor, PhD

Ion Danoi - associate professor, PhD

Valentin Cazacu –lecturer, PhD

Sergiu Boca - lecturer, PhD

Mihaela Kruglitki - reader

Valentina Prițcan - Vice-rector BSU, associate professor, PhD, team-leader

Natalia Gașițoi - Rector BSU, associate professor, PhD

Mariana Spatari -associate professor, PhD

Veaceaslav Pînzari -associate professor, PhD

Ina Odinokaia -associate professor, PhD, team-leader

Valentina Prițcan -Vice-rector BSU, associate professor, PhD

Mariana Spatari -associate professor, PhD

Mihaela Kruglitki -reader

Romeo Turcanu -professor, PhD, AAU

Louise Faber -associate professor, PhD, AAU

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BSc in Public Administration

Programul de învățământ la specialitatea 0400.1 Administrație publică (180 ECTS):

aprobat de Senatul USARB, p.v. nr.16 din 01.06.2016coordonat de ME, nr. de înregistrare ÎSL-18011 din 12.09.2016

Modificările la programul de învățământ prin integrarea proiectelor în semestrele I-VIaprobate de:

Catedrele drept privat (p.v.10 din 12.05.2017) și drept public (p.v.11 din 17.05.2017) Consiliul FDȘS, p.v.10 din 26.05.2017 Senatul USARB, p.v. 11 din 30.05.2017

Acreditarea programul de studii pentru 5 ani în temeiul Deciziei ANACIP din 09.02.2018.

Admiterea și studiile la programul AP_ PBL cu instruire în limba română, începând cu 01.09.2017:

2017-2018: 41 studenți (15 ZI / 26 FR) 2018-2019: 40 studenți (6 ZI / 40 FR) 2019-2010: 40 studenți (9 ZI / 31 FR)

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BSc in Public Administration

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Study programme development and implementation


Total – 46 persoane, dintre care 26 femei (56,52%)





AAU - 14-25.11.16 – 4 persoaneUoG - 04-17.12.16 – 4 persoaneUSIEGEN - 27.03-07.04.17 – 3 persoaneKTH – 09-20.10.2017 – 3 persoaneKTH – 14.01.2018 – 1 persoană

BSU_PBL in Public AdministrationLearning points

Implicarea actorilor educaționali în procesul instructiv-educativ rezistența la schimbare conlucrarea cu părțile interesate cadru didactic – student – angajator

Provocări privind elaborarea și monitorizarea proiectelor dificultăți în formularea problemelor, în aplicarea metodologiei de cercetare, în acumularea

materialelor practice, în realizarea studiilor interdisciplinare. relaționarea între membrii grupului de lucru asupra proiectelor supervizarea proiectelor, managementul timpului, managementul situațiilor de conflict evaluarea proiectelor - stabilirea aportului individual a membrilor grupului privind lucrul asupra

proiectelor, în aprecierea produsului final necesitatea elaborării unui Ghid metodic privind elaborarea și evaluarea proiectelor

Reconceptualizarea planului de învățământ prin atingerea necesitatea atingerii dezideratului 50% cursuri și 50% proiecte includerea obligatorie a unităților de curs care nu dezvoltă abilităţile profesionale

concrete, chiar pe limita minimă (18 ECTS - 10%), duce la excluderea firească a unităţilorde curs inerente pentru formarea viitorului specialist

posibilitatea de a acorda un număr mai mare de credite pentru proiecte limitată derestricția impusă prin pct.9 din Planul-cadru constă în „alocarea a maxim 4-6 credite destudiu pentru un modul”

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Insert any impact from students’ viewpoint responsabilizarea și managementul timpului în realizarea sarcinilor dezvoltarea spritului de iniţiativă formarea abilităților de relaţionare în grup autoevaluarea nevoii de formare profesională şi a modalităţilor de dezvoltare

personală în scopul inserţiei pe pieța muncii

Insert any impact from accreditation viewpoint În conformitate cu Raportul de autoevaluare externă a specialității 0400.1

Administrație publică, nr.451-01 din 27.11.2017 sunt indicate drept punte tari: „transferul de bune practici în urma proiectelor europene PBLMD”, p.2.2.4. Relevanța

programului de studiu „introducerea proiectelor axate pe probleme”, p.2.2.3. Curricula pe discipline „utilizarea metodelor inovative de predare-învățare-evaluare”, Concluzii generale

Insert any impact from university viewpoint resurse umane instruite privind metodologia PBL formarea competențelor de supervizare și evaluare a proiectelor interdisciplinare îmbunătățirea infrastructurii universitare completarea fondului de carte a bibliotecii cu resurse educaționale

BSU_PBL in Public AdministrationImpact

BSU_PBL in Public AdministrationSpillover effects

Reactualizarea de către membrii de proiect a curriculumurilor unităților de curs și introducerea proiectelor la alteprograme de studii din cadrul Facultății de Drept și Științe Sociale

Ciclul I, studii superioare de licență DREPT (240 ECTS) ASISTENȚĂ SOCIALĂ (180 ECTS)

Ciclul II, studii superioare demaster

ȘTIINȚE PENALE ȘI CRIMINOLOGIE MANAGEMENTUL ADMINISTRAȚIEI

PUBLICE (120 ECTS) RELAȚII DE MUNCĂ ȘI

MANAGEMENTUL RESURSELOR UMANE (90 și 120 ECTS)

SUPERVIZARE ÎN ASISTENȚĂ SOCIALĂ (120 ECTS)

POLITICI SOCIALE PENTRU FAMILIEȘI COPIL (120 ECTS)

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BSU_PBL sustainability strategy1.

Extinderea și consolidarea culturii PBL la nivel instituțional prin consacrarea filozofiei PBL în Planul strategic la

nivel de instituție / facultate / catedră

2. Formarea continuă a cadrelor didactice conform filozofiei PBL

3. Schimbări în regulamentele de normare și de acordare a sporurilor de performanță

4. Diversificarea resurselor educaționale (baze de date, resurse media, bibliografie; etc.)

5. Crearea spațiilor de lucru pentru grupuri mici (facultate, bibliotecă, cămin, etc.)

6.Conlucrarea instituției cu angajatorii și absolvenții PBL prin implicarea mai activă a angajatorilor în procesul de studii și evaluarea satisfacției angajatorilor privind calitatea pregătirii absolvenților PBL

7.Crearea unei baze de date privind satisfacția studenților și cadrelor didactice privind aplicarea PBL în procesul de

predare - învățare - evaluare

8. Activități de consiliere și ghidare în carieră = abiturienți cointeresați de admiterea la programele de studii PBL

9.Reconceptualizarea planului de studii Administrație publică prin implementarea dezideratului 50% (teorie) / 50%

(proiecte)

10. Modificarea planurilor de studii la nivel de facultate și includerea proiectelor la alte specialități

11. Reconceptualizarea structurii curriculumului unităților de curs / modulelor conform metodologiei PBL

12. Pregătirea către acreditarea / reacreditarea programelor de studii concepute conform metodologiei PBL

13. Elaborarea indicațiilor metodice prvind elaborarea și susținerea proiectelor

www.pblmd.aau.dk



Implementation of PBL at Cahul State University

Roșca-Sadurschi Liudmila, team leader

October 2, 2019

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Institutional leader Popa Andrei, rector USC

Study program team Rosca-Sadurschi Liudmila, prodecan, team leader Popa Andrei, rector Gîrneț Slavic, lector univ.

Pedagogical training program team Todos Irina, prorector, team leader Noni Ludmila, lector univ. Vulpe Olesea, lector univ.

Sustainability strategy teamPopa Andrei, rectorRosca-Sadurschi Liudmila, prodecan, team leader

EU mentoring team Romeo V. Turcan, Aalborg University, Denmark Olav Jull Sørensen, Aalborg University, Denmark Colin Simpson, University of Gloucestershire, UK

Institutional teams

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Title of the Study Programme: Entrepreneurship and Business Administration

Level of PBL implementation: Program

Number of ECTS: 180

PBL ratio: 65 (face-to-face) : 35 group project work

Language of instruction: Ro

Program approved by: the University Senate and approved by the Ministry of Education of Republic of Moldova

Has been implemented since September 2017

BSc in Entrepreneurship and Business Administration

www.pblmd.aau.dk BSc in Entrepreneurship and Business Administration

In 2017, at the Faculty of Economics, Engineering and Applied Sciences, the syllabuses for thefollowing specialties were modified and approved by the Senate:

1. Business and administration (pilot program)

2. Accounting

3. Informatics

4. Engineering and Management in the Food Industry

Students left in academic mobility did not have 4

Program of studies Year of studies / number of students2017 2018 2019

1.Business and administration (pilotprogram)

25 15 17

2. Accounting 10 12 153. Informatics 15 0 154.Engineering and Management inthe Food Industry

0 19 15

Admission to these study programs:

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Number of staff trained in Moldova by EU partnersInstruiri realizate de către partenerii EU în cadrul Universității Tehnice din Moldova, Academiei de Studii

Economice din Moldova, dar și în cadrul USC - circa 30 persoane de la Facultatea de Economie,Inginerie și Științe Aplicate

Number of staff trained at EU partners (Study Visits) Gloucestershire University, 28.02-05.03 2016- 2 persoane PBLMD rectors/vicerectors visit to AAU, October 3-7, 2016, Aalborg and Copenhagen – 2

persoane.

Number of staff trained at EU partners (Staff Mobility Strand) 7-18 noiembrie 2016 AAU - 7 persoane (decan, șef de departament, lectori)

Developing PBL study programs

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Number of staff trained in Moldova by EU partnersInstruiri realizate de către partenerii EU în cadrul Universității Tehnice din Moldova și Academiei

de Studii Economice - 11 persoane de la Facultatea de Economie, Inginerie și ȘtiințeAplicate, catedrele:

- Economie și Management în Afaceri și Servicii;- Finanțe și Evidență Contabilă;- Inginerie și Științe Aplicate.

Number of staff trained at EU partners (Study Visits) University of SIEGEN April 11-15, 2016 – 2 persoane; KTH, September 26-30, 2016 – 2 persoane.

Number of staff trained at EU partners (Staff Mobility Strand) 12-24 februarie 2017 Gloucestershire University – 6 persoane (rector, prorector,

șef de departament, lectori) 9-20 octombrie 2017 KTH – 2 persoane (rector, șef de catedră)

Developing PBL pedagogical training programs

www.pblmd.aau.dk

1. Implementation of PBL in 4 study programs.2. Study programs connected to the employers' requests.3. Working in the semester project group.4. Interdisciplinary projects and between different specialties of the faculties.5. More actions to train a teacher (trainings, mobility, workshops)The main problems in carrying out the activities:Formation of groupsIdentification of research topicsWorking in groups of studentsCommunication and stimulating group communicationAssessment of the individual contribution of the studentsConflicts within the group. 7



www.pblmd.aau.dk


Impact from students’ viewpoint:- group work- different teaching-learning methods- choosing, identifying, researching the problem- internal and external mobility

Impact from accreditation viewpoint:- internationalization,- SMS

Insert any impact from university viewpoint- modernized study programs- equipped and equipped rooms,- trained teachers- program and curricula for the establishment of continuous training

courses8

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In 2017, at the Faculty of Economics, Engineering and Applied Sciences,the syllabuses for the following specialties were modified and approvedby the Senate:1. Business and administration (pilot program)2. Accounting3. Informatics4. Engineering and Management in the Food IndustryIn all these programs the discipline was introduced: Principles of study

by the "Learning by problem research" method (PBL - Problem BasedLearning).At the same time all the mentioned programs were introduced mini-interdisciplinary projects and semestrial projects. 9

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Pedagogical training programÎnvăţarea axată pe rezolvare de probleme/ în baza proiectelor (PBL) (10ECTS)Sustainability strategies:

Anul 2019 – Aprobarea strategiei de implementare a PBL la nivel defacultate/universitateAnul 2020 – Formarea continuă a cadrelor didactice privind metodele de lucruprin PBLAnul 2021 – Elaborarea lucrărilor metodice privind formarea de echipe,elaborarea proiectelor, evaluarea studențilorAnul 2022 – Perfectarea planurilor existente și elaborare planurilor noi de studiiîn conformitate cu elemente PBL și cu aplicarea bunelor practici de laUniversitățile partenere din EU;

Planned activities(as per application)

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Implementation of PBL at MSU

Angela Niculiță, Vice-rector for International Relații



Universitatea de Stat din Moldova

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Institutional leader

Angela Niculiță, PhD, assoc. prof., vice-rector for International Relations

Study program team

Natalia Zamfir, PhD, assoc. prof., faculty of Law - team leader, Mihaela Vidaicu, PhD, assoc. prof., faculty of Law Aliona Cara, PhD, lecturer, faculty of Law Veronica Mocanu, PhD, lecturer, faculty of Law Bancu Cristina – mag. . în drept Elena Belei, assoc. prof. (team leader October 2015 – September 2017) LilianaȚurcanu, assoc. prof. (team leader September 2017- August 2018)


Otilia Dandara, Doctor Habilitate, prof., vice-rector for Academic Afairs-team leader

Irina Carauș, leturer, Department of Study Dorina Bostan, lecturer, Faculty of Psychology and Educational Sciences

(October 2015 – November 2016)

MSU teams Universitatea de Stat din Moldova

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Natalia Zamfir – dr. în drept (team leader) V. Cojocaru – hab. în drept (decan) M.Grama - dr. în drept (sefa comisia calității) Elena Belei – dr. în drept Cara Aliona - dr. în drept Mihaela Vidaicu – dr. în drept Bancu Cristina – mag. . în drept

EU mentoring team

Louise Faber, assoc. prof., Department of Law, Aalborg University, Denmark

Marie Jull Sorensen, assoc. prof., Department of Law, Aalborg University, Denmark

Sharon Harvey, lecturer, School of Accounting & Law, University of Gloucestershire

MSU teams Universitatea de Stat din Moldova

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level of implementation - whole program

number of ECTS - 240

PBL ratio (face-to-face : group project work) – 85:15

language of instruction - English

who approved the program: university Senate, CDSI

start implementation date – 01.09.2017

BcS in Law


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2017 – 26

2018 – 24

2019 – 20


2018

UOG: insert study programme – 6

2019

UOG: insert study programme – 6

BcS in LawUniversitatea de Stat din Moldova

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Study programme development and implementation







BcS in Law


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Lessons learned Changing the role of the teacher, he / she becoming a facilitator who guides and

supervises the activity of the students. This requires the re-conceptualization of the wayof delivering the teaching material and of organizing the teaching-learning activities.

There is need to involve the representatives from professional field to identify andformulate the actual real problems for the group projects, as well as to evaluate theresults of the students projects.

The composition of the groups should be determined by the students' choice of theproblem or subject being studied. The distribution of student roles in the group shouldinclude the possibility of changing roles when working on a project).

Introducing the tutoring / consultation (with the project facilitator) hours in the studentsstudy schedule, the attendance at these activities will become officially mandatory. Useof Moodle platform, social networks and Skype especially when monitoring group work.

Introducing peer review of the work of each team member to make the student evaluationmore efficient.

Evaluation of the final product - the project, theoretical knowledge, as well as thelearning process. The degree of engagement of group members may constitute a certainpercentage of the final grade.

Universitatea de Stat din MoldovaBcS in Law

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Impact Impact from students’ viewpoint

Learn by solving real actual problems You can discover new knowledge by yourself It takes more effort and involvement Develop critical thinking and interpersonal skills The learning process is more interesting...

Impact from accreditation viewpoint Use of new / modern student-centered teaching strategies High degree of cooperation with potential employers Align the study programs with the needs of the employers / the real sector of

the economy

Impact from university viewpoint

The use of the innovative, interactive, student-centered teaching-learningmethods that require the active involvement of potential employers, such asPBL, contributes to improving and maintaining at high level the quality of theuniversity studies, enhancing the attractiveness of the university, increasing theemployability of the students and the level of internationalization of theuniversity.


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Spillover effects

During the years 2017-2019, 70 academic staff of the Faculty of Law applied the PBL methodto the courses held within the BcS degree program and the several master programs. Atthese courses / programs 287 students were trained.

The PBL strategy was applied (partially or completely) in the Master programs offered at 3faculties:

Faculty of Economics Marketing studies (12 students) Hotel management and marketing and tourism (18 students)

Faculty of Biology and Pedology Landscape design and green spaces (12 students)

Faculty of Psychology, Sciences of Education, Sociology and Social Work Organizational and work psychology (14 students)

Faculty of International Relations, Political and Administrative Sciences Public policies and services (18 students)

Undertaken Activities Adjustment of study programs;

Strengthening relationships with employers / labor market: identifying employers, concluding partnership agreements, identifying problems.


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PBL sustainability strategy (key points )

Aligning the pilot study program with PBL good learning practices of europeanuniversities and their own experience.

Permanent cooperation with stakeholders (employers, graduates, etc.).

Continuing education and development on PBL of the academic staff.

Introduction of the subject "Academic Writing and Research" to the bachelor andmaster programs.

Development of the educational infrastructure for PBL.

Extension of PBL for other study programs within universities.


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Implementation of PBL at Nicolae Testemitanu SUMPh

Babuci Angela, Task Force Member of Pedagogical Program Team

Chisinau, October 2, 2019

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Institutional leader

Mihail Gavriliuc, PhD, professor, Vice Rector for International Students

Study program team

Victor Vovc, PhD, Professor, Leader of Study Program Team Eugen Melnic PhD, Associate Professor, Task Force Member Andrei Padure, PhD, Associate Professor, Task Force Member Victoria Rotaru, PhD, Associate Professor, Task Force Member Rodica Bugai, PhD, Assistant Professor, Task Force Member


Igor Cemortan, PhD, Associate Professor, Leader of Pedagogical ProgramTeam

Angela Babuci, MD Assistant Professor, Task Force Member of PedagogicalProgram Team

Nicolae Testemitanu State University of Medicine and Pharmacy

Nicolae Testemitanu SUMPh teams

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Evelina Gherghelegiu, MD Assistant Professor, Leader of SustainabilityStrategy Team

Angela Cazacu-Stratu, PhD Associate Professor, Member of SustainabilityStrategy Team

EU mentoring team Diana Stentoft, Associate Professor, Department of Health Science and

Technology, AAU Romeo Turcan, Associate Professor, Department of Business and

Management, AAU Trine Fink, Associate Professor, Department of Health Science and

Technology, AAU Jeppe Emerson, Associate Professor, pro-dean for education at the

Faculty of Medicine at Aalborg University Anna-Karin Högfeldt, University lecturer, education developer, Technical

Communication and Learning, ECE, KTH Royal Institute of Technology, Margareta Bergman, Director of Studies, HERD – Higher Education

Research and Development KTH Royal Institute of Technology Viktor Kordas, Senior Project Manager, KTH Royal Institute of Technology


Institutional teams(Cont’d)

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Neuroscience course

The Neuroscience is an interdisciplinary course designed for onesemester.

4 ECTS

PBL ratio: face-to-face – 51 hours: group project work – 69 hours.

Language of instruction – Romanian

The study program was approved by the Senate of NicolaeTestemitanu SUMPh on June 5, 2017 and by the Ministry ofEducation on July, 20, 2017.

The study program started on February 5, 2018.

BSc in Public Health

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a. y. 2017- 2018 – 28 students

a. y. 2018-2019 – 26 students

a. y. 2019-2020 – 18 students


2019

AAU

Master in Science Medicine with Industrial Specialization

4 students (Public Health)

•BSc in Public Health(Cont’d)

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Study programme development and implementation Number of staff trained in Moldova by EU partners

85 university staff trained Faculty of Medicine Departments: Neurology, Public health, Psychiatry, Human anatomy, Morphopathology,

Physiopathology, Physiology, Histology, Biochemistry, Microbiology and Internationalrelations

Number of staff trained at EU partners (Study Visits) 3 Study visits to Aalborg University - 8 staff trained (institutional leader project

coordinator and task force members, sustainability team) 1 study visit to Plymouth University Peninsula Schools of Medicine and Dentistry - 5

staff trained (institutional leader project coordinator and task force members)

Number of staff trained at EU partners (Staff Mobility Strand) 15 academic staff trained, including all 4 facilitators who coordinate the PBL

Neuroscience course 15 participation certificates, of whom 8 women 2 EU Partners - Aalborg University, KTH Royal Institute of Technology Departments: Public health, Neurology, Microbiology, Human anatomy

BSc in Public Health – Neuroscience (Cont’d)

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Implementation of Neuroscience course

Promotion of PBL course

Elaboration of the Neuroscience Curriculum, its integration into the Study Program and documents approval

Mobility and training of teaching staff

Workshop - “Acquaintance of students with PBL"

Start of the Neuroscience course in 2017 3rd year students, 6th semester, Public Health Specialty

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www.pblmd.aau.dkNicolae Testemitanu State University of Medicine and Pharmacy

Promotion of PBL course

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Pedagogic Workshop in MoldovaAnna Karin Högfeldt,

Margareta Bergman and Kristina Edström (KTH)June, 2017

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Visit to the University Clinic, Lab and Library - AAU 2016-2018

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Workshop at Nicolae Testemitanu SUMPh"Pedagogical training and Curriculum development“

May, 2017

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Mobility of the facilitators from SUMPh at Aalborg University

4 trained facilitators, February 4-17, 2018

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Comprehension the PBL methodology

Establishment of the learning objectives

Defining the role of facilitators and students

Current and final assessment of students

Outcome: Elaboration of the WP4 Study Program


Pedagogical training

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4 academic staff members trained at KTH Royal Institute of Technology, Stockholm

2017-2018

Improvement ofprofessional

teaching skills and abilities

Curriculum development

Dissemination of experience and

good practice among the

teaching staffof Nicolae

Testemitanu SUMPh

Applying PBL


Pedagogical Training, May 5-6, 2018, Vadul-lui-Vodă

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Goal: Development of PBL Pedagogical Guide

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Pedagogical Workshops, May 14-18, 2018

Developing the semester , module descriptions, including learning objectives and outcomes: knowledge, skills and competences

Project idea generation

Student and staff evaluation methods and techniques

Management and administration of study programs, semesters, and modules

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Pedagogical training

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StaffMobility

and Quality of Education

Mobility to Aalborg University, Plymouth University Peninsula Schools of Medicine and Dentistry and

KTH Royal Institute of Technology had a tremendous significance for elaboration of the

WP1 – WP5

The national and international standards in higher medical education can be achieved only by

continuous professional education and mobility of both staff and students

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Workshop - “Acquaintance of students with PBL"November 29, 2017

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Training activities offered on-site by EU partners

2 Workshops - Project Idea Generation (SUMPh, November 2017)

Workshop on theories, methods, tools for methodology, research

design, literature review and synthesis (SUMPh, TUM, February

2018)

Press Conference with students participation (May 2018)

Students participation and feedback in Consortium meeting

(October 2018)

Interdisciplinary group project training (February – April 2019)

Student involvement


Workshop on theories, methods, tools for methodology, research design, literature review and synthesis in (PBL) and (EBL)

February, 27, 2018

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"The purpose of this workshop is toprepare students for mobility, to showthem how to integrate the methodologyand design of research into PBL andEBL.

Activities: Team working

Formulation of questions and problems

Writing of 2 steps project proposals

Presentation of ideas to colleagues

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Development of interdisciplinary projects with colleagues from other Universities

February 22-23, 2019

Georgiana Rudi, a 4th year student, Public Health Specialty said about PBL that "it is a new experience, to be able to get beyond our limits of knowledge“ and "we have the opportunity to learn how to solve problems, not only in the medical context, but also from the technical, administrative, managerial and social" points of view.

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Action plan of Neuroscience course

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Evaluation of the teaching quality in Neuroscience course

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The key lessons for better understanding of clinicalissues, according to students feedback, helped themto develop:

a) Team working skills;b) Creativity;c) Clinical thinking;d) Practical dexterities;e) Decisions making;f) Ability to integrate the knowledge and apply intopractice.

Lessons learned

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Impact

Octavian Antohi, a 3rd year stud. – "PBL gives the opportunity to students to see the problem as a whole from its cause, evolution to solution methods.“

"It was quite difficult to decide what problem to choose, so that we could come up with some conclusions, and be prepared to answer the questions. However, I think we did well and got a successfully to the end” - Alina Badrajan, 3rd year .

The Program in Medicine have been recently accredited according to WFME standards and PBL was marked out by the External Accrediting Board as a strong point.

PBL opened a new Era in Moldovan Medical High Educational System.

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Spillover effects

PBL in Neuroscience course was a successful experience and it was proposed for implementing in Optometry.

PBL – was a strong point in Accreditation of the Medicine Program by WFME standards.

Implementing PBL in General Medical Assistance Specialty

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Approval of the PBL Curriculum

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PBL sustainability strategy

BSc in Optometry(Cont’d)

Humanresources

• TfT Training for trainers• Motivation of the teaching staff• Mobility• PBL for career advancement• Research opportunities

Finaces

• PBL as a strategic priority• Reservation of funds from the institutional budget• Governmental PBL funds support• Development and implementing international projects • Scientific research

Legal support

•Lobby and advocasy of the Top Management of the University•PBL as an objective of the the University Development Strategy 2021-2026•Development of a PBL exchange experience platform

www.pblmd.aau.dk

Thank you for your time!

Chișinău 2018

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